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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

Meet the maddest minds in literature! From Goethe’s Faust to the Godzilla-busting Dr. Serizawa, these rebels transgress the laws of nature and humanity to teach us about our world and ourselves. How far should we go? How much do we dare to know? Find the answers, or at least the most exciting versions of the questions, in books like Robert Louis Stevenson’s THE STRANGE CASE OF DR. JEKYLL AND MR. HYDE; H. G. Wells’s THE ISLAND OF DOCTOR MOREAU; Johann Wolfgang von Goethe's play FAUST, PART I; as well as the film GODZILLA (1954). This course counts as a literature elective for English with Literature and Writing, English with Creative Writing, and English with Professional Writing majors. It also satisfies both an Integration in the Humanities and the Global Perspectives core requirements, as well as a WAC Writing to Learn requirement. Prerequisite: ENGL 121 or 190.

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students to think critically about the ways in which cinema engages the world as a form of entertainment, as art, as historical document, and as an instrument of social change. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. Offered every semester.

This course explores the opportunities and challenges associated with globalization, and provides the foundation for understanding how differences across countries affect businesses and their own careers. Prerequisites: BUSN 100 or permission from the instructor, and Sophomore standing

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Ethnicity & Multiculturalism: Afro-Hispanic Literature & Culture (See spreadsheet for Banner-friendly course titles for SPAN 411 and GSPA 540) This specific offering of the course examines 20th and 21st century literary representations of afro-identity in Latin America, the Spanish Caribbean and Equatorial Guinea with special attention to the intersections of race, gender, class, and nationality. We will analyze how the work of art (a literary text, a movie, a painting, a song, to name a few examples) serves as a space for reflection on concepts such as ‘race,’ ethnicity, hegemony, resistance, multiculturalism, and hybridity. Primary readings will be supplemented by relevant historical, critical, and theoretical texts. Along with these readings we will also view documentaries and films that deal specifically with issues of race and ethnicity within these minority communities. Class discussion will focus on how identities are constructed within the space of fiction and other artistic representations. The objective for this course offering is to provide an overview of contemporary literary works by Latin American, Caribbean and Equatorial Guinean writers of African descent.

This course will trace the history of film in Mexico during more than eight decades. We will study critical sources and films from the Golden Age of Mexican Cinema (1930s-1950s) to the present era. Works will include those by influential directors, such as Fernando de Fuentes; films by émigré directors like Luis Buñuel (Spain); films from the documentary genre, and films by many other important contributors to this large body of cinema. The course is organized by the following themes/topics designed to reflect the rich variety of Mexico’s cinematographic production: the Mexican Revolution, masculine identity, feminine identity, genre cinema, LGBTQI films, and recent box office successes. Through viewing this wide range of films, students will gain a greater understanding of Mexican film production in its historic, cultural and aesthetic dimensions.

TOXIC: Environmental Humanities Respond to the Pesticide Crisis in Latin America According to data from the Food and Agriculture Organization of the United Nations, more than 863,000 tons of pesticides were used in Latin America in 2019 (FAO 2022). How do the humanities approach this crisis in environmental and human rights? In this course, we will engage with literature, film, music, and the visual arts to better understand the impact of widely used pesticides and the struggles for social and environmental justice that are emerging in the region.

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

Theology courses numbered 221-229+300 are reserved for students on the new core curriculum. This section is a comparison of the teachings and practices of Christianity with the teachings and practices of selected non-Christian religions, for example, American Indian (Lakota), Judaism, Islam, Hinduism and Buddhism. The aim of the course will be to clarify similarities and differences between Christianity and other religions, to reflect on the problem posed by religious pluralism in modern culture, and to develop a Christian theology of world religions.

Theology courses numbered 221-229+300 are reserved for students on the new core curriculum. This section examines the theological themes of Hinduism, Buddhism, Islam, and Native American religions. These themes will be studied alongside Christianity, clarifying similarities and differences.

