HE 111 - Personal Health

 

Prerequisite/Corequisite

1. Investigate the wellness-illness continuum.
2. Explore contributing factors to health related attitudes and behaviors such as family of origin beliefs and configuration, socioeconomic status, work-life balance, cultural influences and health challenges such as disabilities and chronic illnesses;
3. Demonstrate knowledge of the components of optimal health and wellness from a holistic perspective;                               
4. Acquire information on which to base choices regarding one’s health and quality of life;
5. Develop a personal health profile;
6. Apply concepts learned in class to lifestyle choices;
7. Perform an Integrative Health and Wellness Assessment, research 3 evidence based practice interventions and implement for 10 weeks , then evaluate effectiveness in writing and through class presentations. 

HE 200 - Introduction to Community Health (SF)

This is a Sustainability-Focused (SF)  course.

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. List and discuss the factors that influence a community’s health;
2. Describe Healthy People 2020: rationale, goals, and objectives;
3. Describe the structure and function of international, national, state and local health resources;
4. List and discuss important measures for preventing and controlling the spread of communicable diseases in a community, as well as approaches to non-communicable    disease control;
5. Explain how to organize a community and how to plan a health promotion program;
6. Describe the rationale for, and the major components of, a coordinated school health program;
7. List the major factors that contribute to maternal, infant, and child health and mortality;
8. Outline the health profiles for adolescents, young adults, and adults – list the major causes of mortality, morbidity, and risk factors for each group;
9. Explain the challenges an aging population presents to communities, states, and the nation;
10. Explain the impact of a more diverse population in the U.S. as it relates to community health efforts;
11. Explain why mental health is one of the major community health problems in the U.S.;
12. Identify personal and community health consequences of alcohol and other drug abuse;
13. Examine the major concerns with the healthcare system in the U.S.;
14. Explain how both individuals and communities can contribute to the elimination of environmental health risks;
15. List strategies for the prevention and control of unintentional and intentional injuries;
16. Apply concepts learned in this course to community health issues in a practical context  while gaining insights from practitioners in community-based organizations.

HE 201 - Human Sexuality

HE 202 - Pathophysiology and Disease Prevention (SF)

This is a Sustainability-Focused (SF)   course.

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Demonstrate an understanding of normal anatomy and physiology of body systems
2. Demonstrate a basic understanding of the concepts and elements of disease and disease processes
3. Describe and explain the types of chronic diseases that are responsible for decreased quality of life, morbidity and/or mortality in the United States
4. Distinguish lifestyle and environmental factors that affect physical, psychosocial, and cognitive characteristics of various diseases and conditions
5. Demonstrate an understanding of the relationship between any given lifestyle behavior and how it influences a person’s health and relative risk for various chronic diseases
6. Explore ways to prevent the lifestyle-related chronic disease that exist
7. Describe and explain the various motivational strategies that can help the general public change the less-than-healthy lifestyles that compromise this health
8. Identify therapeutic interventions used for diseases and conditions

HE 203 - Community Nutrition for Health Promotion and Disease Prevention

1. Define, discuss and apply basic nutrition principles in everyday life
2. Understand local and national obesity prevention initiatives and programs as well as their development and implementation
3. Define, discuss, and apply skills in nutritional assessment and counseling
4. Assess one’s own current nutritional status
5. Understand the role nutrition plays in the body’s everyday function and prevention of chronic disease
6. Identify the unique nutritional needs of underrepresented populations
7. Understand and explore ‘foods’ medicinal properties as they relate to the optional function of body systems
8. Examine behavioral, cultural and social issues underlying dietary patterns

 

Frequency of Offering:
Every other year

HE 204 - Stress Management

1. Analyze the holistic nature (mind-body-spirit) of stress management, and comprehend the mind-body connection of the stress and disease process;
2. Explore the psychoneuroimmunology interactions between psychological processes and the human nervous and immune systems;
3. Explore the comprehensive understanding of the physiological dynamics responsible for the fight-or-flight response and subsequent manifestations of various symptoms of target organ dysfunctions;
4. Demonstrate awareness of own personal strengths and limitations;
5. Demonstrate comprehensive understanding of client-centered care that reflects an understanding of the pathophysiology of stress;
6.  Uses evidence based practice to guide utilization and health teaching of coping skills to pro-actively prevent and minimize stress related complications;
7. Participate in the practice of empirically sound stress management/ relaxation strategies and techniques as well as ways to increase brain neuroplasticity and learn to integrate these techniques into their daily living habits to help control stress and tension;
8. Identify culturally and spiritually appropriate health promotion and disease prevention interventions;                                                                                      
9. Participate in self-awareness practices( reflection of knowledge, values, ethics and beliefs) to optimize ongoing assessment and evidence based choices of health related behaviors;
10. Recognize the relationship between personal health, self-renewal and the ability to optimize personal health potential.

