My training in German was the deciding factor for getting my first job after graduation. I had applied to Hewlett-Packard and my resume was selected because the company wanted to staff a specialist on a German account with appropriate language skills. I got the job and benefited a lot because I skipped the entry-level stage and directly went to a specialist role because of the business need. Knowing a foreign language can differentiate you in the workforce and expedite your progress.

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\\nLearn a language from native speakers<\\/strong>: What better way is there to learn a language than by speaking it on a daily basis? Whether you are a beginner or an advanced student, having a chance to practice with native speakers will dramatically improve your listening and speaking skills.<\\/li>
\\nTravel, explore, discover: <\\/strong>travel enhances your worldview, allows you to experience a different culture first-hand and to learn more about yourself, your values and beliefs.<\\/li>
\\nImprove your future chances: <\\/strong>whether through improved language skills, new international connections and friends, or taking courses that Berea College doesn\\u2019t offer \\u2013 studying abroad enhances the value of your degree and improves both your employment and graduate school chances.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Berea Study Abroad at a Glance\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Berea Study Abroad at a Glance"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_6400cb5e3750f\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Eligibility \",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"
\\r\\n \\t
Must have been enrolled at Berea for the equivalent of one<\\/strong> full academic year. (Typically, Junior standing).<\\/li>\\r\\n \\t
Must return to campus for at least one<\\/strong> term after the term abroad (and take a Foreign Language<\\/a> class).<\\/li>\\r\\n \\t
Minimum GPA: 2.8<\\/strong>.<\\/li>\\r\\n \\t
Completed the necessary advanced language courses.<\\/li>\\r\\n \\t
Received the recommendation of the foreign language program faculty.<\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Deadlines\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"Check out\\u00a0the Center for International Education page to see the most recent deadlines for applications to study abroad. Typically,\\u00a0February 10th<\\/strong>\\u00a0is the deadline for Fall Term, Academic Year and Summer Abroad programs. The deadline for Spring Term is usually\\u00a0September 10th.<\\/strong>\\r\\n\\r\\nMake sure to observe specific deadlines for the study abroad program you are applying to as well!<\\/strong><\\/em>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"Financial Aid\",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"\\r\\n \\t
Majors are eligible for up to\\u00a075%<\\/strong> of the estimated cost (or up to $10,000)<\\/li>\\r\\n \\t
Minors may\\u00a0receive an additional 10%<\\/strong> on top of the funding provided by the Center for International Education<\\/a>.<\\/li>\\r\\n \\t
The remaining cost of the program is met through a combination of self-help, loans, and financial aid.<\\/li>\\r\\n \\t
Contact the Office of Student Financial Aid Services for individual financial arrangements.<\\/li>\\r\\n \\t
Note:\\u00a0Acceptance as a major does not guarantee a term abroad.<\\/li>\\r\\n<\\/ul>\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion_3_title\":\"Scholarships\",\"_accordion_3_title\":\"field_6283326ff79f7\",\"accordion_3_content\":\"
\\r\\n \\t
KIIS Scholarships<\\/a><\\/li>\\r\\n \\t
External Scholarships for Study Abroad<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"Forms\",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"
\\r\\n \\t
Grants for Foreign Language Majors (PDF)<\\/a><\\/li>\\r\\n \\t
Grants for Foreign Language Minors (PDF)<\\/a><\\/li>\\r\\n \\t
Study Abroad Application<\\/a><\\/li>\\r\\n \\t
Term Abroad Evaluation<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion\":5,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Eligibility ","content":"
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Must have been enrolled at Berea for the equivalent of one full academic year. (Typically, Junior standing).
\n
Must return to campus for at least one term after the term abroad (and take a Foreign Language class).
\n
Minimum GPA: 2.8.
\n
Completed the necessary advanced language courses.
\n
Received the recommendation of the foreign language program faculty.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Deadlines","content":"
Check out the Center for International Education page to see the most recent deadlines for applications to study abroad. Typically, February 10th is the deadline for Fall Term, Academic Year and Summer Abroad programs. The deadline for Spring Term is usually September 10th.
\n
Make sure to observe specific deadlines for the study abroad program you are applying to as well!
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Financial Aid","content":"
\n
Majors are eligible for up to 75% of the estimated cost (or up to $10,000)
\n
Minors may receive an additional 10% on top of the funding provided by the Center for International Education.
\n
The remaining cost of the program is met through a combination of self-help, loans, and financial aid.
\n
Contact the Office of Student Financial Aid Services for individual financial arrangements.
\n
Note: Acceptance as a major does not guarantee a term abroad.
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\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Scholarships","content":"
\n
KIIS Scholarships
\n
External Scholarships for Study Abroad
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\n
Grants for Foreign Language Majors (PDF)
\n
Grants for Foreign Language Minors (PDF)
\n
Study Abroad Application
\n
Term Abroad Evaluation
\n
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Recommended Programs\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Recommended Programs"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_6400cb1c3750d\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"French\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"
\\r\\n \\t
AIFS Program in Grenoble<\\/a> (Fall and Spring terms)<\\/li>\\r\\n \\t
CIEE Program in Rennes<\\/a> (Fall and Spring terms)<\\/li>\\r\\n<\\/ul>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"German\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"
\\r\\n \\t
Speak and Write Institute in Marburg<\\/a>\\u00a0(Summer, Spring and Fall terms);<\\/li>\\r\\n \\t
IUSP Philips University Program in Marburg<\\/a> (Summer, Spring and Fall Term)<\\/li>\\r\\n \\t
KIIS Program in Regensburg <\\/a>(Spring Term);<\\/li>\\r\\n \\t
Wayne State Junior Year Abroad at the University of Munich<\\/a> (Fall and Spring terms).<\\/li>\\r\\n<\\/ul>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Spanish\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"
\\r\\n \\t
KIIS Program in Merida, Mexico<\\/a>\\u00a0(Fall Term)<\\/li>\\r\\n \\t
KIIS Program in Segovia, Spain<\\/a> (Spring Term).<\\/li>\\r\\n \\t
API<\\/a><\\/li>\\r\\n \\t
API at Pablo de Olavide University, Seville, Spain<\\/a> (Fall Term, Spring Term, and Academic Year)<\\/li>\\r\\n \\t
API University of Deusto<\\/a><\\/li>\\r\\n \\t
BIST<\\/a> (Summer Term)<\\/li>\\r\\n \\t
CEA<\\/a><\\/li>\\r\\n \\t
CIEE Engineering + Society<\\/a> (Fall Term, Spring Term, and Academic Year)<\\/li>\\r\\n \\t
ISA<\\/a><\\/li>\\r\\n \\t
KEI<\\/a><\\/li>\\r\\n \\t
KIIS Barcelona<\\/a> (Summer Term)<\\/li>\\r\\n \\t
KIIS Merida, Mexico I<\\/a> (Summer Term)<\\/li>\\r\\n \\t
KIIS Spain I\\u00a0<\\/a>\\u00a0(Summer Term)<\\/li>\\r\\n \\t
KIIS Spain II<\\/a> (Summer Term)<\\/li>\\r\\n \\t
ProWorld<\\/a><\\/li>\\r\\n \\t
Sol Education Abroad<\\/a><\\/li>\\r\\n \\t
Sol Education Abroad at Universidad Latina de Costa Rica<\\/a> (Fall, Summer, and Spring Terms)<\\/li>\\r\\n \\t
Veritas<\\/a> (Semester and Summer Terms)<\\/li>\\r\\n<\\/ul>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs\":3,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
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AIFS Program in Grenoble (Fall and Spring terms)
\n
CIEE Program in Rennes (Fall and Spring terms)
\n
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\n
Speak and Write Institute in Marburg (Summer, Spring and Fall terms);
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IUSP Philips University Program in Marburg (Summer, Spring and Fall Term)
\n
KIIS Program in Regensburg (Spring Term);
\n
Wayne State Junior Year Abroad at the University of Munich (Fall and Spring terms).
\n
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\n
KIIS Program in Merida, Mexico (Fall Term)
\n
KIIS Program in Segovia, Spain (Spring Term).
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API
\n
API at Pablo de Olavide University, Seville, Spain (Fall Term, Spring Term, and Academic Year)
\n
API University of Deusto
\n
BIST (Summer Term)
\n
CEA
\n
CIEE Engineering + Society (Fall Term, Spring Term, and Academic Year)
\n
ISA
\n
KEI
\n
KIIS Barcelona (Summer Term)
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KIIS Merida, Mexico I (Summer Term)
\n
KIIS Spain I  (Summer Term)
\n
KIIS Spain II (Summer Term)
\n
ProWorld
\n
Sol Education Abroad
\n
Sol Education Abroad at Universidad Latina de Costa Rica (Fall, Summer, and Spring Terms)
\n
Veritas (Semester and Summer Terms)
\n
\n","title":"Spanish"}]}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":"Study Abroad","pageTitle":"hide","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo5MjAzMw==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/03/Coeds-backpacking-study-abroad-hitchhiking.tif","altText":""},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MjAyMg==","uri":"/academics/departments-programs/foreign-languages/foreign-languages-department-pages/resources/","modified":"2023-03-02T15:51:31","databaseId":92022,"slug":"resources","contentTypeName":"page","title_b28e9_bf21a":"Resources","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Resources - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Resources","opengraphDescription":"Free Online Language Learning Platforms Duolingo is a free interactive and fun language learning platform. 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Career options for\\u00a0French majors<\\/a><\\/li>
Resources\\u00a0for German and Business<\\/a><\\/li>
German Companies in Kentucky<\\/a><\\/li>
German Foreign Embassy<\\/a><\\/li>
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Peace and Social Justice Studies sponsors or co-sponsors numerous educational events and community activities to enrich and expand classroom work. Many Peace and Social Justice Studies students are involved in various campus organizations, such as People Who Care, the Muslim Student Association, African Students Association, Hispanic Student Association, Student For a Free Tibet, Harvey Milk Society, Bereans for Appalachia, HEAL, Black Student Union and others dedicated in various ways to the ongoing struggle for community and social justice.
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The program also offers a theoretical understanding of nonviolent solutions. Through looking at the processes of past social movements while also analyzing current issues, students gain an ability to apply theory to action\\u2014now, and in their future.\\r\\n\\r\\nWatch Sarah McLewin\\u2019s retrospective here.<\\/a>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Martina Jackson, '10\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"A quote from Martina:<\\/em> \\u201cThe highlights of my PSJ major are learning to be understanding, patient and persistent. I learned very quickly the importance of various issues and how many others issues, especially at the national level, take precedent. Whatever route I take, I always keep in mind that I have to continue to be persistent in all that I do, but I also have to have patience.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action: <\\/em>Martina did an internship with Entrepreneurship for the Public Good Fellowship as the EPG Cohort 6 Member and EPG Fellow. She conducted 10 interviews in with community members, and elected city officials in Berea, KY and Hindman, KY. Also, she collaborated in the development of a training plan for ecofriendly business practice for the Chamber of Commerce of Hindman, KY. Using the skills she gleaned from Conflict Transformation, she facilitated 3 community discussions\\r\\n\\r\\nWhat she\\u2019s doing now:<\\/em> Martina works as a Research and Material Development Intern for NAACP\\u2019S Environmental and Climate Justice Program. She works on developing environmental justice\\u00a0toolkits\\u00a0for youth chapters and community guides on how to organize around coal plant issues.\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Lolly Saleem, '08\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"A quote from Lolly:<\\/em> \\u201cIn Introduction to Peace and Social Justice Studies, I learned to think globally. I was no longer the center of my universe; I was a small peon in a much larger world. Peace and Social Justice Studies have widened my view of society and global issues. I constantly see injustices now, whereas before, I would not have recognized them.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Lolly participated in the Sheppard Poverty Alliance Internship in Helena Arkansas. She was responsible for authoring a code of research ethics for the Tri-county rural health network. In the low-income delta are there has been a history of people coming to do research. However, in that area there were no guidelines that the researchers had to follow that would help protect the subjects and give them a sense of dignity. It was her assignment to create a document that the researchers had to comply with.\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Corrie Spellman\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"A quote from Corrie, <\\/em>\\u201cTake direct action. Take it out of the books and onto the streets. Don\\u2019t get bogged down in the sorrows of injustice but inspired in the creativity and community created by working towards a more just society.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Corrie was a part of the Bonner Scholar program at Berea. She volunteered at different places in Europe and also in an urban farm in Philadelphia. She was the CELTS program manager of HEAL, a student-led sustainable community development organization.\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Wendy Williams\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"A quote from Wendy<\\/em>, \\u201cThe strength of Peace and Justice Studies is its interdisciplinary nature. Disciplines are fantastic but I can\\u2019t study social class without using sociology and politics. Everyone has their comfort zone and interdisciplinary studies move you out of your comfort zone.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Williams studied Peace and Conflict as her minor at Swarthmore College. She studied conflict in Northern Ireland between Protestants and Catholics. 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Sarah McLewin ’12 explains how Berea’s Peace and Social Justice Program introduces students to a “new world view” through learning about global issues. The program also offers a theoretical understanding of nonviolent solutions. Through looking at the processes of past social movements while also analyzing current issues, students gain an ability to apply theory to action—now, and in their future.
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Watch Sarah McLewin’s retrospective here.
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A quote from Martina: “The highlights of my PSJ major are learning to be understanding, patient and persistent. I learned very quickly the importance of various issues and how many others issues, especially at the national level, take precedent. Whatever route I take, I always keep in mind that I have to continue to be persistent in all that I do, but I also have to have patience.”
\n
How her perspective was shaped with action: Martina did an internship with Entrepreneurship for the Public Good Fellowship as the EPG Cohort 6 Member and EPG Fellow. She conducted 10 interviews in with community members, and elected city officials in Berea, KY and Hindman, KY. Also, she collaborated in the development of a training plan for ecofriendly business practice for the Chamber of Commerce of Hindman, KY. Using the skills she gleaned from Conflict Transformation, she facilitated 3 community discussions
\n
What she’s doing now: Martina works as a Research and Material Development Intern for NAACP’S Environmental and Climate Justice Program. She works on developing environmental justice toolkits for youth chapters and community guides on how to organize around coal plant issues.
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A quote from Lolly: “In Introduction to Peace and Social Justice Studies, I learned to think globally. I was no longer the center of my universe; I was a small peon in a much larger world. Peace and Social Justice Studies have widened my view of society and global issues. I constantly see injustices now, whereas before, I would not have recognized them.”
\n
How her perspective was shaped with action: Lolly participated in the Sheppard Poverty Alliance Internship in Helena Arkansas. She was responsible for authoring a code of research ethics for the Tri-county rural health network. In the low-income delta are there has been a history of people coming to do research. However, in that area there were no guidelines that the researchers had to follow that would help protect the subjects and give them a sense of dignity. It was her assignment to create a document that the researchers had to comply with.
\n","title":"Lolly Saleem, '08"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
A quote from Corrie, “Take direct action. Take it out of the books and onto the streets. Don’t get bogged down in the sorrows of injustice but inspired in the creativity and community created by working towards a more just society.”
\n
How her perspective was shaped with action: Corrie was a part of the Bonner Scholar program at Berea. She volunteered at different places in Europe and also in an urban farm in Philadelphia. She was the CELTS program manager of HEAL, a student-led sustainable community development organization.
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A quote from Wendy, “The strength of Peace and Justice Studies is its interdisciplinary nature. Disciplines are fantastic but I can’t study social class without using sociology and politics. Everyone has their comfort zone and interdisciplinary studies move you out of your comfort zone.”
\n
How her perspective was shaped with action: Williams studied Peace and Conflict as her minor at Swarthmore College. She studied conflict in Northern Ireland between Protestants and Catholics. Researching the attitudes of college students’ about their vision for the future, she found that both Catholics and Protestants could agree on an EU rule that would neutralize the sectarian conflict.
\n
What she’s doing now: Wendy Williams is an associate Professor of Psychology and Women’s Studies at Berea College. She focuses her research on prejudice, stereotypes and discrimination. In the classroom she uses examples that have real-life consequences to explain theories and incorporates service learning projects into her curriculum.