This section will focus on patterns that emerged in both contexts—Germany under Hitler; South Africa under apartheid: economic anxiety; the rise of nationalism; the election of a tyrant; theological rationales for tyranny, torture, and even genocide; theological and artistic resistance; the complicated role of Catholicism; and legal processes in the aftermath.

This course offers a selective introduction to the artistic concepts and visual art of India, China, and Japan. The course will examine visual expression in Asia from the Neolithic period to the 20th century. The purpose of the course is to provide students with the basis for a life-long appreciation of the arts and cultures of South and East Asia through examinations of varying aesthetic viewpoints and critical and creative interpretations of artistic expression.

This course offers a selective introduction to the artistic concepts and visual art of India, China, and Japan. The course will examine visual expression in Asia from the Neolithic period to the 20th century. The purpose of the course is to provide students with the basis for a life-long appreciation of the arts and cultures of South and East Asia through examinations of varying aesthetic viewpoints and critical and creative interpretations of artistic expression.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

This course surveys historical and contemporary art forms of Oceania, a region that includes Melanesia, Micronesia, and Polynesia. Sculpture, painting, architecture, and body arts will be explored in relation to gender roles, identity, repatriation, and Western influence. Students will learn how material culture, along with the concepts of mana and tapu, sustained highly stratified cultures in places such as Hawaii and New Zealand. We will also study egalitarian societies in which a balanced relationship is maintained with natural environments through daily practices and spiritual beliefs. Students will work with objects from the American Museum of Asmat Art at the University of St. Thomas (AMAA@UST). Films and other digital resources will be used to illustrate how Pacific cultures have changed over time.

This course examines the legal and regulatory environment associated with conducting business across national borders. The goal of this course is to provide a foundation and framework for understanding the national, multilateral and international legal issues confronted by the multinational enterprise (MNE). Legal topics will be explored in the context of their impact on managerial decision making and business strategy and include: international trade, mechanisms for effectively resolving international business disputes, legal issues impacting market entry and expansion strategies (trade, intellectual property licensing, and foreign direct investment), regulation of the market place, managing global supply chains, and compliance. Prerequisites: BLAW 300, 301, 302 or 304, or junior standing and instructor permission. Note: Students who receive credit for BLAW 322 may not receive credit for BLAW 303.

Through lenses both ancient and modern, this course will examine how the ancient Greeks and Romans imagined, sought to understand, appreciated and utilized the earth and its natural resources. Focal points will include ancient concepts of and attitudes toward the environment, the interconnection and interdependency between natural elements as well as between humans and the earth, appreciation for the landscape, and awareness of environmental issues and sustainability.  Material remains will include representations of the earth, animals and nature in myth, art, literature & currency.  Every module and assignment will include both ancient and modern sources to examine. Prerequisites: Senior, Junior or Sophomore Standing.

This course examines the influence of culture on our own and others’ communication. Students will be introduced to different aspects and levels of culture, including basic principles and theories that explain cultural differences on the group level, and challenges in intercultural communication, such as stereotypes, ethnocentrism, conflicting ethical standards, and racial disparities. Through lectures, discussions and first-hand practice, students are expected to form global perspectives and become more competent in intercultural communication. Students are advised to take the course either during or after the sophomore year.

This course examines the economics of International trade and trade policy. Topics include: theories of why countries trade and their implications for income distribution and gains from trade; implications of national trade policies; strategic trade policy; regional agreements (including multilateral trade agreements, free trade areas, customs unions, common markets and economic unions); international factor movements; trade issues related to developing countries, the environment of economic growth. Prerequisites: ECON 251 and 252

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. This course fulfills the Historical Perspectives requirement in the English with Literature & Writing major and the English with Creative Writing major. It also satisfies a literature requirement for the English with Professional Writing major and is one of two required options for English with Secondary Education majors (ENGL 221 being the other). In addition, it also satisfies a requirement for the Classical Culture program. Finally, this course also satisfies both an Integrations in the Humanities and Global Perspectives core requirements as well as the WAC Writing to Learn requirement. Prerequisites: ENGL 121 or 190. 