HE 205 - Substance Use and Misuse

1.   Describe the incidence and prevalence of substance use and abuse in the U.S;

2.   Define and distinguish between substance use, abuse, and dependence;

3.   Explain the relationship of substance abuse/addiction and public health issues; 

4.   Identify and describe a wide variety of commonly used and abused substances;

5.   Identify risk and protective factors for substance abuse;

6.   Explain the symptoms of substance abuse and dependence; 

7.   Describe the physical, social, and emotional consequences of substance use and abuse;

8.   Describe common treatment strategies for substance abuse and dependence;

9.   State the need for substance abuse prevention;

10.  Describe evidence-based substance abuse prevention strategies; 

11.   Discuss individual and community-based substance abuse prevention strategies and models; 

12.   List substance abuse prevention programs and resources both locally and on a national scale.

Frequency of Offering:
The course is offered every other fall semester (even years).

HE 206 - Introduction to Holistic Health: Complementary and Integrative Medicine (SF)

1. Discuss the strengths, challenges, treatment goals and modalities of evidence based practices of Complementary and Integrative Medicine (CIM). Contrast with Allopathic  Medicine.
2. Demonstrate an understanding of Complementary and Integrative Medicine (COM) principles by researching them and applying in classroom activities and assignments
3. Describe the mind-body-spirit connection especially as it pertains to wellness and identify such practices to optimize health
4. Identify culturally, morally and spiritually appropriate health promotion and disease interventions for diverse populations.
5. Participate in self-awareness practices (reflection of knowledge, values, ethics and health beliefs) to optimize evidence-based choices of health-related behaviors
6. Identify evidence-based resources where a consumer can obtain reputable information about the safety and efficacy of Complementary/Integrative Medicine (CIM) modalities
7. Develop a semester long Evidence-Based Integration Project of self, or Community utilizing a (Complementary Integrative Medicine evidence-based practice) modality of their choice and approved by the professor
8. Explore Health Care practices utilizing a Positive Psychology and Trauma Informed Perspective.

HE 300 - Social and Cultural Issues in Health (SF)

This is a Sustainabiility-Focused (SF)   course.

Prerequisite/Corequisite
Junior or senior status in HWP or instructor permission 

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Provide an overview of the major health issues and their determinants in the U.S. today;
2. Discuss the major social and economic issues related to health in the U.S. today, including poverty, food insecurity, violence, substance abuse;
3. Explain how historical factors, behaviors, and belief systems within a particular culture influence a person’s views of health, illness, treatments, and health care;
4. Describe and explain major concepts and principles governing various multicultural healing approaches and alternative healing systems;
5. Define and explain common terms related to various alternative healing systems, such as aromatherapy and homeopathy;
6. List and explain some of the emotional, spiritual, psychological, physical, geographical,,and behavioral factors influencing health, the manifestation of illnesses, and the therapeutic techniques used in various cultural healing systems;
7. Explain various approaches practitioners use to diagnose and treat illnesses within their particular medical system;
8. Describe at least three laws related to multicultural health;
9. Describe strategies for reducing and eliminating health disparities and inequities; 
10. Apply concepts learned in this course to social/cultural issues in a practical context while gaining insights from practitioners in community-based organizations;
11. Enhance personal and social growth while participating in a community-based learning project, including communication, collaboration, leadership skills; awareness, understanding, empathy towards other social/cultural groups; sense of social responsibility, deeper understanding of social issues, and skills for community involvement.

HE 301 - Methods in Health Education

1.  Standard Four: Plans instruction based upon knowledge of subject matter, students, and curriculum goals;

2.  Standard Five: Understands and uses a variety of instructional strategies and appropriate technologies;

3.  Standard Eight: Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

Frequency of Offering:
Offered every spring semester.

HE 302 - Health Promotion and Organization (SF)

This is a Sustainability-Focused (SF)   course.

Prerequisite/Corequisite
Junior or senior status in HWP or instructor permission 

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Describe HP programs at schools, workplaces, health care organizations and communities;
2. Identify health disparities and strategies to achieve health equity;
3. Discuss the major components and application of various HP intervention theories;
4. Utilize a HP planning model;
5. Assess the health needs of program participants at different sites;
6. Write a HP program mission statement, goals, and objectives;
7. Identify evidence-based HP interventions;
8. Identify HP program resources: funding, staff, curricula, materials;
9. Develop a logic model, Gantt chart, budget, staff training plan;
10. Create a program advocacy agenda;
11. Develop and implement a HP program communication plan;
12. Discuss the implementation of HP programs: legal, medical, safety and other concerns, program delivery;
13. Apply appropriate process, impact, and outcome evaluation methods for HP programs, including data collection, analysis, and application;
14. Apply concepts learned in this course to HP activities in a practical context;
15. Enhance personal and social growth while participating in a community-based learning project, including communication, collaboration, leadership skills; awareness, understanding, and empathy toward other social/cultural groups; sense of social responsibility, deeper understanding of social issues, and skills for community involvement;
16. Explore career and graduate school opportunities, and professional organizations and memberships.

