University of St. Thomas Core Curriculum

The St. Thomas 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 110, 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 110, Intensive Writing:

The course will provide students with intensive practice in writing, enabling them to adapt to the demands of differing rhetorical contexts. Emphasis is on understanding writing processes and learning to respond thoughtfully to writing at various stages. Critical reading will be practiced as an integral part of the writing process. This course does not satisfy the Literature & Writing requirement. Students who complete ENGL 110 must also complete ENGL 121.

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. Thomas 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. Thomas, and successfully completing two semesters (levels 111, 112).
• Continuing a language at St. Thomas 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. Thomas 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 that course or passing a confirmation assessment (contact department)
• Demonstrating proficiency in a language not taught at St. Thomas 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. Thomas 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). Occassionally, 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.

The St. Thomas 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.

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, community, 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.

SOCI 110, Social Problems: Contemporary society is confronted with a number of serious problems that are often global in their impact. This course explores the causes, effects, and proposed solutions to some of these major social issues. Special attention is given to issues of inequality (such as racism, sexism and poverty) and problems in core institutions (such as family violence, unequal educational opportunities and unemployment).

The St. Thomas 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 105, Art and the Environment: An exploration of how concepts like nature, wilderness, and landscape have been incorporated into art. Cross-cultural instances of landscape painting will be placed in their historical contexts. We will then explore artists who incorporate the land into their art, from the site-specific artists of the late twentieth century to artists addressing the ecological concerns of the present day. We will consider Chinese literati painting, European Romanticism, frontier painting and regionalism in the United States, Earthworks, and recent artistic responses to global climate change and the exploitation of natural resources. We will consider how visual arts can not only reflect but also alter societal attitudes and practices.

ARTH 130, Introduction to Asian Art: 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.

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.

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.

MUSC 115, Music & Culture: Balkan Beats: 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.

MUSC 115, Music & Culture, 85 Pieces You Should Know: This course is based on approximately 85 pieces of music that the instructor thinks students should know about—folk, blues, rock, Baroque, Classical, Romantic, military, country, big band, jazz, choral, orchestral, concert band, marches, world music, etc. This course is designed to enable students, regardless of musical background, to increase their understanding of music. The listening skill and knowledge acquired will provide a foundation for students to become more critical and discerning listeners of music of all types. NOTE: Students who receive credit for MUSC 115 may not receive credit for MUSC 118 or 119.

MUSC 117, Musicians: Among Kings & Rebels: This fully online survey course explores the historical foundations of western European concert music traditions. It will explore the various ethnic, religious, political, economic, and scientific influences that have shaped our understanding of “classical” western music into stylistic periods or eras – Medieval, Renaissance, Baroque, Classical, Romantic, and Twenty/Twenty-First Century. Students will conduct listening fieldwork by attending live concert events as approved by the instructor. The listening skills and knowledge gained in this course will provide an essential foundation for students seeking a degree in music.

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, community, and global level.

MUSC 162: Roots of Blues, Rock, Country: This course traces the development of American popular music from its roots through multiple genres such as minstrelsy, jazz, big band, swing, crooning, jump blues, gospel, rhythm and blues, country, western, folk/protest, and rock 'n' roll, concluding with the British Invasion. Popular music development is critically examined through four interrelated driving forces: identity (ethnicity, gender, culture, generation), centers vs. peripheries (the established vs. the innovative), technology (impact on musical performance and listening), and business/law (commercial competition and development). Multimedia presentations include extensive audio and video support. Designed for the Popular Music minor.

MUSC 170: Film Music: Comedy Soundscapes: Film is a form of communication that can be analyzed in terms of its images, as a historical record, and as a critical statement of the audience for which it is intended. Film music is a discreet yet complementary component used in some way and to some degree by nearly every filmmaker throughout history. Through readings, class discussion, and extensive directed viewing of movies, this course will provide a framework for analyzing the images and the sounds of films throughout the 20th and 21st centuries. Students will prepare and deliver oral presentations analyzing the images and sounds of select films.

MUSC 204, Music and the Creative Process: This unique course welcomes students of all musical backgrounds and abilities to explore the creative processes of improvised collaborative music making. In the absence of notated music, the techniques and principles of Soundpainting will be studied and analyzed toward understanding music’s creative structures. Students will apply these techniques and principles to create together musical works of their own design. All students will learn to direct, improvise, and co-create music that reflects the expressive input of the group. Reflective study and dialogue on the creative process throughout the course will facilitate critical understanding of how music not only expresses ideas about self, others, and community, but also generates deeply transformational change to those identities.

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.

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.