Medieval authors see knights in a double-sided way: as an honorable force for good or as a destructive, warmongering force for evil. As the idea of knighthood has come down to us, it continues to carry multiple meanings. This course will explore the idea of "knighthood," past and present through literature and film. Possible titles include SIR GAWAIN AND THE GREEN KNIGHT; THE GREEN KNIGHT (film; dir. David Lowery); Geoffrey Chaucer's CANTERBURY TALES, Thomas Mallory's LE MORTE D'ARTHUR; excerpts from J.R.R. Tolkien's THE LORD OF THE RINGS trilogy; THE LORD OF THE RINGS (films; dir. Peter Jackson); portions of MONTY PYTHON AND THE HOLY GRAIL, STAR WARS, THE MANDALORIAN, MULAN, and GAME OF THRONES. This course satisfies an Integrations in the Humanities requirement and the Global Perspectives requirement, a FILM History/Analysis requirement, and a WAC Writing to Learn requirement. It also satisfies an Early British requirement and Context and Convergences requirement for English with Literature and Writing majors, as well as a literature requirement for English with Creative Writing and English with Professional Writing majors. Prerequisite: ENGL 121 or 190. NOTE: This is a cross-listed course, with 10 seats on this ENGL 360-L01 side and 10 seats on the FILM 298-L01 side.

Medieval authors see knights in a double-sided way: as an honorable force for good or as a destructive, warmongering force for evil. As the idea of knighthood has come down to us, it continues to carry multiple meanings. This course will explore the idea of "knighthood," past and present through literature and film. Possible titles include SIR GAWAIN AND THE GREEN KNIGHT; THE GREEN KNIGHT (film; dir. David Lowery); Geoffrey Chaucer's CANTERBURY TALES, Thomas Mallory's LE MORTE D'ARTHUR; excerpts from J.R.R. Tolkien's THE LORD OF THE RINGS trilogy; THE LORD OF THE RINGS (films; dir. Peter Jackson); portions of MONTY PYTHON AND THE HOLY GRAIL, STAR WARS, THE MANDALORIAN, MULAN, and GAME OF THRONES. This course satisfies an Integrations in the Humanities requirement and the Global Perspectives requirement, a FILM History/Analysis requirement, and a WAC Writing to Learn requirement. It also satisfies an Early British requirement and Context and Convergences requirement for English with Literature and Writing majors, as well as a literature requirement for English with Creative Writing and English with Professional Writing majors. Prerequisite: ENGL 121 or 190. NOTE: This is a cross-listed course, with 10 seats on this FILM 298-L01 side and 10 seats on the ENGL 360-L01 side.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

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. The course fulfills the Human Diversity requirement of the core curriculum at UST by addressing issues of race, ethnicity, gender, and geopolitical status. It scrutinizes the ways in which institutionalized and structural power and privilege are reflected in the subject matter, creation, and audience reception of film.

The management of foreign and multinational financial operations. On the basis of international finance theory, students will learn foreign exchange risk management, foreign investment analysis, the financing of foreign operations, comparative accounting, international banking and international tax management. Prerequisites: FINC 324; MATH 109 or 111 or 113; ECON 251 and ECON 252.

Continuation of FREN 211 with emphasis on oral and written use of complex sentence structure. Prerequisite: FREN 211 or equivalent completed with a C- or better

Excerpts of post-revolutionary French literature. Emphasis will be placed on reading skills and the tools for literary analysis. Recommended as a prerequisite for upper-level literature courses. Prerequisite: FREN 300 or equivalent

This course is designed to help students develop an understanding of the history and cultural significance of cuisine in France and other francophone countries. We will examine the ways in which food-related traditions, practices, and policies intersect with topics such as national/regional/personal identity, social inequality, environmental sustainability, and economic development and prosperity in France and the wider francophone world. Students will also expand their active vocabulary and engage in focused review of grammatical structures needed to communicate on these topics. Prerequisite: successful completion of FREN 212 or FREN 300 (or equivalent) or placement at the 300 level.