HE 303 - Fitness and Wellness Coaching (SF)

This is a Sustainabiility-Focused (SF)   course.

Prerequisite/Corequisite
PY101 - Introduction to Psychology and Junior or senior status in HWP or instructor permission  

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1.  Describe scope of practice, professional ethics and competencies for health and wellness coaches;
2. Apply health behavior theory to assess individual behaviors and motivation to change;
3. Describe how motivation, knowledge, skills and attitude affect individual behavior change;
4. Discuss how to address common barriers to adopting new health behaviors;
5. Describe the health coaching process and principles used to assist individuals in modifying health behaviors, such as exercise, diet, tobacco cessation, weight management and stress management;
6. Practice health coaching techniques, such as motivational interviewing, active listening, values based coaching, goal setting, guided imagery, and re-framing.

HE 400 - Senior Seminar/Health and Wellness Promotion

1. Reflect on and be able to express and integrate the personal and professional meaning of their collegiate educational experience, particularly in the area of skills acquisition (e.g., leadership, communication, teamwork, etc.);
2. Explore and identify individual academic and career goals, utilizing various tools including informational interviewing and job shadowing;
3. Identify his/her own professional competencies in relation to a desired career path and formulate a plan for further development, including education, certifications, professional memberships, etc.;
4. Identify individual academic and career goals and construct a plan to meet them;
5. Develop tools necessary for a career or graduate school – resume writing, cover letter writing, interviewing skills, professional portfolio, etc.;
6. Utilize professional resources and networks – college career services, professional references, LinkedIn professional networking service, etc.;
7. Search and apply for employment or admission to graduate schools by utilizing a variety of tools and resources;
8. Prepare for and perform commendably in an interview for employment or graduate school;
9. Search, analyze, summarize and synthesize published research within the health and wellness promotion/exercise science arena;
10. Apply concepts learned in this course to social/cultural issues in a practical context while gaining insights from practitioners in a community-based organization;
11. Enhance personal and social growth while participating in a community-based learning project, including communication, collaboration, leadership skills; awareness, understanding, empathy towards other social/cultural groups; sense of social responsibility, deeper understanding of social issues, and skills for community involvement.

HE 405 - Trauma Sensitive Mindfulness/Meditation and Yoga as Healing Tools (SF)

1. Discuss the strengths, challenges and treatment outcomes of the Contemplative practices of Trauma Sensitive Mindfulness/Meditation and Yoga as therapeutic tools
2. Complete Neuromeditation Style Inventory assessment tools
3. Demonstrate an understanding of the Neuroscience of how Mindfulness/Meditation and Restorative and Trauma Informed Yoga “rewire “the brain through research and applying concepts in classroom activities and assignments
4. Identify culturally, morally and spiritually appropriate health promotion and disease interventions for diverse populations
5. Participate in self-awareness practices (reflection of knowledge, values, ethics and health beliefs) to optimize evidence-based choices of health-related behaviors
6. Demonstrate an understanding of the neuroscience of Traumatic Stress
7. Discuss how Mindfulness/Meditation and the “Therapeutic Yoga’s” promote self-regulation in the areas of attention, body awareness and emotional regulation
8. Explore Trauma Sensitive modifications to support survivors of trauma emotional safety and stability
9. Research, develop and implement a semester long Contemplative Practice Project for self or community.  To be approved by Professor

HE 410 - Internship / Health and Wellness Promotion

      Cognitive Development Goals:

1. Apply knowledge and skills related to the concepts, principles, and methodologies of one’s major or discipline and liberal arts education thereby connecting theory to practice;
2. Acquire new knowledge in a new setting to enhance classroom education;
3. Integrate or synthesize knowledge from diverse disciplines, courses and areas of experience;
4. Apply higher order thinking skills, such as critical thinking, analysis, synthesis, evaluation, and complex problem solving, to “real world” situations.

      Communication Skills:

1. Oral Communication: Verbally express ideas clearly and persuasively with clients, supervisors and colleagues and to participate effectively in discussion;
2. Written Communication: Express ideas clearly and persuasively in writing as evidenced by acceptable student accomplishment in at least three (3) of the following:                                         a. Student daily logs;                                                                                                                                                                                                                                                                 b. Student/faculty or Student/supervisor email communication;                                                                                                                                                                                               c. Student description/rating of internship duties and internship supervisor;                                                                                                                                                                           d. Student reports and papers.

