Incoming students will take core curriculum courses during their first semester at St. Thomas. The core curriculum courses available to first year students are listed under each core curriculum area below.
University of St. Thomas Core Curriculum
The St. Thomas core curriculum, the common liberal arts foundation that makes a St. Thomas education distinctive, includes nine curricular areas.
Please note that there are also courses that are "flagged" with the attributes of:
- Diversity, Inclusion & Social Justice
- Global Perspectives
- Writing Across the Curriculum
- Signature Work
Students will learn about these flagged requirements during their first year at St. Thomas.
Questions?
Advising and Registration Questions
Academic Counseling
Phone: (651) 962-6300
Email: academiccounseling@stthomas.edu
Academic advising is a teaching and learning process that involves students' personal academic records. For this reason, we are required to directly consult with students about their enrollment questions. Parents, family members and/or any other third parties are encouraged to coach students about this advising conversation but they should not communicate on behalf of their student.
The nine areas of the St. Thomas Core Curriculum include:
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 a course at one of these levels 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 120, Introduction to Aztec Art: Suitable for students new to art history, this two-credit course focuses on the art and culture of the Aztecs, whose empire of splendor, hegemony, and military prowess collapsed among the chaos of the Aztec-Spanish war. Interdisciplinary in nature, the class investigates what Aztec art, material culture, architecture, and even civic planning can tell us about Aztec religion, political ideology, literature, and social systems. As well, it addresses both to the ancient Central Mexican predecessors of the Aztecs and the colonial aftermath of the Spanish arrival. (NOTE: This is a 2 credit half semester course and typically paired with ARTH 121 to fully satisfy the core fine arts which requires 4 credits)
ARTH 121, Introduction to Mayan Art: Suitable for students new to art history, this course serves as an introduction to the art, architecture, and culture of the ancient Maya, whose city states flourished in southeastern Mexico, Guatemala, Belize, and Honduras from the close of the first millennium BC to the end of the tenth century AD. Interdisciplinary in nature, the class investigates what Maya material culture, art, writing, and architecture can tell us about their society, religious beliefs, political ideology, and literature. As well, it introduces students to Maya hieroglyphics and the Maya calendar and addresses the history of scholarship in this area. (NOTE: This is a 2 credit half semester course and typically paired with ARTH 120 to fully satisfy the core fine arts which requires 4 credits) Suitable for students new to art history, this course serves as an introduction to the art, architecture, and culture of the ancient Maya, whose city states flourished in southeastern Mexico, Guatemala, Belize, and Honduras from the close of the first millennium BC to the end of the tenth century AD. Interdisciplinary in nature, the class investigates what Maya material culture, art, writing, and architecture can tell us about their society, religious beliefs, political ideology, and literature. As well, it introduces students to Maya hieroglyphics and the Maya calendar and addresses the history of scholarship in this area. (NOTE: This is a 2 credit half semester course and typically paired with ARTH 120 to fully satisfy the core fine arts which requires 4 credits)
\
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.
ARTH 297, Art and Cultural Heritate: Who “owns” the past? Why is cultural heritage so often under attack? We will consider the symbolic function of visual culture and how it is used and abused. Topics will range from art crime such as theft, looting and destruction, to questions of ownership and challenges and solutions for the preservation and protection of our shared cultural heritage.\
ARTH 356, Modernism in European Art: Modernist artists strove to find a visual language of expression appropriate to their time; yet many contemporaries found their works incomprehensible, as do many people today. An open-minded and historically informed investigation of modern art helps to make sense of it. This course will explore the history of European painting and sculpture from 1880 to 1940. It will consider the many movements that characterized modernism, such as Post-Impressionism, Symbolism, Fauvism, Cubism, Futurism, Expressionism, Dada, Surrealism, and Constructivism. Issues to be addressed include the rejection of tradition, the development of abstraction, the impact of World War I and its aftermath, the influence of science and technology on art, and the fate of modernism under Hitler's and Stalin's regimes. Particular attention will be paid to the theoretical underpinnings of modern art.\
ENGL 255, Introduction to Creative Writing: This course introduces students to the craft of creative writing, focusing on three broad genres: poetry, fiction, and creative nonfiction. Students learn how various forms (e.g., free verse, the sonnet, narrative) have developed and evolved historically and within various contexts (cultural, political, social)—and by extension, what it means to write in these forms today. They receive instruction in setting, character, voice, point of view, literal and figurative imagery, rhythm and sound patterns, and literary structures; and practice writing in all three genres. Assignments include close readings of literary texts that model craft techniques, weekly writing exercises that encourage exploration and development of craft, and workshop discussions to develop students’ analytic and critical skills. Note: The prerequisite for this class is ENGL 121 or ENGL 190 (concurrent registration allowed for ENGL 190 students).