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. Offered every semester.

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. Offered every semester.

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. Offered every semester.

Review of fundamentals. Study of cultural texts with practice in speaking, reading, writing and understanding. Prerequisite: GERM 112 or equivalent completed with a C- or better

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 better

A survey of German literature from 1770 to 1890. The course will focus on important works by Goethe and Schiller, German Romanticism, and the literature of the later-19th century. Prerequisite: GERM 300

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.

The subject matter of these courses will vary from year to year, but will not duplicate existing courses. Descriptions of these courses are available in the Searchable Class Schedule on Murphy Online, View Searchable Class Schedule

This course explores the opportunities and challenges associated with globalization, and provides the foundation for understanding how differences across countries affect businesses and their own careers. Prerequisites: BUSN 100 or permission from the instructor, and Sophomore standing

This course explores the opportunities and challenges associated with globalization, and provides the foundation for understanding how differences across countries affect businesses and their own careers. Prerequisites: BUSN 100 or permission from the instructor, and Sophomore standing

This course explores the opportunities and challenges associated with globalization, and provides the foundation for understanding how differences across countries affect businesses and their own careers. Prerequisites: BUSN 100 or permission from the instructor, and Sophomore standing

This course explores the opportunities and challenges associated with globalization, and provides the foundation for understanding how differences across countries affect businesses and their own careers. Prerequisites: BUSN 100 or permission from the instructor, and Sophomore standing

In this course students consider basic concepts, principles and theories of international marketing, as well as the essential and complex problems encountered in the international marketplace. The emphasis is on problem solving and decision-making within the international marketing environment. Prerequisite: MKTG 200 or MKTG 300

This course provides students with or without previous musical experience a foundation in the singing, playing, and dancing traditions in the Balkans (Bulgaria, North Macedonia, Croatia, Albania, Serbia, Bosnia and Herzegovina, Montenegro, Kosovo, Romania, and Slovenia). The structure of this course is primarily based on making music, with shorter lectures and activities related to various political movements and identity constructs that inform the musical practices. The focus is on performing as a group without the need to read musical notation. Songs, percussion, stringed instruments, and dance traditions are included. Traditional and contemporary genres are included. No audition necessary, and no solo performing required.

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, community, and global level.

This course, designed for music majors, studies music as a ritual activity among the peoples of the non-Western world. It employs an anthropological approach that analyzes music in cultural context rather than as an object of art. The music and cultural activities of a diverse number of countries will be investigated each semester. Prerequisites: A processed music major or minor declaration

This course serves as an introduction to the political science sub-fields of comparative politics and international relations. It introduces a range of divergent theories and perspectives concerning world politics and the nature of the contemporary global political system. It also focuses on the interactions between states and the impact of both states and non-state actors (such as international organizations and multinational corporations) on domestic and international outcomes. Themes include globalization and international trade, international security, foreign policy, international law and organizations, developing world, and European politics. Prerequisite: POLS 104 or permission of instructor.

This course examines the ways in which state behavior is affected by international norms, international legal documents, and international organizations like the United Nations. It also looks closely at the ways in which states, individuals, and power relations shape the nature and objectives of international law and organizations. International law and organizations can be a force for good in the world; however, there is also the potential for “pathological behavior” to emerge in international organizations and their member states. This course aims to look beyond the simple explanations for IO pathologies and into the deeper causes and potential remedies for those pathologies. Prerequisite: POLS 225 or permission of the instructor.

A survey of the politics and economy of Asia, Africa and Latin America. Focuses on issues such as colonialism, democratization, human rights, gender, population, poverty, environment, political leadership, economic development and relations between developed and developing countries. Prerequisites: POLS 225 or permission of the instructor.