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\\nIdealist or Action without Borders<\\/a>\\u00a0is a global network\\u00a0with\\u00a0volunteer opportunities, internship and job listings, and career advice.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
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The course engages students in the understanding of the complexities and interconnected nature of the dimensions of wellness. Students will engage in the identification and development of sound wellness strategies to overcome barriers to lifelong wellness. Topics of emphasis will include: an introduction to the 6 dimensions of wellness, behavior change, health disparities, stress, personal fitness, nutrition, and hypokinetic diseases.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"WEL 150 - Dalessio, Mike: Comprehensive Wellness. A course focused on the various components of health, wellness, and fitness. Emphasis will be placed on the intrinsic and extrinsic factors that influence the components of wellness, health, and fitness. The course engages students in the understanding of the complexities and interconnected nature of the dimensions of wellness. 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Topics include an introduction to six dimensions of health with an in-depth examination of at least three of these dimensions, behavior change theories and strategies, and stress and stress management. Emphasis is placed on individual health, goal setting, and identifiable attitudes and behaviors needed to establish a lifelong pattern of health and wellness."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Quality relationships and friendships favorably impact the overall psychological well-being and mental health of individuals. Sleep issues, poor time management, unhealthy behaviors, dissatisfaction in life, poor academic performance, sexuality, employment, marriage, and family life all can be improved by knowing and practicing healthy relationships. This course will engage students to learn more about relationships, a few relevant theories, communication skills, stress, and coping strategies through lectures, group discussions, and hands-on activities. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Quality relationships and friendships favorably impact the overall psychological well-being and mental health of individuals. Sleep issues, poor time management, unhealthy behaviors, dissatisfaction in life, poor academic performance, sexuality, employment, marriage, and family life all can be improved by knowing and practicing healthy relationships. This course will engage students to learn more about relationships, a few relevant theories, communication skills, stress, and coping strategies through lectures, group discussions, and hands-on activities. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The overarching purpose of this course is to teach the knowledge and skills needed to make changes which will positively impact one\\u2019s health. Students will apply the concepts and strategies needed for healthy behavior change and participate in the process of working towards improving their own health. One key goal of a required behavior change project assignment is to help students understand that behavior change is a slow, systematic process that can lead to improved health outcomes when realistic, timely, measurable, and specific goals are established. Learning outcomes are measured through exams, quizzes, projects, presentations, and participation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The overarching purpose of this course is to teach the knowledge and skills needed to make changes which will positively impact one’s health. Students will apply the concepts and strategies needed for healthy behavior change and participate in the process of working towards improving their own health. One key goal of a required behavior change project assignment is to help students understand that behavior change is a slow, systematic process that can lead to improved health outcomes when realistic, timely, measurable, and specific goals are established. Learning outcomes are measured through exams, quizzes, projects, presentations, and participation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"WEL 150 - Woodie, Stephanie:<\\/strong> Living Mindfully<\\/em>. Topics include an introduction to six dimensions of health with an in-depth examination of at least three of these dimensions, behavior change theories and strategies, and stress and stress management. Emphasis is placed on individual health, goal setting, and identifiable attitudes and behaviors needed to establish a lifelong pattern of health and wellness.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"WEL 150 - Woodie, Stephanie: Living Mindfully. Topics include an introduction to six dimensions of health with an in-depth examination of at least three of these dimensions, behavior change theories and strategies, and stress and stress management. Emphasis is placed on individual health, goal setting, and identifiable attitudes and behaviors needed to establish a lifelong pattern of health and wellness."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This section of Holistic Wellness will focus on practicing Mindfulness and how we can incorporate these practices into our lives to support our health and wellness. The areas of mindfulness this section will address most intentionally are Opening the Body; Physical Thriving, Opening the Heart\\/Emotions, Opening the Mind\\/Clarity and Flourishing , Opening the Spirit\\/Seeing the Big Picture and Practical Application for Ourselves: Career, Performance, Social Media Use and More. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This section of Holistic Wellness will focus on practicing Mindfulness and how we can incorporate these practices into our lives to support our health and wellness. The areas of mindfulness this section will address most intentionally are Opening the Body; Physical Thriving, Opening the Heart/Emotions, Opening the Mind/Clarity and Flourishing , Opening the Spirit/Seeing the Big Picture and Practical Application for Ourselves: Career, Performance, Social Media Use and More. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The overarching purpose of this course is to teach the knowledge and skills needed to make changes which will positively impact one\\u2019s health. Students will apply the concepts and strategies needed for healthy behavior change and participate in the process of working towards improving their own health. Learning outcomes are measured through exams, quizzes, projects, presentations, and participation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The overarching purpose of this course is to teach the knowledge and skills needed to make changes which will positively impact one’s health. Students will apply the concepts and strategies needed for healthy behavior change and participate in the process of working towards improving their own health. Learning outcomes are measured through exams, quizzes, projects, presentations, and participation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"WEL 150 - Phelps, Shannon: <\\/strong>Emerging Adulthood, Mindfulness, and Health.<\\/em> The purpose of this course is to raise students\\u2019 awareness of factors that impact human health and wellbeing, how their developmental tasks as emerging adults relate to health and wellbeing, and ways they can improve\\/enhance their health and wellbeing in the present and for the future. This section of Well 150 focuses on examining and approaching health, well-being, and stress management through the lens of MINDFULNESS. The dimensions of health addressed primarily are physical, mental, emotional, social, and sexual, with emphasis given to growing knowledge and developing skills and self-efficacy to take care of and advocate for one\\u2019s health and well-being.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"WEL 150 - Phelps, Shannon: Emerging Adulthood, Mindfulness, and Health. The purpose of this course is to raise students’ awareness of factors that impact human health and wellbeing, how their developmental tasks as emerging adults relate to health and wellbeing, and ways they can improve/enhance their health and wellbeing in the present and for the future. This section of Well 150 focuses on examining and approaching health, well-being, and stress management through the lens of MINDFULNESS. The dimensions of health addressed primarily are physical, mental, emotional, social, and sexual, with emphasis given to growing knowledge and developing skills and self-efficacy to take care of and advocate for one’s health and well-being."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As part of the course, students are expected to engage in physical activity and movement for stress management, including but not limited to yoga and walking, as directed, guided, and assigned by the instructor.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As part of the course, students are expected to engage in physical activity and movement for stress management, including but not limited to yoga and walking, as directed, guided, and assigned by the instructor."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"WEL 150 - Leyshon, Kyle:<\\/strong> Comprehensive Wellness<\\/em>. The course will emphasize the factors that impact health and wellness and how these factors are related. Students will use coursework to determine their own individual health and wellness needs. From that, students will implement a behavioral change plan to objectively and systematically address those needs. Course topics to include: the dimensions of wellness, stress, financial betterment, sleep, physical activity, fitness, nutrition, and the impact of health and wellness on chronic disease.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"WEL 150 - Leyshon, Kyle: Comprehensive Wellness. The course will emphasize the factors that impact health and wellness and how these factors are related. Students will use coursework to determine their own individual health and wellness needs. From that, students will implement a behavioral change plan to objectively and systematically address those needs. Course topics to include: the dimensions of wellness, stress, financial betterment, sleep, physical activity, fitness, nutrition, and the impact of health and wellness on chronic disease."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwOQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/","modified":"2024-10-24T12:14:15","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"GSTR 410","databaseId":95109,"slug":"gstr-410","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 410 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 410","opengraphDescription":"Seminar in Contemporary Global Issues Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). 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Contemporary Global Issues"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). Offered: Typically Fall and Spring terms (first offered Fall 2007). As a capstone experience for General Education, this course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. Each section explores a topic determined by the instructors and is structured to model broadly multi-disciplinary approaches needed to understand complex problems. Each section involves faculty working closely with students\\u2019 independent research leading to a presentation of a project to others in the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). Offered: Typically Fall and Spring terms (first offered Fall 2007). As a capstone experience for General Education, this course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. Each section explores a topic determined by the instructors and is structured to model broadly multi-disciplinary approaches needed to understand complex problems. Each section involves faculty working closely with students’ independent research leading to a presentation of a project to others in the course."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"learn about a contemporary global issue from diverse disciplinary approaches;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"recognize and appreciate distinct disciplinary approaches, their strengths, limits, and contributions to integrative understanding of complex global issues;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"build upon, use, and synthesize previous learning in General Education, elective disciplines, and major field of study;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"engage in independent, multi-disciplinary inquiry and research of a complex, contemporary issue before the world;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"develop an informed position on a complex global issue and formally present orally the results of research to scholarly peers and faculty.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 410. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes<\\/a> for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 410. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Anderson, Broughton:<\\/strong> The World on Fire (Where is the love?). <\\/em>Our world appears to be on fire with armed conflicts, but do we understand what is happening? Do we understand the roots of these conflicts? Do we understand our role in global conflict? Do we understand how these conflicts impact us? This class will examine case studies around the world with the aim to better understand this world on fire. An examination of racism, sexuality and gender discrimination, wealth distribution, health disparities, and political upheaval is critical. This class will also explore our constructions of the world as a means of understanding why we think and believe the ways we do. We will use anthropological theories and methods to explore our world and to work towards what it means to be a human in this world. Final papers will examine a specific case study but with a means to locate love in the world. By asking \\u201cWhere is the love?,\\u201d the outcome of this paper, specifically, and this class, generally, is to shift from hate and mistrust of the other towards love and acceptance.
*Please be aware that exploring armed conflict and our beliefs around conflict will, at times, be emotionally draining. All students will be expected to be respectful of each other\\u2019s feelings.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Anderson, Broughton: The World on Fire (Where is the love?). Our world appears to be on fire with armed conflicts, but do we understand what is happening? Do we understand the roots of these conflicts? Do we understand our role in global conflict? Do we understand how these conflicts impact us? This class will examine case studies around the world with the aim to better understand this world on fire. An examination of racism, sexuality and gender discrimination, wealth distribution, health disparities, and political upheaval is critical. This class will also explore our constructions of the world as a means of understanding why we think and believe the ways we do. We will use anthropological theories and methods to explore our world and to work towards what it means to be a human in this world. Final papers will examine a specific case study but with a means to locate love in the world. By asking “Where is the love?,” the outcome of this paper, specifically, and this class, generally, is to shift from hate and mistrust of the other towards love and acceptance.
*Please be aware that exploring armed conflict and our beliefs around conflict will, at times, be emotionally draining. All students will be expected to be respectful of each other’s feelings."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Broadhead, Edwin: <\\/strong>Religious Conflict in the Modern Era. <\\/em>This course will analyze the role of religious conflict in the 20th and 21st century. Charles Kimball\\u2019s When Religion Becomes Evil<\\/em> will be used to establish a phenomenological grid for evaluating pathological traits within a wide range of religious traditions. This class will also discuss tools for critical analysis and will demonstrate how an issue may be approached through different modes of discourse. Students will be taught to look for a variety of factors at work in a specific religious conflict: among these are historical, sociological, cultural, political, economic, and environmental factors. Student projects will use a multidisciplinary perspective to investigate specific religious conflicts in area such as: the Middle East; Northern Ireland; the Balkans; India and Pakistan; and Iran, Iraq, Pakistan, and Afghanistan.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Broadhead, Edwin: Religious Conflict in the Modern Era. This course will analyze the role of religious conflict in the 20th and 21st century. Charles Kimball’s When Religion Becomes Evil will be used to establish a phenomenological grid for evaluating pathological traits within a wide range of religious traditions. This class will also discuss tools for critical analysis and will demonstrate how an issue may be approached through different modes of discourse. Students will be taught to look for a variety of factors at work in a specific religious conflict: among these are historical, sociological, cultural, political, economic, and environmental factors. Student projects will use a multidisciplinary perspective to investigate specific religious conflicts in area such as: the Middle East; Northern Ireland; the Balkans; India and Pakistan; and Iran, Iraq, Pakistan, and Afghanistan."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In addition to theological issues, our focus will include issues such as history, sociology, culture, politics, economics and environmental factors.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In addition to theological issues, our focus will include issues such as history, sociology, culture, politics, economics and environmental factors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Burnside, Jackie: <\\/strong>Weapons of the Weak.<\\/em> Can humor be another defense against the universe (Mel Brooks)? Humor, a cultural trait that anthropologists have documented in all societies, serves many functions depending upon the context and audience. For instance, dominant groups may use negative stereotypes and ridicule to ensure conformity to their status quo while subordinate groups may create humor, e.g. jokes, of a self-deprecating manner to \\u2018rise above\\u2019 the negative images aimed against them. As part of our comparative approach to learn more about various cultures\\u2019 traditions of humor and contexts, the functions served and the genres depicted (e.g. satire, irony, political, folklore and trickster), we will understand more about the ways in which humor represents \\u2018weapons of the weak.\\u2019\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Burnside, Jackie: Weapons of the Weak. Can humor be another defense against the universe (Mel Brooks)? Humor, a cultural trait that anthropologists have documented in all societies, serves many functions depending upon the context and audience. For instance, dominant groups may use negative stereotypes and ridicule to ensure conformity to their status quo while subordinate groups may create humor, e.g. jokes, of a self-deprecating manner to ‘rise above’ the negative images aimed against them. As part of our comparative approach to learn more about various cultures’ traditions of humor and contexts, the functions served and the genres depicted (e.g. satire, irony, political, folklore and trickster), we will understand more about the ways in which humor represents ‘weapons of the weak.’"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Cahill, Richard: <\\/strong>\\u201cWho is a Neighbor?\\u201d<\\/em> In a global age, is a refugee on the other side of the planet, your neighbor? What, if any, is your moral obligation? You will read primary sources from the Western tradition and from Middle Eastern traditions as you explore these questions. In this course you will connect with students in Egypt through video conferencing and\\/or online, to discuss texts and issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Cahill, Richard: “Who is a Neighbor?” In a global age, is a refugee on the other side of the planet, your neighbor? What, if any, is your moral obligation? You will read primary sources from the Western tradition and from Middle Eastern traditions as you explore these questions. In this course you will connect with students in Egypt through video conferencing and/or online, to discuss texts and issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Clark, Sean: <\\/strong>Global Challenges, Local Solutions<\\/em>. \\u201cNever doubt that a small group of thoughtful, committed citizens can change the world; indeed, it\\u2019s the only thing that ever has.\\u201d This inspiring and thought-provoking quote, usually attributed to anthropologist Margaret Mead, will serve as the central theme for this section. Rather than simply accepting the statement outright, however, we\\u2019ll use it as a starting point for examining the 17 Sustainable Development Goals (SDGs) agreed upon by the 193 member states of the United Nations (UN) in 2015. How are the global challenges described in these SDGs being addressed in a manner that results in desired improvements at local levels (e.g. cities, villages, communities and neighborhoods)? Can creative solutions yielding local breakthroughs in one part of the world be transferred to other areas effectively? If so, how? Are some challenges simply beyond the capacities of local problem-solving? And what are the necessary and appropriate roles of national governments, multinational corporations, organized religion, non-governmental organizations, and other institutions in reaching the UN SDGs by 2030? As a class we will explore and understand the rationale and current status of all of the SDGs. Then each student will have the opportunity to focus on one that interests them as the basis for the research project.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Clark, Sean: Global Challenges, Local Solutions. “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” This inspiring and thought-provoking quote, usually attributed to anthropologist Margaret Mead, will serve as the central theme for this section. Rather than simply accepting the statement outright, however, we’ll use it as a starting point for examining the 17 Sustainable Development Goals (SDGs) agreed upon by the 193 member states of the United Nations (UN) in 2015. How are the global challenges described in these SDGs being addressed in a manner that results in desired improvements at local levels (e.g. cities, villages, communities and neighborhoods)? Can creative solutions yielding local breakthroughs in one part of the world be transferred to other areas effectively? If so, how? Are some challenges simply beyond the capacities of local problem-solving? And what are the necessary and appropriate roles of national governments, multinational corporations, organized religion, non-governmental organizations, and other institutions in reaching the UN SDGs by 2030? As a class we will explore and understand the rationale and current status of all of the SDGs. Then each student will have the opportunity to focus on one that interests them as the basis for the research project."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Dickerson, Jacob:<\\/strong> Global Issues on the Final Frontier.<\\/em> It has been said that Science Fiction is more about the present than it is about the future. The genre provides the opportunity for allegorical \\u2013 and often critical \\u2013 explorations of contemporary concerns in a futuristic and fantastical setting. Since the time of its debut in 1966, the Star Trek<\\/em> television and film franchise has been at the forefront of the genre\\u2019s tendency toward social commentary. Creator Gene Roddenberry envisioned a peaceful future in which human understanding and intelligence are the drivers of progress. Using Star Trek<\\/em>as a focal point, this course will explore the ways in which global issues are presented in science fiction and popular culture more broadly. We will examine issues central to the Star Trek<\\/em> franchise, including (but not limited to) war, race, religion\\/spirituality, economics, the role of technology, and the definition of humanity. No previous knowledge of the Star Trek<\\/em> franchise is necessary.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Dickerson, Jacob: Global Issues on the Final Frontier. It has been said that Science Fiction is more about the present than it is about the future. The genre provides the opportunity for allegorical – and often critical – explorations of contemporary concerns in a futuristic and fantastical setting. Since the time of its debut in 1966, the Star Trek television and film franchise has been at the forefront of the genre’s tendency toward social commentary. Creator Gene Roddenberry envisioned a peaceful future in which human understanding and intelligence are the drivers of progress. Using Star Trekas a focal point, this course will explore the ways in which global issues are presented in science fiction and popular culture more broadly. We will examine issues central to the Star Trek franchise, including (but not limited to) war, race, religion/spirituality, economics, the role of technology, and the definition of humanity. No previous knowledge of the Star Trek franchise is necessary."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Ferreti, Gwendolyn: <\\/strong>Love, Death, & Migrant Flows: Transnational Movement in the Age of Restrictions.<\\/em> This capstone experience for General Education invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Ferreti, Gwendolyn: Love, Death, & Migrant Flows: Transnational Movement in the Age of Restrictions. This capstone experience for General Education invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This section of the course will examine the processes of global migration and its varied lived experiences including: the creation and maintenance of family; reshaping love across borders; and facing death and survivance. We will analyze regular and irregular transnational flows; economic and political refugees; and critically interrogate the effects and consequences of immigration laws and policies on migrants and refugees themselves. Employing interdisciplinary approaches, students will learn about migration and conduct\\/compose original research that draws from the fields, frames, and themes of course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This section of the course will examine the processes of global migration and its varied lived experiences including: the creation and maintenance of family; reshaping love across borders; and facing death and survivance. We will analyze regular and irregular transnational flows; economic and political refugees; and critically interrogate the effects and consequences of immigration laws and policies on migrants and refugees themselves. Employing interdisciplinary approaches, students will learn about migration and conduct/compose original research that draws from the fields, frames, and themes of course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Gowler, Steve:<\\/strong> Cosmopolitanism and Its Discontents<\\/em>. We will explore historical and contemporary understandings of world citizenship, considering arguments both for and against the universal values that underlie the ethical concept of cosmopolitanism. Global poverty, immigration, climate change, human rights, and nationalism are among the topics we will discuss. Required texts include Kwame Anthony Appiah\\u2019s Cosmopolitanism: Ethics in a World of Strangers<\\/em>, Viet Thanh Nguyen\\u2019s The Refugees<\\/em>, and Abhijit Banerjee and Esther Duflo\\u2019s Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Gowler, Steve: Cosmopolitanism and Its Discontents. We will explore historical and contemporary understandings of world citizenship, considering arguments both for and against the universal values that underlie the ethical concept of cosmopolitanism. Global poverty, immigration, climate change, human rights, and nationalism are among the topics we will discuss. Required texts include Kwame Anthony Appiah’s Cosmopolitanism: Ethics in a World of Strangers, Viet Thanh Nguyen’s The Refugees, and Abhijit Banerjee and Esther Duflo’s Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Gray, Gordon: <\\/strong>As one of the most important and controversial political topics in the USA in the early 2000s, immigration has received conspicuous amounts of news coverage, inflamed debates over issues of rights and privileges, and affected the way entire groups of people have been treated in this country. While undocumented international immigration receives most of the press, internal and temporary migrations are statistically more important\\u2014both internationally and in the USA. In this sense, the migration of people in the USA from poor and\\/or rural areas to urban areas is at least as crucial an issue. The drain of talent and labor from areas such as Appalachia has had a long and devastating effect upon the areas from which people are emigrating.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Gray, Gordon: As one of the most important and controversial political topics in the USA in the early 2000s, immigration has received conspicuous amounts of news coverage, inflamed debates over issues of rights and privileges, and affected the way entire groups of people have been treated in this country. While undocumented international immigration receives most of the press, internal and temporary migrations are statistically more important—both internationally and in the USA. In this sense, the migration of people in the USA from poor and/or rural areas to urban areas is at least as crucial an issue. The drain of talent and labor from areas such as Appalachia has had a long and devastating effect upon the areas from which people are emigrating."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this course, we will look at diverse movements of people over time and through space. In doing so, the course will focus on the economic and cultural rationales and consequences of human migration, not just on the places people are moving to, but on the places that people are moving from. We will investigate the multitude of forms that human migration has taken historically and takes now\\u2014both in the USA and internationally. Case studies will include: the Transatlantic Slave trade; the Partition of India; the displacement of the citizens of New Orleans after Hurricane Katrina; and the effects of the drug wars on people living on the border with Mexico. Student projects will focus on issues of migration, and in particular I would like students to relate American experiences and issues of migration with those of international migration, building on the perspectives from their majors in combination with the perspectives that form the basis for this course. Interdisciplinary approaches are encouraged.