      General Skill Development Goals:

1. Develop skill competencies specific to an occupation or profession;
2. Increase skills for understanding and working with people of diverse backgrounds and cultures and to work effectively within diverse environments;
3. Acquire additional interpersonal communication and interaction skills;
4. Develop skills to work effectively within formal and informal networks and work cultures;
5. Further develop observation, recording and interpretation skills;
6. Develop skills needed for effective citizenship;
7. Acquire skills in leadership;
8. Develop an understanding of the workplace, operational procedures, and organizational structure within the specific discipline.

     Personal Development Goals:

1. Develop self-awareness;
2. Clarify one’s own values;
3. Develop self-reliance and self-confidence;
4. Develop and use an ethical perspective;
5. Develop career awareness, direction and exploration of vocation.

HP 402 - Honors Capstone Experience

1. Expand knowledge about central ideas related to language and speech;
2. Practice the fine art of intellectual conversation;
3. Make connections between different academic disciplines;
4. Connect the College mission with course content and wider community through service learning;
5. Plan and execute an individual research project;
6. Demonstrate research skills relevant to one’s discipline;
7. Demonstrate writing proficiency appropriate for upper-level undergraduates.

 Notes
This work may be completed during either or both semesters of the student’s senior year and/or during vacation breaks. A seminar format will attempt to place these experiences within a common framework.

HPS 104 - Modern Global History

1. Analyze experiences and situations outside their current and local frame of reference;
2. Understand an increasingly competitive professional job market, both domestic and international, by studying its historical development;
3. Correlate major historical themes with their own particular existence and lifestyles;
4. Understand the antecedent historical environment which has conditioned the present global situation;
5. Assess the impact of historical events on aspects of human status;
6. Demonstrate how socially constructed notions influence historical events. 

HPS 201 - Comparative Politics

HPS 202 - International Relations

 1. Attain a basic understanding of International Relations (IR). As such, students will become familiar with:

• historical forces that have shaped the current international system; 
• different theoretical orientations employed by the discipline; 
• primary actors, institutions, and trends that currently shape the international system;
• the role of international economic forces in shaping political outcomes in the international arena. 

2.Develop and apply critical analytical skills and theory in evaluating international events. Students thus will be asked to assess real world situations in in class activities and  assessments

 3. Improve academic writing: two short papers specifically designed to push students to improve their analytical and persuasive writing capabilities will therefore be assignedl

4.  Attain basic geographical literacy of the current nation-state system.

HPS 203 - Ancient Greece

1. Analyze the connections between mythology and history during the Bronze Age period;
2. Demonstrate the role of the Polis in the development of Greek civilization;
3. Correlate the social-political systems of Athens and Sparta with their different historical developments;
4. Understand the origins of Western Civilization in the classical period of Ancient Greece.

HPS 204 - Ancient Rome

1. Analyze the major historical developments of Roman history;
2. Correlate economic and social developments with the transformation of the Republic in Empire;
3. Understand the role played by individual characters in the major events of Roman history;
4. Assess the role played by Christianity in the transformation of the Empire after Constantine;    
5. Demonstrate an understanding of the course of Roman history from the 5th century BC to the 5th Century AD.

HPS 205 - Medieval History

HPS 206 - Early Modern Europe

HPS 208 - Historical Methods

History concentration major or minor, or permission of instructor.

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Define “history” and explain its potential uses and misuses;
2. Understand & apply the 4 main sub-categories (or themes) within historical studies: Political History;Social History; Economic History; and Cultural History;
3. Discuss the concept of “historiography”;
4. Differentiate between primary and secondary historical sources, plus evaluate and analyze their contents, keeping particularly in mind their respective strengths and weaknesses;
5. Recognize and employ the main modes of historical analysis: continuity vs. change; multiple causality; contextual/thematic; comparative/ synthesis;
6. Communicate historical analyses effectively in writing and discussion;
7. Identify career possibilities within traditional historical professions (and the application of historical skills to other career fields) and present oneself professionally.

Frequency of Offering:
Offered each Fall Semester

HPS 215 - History of Maine

1. Have a working knowledge of the basic concepts used in statistical analysis;
2. Have the skills needed to interpret statistics used in journal articles in your field;
3. Have a familiarity with a statistical software package (SPSS);
4. Have a foundation for further work in statistics.