Seminars in political science provide an opportunity for students to synthesize and further develop knowledge gained in previous courses and enhance their critical and analytical skills. Students will engage in reading and discussion and undertake a major research project pertinent to the seminar's topic. Specific topics or themes of each seminar will vary. Seminars are offered in each of the sub-fields of the discipline. Prerequisite: Juniors and seniors may enroll in a seminar once they have completed at 300-level course within that subfield, or with permission of the instructor.

The purpose of this course is to increase the knowledge and understanding of cultural, racial and interpersonal violence and develop a commitment to promoting a violence-free society. Emphasis is on exploration of the extent,causes and effects of violence and strategies for intervention on the micro and macro levels. Specific areas of study include domestic/partner abuse, child abuse/neglect, peer/date violence, elder abuse, sexual assault/sexual harassment, cultural violence, racism and other systemic oppression.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

Continuation of SPAN 211. Emphasis on Hispanic culture, conversation, writing, and expansion of vocabulary based on thematic discussions and cultural readings. Prerequisite: SPAN 211 or its equivalent with a grade of C- or better.

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 its equivalent with a C- or above in all lower division language courses (SPAN 111, 112, 211, 212).

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 its equivalent with a C- or above in all lower division language courses (SPAN 111, 112, 211, 212).

The aim of this course is to develop aural and oral skills through the analysis and interpretation of representative cultural expressions of the Spanish-speaking world. This course is intended to stimulate creative, critical thinking in Spanish through activities that require students to argue, persuade, analyze, and interpret other points of view. Oral skills will be assessed. Prerequisite: Successful completion of SPAN 300 or its equivalent with a C- or better. May be taken simultaneously with SPAN 301 or 315.

The aim of this course is to develop aural and oral skills through the analysis and interpretation of representative cultural expressions of the Spanish-speaking world. This course is intended to stimulate creative, critical thinking in Spanish through activities that require students to argue, persuade, analyze, and interpret other points of view. Oral skills will be assessed. Prerequisite: Successful completion of SPAN 300 or its equivalent with a C- or better. May be taken simultaneously with SPAN 301 or 315.

Monday and Wednesday 17:30-18:30 in person, plus asynchronous work.

Practice in the language skills and vocabulary needed to conduct business in the Hispanic world; an overview of political, economic, social and cultural factors which affect business in the Hispanic countries. Prerequisites: Successful completion of SPAN 301 and 305 or their equivalents with a C- or better in each course (may be taken simultaneously with SPAN 305).

Physical and human geography. History of Latin America from pre-Hispanic civilizations through modern times. Political problems. Rural Latin America. Latin American society, cultural values. Religion. Economic problems. Prerequisites: Successful completion of SPAN 300, 301, 305 or their equivalents with a C- or better in each course.

This section involves the student in an intensive reading and discussion of the Old Testament, also known as the Hebrew scriptures. The course investigates methods of biblical interpretation and the literature and theologies of the Israelite people in their ancient Near Eastern context. In addition, this course explores the Old Testament as a foundational document for the Jewish and Christian traditions (both ancient and modern) in the development of doctrine, in the expressions of worship, and in the articulation of moral principles

This section involves the student in an intensive reading and discussion of the Old Testament, also known as the Hebrew scriptures. The course investigates methods of biblical interpretation and the literature and theologies of the Israelite people in their ancient Near Eastern context. In addition, this course explores the Old Testament as a foundational document for the Jewish and Christian traditions (both ancient and modern) in the development of doctrine, in the expressions of worship, and in the articulation of moral principles

A theological and historical introduction to the origins and development of the Christian church from the first to the fifth centuries. Special attention will be given to the historical emergence of Christian doctrines, creeds and canon; the formation of Christian understandings of the human person; the development of liturgical and sacramental traditions; and the interaction of Christianity with other ancient cultures. Contemporary approaches to the study of Christian origins will be emphasized.