FILM 200, Introduction to Film Studies: Introduces students to film analysis, providing the basic tools to understand, appreciate and analyze the technical and aesthetic dimensions of film and to understand how these elements come together to create meaning. The course will focus on specific filmmaking techniques, provide a brief overview of film history and introduce students to the concepts of genre, ideology and style. In addition to attending class sessions, students will be required to dedicate approximately two hours per week to viewing films in lab or outside of class.
FILM 310, Filmmaking: This course is designed to introduce students to the filmmaking process, from script to screen. We will concentrate our attention on two main elements - understanding the technical concerns of narrative filmmaking (the apparatuses, learning camera functions and techniques, and using editing software), AND developing students' artistic voice through storytelling and film analysis. The course aims to strengthen students' ability to conceive and flesh out ideas that will lead to compelling, authentic, personally meaningful short films and give them the critical foundation of film study and production tools to execute their ideas. Students will begin to develop their own artistic vision and style through filmmaking.\
MUSC 112, How Music Works: Open to all students, this class introduces those with diverse levels of musical background to the elements of music theory and listening skills. No musical training is necessary for participation – all levels of musical abilities are welcome. Two priorities will guide our activities: (1) drawing on musical practices from multiple social and cultural contexts in both familiar and unfamiliar styles; (2) learning via direct experience. This course offers real-life practice of skills to help students develop their understanding of how music works and how it moves us, particularly regarding the interaction between music elements (e.g. rhythm, melody, harmony, and form) with emotion, meaning, and performance. \
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.
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 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.
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 105: Human Biology: An introduction to cells, genetics, development and the human body, and the impact of humans on the environment. Laboratories will emphasize investigative scientific problem solving and creative thinking. Three laboratory hours per week. Not open to students who have completed BIOL 101 or BIOL 106.
BIOL 106, Women, Medicine and Biology: This course addresses issues of biology from the perspective of women. The focus of the course will be to learn basic principles of biology in areas such as anatomy, physiology, genetics, cell biology, and microbiology in the context of issues relevant to women and women's health. Two laboratory hours per week. Not open to Biology majors or students who have completed BIOL 101 or BIOL 105.
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.
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, 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.
DASC 120, Intro to Computational Statistics I: This course is composed of an in-depth study of the processes through which statistics can be used to learn about environments and events. There will be an intensive focus on the application, analysis, interpretation, and presentation of both descriptive and inferential statistics in a variety of real world contexts. Topics include data collection, research design, data visualization, sampling distributions, confidence intervals and hypothesis testing, inference for one and two samples, chi-square tests for goodness of fit and association, analysis of variance, and simple and multiple linear regression. Extensive data analysis using modern statistical software is an essential component of this course. Prerequisites: Math placement at level of MATH 108 or above; or completion of MATH 006, 100, 101, 103, 104, 105, 108, 111, or 113. NOTE: Students who receive credit for DASC 120 may not receive credit for DASC 111 or DASC 112.
Integrations in the Humanities (IH) courses are mid to upper level (numbered 200 and above) and will help you to trace how big ideas impact multiple facets of life, across academic disciplines and through many communities. Every IH course engages the humanities -- disciplines that focus on documenting and understanding the human experience. You will be able to choose from courses across many departments to develop your understanding of the “big picture” of human life. IH courses can also meet the Flag core areas of Global Perspectives, Diversity, Inclusion & Social Justice, Writing Across the Curriculum (WAC), and Signature Work. Most students will complete IH and flag requirements after their first semester of enrollment (with the exception of WAC, which is a common flagged course for first semester students).
ARTH 251: Museum Studies: Practices: This course provides an investigation of the critical issues facing museums in the 21st century. Museum missions, practices, and resources will be interwoven with a discussion of audience, communication, and collaboration. This course will provide an opportunity for discussions with museum professionals. Partnerships with regional museums will provide hands-on project opportunities during the semester.