HPS 225 - Social History of Film

1. Comprehend and demonstrtae understanding of the historical origins of film and early film history, including identifying and describing a number of influential film styles, genres and filmmakers.
2. Mindfully cultivate and evaluate awareness of the impact of film-viewing location and method (cinema on a big screen vs. at home on a smartphone, etc.) on te viewer’s experience and reception.
3. Differentiate between and evaluate priary and secondary historical sources, especially those which utllize the medium of film.
4. Understand and demonstrte the use of the four main sub-themes involved in studying History, as well as distinguish how and why they can interface with films:
   1. Political history
   2. Social history
   3. Economic history
   4. Cultural history
5. Develop a more refined practice of film appreciation and communicate such historical analyses effectively in writing and in discussion.

HPS 251 - American Government and Politics

1. Students will be able to identify and analyze several of the most important features of American government and politics;
2. Students will become familiar with and be able to discuss one specific controversial political issue through reading, writing and leading a discussion on a topic of their own choosing;
3. Students will demonstrate awareness through discussion and examination of how film can influence one’s appreciation of political and historical events and personalities, and be able to differentiate between a creative feature film and a documentary.

HPS 253 - History of the United States I

HPS 254 - History of the United States II

HPS 300 - United States History (For Education Majors and Minors)

 

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources, and how geography and history can help one better understand and make informed decisions about the present and future;
2. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the political and geographic implications for the present and future;
3. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the world using historical sources;
4. Analyze and critique varying interpretations of historic people, issues, or events, and explain how evidence is used to support different interpretations;
5. Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects;
6. Identify and analyze major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, and other cultures in the world.

HPS 301 - Constitutional History of the United States

HPS 302 - Buddhism: History & Legacy (SR)

This is a Sustainability-Related (SR)  course.

Learning Outcomes
By the end of this course, students should be able to:

1. Define and explain key Buddhist concepts, terminology, and practices.
2. Understand the general historical evolution of Buddhism, its major branches (with their similarities and differences) and important persons.
3. Discuss the role of moral conduct and good virtue in Buddhist practice.
4. Interpret and understand brief passages from Buddhist primary sources.
5. Examine the influences (both secular and religious) of Buddhism on contemporary Western culture and science.
6. Communicate their understandings & analyses of Buddhism effectively in writing & discussion.
7. Be aware of the benefits of healthful secular mindfulness practices and able to implement them in their own daily lives.

Cross-listed
Cross-listed with IH 319

Frequency of Offering:
Every two years

HPS 304 - The Birth of Modern Science & Medicine

HPS 305 - Colonial America to National Era

HPS 306 - Europe in the 19th Century

HPS 307 - Europe in 20th Century

HPS 308 - Civil War and Reconstruction

HPS 309 - 20th Century America

HPS 312 - Globalization

HPS 313 - History of Modern Italy

1. Analyze Italian nationalism and unification as aspects of an evolving national identity;
2. Correlate major European historical events like the French revolution and the two world wars with specific developments of Italian history;
3. Understand the role played by the Catholic Church, Fascism and Communism in the development of Italian politics and culture;
4. Assess the impact of pre-modern Italian history in the developments following its unification;
5. Demonstrate an understanding of how Italian history is still influencing its politics, society and culture today.

HPS 315 - History of Gender and Women

HPS 316 - The Renaissance

HPS 317 - International Law

HPS 319 - Terrorism: History & Politics

HPS 320 - Democracy: History, Theories, and Problems

HPS 325 - World War II

HPS 334 - Markets, Development, and Freedom (SR)

This is a Sustainability-Related (SR)   course.

 

Prerequisite/Corequisite
HPS 104

Learning Outcomes
Upon completion of this course, the student will:

1. Differentiate between key social and political structures unique to slave, feudal, communist, and capitalist based societies. 

2. Identify major social and political transformations tied to two centuries of capitalist development. 

3. Evaluate track record of economic productivity of capitalist and non-capitalist based societies.

4. Evaluate central arguments of major schools of political economics (e.g., liberalism, Marxism) concerning the relationship between capitalist development and human freedom.

5. Evaluate central arguments of Catholic Social Teaching and other religiously grounded development models concerning the relationship between capitalist development and human freedom.

6. Assess contemporary (early 21st century) theories of sustainable development, including current ‘best practices’ adopted by mainstream development institutions to achieve the 2015-2030 Sustainability Development Goals.