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this course, we will look at diverse movements of people over time and through space. In doing so, the course will focus on the economic and cultural rationales and consequences of human migration, not just on the places people are moving to, but on the places that people are moving from. We will investigate the multitude of forms that human migration has taken historically and takes now—both in the USA and internationally. Case studies will include: the Transatlantic Slave trade; the Partition of India; the displacement of the citizens of New Orleans after Hurricane Katrina; and the effects of the drug wars on people living on the border with Mexico. Student projects will focus on issues of migration, and in particular I would like students to relate American experiences and issues of migration with those of international migration, building on the perspectives from their majors in combination with the perspectives that form the basis for this course. Interdisciplinary approaches are encouraged."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Huck, Dan: <\\/strong>This section of the course will examine the response of the community of nations to genocide, crimes against humanity, and war crimes using the concepts and mechanisms of criminal law. Students will analyze the history of international criminal law development, especially since WWII. The course places particular emphasis on the development of the special tribunals for the former Yugoslavia and Rwanda, as well as the special court developed for Cambodia. The course will conclude with a consideration of the International Criminal Court\\u2019s first decade of operations, including a review of ongoing cases and a mock indictment proceeding conducted by students against persons of interest before the ICC.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Huck, Dan: This section of the course will examine the response of the community of nations to genocide, crimes against humanity, and war crimes using the concepts and mechanisms of criminal law. Students will analyze the history of international criminal law development, especially since WWII. The course places particular emphasis on the development of the special tribunals for the former Yugoslavia and Rwanda, as well as the special court developed for Cambodia. The course will conclude with a consideration of the International Criminal Court’s first decade of operations, including a review of ongoing cases and a mock indictment proceeding conducted by students against persons of interest before the ICC."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Lakhan, Ram:<\\/strong> A Global Perspective on World Health<\\/em>. The burdens of health diseases are unequally distributed. People with higher income have better health statuses than the poor in many countries. Why is this inequality there? Where are the gaps? How is our health connected globally? What are social, biological, and environmental factors that contribute to poor health and increase disparities with age, income, employment, education, gender, place of living, etc.? In this course, we will begin with an introduction to global health. We will then analyze global health systems and important global health challenges: HIV\\/AIDS, malaria, access to pharmaceuticals, and maternal and child health. The course will incorporate knowledge and views from multiple academic disciplines, including public health, economics, politics, management, and sociology. Current media events related to global health will also be integrated into classroom discussions. Students will conduct research and analyze identified issues related to global health.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Lakhan, Ram: A Global Perspective on World Health. The burdens of health diseases are unequally distributed. People with higher income have better health statuses than the poor in many countries. Why is this inequality there? Where are the gaps? How is our health connected globally? What are social, biological, and environmental factors that contribute to poor health and increase disparities with age, income, employment, education, gender, place of living, etc.? In this course, we will begin with an introduction to global health. We will then analyze global health systems and important global health challenges: HIV/AIDS, malaria, access to pharmaceuticals, and maternal and child health. The course will incorporate knowledge and views from multiple academic disciplines, including public health, economics, politics, management, and sociology. Current media events related to global health will also be integrated into classroom discussions. Students will conduct research and analyze identified issues related to global health."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Malaklou, M. Shadee:<\\/strong> The Revolution Will Not Be Humanized.<\\/em> This upper-division General Education capstone will introduce students to critiques of humanism in fields like Women\\u2019s and Gender (and Sexuality) Studies, Posthuman Studies, Critical Animal Studies, Feminist Science Studies, and other inter- and trans-disciplines that are committed to social justice. Students will read texts by international thinkers who agitate for a new global world order like Frantz Fanon, Sylvia Wynter, Kim Tallbear, Zakiyyah Iman Jackson, and others, in order to understand why liberal humanism has failed to protect the most vulnerable among us, and in order to understand how to move outside of humanist discourse in order to articulate our demands for revolution.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Malaklou, M. Shadee: The Revolution Will Not Be Humanized. This upper-division General Education capstone will introduce students to critiques of humanism in fields like Women’s and Gender (and Sexuality) Studies, Posthuman Studies, Critical Animal Studies, Feminist Science Studies, and other inter- and trans-disciplines that are committed to social justice. Students will read texts by international thinkers who agitate for a new global world order like Frantz Fanon, Sylvia Wynter, Kim Tallbear, Zakiyyah Iman Jackson, and others, in order to understand why liberal humanism has failed to protect the most vulnerable among us, and in order to understand how to move outside of humanist discourse in order to articulate our demands for revolution."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Martin, Deborah: <\\/strong>Fat Men in Skirts: Gender Performance and Identity. <\\/em>This class will examine performative elements of gender, and how those elements are descended from traditional theatrical approaches to text and practice. Issues of gender identity, context, and performance will be explored in both western and non-western cultures. Gender identity issues will manifest in examples that many in American society may deem taboo, including cross-dressing, drag performance, transvestitism, etc. Both historical and contemporary issues related to these topics will be included.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Martin, Deborah: Fat Men in Skirts: Gender Performance and Identity. This class will examine performative elements of gender, and how those elements are descended from traditional theatrical approaches to text and practice. Issues of gender identity, context, and performance will be explored in both western and non-western cultures. Gender identity issues will manifest in examples that many in American society may deem taboo, including cross-dressing, drag performance, transvestitism, etc. Both historical and contemporary issues related to these topics will be included."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The overarching aim of this course is to provide students with an understanding of gender as a culturally variable product and to broaden students\\u2019 understanding of genders and sexualities through a variety of case studies. The course explores the ways in which cultures, western as well as non-western, construct and provide meanings to gender roles. Cultural anthropologists have noted that while biological understandings of sexes are important, other aspects such as the role of social and cultural forces remain less-well known or naturalized and therefore demand attention and scrutiny. Because gender is often perceived as \\u201cnatural\\u201d rather than cultural, this course strives to destabilize our assumptions and broaden understandings of these issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The overarching aim of this course is to provide students with an understanding of gender as a culturally variable product and to broaden students’ understanding of genders and sexualities through a variety of case studies. The course explores the ways in which cultures, western as well as non-western, construct and provide meanings to gender roles. Cultural anthropologists have noted that while biological understandings of sexes are important, other aspects such as the role of social and cultural forces remain less-well known or naturalized and therefore demand attention and scrutiny. Because gender is often perceived as “natural” rather than cultural, this course strives to destabilize our assumptions and broaden understandings of these issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Important content disclosure:<\\/u><\\/strong> <\\/strong>Some of the materials in this class have adult themes and subjects, sexual and\\/or violent situations, explicit language, etc. If you are likely to be offended by any of these, you are strongly encouraged to register for another section.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Important content disclosure: Some of the materials in this class have adult themes and subjects, sexual and/or violent situations, explicit language, etc. If you are likely to be offended by any of these, you are strongly encouraged to register for another section."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- McKee, Lauren: <\\/strong> Energy resources are the fundamental thread that hold together the tapestry of globalization. Energy fuels militaries, drives commerce, and can raise standards of living. Access to resources (renewable and non-renewable) can incite wars between states, acts of terrorism, and territorial conflict. This course will examine the use of natural resources through the nexus of energy security, that is, within the context of economic, environmental, and national security. We will cover a diverse range of regions and issues, for example: early discoveries of oil in Titusville, PA, and subsequent industry development; criticality of oil in World War II; 1973 Arab Oil Embargo; the \\u201cresource curse\\u201d in countries such as Equatorial Guinea; nuclear energy and nuclear weapons; economic development and pollution in China; Russia and the oil\\/gas weapon, and more. We will also regularly incorporate news stories from around the world, using our historic and theoretical foundation to better understand current, global events. In the end, students should have a better understanding of the political implications of resource availability, consumption, and production.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- McKee, Lauren:  Energy resources are the fundamental thread that hold together the tapestry of globalization. Energy fuels militaries, drives commerce, and can raise standards of living. Access to resources (renewable and non-renewable) can incite wars between states, acts of terrorism, and territorial conflict. This course will examine the use of natural resources through the nexus of energy security, that is, within the context of economic, environmental, and national security. We will cover a diverse range of regions and issues, for example: early discoveries of oil in Titusville, PA, and subsequent industry development; criticality of oil in World War II; 1973 Arab Oil Embargo; the “resource curse” in countries such as Equatorial Guinea; nuclear energy and nuclear weapons; economic development and pollution in China; Russia and the oil/gas weapon, and more. We will also regularly incorporate news stories from around the world, using our historic and theoretical foundation to better understand current, global events. In the end, students should have a better understanding of the political implications of resource availability, consumption, and production."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Meadows, Richard: <\\/strong>Why are some countries poorer than others? What can be done to accelerate their development and reduce poverty? We will debate many facets of the question, including the legacy of colonialism, government, the economy, education, conflict, health, agriculture, natural resources & foreign aid. For your final project, you\\u2019ll choose a developing country and do a case study on why it is poor and what has been done and could be done to foster its development.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Meadows, Richard: Why are some countries poorer than others? What can be done to accelerate their development and reduce poverty? We will debate many facets of the question, including the legacy of colonialism, government, the economy, education, conflict, health, agriculture, natural resources & foreign aid. For your final project, you’ll choose a developing country and do a case study on why it is poor and what has been done and could be done to foster its development."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Norris, Ian: <\\/strong>Creativity and Innovation.<\\/em> From the cave paintings of Lascaux to the design labs of Silicon Valley; From the soaring heights of a Bach Cantata or Cologne Cathedral to the sustainable manufacturing facilities of BMW and the green architecture of Torre Reforma in Mexico City and the Shanghai Tower, what do creativity and innovation have in common, and what role does creativity play in solving the most pressing global problems today? We will examine the psychology of creativity and its application to problem-solving. We will also examine the process of design thinking and its role in product development and business innovation. Drawing on disciplinary backgrounds as well as campus work experience, students will apply creative insights and design thinking to a global problem of interest, guided by the UN Sustainable Development goals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Norris, Ian: Creativity and Innovation. From the cave paintings of Lascaux to the design labs of Silicon Valley; From the soaring heights of a Bach Cantata or Cologne Cathedral to the sustainable manufacturing facilities of BMW and the green architecture of Torre Reforma in Mexico City and the Shanghai Tower, what do creativity and innovation have in common, and what role does creativity play in solving the most pressing global problems today? We will examine the psychology of creativity and its application to problem-solving. We will also examine the process of design thinking and its role in product development and business innovation. Drawing on disciplinary backgrounds as well as campus work experience, students will apply creative insights and design thinking to a global problem of interest, guided by the UN Sustainable Development goals."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Parr, Mary: <\\/strong>Human Survival into the 22^{nd<\\/sup> Century.<\\/em> In the past 20 years, we have seen runaway carbon emissions accelerate climate change, major losses in terms of biodiversity of animal and plant species, increasing air quality issues, the emergence of new and dangerous diseases (not just COVID-19, but near-miss pandemics of Ebola and SARS earlier in the century). All of this raises real questions about if and how humanity can survive the stress to the planetary ecosystem we have placed on it. In this course, we will explore the various aspects of these challenges and how these problems can and must be addressed.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Parr, Mary: Human Survival into the 22^nd Century. In the past 20 years, we have seen runaway carbon emissions accelerate climate change, major losses in terms of biodiversity of animal and plant species, increasing air quality issues, the emergence of new and dangerous diseases (not just COVID-19, but near-miss pandemics of Ebola and SARS earlier in the century). All of this raises real questions about if and how humanity can survive the stress to the planetary ecosystem we have placed on it. In this course, we will explore the various aspects of these challenges and how these problems can and must be addressed."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Pearson, Eric<\\/strong>: Technology and Population.<\\/em> Throughout the 20^{th<\\/sup> century, technological advancements (the synthesis of nitrogen from fossil fuels, the near elimination of certain diseases, the so-called \\u201cGreen Revolution\\u201d) have contributed to a population growth unseen at any other time in human history. This course will follow these developments, pursuing answers to scientific, moral, political, economic, and other questions that arise from technological developments and population growth, which can be expected to continue deep into the 21^{st<\\/sup> century. Student research will focus on particular countries and how technology and population growth have affected all aspects of national and international issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Pearson, Eric: Technology and Population. Throughout the 20^th century, technological advancements (the synthesis of nitrogen from fossil fuels, the near elimination of certain diseases, the so-called “Green Revolution”) have contributed to a population growth unseen at any other time in human history. This course will follow these developments, pursuing answers to scientific, moral, political, economic, and other questions that arise from technological developments and population growth, which can be expected to continue deep into the 21^st century. Student research will focus on particular countries and how technology and population growth have affected all aspects of national and international issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Poggio, Carlos G.:<\\/strong> International Public Policy Formulation. <\\/em>This project-centered course teaches students how to research and present effective policy advice through the development of a policy brief. The course aims to improve practical skills for identifying problems in the field of International Relations and formulating recommendations to help policymakers make decisions. In following Albert Einstein\\u2019s advice, who once said: \\u201cIf I had an hour to solve a problem, I\\u2019d spend 55 minutes thinking about the problem and five minutes thinking about solutions,\\u201d the greater part of the course will be dedicated to thinking about a global problem and defining it clearly. The course, therefore, is less about trying to solve world\\u2019s problems and more about scrutinizing a particular problem chosen by the student. At the end of the course, students are expected to: 1. Know how to identify a concrete global policy issue, 2. Refine their analytical skills, 3. Be able to effectively produce and present recommendations to influence the formulation of public policies in the international arena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Poggio, Carlos G.: International Public Policy Formulation. This project-centered course teaches students how to research and present effective policy advice through the development of a policy brief. The course aims to improve practical skills for identifying problems in the field of International Relations and formulating recommendations to help policymakers make decisions. In following Albert Einstein’s advice, who once said: “If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions,” the greater part of the course will be dedicated to thinking about a global problem and defining it clearly. The course, therefore, is less about trying to solve world’s problems and more about scrutinizing a particular problem chosen by the student. At the end of the course, students are expected to: 1. Know how to identify a concrete global policy issue, 2. Refine their analytical skills, 3. Be able to effectively produce and present recommendations to influence the formulation of public policies in the international arena."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Reid, Maurice: <\\/strong>Winning with Logistics. <\\/em>This section of GSTR 410 will study the evolution of transportation systems, technology, and corporations in the development of global supply chains and their competitive impact on organizations, governments, countries, and economies. Beginning with the start of recorded commerce the class will trace major developments in logistics, supply chain management, and commercial organizations to understand how and why these trends have affected firm and regional competitiveness. This class will learn about the growth of freight handling systems and their impact on the economies of the regions they serve, as well as the use of communications technology and its impact on the way commerce is conducted. The class will study what motivates an economy\\/government to develop transportation infrastructure, the benefits of having an efficient transportation network, and how different economies have used logistics practices to grow and dominate a region. Given this history of development and growth, the class will explore why and how organizations benefit from having access to efficient transportation and applying technology to transportation practices. This course will use case studies, readings, and a research paper to demonstrate student understanding and application of the theory discussed in the class. The research component of this section will be satisfied by a research paper demonstrating an understanding of supply chain choices and their impact on an organization\\u2019s performance in its environment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Reid, Maurice: Winning with Logistics. This section of GSTR 410 will study the evolution of transportation systems, technology, and corporations in the development of global supply chains and their competitive impact on organizations, governments, countries, and economies. Beginning with the start of recorded commerce the class will trace major developments in logistics, supply chain management, and commercial organizations to understand how and why these trends have affected firm and regional competitiveness. This class will learn about the growth of freight handling systems and their impact on the economies of the regions they serve, as well as the use of communications technology and its impact on the way commerce is conducted. The class will study what motivates an economy/government to develop transportation infrastructure, the benefits of having an efficient transportation network, and how different economies have used logistics practices to grow and dominate a region. Given this history of development and growth, the class will explore why and how organizations benefit from having access to efficient transportation and applying technology to transportation practices. This course will use case studies, readings, and a research paper to demonstrate student understanding and application of the theory discussed in the class. The research component of this section will be satisfied by a research paper demonstrating an understanding of supply chain choices and their impact on an organization’s performance in its environment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Richey, Jeff: <\\/strong>Tradition and Modernity in East Asian Cinema.<\\/em> By watching and discussing classic and contemporary films from China, South Korea, and Japan, and reflecting on the historical process of modernization in these countries during the 19th and 20th centuries, students will come to understand why modern East Asian societies combine the past and the present, the indigenous and the Western, as they do, what the social costs and benefits of such cultural fusions are, and how such \\u201ccompressed modernity\\u201d relates to the rest of the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Richey, Jeff: Tradition and Modernity in East Asian Cinema. By watching and discussing classic and contemporary films from China, South Korea, and Japan, and reflecting on the historical process of modernization in these countries during the 19th and 20th centuries, students will come to understand why modern East Asian societies combine the past and the present, the indigenous and the Western, as they do, what the social costs and benefits of such cultural fusions are, and how such “compressed modernity” relates to the rest of the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Sergent, Tyler:<\\/strong> Faith and Fanatics: Religious Extremists at Home and Abroad. <\\/em>The narrative propagated in western media and political discourse continues to use the terms \\u201cradical\\u201d and \\u201cextremist\\u201d to describe religious groups that are predominately found outside of North America and western Europe. Historical and contemporary realities contradict this narrative, and we can observe and study radical, extremist, violent religious groups originating within North America and Western Europe. We can also identify radical, extremist, violent policies by North American and Western European nations\\u2014through colonialism, imperialism, and various forms of political and economic hegemony\\u2014that have contributed to the radicalization, extremism, and violence of religious groups found around the world. Our course will study both local and global religious extremism in order to understand its historical motivations, contemporary actions, and to analyze critically its claims of religious identity and authority.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Sergent, Tyler: Faith and Fanatics: Religious Extremists at Home and Abroad. The narrative propagated in western media and political discourse continues to use the terms “radical” and “extremist” to describe religious groups that are predominately found outside of North America and western Europe. Historical and contemporary realities contradict this narrative, and we can observe and study radical, extremist, violent religious groups originating within North America and Western Europe. We can also identify radical, extremist, violent policies by North American and Western European nations—through colonialism, imperialism, and various forms of political and economic hegemony—that have contributed to the radicalization, extremism, and violence of religious groups found around the world. Our course will study both local and global religious extremism in order to understand its historical motivations, contemporary actions, and to analyze critically its claims of religious identity and authority."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Starnes, Bobby: <\\/strong>This course will explore historical and contemporary issues and experiences, both shared and unique, of Indigenous peoples around the globe. It is designed to help us get past the stereotypes and superficial knowledge we may have and into learning about these cultures in ways that help us see, understand, and identify the value of Indigenous peoples\\u2019 traditions, histories, and cultural expectations. At the same time, we will explore the ways these cultural groups experience, respond to, and resist external pressure to \\u201cmodernize\\u201d or assimilate\\u2013and the often-accompanying threats to their lives, land, resources, and ways of life. Using existing research, you will construct an understanding of validity threats, identify design defects, and critically and skeptically study the research base relating to one Indigenous group. You will use diverse entry points and include the voices of the Indigenous peoples themselves. Using shared learning techniques and a variety of hands-on experiences, you will prepare and present either a project or paper that fulfills the course requirements identified in the GSTR 410 general description.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Starnes, Bobby: This course will explore historical and contemporary issues and experiences, both shared and unique, of Indigenous peoples around the globe. It is designed to help us get past the stereotypes and superficial knowledge we may have and into learning about these cultures in ways that help us see, understand, and identify the value of Indigenous peoples’ traditions, histories, and cultural expectations. At the same time, we will explore the ways these cultural groups experience, respond to, and resist external pressure to “modernize” or assimilate–and the often-accompanying threats to their lives, land, resources, and ways of life. Using existing research, you will construct an understanding of validity threats, identify design defects, and critically and skeptically study the research base relating to one Indigenous group. You will use diverse entry points and include the voices of the Indigenous peoples themselves. Using shared learning techniques and a variety of hands-on experiences, you will prepare and present either a project or paper that fulfills the course requirements identified in the GSTR 410 general description."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Stokes, Emmanuel: <\\/strong>\\u201cYou Don\\u2019t Own Me\\u201d: Cultural Appropriation and Arts around the Globe. <\\/em>In this course we will explore ideas of ownership, appropriation, and misappropriation in artistic and creative endeavors around the world, and responses to them. With its title taken from Leslie Gore\\u2019s 1963 hit song with a Civil Rights focus and an intentionally feminist stance, this will include discourse on art through the vehicles of music, visuals, theatre, aesthetics, ethnicity, race, politics, identity performativity, and sexual expression from around the globe. The course will establish baseline inquiries such as, \\u201cwhat is art,\\u201d \\u201cwhat is ownership,\\u201d and \\u201cwhat is appropriation,\\u201d to then investigate larger queries such as \\u201ccan \\u2018beautiful\\u2019 \\u2018art\\u2019 come from culturally appropriative practices,\\u201d \\u201cdo culturally appropriative behaviors sometimes flatter,\\u201d and \\u201ccan the benefits of culturally appropriative practices outweigh the costs in certain (or any) circumstances?