A study of the development of Christian Theology from the fall of the Roman Empire until the Renaissance. Special attention will be given to the main themes of the classical Christian views of faith/reason, grace/nature, God/creation in the theologies of such theologians as St. Thomas Aquinas and St. Bonaventure. Other themes that may be treated: the role of monasticism and mendicant life; medieval saints such as St. Francis of Assisi and Catherine of Siena, women's spirituality, mysticism, liturgical developments, religious art and architecture, and the interaction of Christians with Jews and Muslims.

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.

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.

Readings will focus primarily on C.S. Lewis's literary works, especially, but not exclusively, on his fiction. The course will also include some critical works, both Lewis's as well as others' work about Lewis. In addition, numerous biblical passages will be examined, including the parables of Jesus, which, as a parallel to Lewis's work, can demonstrate the theological possibility of narrative. Class lectures and readings in and about Lewis will explore Christian theology and its interdisciplinary relations to literature, especially myth. Through the lens of Lewis's literature, historical, philosophical, moral, educational, and global issues will be considered.

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.

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.

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.

This section will focus on patterns that emerged in both contexts—Germany under Hitler; South Africa under apartheid: economic anxiety; the rise of nationalism; the election of a tyrant; theological rationales for tyranny, torture, and even genocide; theological and artistic resistance; the complicated role of Catholicism; and legal processes in the aftermath.

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?”

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

This course attempts to offer a brief introduction to the fields of comparative theology and religious studies by studying various approaches to and conceptions of religion. At the end of the course, it will be important for students to have a grasp on the historical timeline, key figures, common texts and practices of each of the traditions covered throughout the semester. The main concern of the course is for students to develop a greater understanding of and appreciation for how religion is embedded in all dimensions of human experience, meaning that religion, despite the emphasis in the West, is not simply a matter of private beliefs, but has implications for our public life together. We will engage both historical and contemporary events as we attempt to understand how religion both shapes and is shaped by the political, cultural and social dimensions of our world.

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.

This section will focus on patterns that emerged in both contexts—Germany under Hitler; South Africa under apartheid: economic anxiety; the rise of nationalism; the election of a tyrant; theological rationales for tyranny, torture, and even genocide; theological and artistic resistance; the complicated role of Catholicism; and legal processes in the aftermath.

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?”

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. This course fulfills the Fine Arts and Human Diversity core requirement. Some sections will meet the Global Perspectives requirement. Consult the department website for details about the specific sections offered.

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. Offered every semester.

Designed to increase listening, speaking, reading, and writing skills in Spanish. Intensive review of grammatical structures of Elementary Spanish I and II. Continued exposure to Hispanic culture. Prerequisite: SPAN 112 or SPAN 122 or their equivalent with a grade of C- or better.

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.

This course invites students to explore Judaism, Islam, Hinduism, Buddhism, Sikhism, Indigenous worldviews, or other traditions, in relation to Christianity. They may also examine distinctions within a single religious tradition (between Sunni and Shia sects within Islam, for example). Classes may focus on lived practice, modes of inter- and intrareligious dialogue, theologies of religious pluralism, or sacred texts. Students will critically and creatively reflect on the theological opportunities and challenges posed by the reality of religious pluralism in our contemporary world.

This course invites students to explore Judaism, Islam, Hinduism, Buddhism, Sikhism, Indigenous worldviews, or other traditions, in relation to Christianity. They may also examine distinctions within a single religious tradition (between Sunni and Shia sects within Islam, for example). Classes may focus on lived practice, modes of inter- and intrareligious dialogue, theologies of religious pluralism, or sacred texts. Students will critically and creatively reflect on the theological opportunities and challenges posed by the reality of religious pluralism in our contemporary world.

This course invites students to explore Judaism, Islam, Hinduism, Buddhism, Sikhism, Indigenous worldviews, or other traditions, in relation to Christianity. They may also examine distinctions within a single religious tradition (between Sunni and Shia sects within Islam, for example). Classes may focus on lived practice, modes of inter- and intrareligious dialogue, theologies of religious pluralism, or sacred texts. Students will critically and creatively reflect on the theological opportunities and challenges posed by the reality of religious pluralism in our contemporary world.