7. Produce a development plan for a locality, state, or country case that maximizes the following variables: human freedom, economic efficiency, and sustainable development

8. Defend the merits of the development plan in a public setting.

HPS 390 - History/Political Science Special Topics

HPS 393 - History/Political Science Independent Study

HPS 405 - History/Political Science Internship

HPS 414 - History/Political Science Capstone Seminar

HR 320 - Human Resources and Organizational Strategy

HR 321 - Legal and Regulatory Issues in HR Management

HR 322 - Recruitment, Selection and Training Systems

1. Compare and differentiate the various recruitment, training and retention activities that result in maintaining a high performing workforce;
2. Demonstrate ability to analyze recruitment, training and retention issues within a number of contexts, including financial, operational, ethical and cultural;
3. Calculate the metrics used to measure the success of a firm’s recruitment programs;
4. Develop the ability to manage the financial budget for workforce acquisition and planning;
5. Explain the various legal concerns that impact recruitment and selection processes;
6. Identify the methods used for employee training and talent development utilizing strategic training practices.;
7. Develop functional skills in candidate screening and interviewing via the mock interview assignment;
8. Develop skills needed to coach management through the candidate selection and employee talent development process;
9. Describe and calculate the various metrics used to measure recruitment and selection performance.

HR 323 - Employee and Labor Relations

1. Identify and discuss complex employee relations issues that Human Resource professionals must consider and resolve on a daily basis;
2. Recognize and explain the effect of properly applied employee relation strategies on the individual employee and competitive advantages of well-developed company policies;
3. Identify and articulate the complexity and difficulty faced by employees and their managers dealing with employee and workplace issues;
4. Acquire and demonstrate a systematic way to analyze and resolve those critical and complex employee relation and workplace issues found in every business within a number of contexts, including financial, legal, operational, ethical and cultural;
5. Demonstrate professional writing and presentation skills suitable for a business environment.

HR 324 - Compensation and Benefits Systems and Strategies

 

Prerequisite/Corequisite
MG 302

HR 500 - Human Resource Management - Foundations for Leadership

ID 400 - Leadership and Community Studies Capstone

ID 410 - Internship

 

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Cognitive Development Outcomes:  a. Apply knowledge and skills related to the concepts, principles, and methodologies of one’s major and liberal arts education thereby connecting theory to practice. b. Acquire new knowledge in a new setting to enhance classroom education. c. Integrate or synthesize knowledge from diverse disciplines, courses, and areas of experience. d. Apply higher order thinking skills, such as critical thinking, analysis, synthesis, evaluation, and complex problem solving, to “real world” situations;

2. Communication Skills Outcomes:   a. Oral Communication: i. Verbally express ideas clearly and persuasively with clients, supervisors, and colleagues and to participate effectively in discussion. b. Written Communication: i. Express ideas clearly and persuasively in writing as evidenced by acceptable student accomplishment in at least three (3) of the following: 1. Student daily logs 2. Student / faculty or student / supervisor email communication 3. Student description / rating of internship duties and internship supervisor 4. Student reports and papers 5. Student final report;

3. General Skill Development Outcomes: a. Develop skill competencies specific to an occupation or profession. b. Increase skills for understanding and working with people of diverse backgrounds and cultures and for working effectively within diverse environments. c. Acquire additional interpersonal communication and interaction skills. d. Develop skills to work effectively within formal and informal networks and work cultures. e. Further develop observation, recording and interpretation skills. f. Develop skills needed for effective citizenship. g. Acquire skills in leadership;

4. Personal Development Outcomes:  a. Develop self-awareness. b. Clarify one’s own values. c. Develop self-reliance and self-confidence. d. Develop and use an ethical perspective. e. Develop career awareness, direction and exploration of vocation.Notes
Offered every semester, including May semester or summer term.

IH 200 - Aging Perspectives (SR)

1. Identify biological, emotional, social, financial and spiritual responses to Aging
2. Communicate effectively and professionally in written and oral formats
3. Understand professional ethics/standards and social responsibility in working with a vulnerable aging population
4. Describe common obstacles older adults need to navigate to live their life to the fullest
5. Evaluate the safety and efficacy of Integrative Health Practices older adults use to maximize optimal health and wellness
6.  Explore creativity enhancement activities and fulfilling work/volunteer opportunities for senior citizens
7. Discuss coping with loss and end of life issues and care
8. Integrate older adult’s role as “Keepers of the Culture” by passing on their wisdom through intergenerational dialogue and course activities

IH 300 - Introduction to Holistic Health: Complementary and Integrative Medicine

1. Discuss the strengths, challenges, treatment goals and modalities of evidence based practices of Complementary and Integrative Medicine (CIM). Contrast with Allopathic  Medicine.
2. Demonstrate an understanding of Complementary and Integrative Medicine (COM) principles by researching them and applying in classroom activities and assignments
3. Describe the mind-body-spirit connection especially as it pertains to wellness and identify such practices to optimize health
4. Identify culturally, morally and spiritually appropriate health promotion and disease interventions for diverse populations.
5. Participate in self-awareness practices (reflection of knowledge, values, ethics and health beliefs) to optimize evidence-based choices of health-related behaviors
6. Identify evidence-based resources where a consumer can obtain reputable information about the safety and efficacy of Complementary/Integrative Medicine (CIM) modalities
7. Develop a semester long Evidence-Based Integration Project of self, or Community utilizing a (Complementary Integrative Medicine evidence-based practice) modality of their choice and approved by the professor
8. Explore Health Care practices utilizing a Positive Psychology and Trauma Informed Perspective.