\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Stokes, Emmanuel: “You Don’t Own Me”: Cultural Appropriation and Arts around the Globe. In this course we will explore ideas of ownership, appropriation, and misappropriation in artistic and creative endeavors around the world, and responses to them. With its title taken from Leslie Gore’s 1963 hit song with a Civil Rights focus and an intentionally feminist stance, this will include discourse on art through the vehicles of music, visuals, theatre, aesthetics, ethnicity, race, politics, identity performativity, and sexual expression from around the globe. The course will establish baseline inquiries such as, “what is art,” “what is ownership,” and “what is appropriation,” to then investigate larger queries such as “can ‘beautiful’ ‘art’ come from culturally appropriative practices,” “do culturally appropriative behaviors sometimes flatter,” and “can the benefits of culturally appropriative practices outweigh the costs in certain (or any) circumstances?”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Thornton, Michelle:<\\/strong> Contemporary Global Issues in Sport: Olympic Games.<\\/em>The Olympic Games is not a world unto its own, separate from our world and society. Everything in our world is in the Olympic Games: race, gender, religion, race and culture, violence, and drugs. In today\\u2018s world, the Olympic Games has become a great emotional outlet and escape for the world. With that pressure on it, how can the Olympic Games be anything but a microcosm of our world? In this section we will focus on the largest, regularly scheduled international gathering in the world: the Olympic Games. Particular attention will be given to the political significance of the Games and how national and ideological rivalries have showcased and recognized the largest and smallest of worldwide communities. The visibility of the Olympic Games has made them an attractive target for many political and social causes including political discrimination, boycotts, terrorism, communism vs. democracy, commercialism, amateur vs. professional athlete, drug use and testing, etc. Current media events, related to sport and the Olympic Games, will be integrated into class discussions. Students will conduct research and analyze identified issues related to the Olympic Games.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Thornton, Michelle: Contemporary Global Issues in Sport: Olympic Games.The Olympic Games is not a world unto its own, separate from our world and society. Everything in our world is in the Olympic Games: race, gender, religion, race and culture, violence, and drugs. In today‘s world, the Olympic Games has become a great emotional outlet and escape for the world. With that pressure on it, how can the Olympic Games be anything but a microcosm of our world? In this section we will focus on the largest, regularly scheduled international gathering in the world: the Olympic Games. Particular attention will be given to the political significance of the Games and how national and ideological rivalries have showcased and recognized the largest and smallest of worldwide communities. The visibility of the Olympic Games has made them an attractive target for many political and social causes including political discrimination, boycotts, terrorism, communism vs. democracy, commercialism, amateur vs. professional athlete, drug use and testing, etc. Current media events, related to sport and the Olympic Games, will be integrated into class discussions. Students will conduct research and analyze identified issues related to the Olympic Games."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Vazzana, Caryn: <\\/strong>Human Migration: Movement of People and the Transformation of Cultures Around the World.<\\/em> This course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. This section of the course will examine the winners and losers and the positive and negative aspects that accompany migration of people and their different cultures coming together. In the course, we will consider all types of international migrants: regular and irregular migrants, refugees, and those trafficked against their will. We will try to understand why individuals leave and how this impacts them, their families, the countries they leave and the countries to which they come.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Vazzana, Caryn: Human Migration: Movement of People and the Transformation of Cultures Around the World. This course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. This section of the course will examine the winners and losers and the positive and negative aspects that accompany migration of people and their different cultures coming together. In the course, we will consider all types of international migrants: regular and irregular migrants, refugees, and those trafficked against their will. We will try to understand why individuals leave and how this impacts them, their families, the countries they leave and the countries to which they come."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwNQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/","modified":"2024-04-01T10:06:09","databaseId":95105,"slug":"gstr-332","contentTypeName":"page","title_b28e9_bf21a":"GSTR 332","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 332 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 332","opengraphDescription":"Scientific Origins Prerequisite: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing. Offered: Typically Fall and Spring terms (first offered Fall 2017). This course invites students to examine the nature of the physical and biological universe, including modern scientific theories of its origin, formation, and evolution. 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Offered: Typically Fall and Spring terms (first offered Fall 2017). This course invites students to examine the nature of the physical and biological universe, including modern scientific theories of its origin, formation, and evolution. Emphasis is on the nature of science and scientific ways of knowing, including the historical development of laws, models, and theories.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Prerequisite: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing. Offered: Typically Fall and Spring terms (first offered Fall 2017). This course invites students to examine the nature of the physical and biological universe, including modern scientific theories of its origin, formation, and evolution. Emphasis is on the nature of science and scientific ways of knowing, including the historical development of laws, models, and theories."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will begin to understand their place in nature and the similarities which they share with all forms of life and matter. Each section of the course will include an opportunity for students to participate in significant scientific inquiry.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will begin to understand their place in nature and the similarities which they share with all forms of life and matter. Each section of the course will include an opportunity for students to participate in significant scientific inquiry."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A student successfully completing GSTR 332 will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A student successfully completing GSTR 332 will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Understand that the nature of the physical and biological universe is one of change, that these changes occur over timescales of millions to billions of years, and that we can come to understand and explain these changes using the methods of science.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Understand the dynamic nature of science, and the role of new evidence in establishing more refined models, laws, hypotheses, and theories that better explain and predict natural phenomena;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Understand the roles of critical thinking, quantitative reasoning, and creativity in scientific inquiry, as well as the logic of scientific thinking and the role of evidence in constructing scientific knowledge;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Demonstrate knowledge of specific natural science content presented within the context of the course.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 332. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 332. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTTR 332- Adams, Christopher A.:<\\/strong> Conservation Science: Protecting Ecosystems and Species in Peril.<\\/em> With the many threats to stable global ecosystems (particularly, global climate change), the professional research output within the sub-discipline of conservation science has increased dramatically over the last few years. Thus, it is a very timely and necessary course for students who want to be good stewards of our natural resources, as well as help protect species in peril. Also, conservation science is one of the few biological sub-disciplines that regularly intersects with other knowledge areas, such as philosophy, sociology, economics, political science, etc. This course is one of the few science courses within our curriculum that allows students to thoroughly explore how their primary discipline of study is informed by, integrated with, and impacts other distinct knowledge bases. Conservation biology is the scientific study of the phenomena that affect the loss, restoration, and maintenance of biological diversity. Topics covered include: 1) the impacts of species invasions, habitat destruction and climate change on biodiversity, 2) conservation strategies developed to combat these threats, 3) how healthy, biologically diverse systems and biodiversity loss impact the human species and 4) a consideration of key economic and ethical tradeoffs of conservation practices. Special attention will be paid to current debate and controversy within this rapidly emerging field of study. The conservation science emphasis, in terms of content and activities, would meet several curriculum goals. These include, but are not limited to, (a) understanding fundamental concepts in biology and environmental science, (b) evaluating, interpreting, and communicating scientific information, (c) increasing scientific literacy, and (d) enhancing the application of knowledge and development of career skills.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTTR 332- Adams, Christopher A.: Conservation Science: Protecting Ecosystems and Species in Peril. With the many threats to stable global ecosystems (particularly, global climate change), the professional research output within the sub-discipline of conservation science has increased dramatically over the last few years. Thus, it is a very timely and necessary course for students who want to be good stewards of our natural resources, as well as help protect species in peril. Also, conservation science is one of the few biological sub-disciplines that regularly intersects with other knowledge areas, such as philosophy, sociology, economics, political science, etc. This course is one of the few science courses within our curriculum that allows students to thoroughly explore how their primary discipline of study is informed by, integrated with, and impacts other distinct knowledge bases. Conservation biology is the scientific study of the phenomena that affect the loss, restoration, and maintenance of biological diversity. Topics covered include: 1) the impacts of species invasions, habitat destruction and climate change on biodiversity, 2) conservation strategies developed to combat these threats, 3) how healthy, biologically diverse systems and biodiversity loss impact the human species and 4) a consideration of key economic and ethical tradeoffs of conservation practices. Special attention will be paid to current debate and controversy within this rapidly emerging field of study. The conservation science emphasis, in terms of content and activities, would meet several curriculum goals. These include, but are not limited to, (a) understanding fundamental concepts in biology and environmental science, (b) evaluating, interpreting, and communicating scientific information, (c) increasing scientific literacy, and (d) enhancing the application of knowledge and development of career skills."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Baptiste, Quinn: <\\/strong>World Science, an Animal Perspective. <\\/em>This course will focus on an examination of the immediate and more distant world environment that animals have been exposed to throughout the ages. The evolving environments and the challenges that are placed upon animal anatomy and physiology will be explored. The resultant effects of anatomical and physiological modifications on behavioral responses of animals will also be examined. Consequently, the course will provide students with opportunities to explore natural science disciplines (biology, chemistry, earth sciences, astronomy, and physics). These disciplines will be explored through an integrative approach, with the aim of providing students with a basic understanding of how scientific knowledge and inquiry applies to the existence of animals within contemporary environments. Students\\u2019 acquisition of pertinent scientific knowledge and skills will be facilitated through their engagement in inquiry based learning experiences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Baptiste, Quinn: World Science, an Animal Perspective. This course will focus on an examination of the immediate and more distant world environment that animals have been exposed to throughout the ages. The evolving environments and the challenges that are placed upon animal anatomy and physiology will be explored. The resultant effects of anatomical and physiological modifications on behavioral responses of animals will also be examined. Consequently, the course will provide students with opportunities to explore natural science disciplines (biology, chemistry, earth sciences, astronomy, and physics). These disciplines will be explored through an integrative approach, with the aim of providing students with a basic understanding of how scientific knowledge and inquiry applies to the existence of animals within contemporary environments. Students’ acquisition of pertinent scientific knowledge and skills will be facilitated through their engagement in inquiry based learning experiences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Birner, Suzanne: <\\/strong>The Sixth Extinction.<\\/em> Why is it important for a graduate of a liberal arts college to understand science? In other words, why do we require Berea students to take GSTR 332 or a selection of other science classes? In a decade where science and technology are changing the world around us at an unprecedented pace, which aspects of science are important for being able to think critically and understand the nuance of this ever-changing landscape, and which feel like obscure, useless trivia to be memorized and then forgotten? (I\\u2019m looking at you, mitochondria\\u2026) In this course, we\\u2019ll discuss not only what we know, but also how we know it. These topics will be addressed through the lens of one of the most pressing questions in science: Is our planet currently experiencing the sixth major mass extinction event in Earth history? And if so, are humans to blame? Rather than memorizing a set of facts about this topic, we\\u2019ll focus on scientific process<\\/em>, which amounts primarily to curiosity, asking questions, and figuring out clever ways to poke and prod at the things around us. What can we learn about our past and our future simply by looking at the rocks under our feet? What can we learn from previous mass extinctions? For instance, why did the dinosaurs go extinct and how do we know this? Why is Kentucky, a landlocked state, abundant in fossilized seashells, many from species that went extinct over 200 million years ago? These are just a few of the questions we\\u2019ll explore as we investigate the past, present, and future habitability of our planet.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Birner, Suzanne: The Sixth Extinction. Why is it important for a graduate of a liberal arts college to understand science? In other words, why do we require Berea students to take GSTR 332 or a selection of other science classes? In a decade where science and technology are changing the world around us at an unprecedented pace, which aspects of science are important for being able to think critically and understand the nuance of this ever-changing landscape, and which feel like obscure, useless trivia to be memorized and then forgotten? (I’m looking at you, mitochondria…) In this course, we’ll discuss not only what we know, but also how we know it. These topics will be addressed through the lens of one of the most pressing questions in science: Is our planet currently experiencing the sixth major mass extinction event in Earth history? And if so, are humans to blame? Rather than memorizing a set of facts about this topic, we’ll focus on scientific process, which amounts primarily to curiosity, asking questions, and figuring out clever ways to poke and prod at the things around us. What can we learn about our past and our future simply by looking at the rocks under our feet? What can we learn from previous mass extinctions? For instance, why did the dinosaurs go extinct and how do we know this? Why is Kentucky, a landlocked state, abundant in fossilized seashells, many from species that went extinct over 200 million years ago? These are just a few of the questions we’ll explore as we investigate the past, present, and future habitability of our planet."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Douglas, Neil: <\\/strong>Survey of Human Evolution. <\\/em>Students will explore the many steps in hominid evolution that have ultimately resulted in our species, Homo sapiens sapiens.<\\/em> A survey of human and ancestral species key to our current understanding will involve interpretation of important fossil evidence. The influence of environmental factors such as paleogeography and climate during critical evolutionary stages will be analyzed. Through basic experimental anthropology\\/archaeology we will evaluate and use different materials and methods to generate fire, knap flint, and manufacture other stone tools. Additional activities will examine and interpret human cultural and behavioral adaptations. As a result, students should expect to engage in some demanding physical activity. When coupled, classroom and laboratory experiences together will provide students with a rich understanding of important human physical and cultural developments as we adapted to different environments and spread across the globe.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Douglas, Neil: Survey of Human Evolution. Students will explore the many steps in hominid evolution that have ultimately resulted in our species, Homo sapiens sapiens. A survey of human and ancestral species key to our current understanding will involve interpretation of important fossil evidence. The influence of environmental factors such as paleogeography and climate during critical evolutionary stages will be analyzed. Through basic experimental anthropology/archaeology we will evaluate and use different materials and methods to generate fire, knap flint, and manufacture other stone tools. Additional activities will examine and interpret human cultural and behavioral adaptations. As a result, students should expect to engage in some demanding physical activity. When coupled, classroom and laboratory experiences together will provide students with a rich understanding of important human physical and cultural developments as we adapted to different environments and spread across the globe."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Hodge, Tracy:<\\/strong> The History of Earth.<\\/em> This course focuses on the origin and evolution of Earth, including its physical, chemical and biological history. Our emphasis will be on understanding the physical and geological evidence of large-scale, global changes and whether the modern earth may or may not be following historic patterns. Are we in a the midst of a new geological age, the Anthropocene, in which global environments are driven by human activity? We only have one home, and to make intelligent decisions about our future we need to understand how it works.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Hodge, Tracy: The History of Earth. This course focuses on the origin and evolution of Earth, including its physical, chemical and biological history. Our emphasis will be on understanding the physical and geological evidence of large-scale, global changes and whether the modern earth may or may not be following historic patterns. Are we in a the midst of a new geological age, the Anthropocene, in which global environments are driven by human activity? We only have one home, and to make intelligent decisions about our future we need to understand how it works."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Hoffman, Megan: <\\/strong>Your Inner Fish. <\\/em>How did a reptile jawbone end up in your middle ear? Why do whales swim with the same movement as a running dog? What can modern-day finches in the Galapagos Islands tell us about the evolution of life on earth? In this course, we\\u2019ll investigate some of these questions and explore how geology, chemistry, and biology intertwine with the structure, function, and evolution of living things. We will carry out laboratory and field investigations to complement our classroom work and readings. Join us to discover your inner fish.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Hoffman, Megan: Your Inner Fish. How did a reptile jawbone end up in your middle ear? Why do whales swim with the same movement as a running dog? What can modern-day finches in the Galapagos Islands tell us about the evolution of life on earth? In this course, we’ll investigate some of these questions and explore how geology, chemistry, and biology intertwine with the structure, function, and evolution of living things. We will carry out laboratory and field investigations to complement our classroom work and readings. Join us to discover your inner fish."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Kovacevic, Anes: <\\/strong>Chemistry and the Modern World. <\\/em>The purpose of this course is to provide students with an appreciation for the applications and importance of chemistry in our society and to enhance your understanding of the scientific method and important concepts from<\\/strong> major areas of other natural sciences (biology, chemistry, geology, and physics). We will explore science through the eyes of scientists and non-scientists alike.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Kovacevic, Anes: Chemistry and the Modern World. The purpose of this course is to provide students with an appreciation for the applications and importance of chemistry in our society and to enhance your understanding of the scientific method and important concepts from major areas of other natural sciences (biology, chemistry, geology, and physics). We will explore science through the eyes of scientists and non-scientists alike."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Messina, Troy:\\u00a0<\\/strong>Energy, Environment, and Climate.<\\/em>\\u00a0The planet Earth has two primary sources of energy: one source is geological, and the other is solar.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Messina, Troy: Energy, Environment, and Climate. The planet Earth has two primary sources of energy: one source is geological, and the other is solar."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These two sources of energy make life possible. Humans have discovered and developed methods to extract such energy for technological advancements that improve our standard of living. However, these advancements come at a cost. It is currently the scientific consensus that climate change is the dominant energy-related environmental issue of the twenty-first century. This course will explore energy sources and the technologies they have lead to. We will compare energy production and usage in various technologies such as wind, water, solar, nuclear, and fossil fuels. We will also compare their impacts on our environment and climate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These two sources of energy make life possible. Humans have discovered and developed methods to extract such energy for technological advancements that improve our standard of living. However, these advancements come at a cost. It is currently the scientific consensus that climate change is the dominant energy-related environmental issue of the twenty-first century. This course will explore energy sources and the technologies they have lead to. We will compare energy production and usage in various technologies such as wind, water, solar, nuclear, and fossil fuels. We will also compare their impacts on our environment and climate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Saderholm, Jon: <\\/strong>Multiple times throughout the history of humankind, the way we perceive the natural world has been radically transformed. During this course, we will explore some of the important paradigm shifts in diverse fields of science by developing an understanding of what people thought beforehand, the nature of the observations motivating the new perspective, and how the new paradigm opened new and surprising lines of reasoning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Saderholm, Jon: Multiple times throughout the history of humankind, the way we perceive the natural world has been radically transformed. During this course, we will explore some of the important paradigm shifts in diverse fields of science by developing an understanding of what people thought beforehand, the nature of the observations motivating the new perspective, and how the new paradigm opened new and surprising lines of reasoning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Scudder-Davis, Roy:<\\/strong> The Science of Dinosaurs. <\\/em>This section of GSTR 332 will use the life and times of dinosaurs as vehicles for understanding the nature of scientific inquiry and knowledge. Dinosaurs were once thought to be slow, lumbering, dull-witted giants that were eventually out-competed by the more progressive mammals. Recent discoveries along with new interpretations of old material have revealed that dinosaurs were highly active, \\u201cwarm-blooded\\u201d creatures that were highly intelligent as evidenced by a variety of social behaviors including parental care of the young. The \\u201cScience of Dinosaurs\\u201d will not only explore what we know about the lives of dinosaurs, but will also explore the chemical, physical, geological, and cosmological factors that influenced their lives and the environment in which they lived and died.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Scudder-Davis, Roy: The Science of Dinosaurs. This section of GSTR 332 will use the life and times of dinosaurs as vehicles for understanding the nature of scientific inquiry and knowledge. Dinosaurs were once thought to be slow, lumbering, dull-witted giants that were eventually out-competed by the more progressive mammals. Recent discoveries along with new interpretations of old material have revealed that dinosaurs were highly active, “warm-blooded” creatures that were highly intelligent as evidenced by a variety of social behaviors including parental care of the young. The “Science of Dinosaurs” will not only explore what we know about the lives of dinosaurs, but will also explore the chemical, physical, geological, and cosmological factors that influenced their lives and the environment in which they lived and died."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Strange, Jason:<\\/strong> We\\u2019ve botched high school science education in this country. When students are exposed to science at all, it\\u2019s often just a face-full of useless facts, boring numbers, and confusing rules. Science begins to seem like something lifeless and far away from the things you care about. This is tragic in many ways \\u2013 for example, by limiting young people\\u2019s career prospects or leaving us incapable of addressing issues like global warming. But in the broadest terms, it\\u2019s tragic because science is our best attempt to unravel the mysteries of this universe. The questions it tackles are not far away at all; in fact, they couldn\\u2019t be more intimate. What kind of reality do we inhabit? Why does life exist? Where do we come from? Why do we have feelings? What is consciousness? What is death? Are we alone in the universe, or does it, perhaps, teem with life? Science education should be nothing less than a face-full of mind-bending facts, jaw-dropping ideas, bizarre and heroic characters, and profound unsolved riddles. It had better be fun \\u2013 because your life depends upon it.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Strange, Jason: We’ve botched high school science education in this country. When students are exposed to science at all, it’s often just a face-full of useless facts, boring numbers, and confusing rules. Science begins to seem like something lifeless and far away from the things you care about. This is tragic in many ways – for example, by limiting young people’s career prospects or leaving us incapable of addressing issues like global warming. But in the broadest terms, it’s tragic because science is our best attempt to unravel the mysteries of this universe. The questions it tackles are not far away at all; in fact, they couldn’t be more intimate. What kind of reality do we inhabit? Why does life exist? Where do we come from? Why do we have feelings? What is consciousness? What is death? Are we alone in the universe, or does it, perhaps, teem with life? Science education should be nothing less than a face-full of mind-bending facts, jaw-dropping ideas, bizarre and heroic characters, and profound unsolved riddles. It had better be fun – because your life depends upon it."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Veillette, Martin:<\\/strong> Life in the universe.