Band

Choir

Orchestra

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):

• MUSP 110 Digital Music Lessons
• MUSP 121 Harpsichord: Elective
• MUSP 122 Lute: Elective
• MUSP 128 Recorder: Elective
• MUSP 131 Piano: Elective
• MUSP 135 Organ: Elective
• MUSP 158 Guitar: Elective
• MUSP 159 Harp: Elective
• MUSP 160 Banjo: Elective
• MUSP 161 Harmonica: Elective
• MUSP 162 Mandolin: Elective
• MUSP 165 Music Composition: Elective
• MUSP 168 African Drumming: Elective
• MUSP 187 Electric Guitar: Elective
• MUSP 188 Flamenco Guitar: Elective
• MUSP 152 Jazz/Pop Vocal: Elective
• MUSP 153 Jazz Piano: Elective

The St. Thomas 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 community, and the relationships and activities that constitute daily life.

HIST 113, Early America in a 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. This course surveys the social, political, cultural, and economic history of North America in global context, from the European-American encounter through the aftermath of the U.S. Civil War. It examines relations among Native Americans, Africans, Europeans, and their descendants. Major themes include: empires and colonization, race and slavery, the American Revolution, nation building, territorial expansion, the origins of American capitalism and democracy, sectionalism, and the Civil War.

HIST 114, The Modern U. S. in 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. Thomas core curriculum requires one lab science course (4 credits).

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

BIOL 101: General Biology: Emphasizing biology as a creative, investigative process and its relevance in today's world, this course provides an overview of cell biology, genetics, physiology, and human impact on the environment. Two laboratory hours per week. Not open to biology majors, pre-professional students, or students who have completed BIOL 105 or BIOL 106.

BIOL 102: Conservation Biology: An introduction to the basic concepts of conservation biology, including the history of conservation, the value of biological diversity, threats to biodiversity, conservation at the population, species, and community levels, and applications to human activities. Laboratories will emphasize data collection and analysis, and the practical application of conservation practices. This course is designed to meet the needs of the Environmental Studies major for a core course in environmental biology. Two laboratory hours per week.

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.

GEOL 111, Intro to Physical Geology: A study of the Earth's properties; the formation and classification of minerals, rocks, ore deposits, and fuels; and the nature and origin of the Earth's surface and interior. Emphasis will be placed upon a changing Earth, and the geologic processes operating at the surface and in the interior. Lecture and two laboratory hours per week. NOTE: Students who receive credit for GEOL 111 may not receive credit for GEOL 102, 110, 114, or 115.

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.

GEOL 130: Earth History: The course introduces fundamental geologic concepts while examining the major tectonic, chemical and biological events that shaped the Earth through time. It will include a study of fossils, sedimentary structures, depositional environments, radiometric dating techniques, and other tools geoscientists use to interpret the past. Throughout the course global events will be studied but focus will be on the North American continent.

PHYS 101, Physics for the Liberal Arts: Intended for non-science majors; treats fundamental principles of physics and their application to familiar phenomena, stressing qualitative understanding. The course will survey topics from mechanics, fluids, temperature and heat, oscillations, waves and sound, light and optics, and properties of matter. The course consists of lecture, discussion and laboratory. This course is designed especially for elementary education majors. It is not intended for students who have had high school physics. Prerequisite: Three years of high school mathematics NOTE: Students who receive credit for PHYS 101 may not receive credit for PHYS 109 or 211

PHYS 104, Astronomy: Introduction to physical principles and their application to astronomy for nonscience 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: Three years of high school mathematics.

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.

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 109, General Chemistry for Engineering: Principles of chemistry and the properties of matter explained in terms of modern chemical theory with emphasis on topics of general interest to the engineer. Topics include atomic structure, chemical bonding, solids, liquids, gases, acids and bases, thermodynamics, kinetics, polymer chemistry and materials science. This is an accelerated course requiring excellent preparation in math and science and is a terminal course intended only for those engineering students who do not plan to take additional courses in chemistry. Prerequisites: ENGR 100 and MATH 109 or higher (or concurrent enrollment in MATH 109). NOTE: Students who receive credit for CHEM 109 may not receive credit for CHEM 100, 101, 111 or 115. This course is not equivalent to CHEM 111, CHEM 112 or CHEM 115 and will not substitute for them.

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: Math placement at 108 or above, and completion of CHEM 110 or 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 111, Introduction to Physical Geology: A study of the Earth's properties; the formation and classification of minerals, rocks, ore deposits, and fuels; and the nature and origin of the Earth's surface and interior. Emphasis will be placed upon a changing Earth, and the geologic processes operating at the surface and in the interior. Lecture and two laboratory hours per week. NOTE: Students who receive credit for GEOL 111 may not receive credit for GEOL 102, 110, 114, or 115.