IH 302 - Partnering with Elders in Art and Creativity Enhancement (SR)

1. Describe the science and therapeutic arts of creative aging
2. Use critical thinking skills to analyze and evaluate older adult’s safety and efficacy in the use of Health Promotion/Enhancement activities
3. Communicate effectively and professionally in verbal, nonverbal, artistic and written formats
4. Identify professional standards and social responsibilities related to the care of an older adult population
5. Explore bridging the generation through pairing creativity and inter generational community art education
6. Enhance biological, psychological, social and spiritual transformation and wellness using evidence-based practice expressive arts activities
7. Cultivate expression and creative growth in the context of self-discovery

IH 319 - Buddhism: History & Legacy (SR)

This is a Sustainability-related course.

Learning Outcomes
By the end of this course, students should be able to:

1.Define and explain key Buddhist concepts, terminology, and practice

2. Understand the general historical evolution of Buddhism, its major branches (with their similarities and differences) and important persons.

3. Discuss the role of moral conduct and good virtue in Buddhist practice.

4. Interpret and understand brief passages from Buddhist primary sources.

5. Examine the influences (both secular and religious) of Buddhism on contemporary Western culture and science.

6. Communicate their understandings & analyses of Buddhism effectively in writing & discussion.

7. Be aware of the benefits of healthful secular mindfulness practices and able to implement them in their own daily lives.

Cross-listed
Cross-listed with HPS 302

Frequency of Offering:
Every two years

IH 400 - Trauma Sensitive Mindfulness/Meditation and Yoga as Healing Tools

1. Discuss the strengths, challenges and treatment outcomes of the Contemplative practices of Trauma Sensitive Mindfulness/Meditation and Yoga as therapeutic tools
2. Complete Neuromeditation Style Inventory assessment tools
3. Demonstrate an understanding of the Neuroscience of how Mindfulness/Meditation and Restorative and Trauma Informed Yoga “rewire “the brain through research and applying concepts in classroom activities and assignments
4. Identify culturally, morally and spiritually appropriate health promotion and disease interventions for diverse populations
5. Participate in self-awareness practices (reflection of knowledge, values, ethics and health beliefs) to optimize evidence-based choices of health-related behaviors
6. Demonstrate an understanding of the neuroscience of Traumatic Stress
7. Discuss how Mindfulness/Meditation and the “Therapeutic Yoga’s” promote self-regulation in the areas of attention, body awareness and emotional regulation
8. Explore Trauma Sensitive modifications to support survivors of trauma emotional safety and stability
9. Research, develop and implement a semester long Contemplative Practice Project for self or community.  To be approved by Professor

IH 422 - Stress Management

1. Analyze the holistic nature (mind-body-spirit) of stress management, and comprehend the mind-body connection of the stress and disease process;
2. Explore the psychoneuroimmunology interactions between psychological processes and the human nervous and immune systems;
3. Explore the comprehensive understanding of the physiological dynamics responsible for the fight-or-flight response and subsequent manifestations of various symptoms of target organ dysfunctions;
4. Demonstrate awareness of own personal strengths and limitations;
5. Demonstrate comprehensive understanding of client-centered care that reflects an understanding of the pathophysiology of stress;
6.  Uses evidence based practice to guide utilization and health teaching of coping skills to pro-actively prevent and minimize stress related complications;
7. Participate in the practice of empirically sound stress management/ relaxation strategies and techniques as well as ways to increase brain neuroplasticity and learn to integrate these techniques into their daily living habits to help control stress and tension;
8. Identify culturally and spiritually appropriate health promotion and disease prevention interventions;                                                                                      
9. Participate in self-awareness practices( reflection of knowledge, values, ethics and beliefs) to optimize ongoing assessment and evidence based choices of health related behaviors;
10. Recognize the relationship between personal health, self-renewal and the ability to optimize personal health potential.

IN 210 - Introduction to International Trade

IN 302 - Global Finance Seminar

IN 303 - Cross-Cultural Management

IN 310 - Global Marketing

IN 401 - International Business Seminar

LS 100 - Introduction to Leadership for Sustainable Communities (SF)

This is a “Sustainability-focused” course. 