ARTH 356: Modernism in European Art: Modernist artists strove to find a visual language of expression appropriate to their time; yet many contemporaries found their works incomprehensible, as do many people today. An open-minded and historically informed investigation of modern art helps to make sense of it. This course will explore the history of European painting and sculpture from 1880 to 1940. It will consider the many movements that characterized modernism, such as Post-Impressionism, Symbolism, Fauvism, Cubism, Futurism, Expressionism, Dada, Surrealism, and Constructivism. Issues to be addressed include the rejection of tradition, the development of abstraction, the impact of World War I and its aftermath, the influence of science and technology on art, and the fate of modernism under Hitler's and Stalin's regimes. Particular attention will be paid to the theoretical underpinnings of modern art.
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.
CATH 222/ENGL 222, Catholic Literary Tradition: What makes a text a work of Catholic literature? How do Catholic writers struggle with the existential questions of meaning, purpose, or suffering in a unique fashion? How do the themes they engage—such as forgiveness, redemption, or the power of grace in the world—place them within the Catholic tradition? Is there a sacramental imagination or incarnational theology at the root of a work of Catholic literature? Such questions will be explored in a chronological framework through extensive readings of representative texts of Catholic literature in both English and translation from the medieval era through the present. This course satisfies an Integration in the Humanities requirement and a WAC Writing to Learn requirement; it also satisfies a Historical Perspectives requirement for English majors and a a Traditions 200-level course requirement for Catholic Studies majors. Prerequisite: ENGL 121 or 190. NOTE: This is a cross-listed class with Catholic Studies, with 10 seats available on the ENGL 222 side and 10 seats available on the CATH 222 side.
CLAS 225/FILM 297: Classical Hero and Film: This Course focuses on analyzing and understanding Classical epic poetry, the ancient presentation of heroic figures and heroic exploits, and recognizing the influence of epic/heroic literature on the modern storytelling device of film. While the genre of epic is central to the course, other genres (both literary and cinematic) which present heroic figures, e.g., tragedy, history, comedy, action, fantasy, will also be explored. Analyzing the works read or viewed via writing and class discussion will constitute the primary course activities; students will engage in reading, viewing and writing outside of class, while class time will include some writing, viewing and discussion. In order to allow am-ple time for discussion and analysis, the majority of films in their entirety will be viewed outside of class. The course grade will be based substantially on written analysis (i.e., essays, papers) of the texts and films studied. ENGL 203 may also be substituted for this course.
CLAS 245: Classical Mythology: Mythology is the embodiment and encoding of the beliefs, principles, and aspirations of ancient cultures. This course provides an interdisciplinary introduction to mythology as an introduction and foundation to Classical civilization. Both Greek and Roman myths will be examined from a variety of theoretical perspectives, including aetioligical, structuralist, and psychological theories. Consideration will also be given to the study of literature in translation, art history, religion, and history. The course grade will be principally based on writing assignments and class discussions.
ENGL 202/IRST 202, Intro to Irish Studies: A survey of Irish Studies – history, literature, politics, and culture – in translation and in English from pre-historical times to the present. Though emphasis will be on the last 100 years and Ireland’s place in Europe, the course will do so through the study and consideration of selected works from nearly 2500 years of Irish writing. Likely authors to be read include Swift, Edgeworth, Yeats, Joyce, Heaney, Boland, O'Brien, and Doyle. This course satisfies an Integration in the Humanities requirement, a Global Perspectives requirement, and a WAC Writing to Learn requirement. It also satisfies a requirement for the minor in Irish Studies.
ENGL 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 202, Environmental Lit of the Midwest: The Midwest is a geographically sprawling region with astounding environmental diversity and a long history of continuous inhabitation and cataclysmic change - from indigenous societies to colonization, from an agricultural utopia to sprawling urban landscapes. It is home to environmental features essential to the American imagination – the Mississippi, the Great Plains, the Great Lakes. Stories and cultures of its inhabitants have celebrated its beauty and diversity and have born witness to, and often participated in, its transformation. This course will take an interdisciplinary approach to understanding the connection between environment and culture in the American Midwest. We’ll study literature, film, history, and works from social and environmental science to help us understand the complexity of Midwest environments and the ways humans have changed and been changed by them. We’ll explore basic principles of critical theory and apply these theories to better understand how race, class, gender, and ecological orientation shape the stories we tell about place. We’ll pay particular attention to patterns in stories and environmental knowledge about the Midwest that help us make sense of change and prepare for the environmental changes becoming a part of our everyday experience.This course satisfies the WAC Writing Intensive requirement, an Integration in the Humanities requirement, and counts towards the Sustainability minor. 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.