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. Thomas 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 005, Basic Math Skills I: The objective of this course is to provide background knowledge necessary for students to place into MATH 006, MATH 100, or MATH 101. This course serves as a prerequisite for MATH 006, MATH 100, or MATH 101. Topics covered include the real numbers, operations with real numbers, first degree equations and inequalities, Cartesian coordinate system and lines, linear functions, and problem solving. This course does not satisfy the core requirement in Quantitative Analysis. This non-credit course is typically offered during J-Term and the first half of the Fall and Spring semesters.

MATH 006, Basic Math Skills II: The objective of this course is to provide background knowledge necessary for students to place into MATH 108. This course serves as a prerequisite for MATH 108. Topics covered include polynomials, rational expressions, exponents, and radicals, quadratic equations, problem solving. This course does not satisfy the core requirement in Quantitative Analysis. Prerequisite: Successful completion of MATH 005 or a mathematics placement score of 101 or above. This non-credit course is typically offered during J-Term and the second half of Fall and Spring semesters.

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. Prerequisite: Placement of MATH 101 or above (score of 20 or higher on the math portion of the ACT or appropriate score on the math placement a), or successful completion of MATH 005.

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 006. 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.

STAT 220, Statistics I: In this course there is an intensive focus on the application, analysis, interpretation, and presentation of descriptive and inferential statistics in real-world contexts. Course examples are taken from a wide-range of professional arenas, including health care and medicine, education, psychology and sociology, business and economics, and athletics. A broad array of topics are addressed, including data collection, sampling, and research design; summarizing and visualizing data; correlation and simple linear regression; probability and sampling distributions; inference with confidence intervals; and inference with hypothesis tests (including z, t, F, and X2). Extensive data analysis using modern statistical software is an essential component of this course. Students must enroll in both a lecture section and software-specific laboratory section, in the same academic semester, to successfully complete STAT 220. Prerequisites: Math placement of MATH 108 or above (score of 23 or higher on the math portion of the ACT) or completion of Math 100, 101, 105, 108, 109 11, or 113. Students who receive credit for STAT 220 may not receive credit for STAT 201.

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).

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.

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 he-roic 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.

ENGL 202, 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 read and write 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. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies an Integrations in the Humanities requirement, a requirement for the English minor in Narrative Medicine, and a WAC Writing Intensive requirement. Please note that ENGL 202 is non-repeatable; students wishing to take a second 200-level Texts in Conversation course will need to register for ENGL 201, 203, or 204. Prerequisite: ENGL 121 or 190.

ENGL 203, Tolkien's Roots & Legacy: When readers think about narratives featuring elves, wizards, dragons, and magical objects, they immediately think of J.R.R. Tolkien and his well-known works THE HOBBIT and THE LORD OF THE RINGS. Tolkien’s literary work is foundational to the genre of fantasy, and it continues to be successfully adapted for film and television. But where did this Oxford scholar get his ideas? Why have these texts had such lasting power? And why, today, is Tolkien’s work still a site of both connection and controversy? In this course, we will examine a variety of influences and sources for Tolkien’s work, considering how he drew on and adapted older traditions to develop spellbinding tales of Middle Earth. We’ll also discuss Tolkien’s influence on the genre of fantasy, and examine how recent adaptations and works within this genre, especially by writers of color, have responded to his legacy. NOTE: THIS IS NOT A COURSE FOR STUDENTS WHO HAVE NEVER READ TOLKIEN OR WHO HAVE ONLY WATCHED THE FILMS. Course texts may include BEOWULF, SIR GAWAIN AND THE GREEN KNIGHT, selections from mythology, and recent works by Marlon James, N.K. Jemisin, and Nalo Hopkinson. This course satisfies both the WAC Writing Intensive requirement and an Integrations in the Humanities requirement. Please note that ENGL 203 is non-repeatable; students wishing to take a second 200-level Texts in Conversation course will need to register for ENGL 201, 202, or 204. Prerequisite: ENGL 121 or 190.

ENGL 212, British Authors II: How has the category of “English literature” expanded as a result of global changes over the nineteenth and twentieth centuries? How have authors responded to fundamental upheavals in the individual, religion, the British Empire, the role of women, and the value of poetry and art? Such questions will be explored in a chronological framework through extensive readings in the British literary tradition from approximately 1789 to the present. Threaded throughout the literature are themes such as revolution and reform, authorship, war, nationality and race, and the relationships between literature and other arts. 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 211 being the other). Finally, this course also satisfies an Integrations in the Humanities requirement and a WAC Writing to Learn requirement. Prerequisites: ENGL 121 or 190. 

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 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 214 being the other). Finally, this course also satisfies an Integrations in the Humanities requirement and a WAC Writing to Learn requirement. Prerequisites: ENGL 121 or 190. 

ENGL 220, 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. 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. 

THEO 228, Comparative: Intro to 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.

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