<\\/em> As of 30 years ago, every known planet in the universe was orbiting the Sun. Now, after an intense research effort, we have confirmed the existence of more than a thousand planets outside the Solar system and the number keeps climbing. In addition, a remarkable convergence of astronomy, biology, geology, and other recent discoveries have made the search for extraterrestrial life at the forefront of research. However, the scientific discoveries in this field are moving much more quickly than innovations in education. As a result, most people have had little opportunity to learn about this remarkable scientific adventure that can possibly answer fundamental questions about life beyond Earth. This course aims to help improve this situation by offering an introduction to the search for life in the universe in a way that is fairly comprehensive, but still accessible to students with little or no scientific training.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Veillette, Martin: Life in the universe. As of 30 years ago, every known planet in the universe was orbiting the Sun. Now, after an intense research effort, we have confirmed the existence of more than a thousand planets outside the Solar system and the number keeps climbing. In addition, a remarkable convergence of astronomy, biology, geology, and other recent discoveries have made the search for extraterrestrial life at the forefront of research. However, the scientific discoveries in this field are moving much more quickly than innovations in education. As a result, most people have had little opportunity to learn about this remarkable scientific adventure that can possibly answer fundamental questions about life beyond Earth. This course aims to help improve this situation by offering an introduction to the search for life in the universe in a way that is fairly comprehensive, but still accessible to students with little or no scientific training."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwMQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/","modified":"2024-10-24T12:20:53","databaseId":95101,"slug":"gstr-310","contentTypeName":"page","title_b28e9_bf21a":"GSTR 310","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 310 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 310","opengraphDescription":"Understandings of Christianity This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. 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Christianity"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life\\u2019s purpose and meaning that remains important for many around the world. The course considers Christianity from historical, theological, and contemporary perspectives. Each section applies and builds on the reasoning, research, and writing emphases of GSTR 110 and 210. Prerequisite:<\\/strong> GSTR 210 and sophomore standing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. The course considers Christianity from historical, theological, and contemporary perspectives. Each section applies and builds on the reasoning, research, and writing emphases of GSTR 110 and 210. Prerequisite: GSTR 210 and sophomore standing."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will learn to:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will learn to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"articulate differences between approaching Christianity from a faith perspective and from the perspective of various academic disciplines, including the natural sciences;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"describe diverse ways Christianity has been expressed in ideas and beliefs, ritual and spiritual practices, moral values and actions, and communities and institutions;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"analyze various ways Jesus and the Bible have been, and continue to be, understood as central to Christianity and its relation to the world;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"articulate Christianity\\u2019s complex relationships to its historical and cultural contexts;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"read critically the Bible and other primary and secondary sources;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrate appropriate writing, research, and critical thinking abilities.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 310. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 310. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310: Anibueze, Mary-Reginald:<\\/strong> A Global Faith Expression: African Christianity<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Anibueze, Mary-Reginald: A Global Faith Expression: African Christianity"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cHow dare we adopt a hostile or scornful or even indifferent attitude to any person of another color or culture if our God is the God of \\u201call the families on the earth\\u201d? We need to become global Christians with a global vision, for we have a global God.\\u201d John R. W. Stott <\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“How dare we adopt a hostile or scornful or even indifferent attitude to any person of another color or culture if our God is the God of “all the families on the earth”? We need to become global Christians with a global vision, for we have a global God.” John R. W. Stott "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will be introduced to the historical, cultural, political, and religious influences upon the formation of Christianity in Africa. They will examine the diverse ways of being Christian in an African context, the different ways the indigenous religion influences and interacts with the Christian faith, the various African Independent Churches that exist in the African Continent, and the current global expression of the Christian faith. The course will further expose students to various scholars who have articulated and furthered the efforts of enriching African Christian Churches so that African Christians can live and celebrate a faith expression that is \\u201cTruly Christian and Truly African.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will be introduced to the historical, cultural, political, and religious influences upon the formation of Christianity in Africa. They will examine the diverse ways of being Christian in an African context, the different ways the indigenous religion influences and interacts with the Christian faith, the various African Independent Churches that exist in the African Continent, and the current global expression of the Christian faith. The course will further expose students to various scholars who have articulated and furthered the efforts of enriching African Christian Churches so that African Christians can live and celebrate a faith expression that is “Truly Christian and Truly African.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310:<\\/strong> Bell, Shamell<\\/strong>: Ethnography of Christian Religion: Black Feminist and Afrofuturistic Approaches<\\/em> invites students to use ethnographic methods to make connections between Black feminist writings, Black science fiction (i.e., Afrofuturistic) writings, and Christianity. The course materials, including the life and work of Black feminist scholars like our own bell hooks, and Black science fiction authors like Octavia Butler, provide examples for imagining and enacting Christianity as a healing modality. Marrying these authors\\u2019 lessons with present-day phenomena like young(er) Black culture's relationship to Christianity, students learn that in order to enact Christianity as a healing modality, they must take activist stances.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Bell, Shamell: Ethnography of Christian Religion: Black Feminist and Afrofuturistic Approaches invites students to use ethnographic methods to make connections between Black feminist writings, Black science fiction (i.e., Afrofuturistic) writings, and Christianity. The course materials, including the life and work of Black feminist scholars like our own bell hooks, and Black science fiction authors like Octavia Butler, provide examples for imagining and enacting Christianity as a healing modality. Marrying these authors’ lessons with present-day phenomena like young(er) Black culture's relationship to Christianity, students learn that in order to enact Christianity as a healing modality, they must take activist stances."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Broadhead, Edwin: <\\/strong>Global Christianity<\\/em>. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Broadhead, Edwin: Global Christianity. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Brown, Kennaria<\\/strong>:\\u00a0Christian Narrative from Below.\\u00a0<\\/em>Just as history is written by \\u201cthe winners,\\u201d so are mainstream religious narratives, especially Christianity \\u2013 the dominant Western religion. However, not all of its practitioners are from the dominant culture. How do women and people from cultures that are marginalized in the West make a faith that historically has been an instrument of domination actually work for them? They develop their own Christian narratives. This section explores Christian narratives \\u201cfrom below,\\u201d emphasizing African American, Latinx, and Women\\u2019s perspectives, with some international exploration as well.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Brown, Kennaria: Christian Narrative from Below. Just as history is written by “the winners,” so are mainstream religious narratives, especially Christianity – the dominant Western religion. However, not all of its practitioners are from the dominant culture. How do women and people from cultures that are marginalized in the West make a faith that historically has been an instrument of domination actually work for them? They develop their own Christian narratives. This section explores Christian narratives “from below,” emphasizing African American, Latinx, and Women’s perspectives, with some international exploration as well."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310: Burrows, Patrick:<\\/strong> Christianity and Place. <\\/em>Christianity is a placeless religion, so one common story goes. Whether in early Christian rejections of the temple or Protestant denunciations of local shrines, Christianity seems to float free of geographical context, universal in its scope. But far from having put an end to spatial thinking, Christian religious reflection and practice has consistently taken place (literally) over the course of its history. This section of GSTR 310 will explore the history and present-day dynamics of Christianity and geographical space and place. After surveying Biblical debates over the relevance of place, we explore key theological works engaging with real and imagined geographies\\u2014including heaven and hell, the monastery, and the colony. Flowing from these imaginations of place, we examine concrete example of how Christianity forms and is formed by place, including architecture, gentrification, cemeteries, even Dollywood. Students are also invited to consider the dance of Christianity and geography in their own places.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Burrows, Patrick: Christianity and Place. Christianity is a placeless religion, so one common story goes. Whether in early Christian rejections of the temple or Protestant denunciations of local shrines, Christianity seems to float free of geographical context, universal in its scope. But far from having put an end to spatial thinking, Christian religious reflection and practice has consistently taken place (literally) over the course of its history. This section of GSTR 310 will explore the history and present-day dynamics of Christianity and geographical space and place. After surveying Biblical debates over the relevance of place, we explore key theological works engaging with real and imagined geographies—including heaven and hell, the monastery, and the colony. Flowing from these imaginations of place, we examine concrete example of how Christianity forms and is formed by place, including architecture, gentrification, cemeteries, even Dollywood. Students are also invited to consider the dance of Christianity and geography in their own places."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Elston, Ashley: <\\/strong>The Image in Christianity. <\\/em>This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Elston, Ashley: The Image in Christianity. This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Gowler, Steve: <\\/strong>Christianity in Context. <\\/em>Sociologist of religion Linda Woodhead calls Christianity \\u201cone of the world\\u2019s most successful religions\\u201d because it has been around for 2000 years and continues to grow and evolve in various ways across the globe. She ascribes this to Christianity\\u2019s adaptability to diverse contexts. This idea will serve as a framework for our class. We begin by exploring the historical Jesus and the diverse responses to his life and teaching during the first three centuries of the Common Era. We then turn to ways Christianity was shaped in selected historical eras and in response to contemporary issues, including poverty, racism, gender, pluralism, and environmental degradation. In addition to excerpts from primary sources that will be provided to each student, required texts include Richard Bauckham\\u2019s Jesus: A Very Short Introduction<\\/em>, Elizabeth Johnson\\u2019s Quest for the Living God: Mapping Frontiers in the Theology of God<\\/em>, and Howard Thurman\\u2019s Jesus and the Disinherited<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Gowler, Steve: Christianity in Context. Sociologist of religion Linda Woodhead calls Christianity “one of the world’s most successful religions” because it has been around for 2000 years and continues to grow and evolve in various ways across the globe. She ascribes this to Christianity’s adaptability to diverse contexts. This idea will serve as a framework for our class. We begin by exploring the historical Jesus and the diverse responses to his life and teaching during the first three centuries of the Common Era. We then turn to ways Christianity was shaped in selected historical eras and in response to contemporary issues, including poverty, racism, gender, pluralism, and environmental degradation. In addition to excerpts from primary sources that will be provided to each student, required texts include Richard Bauckham’s Jesus: A Very Short Introduction, Elizabeth Johnson’s Quest for the Living God: Mapping Frontiers in the Theology of God, and Howard Thurman’s Jesus and the Disinherited."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Pardon, Mireille:<\\/strong> Obedience, Authority, and Reform in the History of Christianity.<\\/em> From medieval monastic reform movements to the Protestant Reformation, and from unauthorized translations to antipopes, asking questions about authority and obedience has led to great changes within the Catholic Church as well as groups splintering away from it. This section of GSTR 310 explores power structures within Christian communities in Late Antiquity, medieval Europe, and today, with a focus on how heretical beliefs and popular religion challenged institutional authority, both inspiring change and inviting persecution. Students will explore how different groups addressed questions relating to Christian leadership: Who has religious authority? Popes, congregational leaders, church councils, an individual believer, or the Bible? But who has the authority to interpret the Bible? How does obedience to the institutional Church relate to obedience to a higher power?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Pardon, Mireille: Obedience, Authority, and Reform in the History of Christianity. From medieval monastic reform movements to the Protestant Reformation, and from unauthorized translations to antipopes, asking questions about authority and obedience has led to great changes within the Catholic Church as well as groups splintering away from it. This section of GSTR 310 explores power structures within Christian communities in Late Antiquity, medieval Europe, and today, with a focus on how heretical beliefs and popular religion challenged institutional authority, both inspiring change and inviting persecution. Students will explore how different groups addressed questions relating to Christian leadership: Who has religious authority? Popes, congregational leaders, church councils, an individual believer, or the Bible? But who has the authority to interpret the Bible? How does obedience to the institutional Church relate to obedience to a higher power?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Pimienta-Bey, Jose\\u2019:<\\/strong> \\u201cOf one blood, God has made all the peoples of the earth,\\u201d<\\/em> is the creed of Berea College. A creed whose basis is verse 17:26 of \\u201cActs\\u201d from the Holy Bible, and referenced to the Apostle Paul himself. Yet, much of the history of the \\u201cChristian\\u201d world is plagued with clear examples of the worst acts of \\u201cracism\\u201d which one could imagine. Little surprise that a U.S.-terrorist organization (the KKK) born shortly after the Civil War, would dare to define itself as a \\u201cChristian Brotherhood,\\u201d presumably dedicated to upholding the teachings of \\u201cChrist\\u201d Jesus. Our class will explore how the divine and noble ideals of \\u201cthe Christ\\u201d have been corrupted over time, in the interest of ego, power and \\u201cracism.\\u201d But we will only begin this important discussion after having first provided a historical introduction to Christianity\\u2019s origins within the ancient lands of Asia, Africa, and Europe.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Pimienta-Bey, Jose’: “Of one blood, God has made all the peoples of the earth,” is the creed of Berea College. A creed whose basis is verse 17:26 of “Acts” from the Holy Bible, and referenced to the Apostle Paul himself. Yet, much of the history of the “Christian” world is plagued with clear examples of the worst acts of “racism” which one could imagine. Little surprise that a U.S.-terrorist organization (the KKK) born shortly after the Civil War, would dare to define itself as a “Christian Brotherhood,” presumably dedicated to upholding the teachings of “Christ” Jesus. Our class will explore how the divine and noble ideals of “the Christ” have been corrupted over time, in the interest of ego, power and “racism.” But we will only begin this important discussion after having first provided a historical introduction to Christianity’s origins within the ancient lands of Asia, Africa, and Europe."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Sergent, Tyler: <\\/strong>Christianity as a Western Monotheism.<\\/em> <\\/strong>After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art, & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze critically the historical, ideological, and practical commonalities Christianity shares with these other two monotheistic religions.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Sergent, Tyler: Christianity as a Western Monotheism. After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art, & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze critically the historical, ideological, and practical commonalities Christianity shares with these other two monotheistic religions."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Smith, Duane: <\\/strong>This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life\\u2019s purpose and meaning that remains important for many around the world. This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models. The seminar portion of this section addresses Christianity\\u2019s encounter with diverse religious traditions of the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Smith, Duane: This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models. The seminar portion of this section addresses Christianity’s encounter with diverse religious traditions of the world."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NDk4MA==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/","modified":"2024-10-24T12:23:49","databaseId":94980,"slug":"gstr-210","contentTypeName":"page","title_b28e9_bf21a":"GSTR 210","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 210 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 210","opengraphDescription":"Writing Seminar II – Identity & Diversity in the U.S. This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College—race, gender, Appalachia, and class. 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Identity & Diversity in the U.S.<\\/strong>\",\"level\":2,\"anchor\":\"h-writing-seminar-ii-identity-amp-diversity-in-the-u-s\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-writing-seminar-ii-identity-amp-diversity-in-the-u-s","content":"Writing Seminar II - Identity & Diversity in the U.S."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College\\u2014race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College—race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"write competently at the college-level, using a multi-stage process approach to writing, including formation of a supportable, narrow topic, drafting, revision, and editing;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be proficient in properly documenting sources and recognizing and avoiding plagiarism;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be adept at using a wide variety of sources for research and seeing how different types of source work together;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrate thoughtful engagement with ideas, experiences, issues, and texts in various types of writing, including sustain an argument in a research paper;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be able to demonstrate enhanced oral communication skills;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"employ reasonably well basic critical thinking concepts describing, analyzing, and synthesizing materials;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"understand issues related to race, gender, class and Appalachia in a national context.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Anderson, Broughton: <\\/strong>The Archaeology of Berea: The Archaeology of Us. <\\/em>Does our stuff define who we are \\u2013 as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea\\u2019s identity as it influences ours.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Anderson, Broughton: The Archaeology of Berea: The Archaeology of Us. Does our stuff define who we are – as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea’s identity as it influences ours."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Arms Almengor, Rochelle:<\\/strong> Culture, Identity and Conflict.<\\/em> First and foremost, this course will build on your learning in GSTR 110 \\u2013 its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that \\u201cthe mere existence of cultural differences is usually not the primary cause of conflict between groups\\u2026however, culture is always the lens through which differences are refracted and conflict pursued.\\u201d This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how<\\/em> to do (or not do) conflict and with whom<\\/em> to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Arms Almengor, Rochelle: Culture, Identity and Conflict. First and foremost, this course will build on your learning in GSTR 110 – its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that “the mere existence of cultural differences is usually not the primary cause of conflict between groups…however, culture is always the lens through which differences are refracted and conflict pursued.” This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how to do (or not do) conflict and with whom to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Barton, Adanma: <\\/strong>What You See is What You Get?<\\/em> Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican<\\/em>, True Meaning of Pictures: Shelby Lee Adams\\u2019 Appalachia<\\/em>, and Images That Injure: Pictorial Stereotypes in the Media<\\/em>. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Barton, Adanma: What You See is What You Get? Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican, True Meaning of Pictures: Shelby Lee Adams’ Appalachia, and Images That Injure: Pictorial Stereotypes in the Media. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Broadhead, Edwin: <\\/strong>The Berea Story in a national Context<\\/em>. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Broadhead, Edwin: The Berea Story in a national Context. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Brown, Jarrod:<\\/strong> Identity and Knowledge.<\\/em> Berea College\\u2019s historical mission has been dedicated to education of four \\u201cclasses\\u201d of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn<\\/em>. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Brown, Jarrod: Identity and Knowledge. Berea College’s historical mission has been dedicated to education of four “classes” of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Burnside, Jackie: <\\/strong>Being Different, Becoming Distinctive<\\/em>. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky\\u2019s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Burnside, Jackie: Being Different, Becoming Distinctive. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky’s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Crachiolo, Beth: <\\/strong>American Identities: How do you know?<\\/em> This section will explore the definitions of \\u201cAmerican,\\u201d beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and\\/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban\\/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you\\u2019ll learn a lot about yourself, as well as about this country.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Crachiolo, Beth: American Identities: How do you know? This section will explore the definitions of “American,” beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you’ll learn a lot about yourself, as well as about this country."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Dickerson, Jacob: <\\/strong>Media & Appalachian Identity. <\\/em>This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Dickerson, Jacob: Media & Appalachian Identity. This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Drewek, Douglas:<\\/strong> My Music, My Identity\\u2026<\\/em> People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that \\u201cmusic does not exist in a vacuum,\\u201d we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Drewek, Douglas: My Music, My Identity… People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that “music does not exist in a vacuum,” we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Edelman, Adam:<\\/strong> Writing About Visual Art and Community.<\\/em> We often look at visual art as individuals, focusing on how it makes us feel, or whether we \\u201clike\\u201d an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students\\u2019 choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Edelman, Adam: Writing About Visual Art and Community. We often look at visual art as individuals, focusing on how it makes us feel, or whether we “like” an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students’ choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Elkins, Ansel:<\\/strong> The Literature of Place.<\\/em> \\u201cIf you don\\u2019t know where you are you don\\u2019t know who you are,\\u201d wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we\\u2019re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks\\u2019 Bone Black,<\\/em> Sandra Cisneros\\u2019 The House on Mango Street<\\/em>, Jaquira D\\u00edaz\\u2019s Ordinary Girls<\\/em>, the poems of Wendell Berry, and Patricia Smith\\u2019s Blood Dazzler<\\/em>, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Elkins, Ansel: The Literature of Place. “If you don’t know where you are you don’t know who you are,” wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we’re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks’ Bone Black, Sandra Cisneros’ The House on Mango Street, Jaquira Díaz’s Ordinary Girls, the poems of Wendell Berry, and Patricia Smith’s Blood Dazzler, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feagan, Beth: <\\/strong>In our own words: exploring identity.<\\/em> How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we\\u2019ll explore issues of identity and diversity by reading, discussing, and writing about peoples\\u2019 accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We\\u2019ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feagan, Beth: In our own words: exploring identity. How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we’ll explore issues of identity and diversity by reading, discussing, and writing about peoples’ accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We’ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feifer, Megan:<\\/strong> Coming to Voice: Making Sense of Self and Place.<\\/em> In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \\\"the struggle to create self and identity distinct from and yet inclusive of the world around me\\\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feifer, Megan: Coming to Voice: Making Sense of Self and Place. In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \"the struggle to create self and identity distinct from and yet inclusive of the world around me\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Heyrman, John: <\\/strong>America Imprisoned<\\/em>. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Heyrman, John: America Imprisoned. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Hill-Zuganelli, Dee: <\\/strong>Kinship, Solidarity, and Social Change<\\/em>. This section will expand our understanding of \\u201ckinship\\u201d in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Hill-Zuganelli, Dee: Kinship, Solidarity, and Social Change. This section will expand our understanding of “kinship” in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Howard, Jason: <\\/strong>Exile in American Literature<\\/em>. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities\\u2014artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and\\/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Howard, Jason: Exile in American Literature. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities—artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mack, Felicia:<\\/strong> Help or hinderance?: Exploring historical and present themes of coal\\u2019s impact on Appalachia.<\\/em> This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain<\\/em> (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mack, Felicia: Help or hinderance?: Exploring historical and present themes of coal’s impact on Appalachia. This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKee, Lauren: <\\/strong>Dolly Parton\\u2019s America: Exploring Appalachian \\u201cDolitics\\u201d in Contemporary America.