See more IH courses in the following accordion row.
ENGL 203, NorthStar State: MN in Lit: This course will explore the unique perspectives and literary achievements of Minnesota authors. By examining these diverse voices and their cultural and historical points of view, students will gain a deeper understanding of the great contributions these authors have made to the American literary canon. Possible texts include: The Sentence by Louise Erdrich, Somewhere in the Unknown World by Kao Kalia Yang, Until They Bring Back the Streetcars Back by Stanley Gordon West, and Ordinary Grace by William Kent Krueger. This course satisfies the WAC Writing Intensive requirement and an Integration 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 203, Summer Game: Baseball Lit: Bernard Malamud (author of THE NATURAL) once wrote: "The whole history of baseball has the quality of mythology." This course will examine baseball literature as we read from a variety of writings about our baseball heroes, both the men and the women, who played the game that we call "our national pastime." We will look at our country's romanticism with baseball and how writers who wrote about it helped give the sport its mythological dimensions. Selections will include essays, short stories, and poetry by authors who loved the game. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies the WAC Writing Intensive requirement, an Integration in the Humanities requirement, and counts towards the Sports Studies minor.. 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.
GERM 300, Intro to German Studies: Intended as an introduction to more advanced work in German, this course, which is required of all majors and minors, will offer an overview of the evolution of German culture and civilization (society, politics, the arts) within an historical context. The course will also contain a review of advanced grammar and offer students an opportunity to improve their reading, writing, and speaking skills. Oral and written skills will be assessed. Prerequisite: GERM 212 or equivalent completed with a C- or higher, or a placement of GERM 300.
JPST 250, Intro to Justice & Peace Studies: Major aspects of world and local conflict, theories of social science relating to conflict and violence, and various proposals for solutions. Among the aspects of conflict studied are cultural differences, scarcity of resources, economic and social structures, international trade, the arms race, corruption, oppression and war. Proposed solutions assessed include development, structural changes, world governance, multinational agencies, military power, civilian-based defense, active nonviolence for social change, conflict resolution, disarmament, cultural exchange, religious revival and prayer. These topics are considered in the light of theory, history, and literature. Students apply these concepts by investigating one country or geographic area in depth through a semester long research project. Usually offered every semester.
JPST 296, Making Art for Social Justice: Students will explore the intersections of art and social justice with a focus on visual arts and social movements in the Twin Cities. Topics of study will include public art, protest art, expression and censorship, issues of art access and accessibility, social movement theory, aesthetic theory, and the Twin Cities as a unique space for social practice art. The class will collaborate with Nikki McComb who uses art to push for social change. In 2016, she launched her #Enough campaign — an artistic effort to end gun violence in Minneapolis and surrounding areas through #ArtIsMyWeapon exhibitions and projects.
THEO 227, Contexts: Beloved Community: This course introduces students to central aspects of Christian history, thought, and action concerning ethnicity and race and provides resources to build up what Martin Luther King, Jr., called the “Beloved Community.” The course helps students develop ethical reasoning skills through consideration of various historical and contemporary Christian encounters across lines of racial difference, including examples from monastic communities, papal documents, missionary endeavors, North American churches, and saints from the Catholic tradition.
THEO 228, Comparative: Judaism: This section offers an examination of Judaism in comparison to Christianity: its history, literature, religious concepts, practices and personalities.
WGSS 204, Women/Gender/Sexuality: This multi-disciplinary course is designed to raise awareness of women's status and women's diversity, to explore gender identities and interrogate the way that these categories are constructed, and to critically examine disciplines and social practices through the lens of feminist theory. Course readings and discussion will examine ideas about race, class, sexuality, and other aspects of identity as they intersect with sex and gender. Available once a year, usually offered in the Fall semester.
Visit the catalog for a complete list of courses that satisfy the Integration in Humanities area of the core curriculum, subject to availability.