Prerequisite/Corequisite
None

 

Learning Outcomes
Upon completion of this course, the student will:

1. Understand the history, development, and interrelation of the Sustainable Development Goals;
2. Apply an understanding of local, regional, and global challenges to the 4 key areas (justice, environment, economics, healthcare);
3. Recognize ethical issues and the cross-relationships among issues;
4. Express complexities of multiple worldviews, experiences, and power structures;
5. Reflect on expanded knowledge, growth, and understanding.

LS 200 - Effective Communication in a Diverse World (SF)

This is a Sustainability-focused course.

 

Prerequisite/Corequisite
None

Learning Outcomes
Upon completion of this course, the student will:

1. Adhere to ethical standards of communication;
2. Identify interpersonal communication styles across cultures;
3. Recognize verbal and non-verbal communication differences and negotiate said differences;
4. Tailor communication strategies to effectively express, listen, and adapt to others;
5. Apply intra- and interpersonal skills to professional communication.

LS 300 - Community Concerns and Social Problems (SF)

This is a Sustainability-focused course

Prerequisite/Corequisite
None

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Apply interdisciplinary frameworks with which to understand community concerns/social problems and how each shapes the perspective used to examine the issues;
2. Explain and analyze the composite of complex factors which contribute to the phenomenon termed community concerns/social problems
3. Recognize the wide range of contemporary social problems affecting local, national and global communities;
4. Examine their role as local community members and/or global citizens and leaders/professionals to work to reduce in some small way, the magnitude and scope of community concerns/social problems;
5. Evaluate how community concerns/social problems and injustice impact persons as persons and not just “as numbers” through their engagement in experiential learning opportunities;
6. Demonstrate their verbal and written communication skills through class participation, reflective practice, experiential learning activities and assignments.

LS 499 - Capstone: Leadership for Sustainable Communities (SF)

This is a Sustainability-focused course.

Learning Outcomes
Upon completion of this course, students will:

1. Express the value of knowledge based in community;
2. Connect service and community collaboration to their concentrations through a systems approach;
3. Utilize leadership and advocacy skills;
4. Work collaboratively with community members to identify issues and appropriate strategies to address issues;
5. Articulate a personal set of values and ethics that shape decision-making processes;
6. Develop a workable plan for lifelong engagement and leadership in community service and advocacy. 

LT 101 - Introduction to Latin

1. Translate adapted classical Latin prose selections;
2. Compare English and Latin grammatical systems;
3. Identify English cognates and derivatives from Latin.

LT 102 - Introduction to Latin II

LT 200 - Advanced Latin Comp - Cicero

LT 202 - Ovid and Martial

LT 203 - Fall of the Republic

LT 206 - Latin Lyric

LT 207 - Latin Letters

LT 210 - Classical Etymology

LT 214 - Latin Prose Composition

LT 301 - Independent Study in Latin

LT 302 - Latin Historians

LT 305 - Latin Epic

LT 310 - Medieval Latin Literature

LT 403 - Vergil

LT 407 - Teaching Latin in the Secondary School

MA 100 - Foundations of Mathematics

MA 105 - College Algebra

1.   Define and practice the principles of environmental science and critical thinking;
2.   Explain the function of ecosystems and ecosystem services;
3.   Apply your knowledge to identify the factors which lead to ecosystem imbalances/problems;
4.   Describe current environmental problems and their cause;
5.   Discuss and develop solutions for environmental problems;
6.   Recognize your own responsibility in our environment.

MA 106 - Precalculus Mathematics

1. Have an understanding of the function concept;
2. Have a working knowledge of the basic functions;
3. Have a working knowledge of the basis for studying calculus.

MA 107 - Introduction to Contemporary Mathematics

1. Attain a better understanding of some rich mathematical ideas;
2. Build sharper skills for analyzing life issues that transcend mathematics;
3. Develop a new perspective and outlook on the way you view the world.

MA 110 - Business Mathematics

MA 121 - Mathematics Seminar I

MA 122 - Mathematics Seminar I

MA 201 - Calculus I

1. Explain the meaning of the derivative of a function;
2. Apply the formal definition to compute the derivative of a function;
3. Apply derivative rules to compute derivatives;
4. Interpret the graph of a function using the notion of derivative;
5. Use the methods of differential calculus to model real life situations, including those involving related rates, projectile motion, and optimization.

MA 202 - Calculus II

MA 205 - Elementary Statistics

1. Have a working knowledge of the basic concepts used in statistical analysis;
2. Have the skills needed to interpret statistics used in journal articles in your field;
3. Have a familiarity with a statistical software package (SPSS);
4. Have a foundation for further work in statistics.

MA 221 - Mathematics Seminar 2