<\\/em> The hit 2019 podcast Dolly Parton\\u2019s America<\\/em> from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKee, Lauren: Dolly Parton’s America: Exploring Appalachian “Dolitics” in Contemporary America. The hit 2019 podcast Dolly Parton’s America from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKiernan Gonzalez, Eileen: <\\/strong>Art and Identity in America.<\\/em> The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^{th<\\/sup>century, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the \\u201cmainstream\\u201d of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKiernan Gonzalez, Eileen: Art and Identity in America. The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^thcentury, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the “mainstream” of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mishra, Amrita: <\\/strong>Where are you \\u201creally\\u201d from? Migration, Borders, and Belonging. <\\/em>In his 2017 Man Booker Prize short-listed novel, Exit West<\\/em>, British Pakistani author Mohsin Hamid muses, \\u201cand when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can\\u2019t help it. We are all migrants through time.\\u201d In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they \\u201cbelong\\u201d? What histories and memories of settlement and displacement do we carry\\u2014within our families, communities, and collectively\\u2014and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we\\u2019ll turn to Hamid\\u2019s Exit West<\\/em> alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we\\u2019ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mishra, Amrita: Where are you “really” from? Migration, Borders, and Belonging. In his 2017 Man Booker Prize short-listed novel, Exit West, British Pakistani author Mohsin Hamid muses, “and when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can’t help it. We are all migrants through time.” In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they “belong”? What histories and memories of settlement and displacement do we carry—within our families, communities, and collectively—and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we’ll turn to Hamid’s Exit West alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we’ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College\\u2019s archives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College’s archives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Montgomery, Jesse:<\\/strong> I\\u2019m Set Free: Popular Music and American Culture.<\\/em> In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of \\u201cthe popular.\\u201d It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Montgomery, Jesse: I’m Set Free: Popular Music and American Culture. In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of “the popular.” It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nerenberg, Daniel:<\\/strong> Resist!<\\/em> A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities \\u2013 those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups \\u2013 be that along class, gender, race lines, or beyond \\u2013 resist unjust policies and practices. We\\u2019ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we\\u2019ll dig into the College\\u2019s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we\\u2019ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nerenberg, Daniel: Resist! A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities – those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups – be that along class, gender, race lines, or beyond – resist unjust policies and practices. We’ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we’ll dig into the College’s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we’ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nichols, Amy McCleese:<\\/strong> \\u201cBad Grammar\\u201d: Language Diversity and Discrimination in the Academy.<\\/em> Berea College\\u2019s motto, \\u201cGod has made of one blood all peoples of the earth,\\u201d sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are \\u201cformal\\u201d and \\u201cinformal,\\u201d and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English\\u2019s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nichols, Amy McCleese: “Bad Grammar”: Language Diversity and Discrimination in the Academy. Berea College’s motto, “God has made of one blood all peoples of the earth,” sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are “formal” and “informal,” and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English’s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Ortquist-Ahrens, Leslie:<\\/strong> Great Migrations<\\/em>. In this section, we\\u2019ll look at two massive 20^{th<\\/sup>-century movements of people that profoundly shaped U.S. cultural, social, and political history, the \\u201cGreat Migration\\u201d of African Americans from the South and the \\u201cOutmigration\\u201d of people from Appalachia. We\\u2019ll consider what these events had and have to do with the course\\u2019s broad themes of identity and diversity in the U.S. We\\u2019ll also explore what the transition of moving can mean for an individual\\u2019s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in research, sharing what they learn with each other first in class, and, finally, in a documented research paper and a presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Ortquist-Ahrens, Leslie: Great Migrations. In this section, we’ll look at two massive 20^th-century movements of people that profoundly shaped U.S. cultural, social, and political history, the “Great Migration” of African Americans from the South and the “Outmigration” of people from Appalachia. We’ll consider what these events had and have to do with the course’s broad themes of identity and diversity in the U.S. We’ll also explore what the transition of moving can mean for an individual’s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in research, sharing what they learn with each other first in class, and, finally, in a documented research paper and a presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- patrick, dp:<\\/strong> Abolition Now! <\\/em>In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: \\u201cAbolition requires that we change one thing: everything.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- patrick, dp: Abolition Now! In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: “Abolition requires that we change one thing: everything.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course challenges both caricatures and misunderstandings of abolitionist movements while considering Berea\\u2019s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly research. Some of the core questions we will explore are: What does it mean to (re)activate Berea College\\u2019s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right<\\/em> now<\\/em> change everyday and institutional life at\\u2013\\u2013and, indeed, beyond\\u2013\\u2013Berea? Throughout the semester, we will develop activist research projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate Berea\\u2019s legacy of abolition here and n\\u00ad\\u00adow.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course challenges both caricatures and misunderstandings of abolitionist movements while considering Berea’s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly research. Some of the core questions we will explore are: What does it mean to (re)activate Berea College’s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right now change everyday and institutional life at––and, indeed, beyond––Berea? Throughout the semester, we will develop activist research projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate Berea’s legacy of abolition here and now."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Rogers, Madeline:<\\/strong> Finding a Voice Through Classical Music.<\\/em>While classical music holds strong ties to the European tradition, America stood as a place of new opportunity to create a unique musical voice throughout the 19th and 20th Centuries. Many underrepresented composers from this time are still being discovered as their compositions are found, analyzed, and championed by music scholars and performers alike. This course will take several American women composers as examples of individuals finding their voice and place in musical society, including composers from the past two centuries and some who are still actively writing today. Through analyzing music, place of composition, and relevant socioeconomic and cultural factors, we will create a template of research that can be applied to many fields of study. Through research and writing, we will expand the depth of our understanding of early American and current American classical music, while discovering new composers and learning from each other.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Rogers, Madeline: Finding a Voice Through Classical Music.While classical music holds strong ties to the European tradition, America stood as a place of new opportunity to create a unique musical voice throughout the 19th and 20th Centuries. Many underrepresented composers from this time are still being discovered as their compositions are found, analyzed, and championed by music scholars and performers alike. This course will take several American women composers as examples of individuals finding their voice and place in musical society, including composers from the past two centuries and some who are still actively writing today. Through analyzing music, place of composition, and relevant socioeconomic and cultural factors, we will create a template of research that can be applied to many fields of study. Through research and writing, we will expand the depth of our understanding of early American and current American classical music, while discovering new composers and learning from each other."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sergent, Tyler:<\\/strong>\\u00a0Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea\\u2019s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for Berea College, Appalachian culture, society, and activism.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sergent, Tyler: Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea’s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for Berea College, Appalachian culture, society, and activism."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Seroka, Laura: <\\/strong>Destination Berea.<\\/em> Both Berea College and the larger town are committed to sustainability and conservation efforts drawing many \\u201cecotourists\\u201d to the area each year, earning designations from the Arbor Day Foundation, and drawing donor\\/grant support, yet there are many interpretations of what \\u201csustainability\\u201d and \\u201cconservation\\u201d look like. This course explores Berea and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an \\u201cenvironmental destination\\u201d. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, critically thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into research related to their topic.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Seroka, Laura: Destination Berea. Both Berea College and the larger town are committed to sustainability and conservation efforts drawing many “ecotourists” to the area each year, earning designations from the Arbor Day Foundation, and drawing donor/grant support, yet there are many interpretations of what “sustainability” and “conservation” look like. This course explores Berea and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an “environmental destination”. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, critically thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into research related to their topic."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210 - Sirianni, Lucy:<\\/strong> Overlooked Histories: Centering Voices from the Margins<\\/em>. For generations, history has been taught to us as a static set of facts\\u2014names and dates, wars and battles, dry proclamations by long-dead rich white men. This GSTR 210 section explores recent efforts to move beyond this \\\"official\\\" version of history and to offer instead a fuller, more balanced and dynamic picture that centers the marginalized voices that have too long been shunted to the sidelines, including those of women, people of color, laborers, immigrants, people with disabilities, and many more. We will ask how historians (and others) have attempted to recover these voices through both archival research and the firsthand accounts that bring history to life and imaginative fiction that helps us to fill in historical blanks. We'll read stories, letters, speeches, and even obituaries, guided by modern-day historians like Howard Zinn and Gerda Lerner whose work seeks to correct the biases of more traditional retellings of history. By the course's end, we as a class will have joined those authors in expanding the historical record, producing our own \\\"overlooked histories\\\" of under-studied episodes in Berea College's past.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210 - Sirianni, Lucy: Overlooked Histories: Centering Voices from the Margins. For generations, history has been taught to us as a static set of facts—names and dates, wars and battles, dry proclamations by long-dead rich white men. This GSTR 210 section explores recent efforts to move beyond this \"official\" version of history and to offer instead a fuller, more balanced and dynamic picture that centers the marginalized voices that have too long been shunted to the sidelines, including those of women, people of color, laborers, immigrants, people with disabilities, and many more. We will ask how historians (and others) have attempted to recover these voices through both archival research and the firsthand accounts that bring history to life and imaginative fiction that helps us to fill in historical blanks. We'll read stories, letters, speeches, and even obituaries, guided by modern-day historians like Howard Zinn and Gerda Lerner whose work seeks to correct the biases of more traditional retellings of history. By the course's end, we as a class will have joined those authors in expanding the historical record, producing our own \"overlooked histories\" of under-studied episodes in Berea College's past."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sowers, Nancy:<\\/strong> Living the American Dream\\u2014Understanding how the past shapes the future and our fortunes.<\\/em> The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens \\u201ca chicken in every pot, a car in every garage.\\u201d A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use Berea College\\u2019s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sowers, Nancy: Living the American Dream—Understanding how the past shapes the future and our fortunes. The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens “a chicken in every pot, a car in every garage.” A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use Berea College’s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Strange, Jason:<\\/strong> This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle \\u2013 it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Researchers have found that these struggles have been created mostly by ordinary people \\u2013 and that these people arm themselves for that struggle by learning how to write well, speak in public, and do research. Writing a research paper might be boring, it might keep you up all night, it might make you sweat \\u2013 but it will also change your life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Strange, Jason: This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle – it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Researchers have found that these struggles have been created mostly by ordinary people – and that these people arm themselves for that struggle by learning how to write well, speak in public, and do research. Writing a research paper might be boring, it might keep you up all night, it might make you sweat – but it will also change your life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Webb, Althea:<\\/strong> Emerging Adulthood and the College Experience. <\\/em>This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity\\/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and\\/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a research paper on a selected topic related to course content. Students will need to interpret the interview responses based on research articles and explain how the responses are\\/are not supported by the research articles.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Webb, Althea: Emerging Adulthood and the College Experience. This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a research paper on a selected topic related to course content. Students will need to interpret the interview responses based on research articles and explain how the responses are/are not supported by the research articles."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NDk2MQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/","modified":"2024-10-24T15:42:19","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"GSTR 110","databaseId":94961,"slug":"gstr-110","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 110 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 110","opengraphDescription":"Writing Seminar I – Critical Thinking and Liberal Arts This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. 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Critical Thinking and Liberal Arts\",\"level\":2,\"anchor\":\"h-writing-seminar-i-critical-thinking-and-liberal-arts\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-writing-seminar-i-critical-thinking-and-liberal-arts","content":"Writing Seminar I - Critical Thinking and Liberal Arts"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, written and non-written. All sections initially address students\\u2019 questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, written and non-written. All sections initially address students’ questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Student Learning Outcomes\",\"level\":3,\"anchor\":\"h-student-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-student-learning-outcomes","content":"Student Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will learn:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will learn:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to develop, compose, and complete college-level essays that are documented, that engage and use various kinds of texts, and that are expository (i.e., develop reasons, evidence, support for a thesis);\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to identify and use properly some common modes of reasoning (e.g. analogy, argument), patterns of reasoning, and basic critical thinking concepts such as consistency, ambiguity and vagueness, and general criteria in thinking well about a variety of topics and texts;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to use the Hutchins Library facility and it resources, including the Library Home Page and library web resources;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to research, read, and evaluate a variety of sources, to assemble an appropriately diverse bibliography, and to appreciate different types of sources can work together;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to understand how preparation, engaged attentiveness, reflection, and thinking with appropriate criteria leads to learning from experiences beyond the formal classroom.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 110. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 110. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Adams, Sarah:<\\/strong> Interesting People Are Interested People.<\\/em> Alan Watts, extremely funky English philosopher and counterculture guru, wrote \\u201cIt is obvious that the only interesting people are interested people.\\u201d In other words, Watts suggests that the people you want to be around, who you can\\u2019t wait to talk to, who challenge, engage, and excite you, are usually folks who are deeply curious about the world\\u2014and people\\u2014around them. In this course, we will try our best to become those kinds of interesting and interested people.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Adams, Sarah: Interesting People Are Interested People. Alan Watts, extremely funky English philosopher and counterculture guru, wrote “It is obvious that the only interesting people are interested people.” In other words, Watts suggests that the people you want to be around, who you can’t wait to talk to, who challenge, engage, and excite you, are usually folks who are deeply curious about the world—and people—around them. In this course, we will try our best to become those kinds of interesting and interested people."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To cultivate interest, we\\u2019ll explore a number of different kinds of texts, presentations, and performances on campus, like Hus Hsu\\u2019s college memoir Stay True<\\/em>, a musical put on by the Theatre Department, and talks given by visiting speakers for Convocation. Along the way, we\\u2019ll ask ourselves a number of questions: What does it feel like to be curious? Why can it be difficult to stay interested in a subject, text, or event? How can we get interested when we might not automatically feel interested? How might we think of curiosity as a practice not a personality trait?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To cultivate interest, we’ll explore a number of different kinds of texts, presentations, and performances on campus, like Hus Hsu’s college memoir Stay True, a musical put on by the Theatre Department, and talks given by visiting speakers for Convocation. Along the way, we’ll ask ourselves a number of questions: What does it feel like to be curious? Why can it be difficult to stay interested in a subject, text, or event? How can we get interested when we might not automatically feel interested? How might we think of curiosity as a practice not a personality trait?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To work through these texts, presentations, performances, and questions as well as to spur on our curiosity, we will write\\u2014a lot. We\\u2019ll write for a variety of purposes: to question, to wonder, to observe, to reflect, to analyze, to evaluate, and to propose. And we\\u2019ll write in a variety of forms: notes, lists, poems, paragraphs, essays, and creative projects. Moreover, we\\u2019ll write for a variety of readers: ourselves, our classmates, and people we\\u2019ve never met. We\\u2019ll be so curious and we\\u2019ll write so much in this course that by December we\\u2019ll all be more interesting, more interested, and more confident writers and people.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To work through these texts, presentations, performances, and questions as well as to spur on our curiosity, we will write—a lot. We’ll write for a variety of purposes: to question, to wonder, to observe, to reflect, to analyze, to evaluate, and to propose. And we’ll write in a variety of forms: notes, lists, poems, paragraphs, essays, and creative projects. Moreover, we’ll write for a variety of readers: ourselves, our classmates, and people we’ve never met. We’ll be so curious and we’ll write so much in this course that by December we’ll all be more interesting, more interested, and more confident writers and people."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Bates, Rebecca:<\\/strong> Unmapped Territories: Journeys and Knowledge.<\\/em> Travel is generally understood to be an excellent way of learning about new people and places. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions, including: what happens when you are a stranger in a place? How do you understand the difference between yourself and others? How does your previous knowledge, ignorance, or expectations and fantasies about a place affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Bates, Rebecca: Unmapped Territories: Journeys and Knowledge. Travel is generally understood to be an excellent way of learning about new people and places. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions, including: what happens when you are a stranger in a place? How do you understand the difference between yourself and others? How does your previous knowledge, ignorance, or expectations and fantasies about a place affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Broadhead, Edwin: <\\/strong>Human Nature.<\\/em> <\\/strong>This section fulfills the goals of GSTR 110 through readings and reflection on the ways in which humans construct a sense of identity and of social location. Primary texts, focused upon varying theories of what it means to be human, will illustrate these developments. Readings will be taken from various areas of human inquiry, among which are religion and the secular, science and technology, and social and political life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Broadhead, Edwin: Human Nature. This section fulfills the goals of GSTR 110 through readings and reflection on the ways in which humans construct a sense of identity and of social location. Primary texts, focused upon varying theories of what it means to be human, will illustrate these developments. Readings will be taken from various areas of human inquiry, among which are religion and the secular, science and technology, and social and political life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Bouma, Jill:<\\/strong> Walking: Pilgrimage of the Personal and Political. <\\/em>\\u201cTell me who you walk with, and I\\u2019ll tell you who you are,\\u201d a quote by Esmeralda Santiago, provides an invitation to discover who we are and understand the experiences that shape us. In this course, we\\u2019ll write about and engage in various walks as we explore a history of walking and its myriad benefits. We\\u2019ll begin by discussing how walking and other forms of exercise can help us deal with stress. Next, we\\u2019ll explore paths to personal pilgrimage, from walking our way through problems to discovering new passions. We\\u2019ll end by exploring the power of mass movement for political solidarity, from Civil Rights marches to recent social movements important to you. Throughout the course, we\\u2019ll examine the physical, emotional, and spiritual benefits of walking to inspire our writing and the ways we engage the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Bouma, Jill: Walking: Pilgrimage of the Personal and Political. “Tell me who you walk with, and I’ll tell you who you are,” a quote by Esmeralda Santiago, provides an invitation to discover who we are and understand the experiences that shape us. In this course, we’ll write about and engage in various walks as we explore a history of walking and its myriad benefits. We’ll begin by discussing how walking and other forms of exercise can help us deal with stress. Next, we’ll explore paths to personal pilgrimage, from walking our way through problems to discovering new passions. We’ll end by exploring the power of mass movement for political solidarity, from Civil Rights marches to recent social movements important to you. Throughout the course, we’ll examine the physical, emotional, and spiritual benefits of walking to inspire our writing and the ways we engage the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Brown, Jarrod: <\\/strong>Thinking about Thinking: Brains, Zombies, and Intelligent Machines. <\\/em>To be a rational thinking being has been considered the essence of what it is to be human for at least two millennia. But as we gaze across human history, it seems hard to believe that something that is essentially rational could do so many stupid things! In our contemporary world, the seeming inevitability of artificial intelligence creates the possibility of an artificial rational, thinking being. If computers were \\u201cintelligent\\u201d would they make these same sorts of mistakes? This media-rich course will explore the very idea of thinking and learning: What is the structure of rational thought? How does deductive and inductive reasoning work? How do the structures of your brain determine how you think and learn? Given what we know about the way the brain works, how can we learn more efficiently and retain information better? How do we make decisions? What ways do the languages we speak influence how we see the world? Could we tell the difference between people who think and thoughtless zombies that just acted <\\/em>like they think? What would count as an \\u201cintelligent machine\\u201d? Are you your mind, or do you even have a mind? In exploring these questions about what it is to be a rational thinking being, participants will acquire skills to think more rationally, communicate more logically, and learn more effectively.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Brown, Jarrod: Thinking about Thinking: Brains, Zombies, and Intelligent Machines. To be a rational thinking being has been considered the essence of what it is to be human for at least two millennia. But as we gaze across human history, it seems hard to believe that something that is essentially rational could do so many stupid things! In our contemporary world, the seeming inevitability of artificial intelligence creates the possibility of an artificial rational, thinking being. If computers were “intelligent” would they make these same sorts of mistakes? This media-rich course will explore the very idea of thinking and learning: What is the structure of rational thought? How does deductive and inductive reasoning work? How do the structures of your brain determine how you think and learn? Given what we know about the way the brain works, how can we learn more efficiently and retain information better? How do we make decisions? What ways do the languages we speak influence how we see the world? Could we tell the difference between people who think and thoughtless zombies that just acted like they think? What would count as an “intelligent machine”? Are you your mind, or do you even have a mind? In exploring these questions about what it is to be a rational thinking being, participants will acquire skills to think more rationally, communicate more logically, and learn more effectively."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Butler, Jim:<\\/strong> Ethics and Democracy.<\\/em> The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual\\u2019s actions? and b) What responsibilities does the individual have to his\\/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill\\u2019s \\u201cOn Liberty,\\u201d Plato\\u2019s \\u201cApology,\\u201d and \\u201cCrito\\u201d), popular essays (\\u201cCivil Disobedience\\u201d), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange<\\/em>). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Butler, Jim: Ethics and Democracy. The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual’s actions? and b) What responsibilities does the individual have to his/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill’s “On Liberty,” Plato’s “Apology,” and “Crito”), popular essays (“Civil Disobedience”), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Carlevale, John<\\/strong>: Warning: Education Can Ruin Your Life.<\\/em> A preview of the pros and cons, ups and downs, rewards and frustrations, and pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing\\u2014dramatic and discursive, fiction and non-fiction\\u2014about education going right and wrong, including Aristophanes\\u2019 Clouds<\\/em> and David Mamet\\u2019s Oleanna<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Carlevale, John: Warning: Education Can Ruin Your Life. A preview of the pros and cons, ups and downs, rewards and frustrations, and pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing—dramatic and discursive, fiction and non-fiction—about education going right and wrong, including Aristophanes’ Clouds and David Mamet’s Oleanna."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Crachiolo, Beth: <\\/strong>The Stories We Tell<\\/em>. This section explores the very human habit of storytelling. Every day we read, listen to, watch, and tell a variety of stories, from the day\\u2019s news, to literature, to videos and television, even to the gossip we tell one another over dinner. We\\u2019re going to explore the history of storytelling (as we can piece it together) and write our own stories in the forms of journals, personal narratives, and analytical essays.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Crachiolo, Beth: The Stories We Tell. This section explores the very human habit of storytelling. Every day we read, listen to, watch, and tell a variety of stories, from the day’s news, to literature, to videos and television, even to the gossip we tell one another over dinner. We’re going to explore the history of storytelling (as we can piece it together) and write our own stories in the forms of journals, personal narratives, and analytical essays."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Crum, John:<\\/strong> The American Essay<\\/em>. This course explores the craft of persuasive writing through a genre that has shaped, and been shaped by, American history: the essay. From eighteenth-century pamphlets calling for revolution to twenty-first century critiques of the attention economy, Americans have used essays to test new ideas, make impassioned arguments, and envision new worlds. Students in this course will read a wide variety of essays from throughout the American past, sampling the best of the genre and tracing its evolution. Learning from these authors, they will hone the craft of developing, drafting, and revising essays on a variety of topics. Along the way, they will also obtain new skills that apply to academic writing generally and reflect on how the essay represents the best of a liberal arts education has to offer.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Crum, John: The American Essay. This course explores the craft of persuasive writing through a genre that has shaped, and been shaped by, American history: the essay. From eighteenth-century pamphlets calling for revolution to twenty-first century critiques of the attention economy, Americans have used essays to test new ideas, make impassioned arguments, and envision new worlds. Students in this course will read a wide variety of essays from throughout the American past, sampling the best of the genre and tracing its evolution. Learning from these authors, they will hone the craft of developing, drafting, and revising essays on a variety of topics. Along the way, they will also obtain new skills that apply to academic writing generally and reflect on how the essay represents the best of a liberal arts education has to offer."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Feagan, Beth: <\\/strong>Freedom to Read. <\\/em>America is a contradictory place. We say we believe in freedom of speech, but every year hundreds of books are challenged, censored, and banned. And Tango Makes Three, Captain Underpants, Harry Potter, The Hunger Games, Looking for Alaska, The Perks of Being a Wallflower:<\\/em> from picture books to novels, these books have been banned right here in the USA. What does that mean? Why does that happen? What can we learn from these books? We will read a variety of banned books and wrestle with these questions. It\\u2019s a complicated conversation, and it\\u2019s been going on for a long time. Censorship is nothing new. Freedom of expression has been under attack since the founding of our country. We\\u2019ll learn how to unpack arguments, do thoughtful research, and make smart arguments of our own. We\\u2019ll also work on overcoming procrastination. Does writing freak you out? It\\u2019s actually just thinking on the page. That sounds abstract until you put it like this: I think something, I go find out what others think about it (reading and research), and then I let them know what I think (writing). Good writing is always in conversation with others. The conversation we will explore and join is about freedom of expression and the power of your voice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Feagan, Beth: Freedom to Read. America is a contradictory place. We say we believe in freedom of speech, but every year hundreds of books are challenged, censored, and banned. And Tango Makes Three, Captain Underpants, Harry Potter, The Hunger Games, Looking for Alaska, The Perks of Being a Wallflower: from picture books to novels, these books have been banned right here in the USA. What does that mean? Why does that happen? What can we learn from these books? We will read a variety of banned books and wrestle with these questions. It’s a complicated conversation, and it’s been going on for a long time. Censorship is nothing new. Freedom of expression has been under attack since the founding of our country. We’ll learn how to unpack arguments, do thoughtful research, and make smart arguments of our own. We’ll also work on overcoming procrastination. Does writing freak you out? It’s actually just thinking on the page. That sounds abstract until you put it like this: I think something, I go find out what others think about it (reading and research), and then I let them know what I think (writing). Good writing is always in conversation with others. The conversation we will explore and join is about freedom of expression and the power of your voice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Foster, Rob:<\\/strong> Civilization.<\\/em> What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Foster, Rob: Civilization. What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Gardner, Kevin: <\\/strong>Artistic Inquiry, Dialogue, and Interpretation. <\\/em>This course will investigate the extended conversation between various sources along the theme of what is discovered through studying and responding to works of art. In particular, through films and readings we will study examples of people succeeding or failing to understand themselves within artistic contexts. Students will explore their own reactions and interpretations of specific works of art through reflective and analytical writing, supported by critical essays, discussions, and materials on art interpretation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Gardner, Kevin: Artistic Inquiry, Dialogue, and Interpretation. This course will investigate the extended conversation between various sources along the theme of what is discovered through studying and responding to works of art. In particular, through films and readings we will study examples of people succeeding or failing to understand themselves within artistic contexts. Students will explore their own reactions and interpretations of specific works of art through reflective and analytical writing, supported by critical essays, discussions, and materials on art interpretation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Gray, Gordon: <\\/strong>From Disney Princesses to the Dark Knight: Popular Culture and Society. <\\/em>This seminar explores how the relationship between popular culture and the society in which it is produced. In particular, we will focus on animated storytelling genres from the USA and Japan to analyze and discuss the ways in which various animated films, books, and television series both produce and represent the societies in which they are created and viewed. This course is designed to encourage students to develop critical methods for evaluating examples of the types of entertainment they consume on a daily basis. At the same time, students will be expanding their ability to communicate that critical analysis, as well as learning and developing skills in critical reading, note taking, argumentation, essay structure, revision, proper documentation, and gaining skills in research and familiarity with library resources.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Gray, Gordon: From Disney Princesses to the Dark Knight: Popular Culture and Society. This seminar explores how the relationship between popular culture and the society in which it is produced. In particular, we will focus on animated storytelling genres from the USA and Japan to analyze and discuss the ways in which various animated films, books, and television series both produce and represent the societies in which they are created and viewed. This course is designed to encourage students to develop critical methods for evaluating examples of the types of entertainment they consume on a daily basis. At the same time, students will be expanding their ability to communicate that critical analysis, as well as learning and developing skills in critical reading, note taking, argumentation, essay structure, revision, proper documentation, and gaining skills in research and familiarity with library resources."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110 - Green, Chris:<\\/strong> Just Stories<\\/em>. Where and who are we? How do we get here, to Berea, together? Who else lives in these lands? Who came before them? How? What became of them? What will become of us? And what are WE going to do? We are going to create stories that delve into those questions, find answers that speak truth (about ourselves, about Berea, about the area we are part of), and we are going share them. This class mixes together of cultural geography, creativity, writing, and the arts. You will be learning from Chris Green (a poet and author who has also been teaching freshman seminars for decades and has won Berea College\\u2019s advising award) and with Bob Martin (an award-winning theater and teaching artist who has been supporting people, place and community stories throughout the region for over a decade).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110 - Green, Chris: Just Stories. Where and who are we? How do we get here, to Berea, together? Who else lives in these lands? Who came before them? How? What became of them? What will become of us? And what are WE going to do? We are going to create stories that delve into those questions, find answers that speak truth (about ourselves, about Berea, about the area we are part of), and we are going share them. This class mixes together of cultural geography, creativity, writing, and the arts. You will be learning from Chris Green (a poet and author who has also been teaching freshman seminars for decades and has won Berea College’s advising award) and with Bob Martin (an award-winning theater and teaching artist who has been supporting people, place and community stories throughout the region for over a decade)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Heyrman, John: <\\/strong>The Future of Higher Education. <\\/em>Constantly-changing computer and Internet technology and the upheavals of the globalized workplace have led many to question what college and university education will or should look like in the future. Indeed, some wonder whether traditional colleges, especially liberal arts colleges, even have a future in a world filled with easily-accessible information and the often very high cost of college education. These are the kinds of questions that this section will consider, along with many related political, social, cultural, and technological issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Heyrman, John: The Future of Higher Education. Constantly-changing computer and Internet technology and the upheavals of the globalized workplace have led many to question what college and university education will or should look like in the future. Indeed, some wonder whether traditional colleges, especially liberal arts colleges, even have a future in a world filled with easily-accessible information and the often very high cost of college education. These are the kinds of questions that this section will consider, along with many related political, social, cultural, and technological issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Hill-Zuganelli, Dee: <\\/strong>Emerging Adulthood. <\\/em>Coined by Jeffrey Jensen Arnett, emerging adulthood is the phase in human development at which individuals begin launching from their families of origin, seeking greater independence in daily life, and navigating deep and existential challenges to identity and sense of self. Students may experience both liberation and high anxiety; it is a time of dramatic change, uncertainty, but also immense freedom and self-discovery. This section will guide students through an exploration of tensions and triumphs through the first-year college experience. We will also investigate the role that family members play in helping us through this time or potentially holding us back. News, current events, films, and lived experience provide context for discussion and learning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Hill-Zuganelli, Dee: Emerging Adulthood. Coined by Jeffrey Jensen Arnett, emerging adulthood is the phase in human development at which individuals begin launching from their families of origin, seeking greater independence in daily life, and navigating deep and existential challenges to identity and sense of self. Students may experience both liberation and high anxiety; it is a time of dramatic change, uncertainty, but also immense freedom and self-discovery. This section will guide students through an exploration of tensions and triumphs through the first-year college experience. We will also investigate the role that family members play in helping us through this time or potentially holding us back. News, current events, films, and lived experience provide context for discussion and learning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Hoffman, Megan:<\\/strong> The Most Intelligent Animal. <\\/em>\\u201cIf a rabbit defined intelligence the way man does, then the most intelligent animal would be a rabbit, followed by the animal most willing to obey the commands of a rabbit.\\u201d \\u2013Robert Brault, writer\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Hoffman, Megan: The Most Intelligent Animal. “If a rabbit defined intelligence the way man does, then the most intelligent animal would be a rabbit, followed by the animal most willing to obey the commands of a rabbit.” –Robert Brault, writer"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"What is intelligence? How can we best measure it? Should we even try to measure it? Is it an \\u201cit\\u201d (intelligence) or a \\u201cthey\\u201d (intelligences)? How does intelligence relate to education, especially a liberal arts education? How does intelligence relate to the structure and function of the brain? We will consider these and many more questions and will investigate intelligence through reading, research, discussion, and writing. We will strengthen our ability to see both sides of an issue, to make and substantiate strong arguments, and to find our own stances and voices on controversial issues. Will we become more intelligent? That remains to be seen. Join us and find out.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"What is intelligence? How can we best measure it? Should we even try to measure it? Is it an “it” (intelligence) or a “they” (intelligences)? How does intelligence relate to education, especially a liberal arts education? How does intelligence relate to the structure and function of the brain? We will consider these and many more questions and will investigate intelligence through reading, research, discussion, and writing. We will strengthen our ability to see both sides of an issue, to make and substantiate strong arguments, and to find our own stances and voices on controversial issues. Will we become more intelligent? That remains to be seen. Join us and find out."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Huck, Dan: <\\/strong>Crime, Law, and Justice. <\\/em>This course will examine the concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. To begin the term, students will be presented with a crime scene, including witnesses who have viewed a portion of the crime or who know background concerning the incident. Actual faculty members and staff play the roles of these witnesses, and real physical evidence (weapons, fingerprints, etc.) are made available to students as they work as \\u201clawyers\\u201d on the case. As the semester develops, students use writing assignments and group work to apply the substance and procedures of criminal law to investigate the evidence of the crime and then to develop their legal theories of the case. The course concludes with students preparing their cases, as either prosecutors or defense attorneys, for a mock trial presented in front a jury which also consists of faculty member and staff professionals who volunteer to serve as jurors and deliver a verdict.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Huck, Dan: Crime, Law, and Justice. This course will examine the concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. To begin the term, students will be presented with a crime scene, including witnesses who have viewed a portion of the crime or who know background concerning the incident. Actual faculty members and staff play the roles of these witnesses, and real physical evidence (weapons, fingerprints, etc.) are made available to students as they work as “lawyers” on the case. As the semester develops, students use writing assignments and group work to apply the substance and procedures of criminal law to investigate the evidence of the crime and then to develop their legal theories of the case. The course concludes with students preparing their cases, as either prosecutors or defense attorneys, for a mock trial presented in front a jury which also consists of faculty member and staff professionals who volunteer to serve as jurors and deliver a verdict."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110 - Litzau, Mike:<\\/strong> Thinking About What Artists Think About<\\/em>. Why do artists make the artwork they do? What do they hope to communicate to themselves and others? We will look at contemporary visual artists like Kara Walker, Roger Shimomura, and William Kentridge to name a few. We will also investigate short animations and literature. This GSTR 110 section will investigate the connection between the visual arts and ideas, culture, and ourselves. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110 - Litzau, Mike: Thinking About What Artists Think About. Why do artists make the artwork they do? What do they hope to communicate to themselves and others? We will look at contemporary visual artists like Kara Walker, Roger Shimomura, and William Kentridge to name a few. We will also investigate short animations and literature. This GSTR 110 section will investigate the connection between the visual arts and ideas, culture, and ourselves. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Mack, Felicia: <\\/strong>No doubt, today we are living through challenging times. The pandemic has led to high unemployment rates, increase in mental illnesses, potential homeless and tons of hopelessness. In the midst of all this upheaval you have decided to further your education by attending Berea College and are now faced with new challenges. As you well know the struggle is ALWAYS real. In this section of GSTR 110 we will read The Skinny House: A Memoir of Family<\\/em> that shares the story of Nathan Seely, an African American man, whose drive and determination led to him becoming a prominent homebuilder in New York. At the height of his fame and fortune he loses everything in the Great Depression; however, he and his family are determined to come out of the depression stronger and more determined than ever. I think we can all relate to feelings of desperation during challenging times and the desire to come out on the other end\\u2013stronger and more determined to make life better for ourselves and loved ones. This is why most attend Berea College. Throughout the course we will engage in numerous writing activities designed to build writing sophistication and the development of academic writing. Coupled with the reading and writing activities you will be introduced to many resources available at the college to support your academic studies and professional aspirations so like Nathan Seely, you too will come out of challenging times and graduate stronger than when you arrived.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Mack, Felicia: No doubt, today we are living through challenging times. The pandemic has led to high unemployment rates, increase in mental illnesses, potential homeless and tons of hopelessness. In the midst of all this upheaval you have decided to further your education by attending Berea College and are now faced with new challenges. As you well know the struggle is ALWAYS real. In this section of GSTR 110 we will read The Skinny House: A Memoir of Family that shares the story of Nathan Seely, an African American man, whose drive and determination led to him becoming a prominent homebuilder in New York. At the height of his fame and fortune he loses everything in the Great Depression; however, he and his family are determined to come out of the depression stronger and more determined than ever. I think we can all relate to feelings of desperation during challenging times and the desire to come out on the other end–stronger and more determined to make life better for ourselves and loved ones. This is why most attend Berea College. Throughout the course we will engage in numerous writing activities designed to build writing sophistication and the development of academic writing. Coupled with the reading and writing activities you will be introduced to many resources available at the college to support your academic studies and professional aspirations so like Nathan Seely, you too will come out of challenging times and graduate stronger than when you arrived."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Martin, Deborah:<\\/strong> This class will explore some of the ways in which citizens have peacefully refused to obey laws and government edicts that are deemed harmful, unethical, and\\/or dangerous. From the Suffrage Marches, to Black Lives Matter, to an examination of the most current events, we will explore how we use our bodies and voices to demand legal and social change in the United States. By exploring the written remnants and commentary of these events, students will be challenged to discover ways in which their personal beliefs are challenged and will create active, written and verbal defenses.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Martin, Deborah: This class will explore some of the ways in which citizens have peacefully refused to obey laws and government edicts that are deemed harmful, unethical, and/or dangerous. From the Suffrage Marches, to Black Lives Matter, to an examination of the most current events, we will explore how we use our bodies and voices to demand legal and social change in the United States. By exploring the written remnants and commentary of these events, students will be challenged to discover ways in which their personal beliefs are challenged and will create active, written and verbal defenses."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cUnjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?\\u201d<\\/em> -Henry David Thoreau\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“Unjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?” -Henry David Thoreau"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- McDonald, Verlaine: <\\/strong>Media, Higher Education, and Identity.<\\/em> <\\/strong>This course will focus on historic and contemporary characterizations of higher education and those who pursue it. What does it or should it mean to be in college? How can we understand the messages about collegians that are conveyed in fiction, nonfiction, film, and other media? And how do these messages shape the perceptions and experiences of those who pursue college degrees? As we explore these and other questions, students will develop and practice essential college (and life) skills including critical inquiry, writing, revision, group discussion, and public speaking.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- McDonald, Verlaine: Media, Higher Education, and Identity. This course will focus on historic and contemporary characterizations of higher education and those who pursue it. What does it or should it mean to be in college? How can we understand the messages about collegians that are conveyed in fiction, nonfiction, film, and other media? And how do these messages shape the perceptions and experiences of those who pursue college degrees? As we explore these and other questions, students will develop and practice essential college (and life) skills including critical inquiry, writing, revision, group discussion, and public speaking."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- McKee, Lauren:<\\/strong> Becoming Your Berea Self.<\\/em> This 110 course will explore various perspectives on college, learning, and work during students\\u2019 first semester at Berea. Together, we will ask questions such as: \\u201cWhat is the value of a liberal arts education? How can I be a successful learner? What kind of work is right for me when I graduate?\\u201d In pursuing answers to these questions, students will learn more about the opportunities they can take advantage of at Berea College and best practices to get the most out of their time here.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- McKee, Lauren: Becoming Your Berea Self. This 110 course will explore various perspectives on college, learning, and work during students’ first semester at Berea. Together, we will ask questions such as: “What is the value of a liberal arts education? How can I be a successful learner? What kind of work is right for me when I graduate?” In pursuing answers to these questions, students will learn more about the opportunities they can take advantage of at Berea College and best practices to get the most out of their time here."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Meadows, Richard: <\\/strong>Fighting Poverty in Appalachia & Inner Cities.<\\/em> At first, rural Appalachia and nearby inner cities don\\u2019t seem to have much in common. Yet, in fact, people from both areas\\u2014including most Berea students\\u2014confront many of the same obstacles, such as poverty, unemployment, poorly-funded schools, inadequate healthcare, substance abuse, and negative stereotypes. Fortunately, many people in Appalachia and nearby inner cities are seeking and finding ways to overcome or help eliminate these obstacles so that their families, friends, and communities can prosper. We\\u2019ll analyze and debate competing attempts to explain these obstacles as well as competing plans to overcome or eliminate them.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Meadows, Richard: Fighting Poverty in Appalachia & Inner Cities. At first, rural Appalachia and nearby inner cities don’t seem to have much in common. Yet, in fact, people from both areas—including most Berea students—confront many of the same obstacles, such as poverty, unemployment, poorly-funded schools, inadequate healthcare, substance abuse, and negative stereotypes. Fortunately, many people in Appalachia and nearby inner cities are seeking and finding ways to overcome or help eliminate these obstacles so that their families, friends, and communities can prosper. We’ll analyze and debate competing attempts to explain these obstacles as well as competing plans to overcome or eliminate them."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Mecham, Neil: <\\/strong>The role of animals in our lives: Where do they fit in? <\\/em>Our lives interconnect with other living creature in a myriad of ways that we take for granted. We bet on horse races, drink milk from cows, eat pigs, keep dogs and cats as pets, and kill mice. What if we bet on dog races, drank milk from horses, ate cats, kept pigs and mice as pets, and worshiped cows? Throughout the world, we do. This course will examine what influences our individual and collective beliefs and actions towards the animals in our lives and in our world? Through reading a variety of materials, viewing visual works, visiting settings where animals and people interact, and engaging in discussion, we will explore the nature of the human-animal relationship. Through expository writing, oral presentations, and interactive dialog, we will develop critical thinking skills, research and analysis skills, and an appreciation for the diversity of experience and thought that surrounds us. In the end, students should be able to express with confidence their beliefs about how humans should treat animals and explain the important roles animals play in our lives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Mecham, Neil: The role of animals in our lives: Where do they fit in? Our lives interconnect with other living creature in a myriad of ways that we take for granted. We bet on horse races, drink milk from cows, eat pigs, keep dogs and cats as pets, and kill mice. What if we bet on dog races, drank milk from horses, ate cats, kept pigs and mice as pets, and worshiped cows? Throughout the world, we do. This course will examine what influences our individual and collective beliefs and actions towards the animals in our lives and in our world? Through reading a variety of materials, viewing visual works, visiting settings where animals and people interact, and engaging in discussion, we will explore the nature of the human-animal relationship. Through expository writing, oral presentations, and interactive dialog, we will develop critical thinking skills, research and analysis skills, and an appreciation for the diversity of experience and thought that surrounds us. In the end, students should be able to express with confidence their beliefs about how humans should treat animals and explain the important roles animals play in our lives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Messina, Troy: <\\/strong>On Certainty. <\\/em>We will explore our world views. These views range from whether Vegemite tastes good to the reality of climate change and its causes. Reading and writing will help us to identify the sources of our views and how they are supported (or not). How resolute are our views? These views often affect how we make decisions, choose friends, find jobs, and where we reside. Do these choices further separate our already politically and socially divided world? We will work to understand how writing, both our own and others\\u2019, may persuade our views. We will reflect on how a liberal arts education plays a role in the way we engage with the world around us.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Messina, Troy: On Certainty. We will explore our world views. These views range from whether Vegemite tastes good to the reality of climate change and its causes. Reading and writing will help us to identify the sources of our views and how they are supported (or not). How resolute are our views? These views often affect how we make decisions, choose friends, find jobs, and where we reside. Do these choices further separate our already politically and socially divided world? We will work to understand how writing, both our own and others’, may persuade our views. We will reflect on how a liberal arts education plays a role in the way we engage with the world around us."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Nakazawa, Mario:<\\/strong> Technology is often viewed as the hopeful panacea that will solve many of the world\\u2019s deepest problems. The progress of computing and other technologies is indeed impressive, and the pace seems to be accelerating with the explosion of apps that one can use in their smartphone to do things such as buy plane tickets, donate to charities and other organizations, and even pay each other. Many people have embraced the opportunities offered by these inventions, but have enough people understood the consequences of what has been developed and unleashed? This section of GSTR 110 aims to tackle the challenging question of whether technology is overall improving or degrading human life, and what decisions and challenges must be overcome by those who choose to join the technology \\u201cbandwagon\\u201d. It is easy to be allured by the dazzle of the latest technological breakthrough, but it is important to take a step back and really think about what it means before becoming an adopter and advocate for it. In this course, we will explore and discuss recent talks and articles about how technology is used, and we will develop our ideas about how to best use technology in our lives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Nakazawa, Mario: Technology is often viewed as the hopeful panacea that will solve many of the world’s deepest problems. The progress of computing and other technologies is indeed impressive, and the pace seems to be accelerating with the explosion of apps that one can use in their smartphone to do things such as buy plane tickets, donate to charities and other organizations, and even pay each other. Many people have embraced the opportunities offered by these inventions, but have enough people understood the consequences of what has been developed and unleashed? This section of GSTR 110 aims to tackle the challenging question of whether technology is overall improving or degrading human life, and what decisions and challenges must be overcome by those who choose to join the technology “bandwagon”. It is easy to be allured by the dazzle of the latest technological breakthrough, but it is important to take a step back and really think about what it means before becoming an adopter and advocate for it. In this course, we will explore and discuss recent talks and articles about how technology is used, and we will develop our ideas about how to best use technology in our lives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Pearson, Eric: <\\/strong>You Are What You Eat<\\/em>. This section will address many questions about food, including food\\u2019s scientific, medical, ethical, and aesthetic dimensions. We will read, write, and think carefully about such issues as the origins of domesticated plants and animals, the morality of killing and eating animals, and the difficult question of what makes some food better than other food.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Pearson, Eric: You Are What You Eat. This section will address many questions about food, including food’s scientific, medical, ethical, and aesthetic dimensions. We will read, write, and think carefully about such issues as the origins of domesticated plants and animals, the morality of killing and eating animals, and the difficult question of what makes some food better than other food."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Sirianni, Lucy:<\\/strong> Education as Liberation?<\\/em> In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them\\u2014and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about Berea's history as an institution premised on the link between learning and equity\\u2014and about how you as present-day Bereans can use the education you're receiving to help work toward a more just world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Sirianni, Lucy: Education as Liberation? In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them—and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about Berea's history as an institution premised on the link between learning and equity—and about how you as present-day Bereans can use the education you're receiving to help work toward a more just world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Sowers, Nancy: <\\/strong>Success: finding and keeping it.<\\/em> In this course we will explore what it means to be a lifelong learner and lay the foundation for a successful career as a student and as a professional. Topics include: recognizing the value of a liberal arts education, identifying meaningful career choices, thinking about current events, and figuring out what is important to you. We will explore these issues thorough regular and substantive writing assignments and seek to enhance college writing skills.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Sowers, Nancy: Success: finding and keeping it. In this course we will explore what it means to be a lifelong learner and lay the foundation for a successful career as a student and as a professional. Topics include: recognizing the value of a liberal arts education, identifying meaningful career choices, thinking about current events, and figuring out what is important to you. We will explore these issues thorough regular and substantive writing assignments and seek to enhance college writing skills."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Starnes, Bobby: <\\/strong> Exploring Concealed and Stock Stories. <\\/em>History is complex. Textbooks, Wikipedia, and information provided at museums, historic sites, and monuments are not. Unfortunately, most of us learn little about the complexities of our history. And even more unfortunately, much of what we do learn is wrong. Information taken out of context, reshaped to support a particular perspective, or carefully-crafted half-truths make up the stock stories we learn in school. These stories present a picture-perfect United States (for example the stock Thanksgiving story or the Columbus \\u2018discovers\\u2019 America story). Behind these stories are the ones we are seldom taught\\u2014stories concealed in most retellings. Using a wide variety of primary documents and artifacts, we will look beyond the stock stories to uncover long-concealed stories. Through inquiry, idea generation and development, prior knowledge and experience, visual and critical thinking, and social construction of knowledge, we will explore three overarching questions:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Starnes, Bobby:  Exploring Concealed and Stock Stories. History is complex. Textbooks, Wikipedia, and information provided at museums, historic sites, and monuments are not. Unfortunately, most of us learn little about the complexities of our history. And even more unfortunately, much of what we do learn is wrong. Information taken out of context, reshaped to support a particular perspective, or carefully-crafted half-truths make up the stock stories we learn in school. These stories present a picture-perfect United States (for example the stock Thanksgiving story or the Columbus ‘discovers’ America story). Behind these stories are the ones we are seldom taught—stories concealed in most retellings. Using a wide variety of primary documents and artifacts, we will look beyond the stock stories to uncover long-concealed stories. Through inquiry, idea generation and development, prior knowledge and experience, visual and critical thinking, and social construction of knowledge, we will explore three overarching questions:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"1. What can we learn about connections between historical events, movements, and people and their impact on our lives today?
2. What are the stock stories we are taught, and why might they be taught?
3. What stories are concealed; why might they have been concealed; and how does learning these stories impact our understandings of our histories, our beliefs, and our identity as Americans?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"1. What can we learn about connections between historical events, movements, and people and their impact on our lives today?
2. What are the stock stories we are taught, and why might they be taught?
3. What stories are concealed; why might they have been concealed; and how does learning these stories impact our understandings of our histories, our beliefs, and our identity as Americans?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Strange, Jason:<\\/strong> Writing is a Superpower.<\\/em> One of the most daunting aspects of college is that it\\u2019s full of writing. Why? Writing is hard, research papers are dull, and many students have no desire to become professors. So why all the writing? In this course, we\\u2019ll take that question seriously. We\\u2019ll see that writing is actually something like a superpower\\u2014it will make you stronger and better and even help you heal faster and live longer. Just as important, we will see that, even though it\\u2019s a superpower, being a skilled writer isn\\u2019t some mysterious gift bestowed only on the talented few. As with learning the guitar or playing basketball, there is only one way to get better at writing: steady practice. And that\\u2019s exactly what we\\u2019ll do.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Strange, Jason: Writing is a Superpower. One of the most daunting aspects of college is that it’s full of writing. Why? Writing is hard, research papers are dull, and many students have no desire to become professors. So why all the writing? In this course, we’ll take that question seriously. We’ll see that writing is actually something like a superpower—it will make you stronger and better and even help you heal faster and live longer. Just as important, we will see that, even though it’s a superpower, being a skilled writer isn’t some mysterious gift bestowed only on the talented few. As with learning the guitar or playing basketball, there is only one way to get better at writing: steady practice. And that’s exactly what we’ll do."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Turner, Lisa: <\\/strong>Zombie Apocalypse: Are We Prepared? <\\/em> The rise in infectious disease outbreaks, such as Zika, Ebola, and measles, have public health experts on high alert. Zombies have been referred to as the viruses of the monster world. As such, when considering readiness for disease outbreaks, it is only logical to prepare for a zombie epidemic. Using a zombie apocalypse to frame the issue, this course will examine how infectious disease outbreaks, epidemics, and pandemics occur, what public health officials do in response to disease outbreaks, and the ethical issues that arise when trying to prevent the spread of disease. Students will explore these topics through various readings, podcasts, and videos\\/movies. Students will sharpen their writing, reasoning, research, and reflective skills through the course assignments.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Turner, Lisa: Zombie Apocalypse: Are We Prepared?  The rise in infectious disease outbreaks, such as Zika, Ebola, and measles, have public health experts on high alert. Zombies have been referred to as the viruses of the monster world. As such, when considering readiness for disease outbreaks, it is only logical to prepare for a zombie epidemic. Using a zombie apocalypse to frame the issue, this course will examine how infectious disease outbreaks, epidemics, and pandemics occur, what public health officials do in response to disease outbreaks, and the ethical issues that arise when trying to prevent the spread of disease. Students will explore these topics through various readings, podcasts, and videos/movies. Students will sharpen their writing, reasoning, research, and reflective skills through the course assignments."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110-Warren, Wendy: <\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110-Warren, Wendy: "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Throughout this course, we will be thinking together, carefully and collaboratively, about what conditions allow people to thrive. We will use writing and inquiry as a way to process both complex information and our own thinking. Our voice is our power, so we will strive to write and communicate clearly as a way to share shares our ideas, our learning, and our values.<\\/em> We will learn about writing by reading and studying various styles and genres.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Throughout this course, we will be thinking together, carefully and collaboratively, about what conditions allow people to thrive. We will use writing and inquiry as a way to process both complex information and our own thinking. Our voice is our power, so we will strive to write and communicate clearly as a way to share shares our ideas, our learning, and our values. We will learn about writing by reading and studying various styles and genres."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Organizing questions include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Organizing questions include:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"*what does it mean to experience safety, belonging, and dignity?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"*what does it mean to experience safety, belonging, and dignity?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"*how are these needs sometimes targeted to oppress people?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"*how are these needs sometimes targeted to oppress people?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"* how do humans adapt when these needs are lacking?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"* how do humans adapt when these needs are lacking?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"*what can we learn from studying how people have healed from situations where these needs have been stripped away?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"*what can we learn from studying how people have healed from situations where these needs have been stripped away?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"*how can we create these conditions for ourselves and in the groups and organizations to which we belong, including Berea College?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"*how can we create these conditions for ourselves and in the groups and organizations to which we belong, including Berea College?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We will draw from many disciplines and cultural ways of knowing as we explore some of life\\u2019s biggest questions about what it means to be human.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We will draw from many disciplines and cultural ways of knowing as we explore some of life’s biggest questions about what it means to be human."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Webb, Althea:<\\/strong>\\u00a0Emerging Adulthood and the College Experience.\\u00a0<\\/em>This course centers on the exploration of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. 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This course centers on the exploration of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to connect theory and practice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Woodward, Andrea: <\\/strong>Seriously Funny: The Power of Humor to Address Social Problems.<\\/em> In this course, we explore the power of humor to address complex social issues. In particular, students will think critically about questions of why, when, and how humor works to bridge understanding on issues that can seem intractable or hopelessly divisive. We\\u2019ll explore the boundaries of humor, asking about what is fair game, what is off-limits, and what makes a topic (or one\\u2019s approach to it) one or the other. In particular, we\\u2019ll explore how comedians, writers, and others have used humor to open up conversations and move the needle on mental health, racism, and gender-based violence.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Woodward, Andrea: Seriously Funny: The Power of Humor to Address Social Problems. In this course, we explore the power of humor to address complex social issues. In particular, students will think critically about questions of why, when, and how humor works to bridge understanding on issues that can seem intractable or hopelessly divisive. We’ll explore the boundaries of humor, asking about what is fair game, what is off-limits, and what makes a topic (or one’s approach to it) one or the other. In particular, we’ll explore how comedians, writers, and others have used humor to open up conversations and move the needle on mental health, racism, and gender-based violence."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Wray, Linda: <\\/strong>\\u201cAre We Doing the Right Thing?\\u201d Ethical Decisions in Healthcare. <\\/em>Increasingly, the healthcare system in the United States has garnered much attention politically, economically and, most importantly, ethically. This course will examine common ethical dilemmas encountered within this dynamic healthcare system. Students will investigate ethical decision making, identify these ethical dilemmas, and then examine the ethics surrounding each situation. Viewing each situation from a variety of viewpoints will be encouraged. Ethical dilemmas examined may include topics such as universal healthcare, the rationing of healthcare, euthanasia and the termination of care. 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After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal \\u201cdrift\\u201d of a curriculum over time, this move is important, as many faculty members have joined the College since 2006 and have little grounding in the history and rationale behind the current curriculum. Broad and deep campus conversations about the goals, nature, and structure of General Studies at Berea College promise to revitalize the curriculum and develop energizing dialogues among faculty about teaching and learning. The General Education Modification (GEM) Committee was formed to complete this task of a thorough review and modification of the General Education program. To learn more about the charge of our group, please refer to the documents below (note: you may have to log in using Berea.edu credentials to see these documents).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The General Education Curriculum at Berea College has not undergone comprehensive review since its implementation in 2006. After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal “drift” of a curriculum over time, this move is important, as many faculty members have joined the College since 2006 and have little grounding in the history and rationale behind the current curriculum. Broad and deep campus conversations about the goals, nature, and structure of General Studies at Berea College promise to revitalize the curriculum and develop energizing dialogues among faculty about teaching and learning. The General Education Modification (GEM) Committee was formed to complete this task of a thorough review and modification of the General Education program. To learn more about the charge of our group, please refer to the documents below (note: you may have to log in using Berea.edu credentials to see these documents)."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Original College Faculty Assembly Proposal to Create GEM Committee (Spring 2021)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Motion to Amend GEM Committee Formation & Structure (Spring 2021)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM Report to the Faculty College Assembly (Spring 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM PowerPoint Presentation (as given to the Faculty College Assembly, Spring 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM General Education Quantitative Reasoning Presentation (as given to the Faculty College Assembly, Fall 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM General Education Forum Presentation (November, 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"General Education Modification (GEM) Committee Final Report (March 2023)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Launch Week GEM Presentation (August 2023)<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Members of GEM\",\"level\":2,\"anchor\":\"h-members-of-gem\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-members-of-gem","content":"Members of GEM"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Eileen McKiernan-Gonzalez, Associate Provost\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Kristen Barnard, Representative of Division I; Expert in Quantitative Reasoning\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Nancy Gift, Representative of Division II\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Melody Srsic, Representative of Division III\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Amrita Mishra, Representative of Division IV\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jarrod Brown, Representative of Division V\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jon Saderholm, Representative of Division VI\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Rochelle Arms Almengor, Expert in Diversity, Equity, Inclusion, and Justice\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Rebecca Bates, Advocate for Writing and the Teaching of Writing\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jarrod Sipple, SGA Student Representative\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Sam Cole, Staff Support\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"GEM Guiding Documents\",\"level\":2,\"anchor\":\"h-gem-guiding-documents\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-gem-guiding-documents","content":"GEM Guiding Documents"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Berea College\\u2019s Great Commitments<\\/a> (from the Berea College Employee Handbook)\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Berea College\\u2019s Aims of General Education and Core Competencies<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Berea College: About the College<\\/a> (from the Berea College Employee Handbook<\\/em>)\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"SACS-COC General Education Requirements and Assessment<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM Presentation from Launch Week 2022\\u00a0<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"New Gen. Ed Curriculum Implementation Teams\",\"level\":2,\"anchor\":\"h-new-gen-ed-curriculum-implementation-teams\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-new-gen-ed-curriculum-implementation-teams","content":"New Gen. Ed Curriculum Implementation Teams"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 1 \\u2013 Learning & Inquiry 1 & 2; Writing Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 1 – Learning & Inquiry 1 & 2; Writing Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Learning & Inquiry 1 (Explorations)<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Learning & Inquiry 1 (Explorations)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Focuses on \\u201cscholarly practices,\\u201d interdisciplinary exploration, and communication skills\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Focuses on “scholarly practices,” interdisciplinary exploration, and communication skills"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Learning & Inquiry 2 (Discoveries)<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Learning & Inquiry 2 (Discoveries)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Focuses on conducting documentary research and writing\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Focuses on conducting documentary research and writing"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Writing Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Writing Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will be required to complete two WR (writing rich) courses. These courses would complement the writing instruction in core courses. These courses may be from any discipline, and may be completed through major courses, values courses, or ways of knowing courses.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will be required to complete two WR (writing rich) courses. These courses would complement the writing instruction in core courses. These courses may be from any discipline, and may be completed through major courses, values courses, or ways of knowing courses."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"XT Hong (MUS \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"XT Hong (MUS – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Maria Taylor (Library)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Maria Taylor (Library)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Chris Lakes (SST)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Chris Lakes (SST)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Amy Nichols (CTL)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Amy Nichols (CTL)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sandy Williams (HHP \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sandy Williams (HHP – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Lauren Ballou (BIO \\u2013 Div. I)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Lauren Ballou (BIO – Div. I)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jesse Montgomery (ENG \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jesse Montgomery (ENG – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sarah Adams (Gen. Ed.)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sarah Adams (Gen. Ed.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 2 \\u2013 Learning & Inquiry 3<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 2 – Learning & Inquiry 3"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course uses Berea\\u2019s Great Commitments as a foundation to orient students toward an understanding of intersectional justice in the United States.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course uses Berea’s Great Commitments as a foundation to orient students toward an understanding of intersectional justice in the United States."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Chris Green (Appalachian Studies \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Chris Green (Appalachian Studies – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"John Heyrman (Political Science \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"John Heyrman (Political Science – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Penelope Wong (EDU \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Penelope Wong (EDU – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Patrick Burrows (REL \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Patrick Burrows (REL – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 3 \\u2013 Learning & Inquiry 4<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 3 – Learning & Inquiry 4"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A course on research-based team problem solving.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A course on research-based team problem solving."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Caryn Vazzana (BUS \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Caryn Vazzana (BUS – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Alison Heck (PSY \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Alison Heck (PSY – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mary Parr (ANR \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mary Parr (ANR – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 4 \\u2013 Beyond The Borders Value; Internationally Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 4 – Beyond The Borders Value; Internationally Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Beyond the Borders<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Beyond the Borders"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courses that promote a deeper understanding of the human world and encourage a sense of global citizenship by exploring the perspectives and ways of life of societies and cultures that extend beyond the national borders of the United States.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courses that promote a deeper understanding of the human world and encourage a sense of global citizenship by exploring the perspectives and ways of life of societies and cultures that extend beyond the national borders of the United States."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Internationally Rich<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Internationally Rich"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each student should be required to take one Internationally Rich (IR) course. This competency can be fulfilled by courses in any discipline (including those that fulfill other competencies or Values) or a Study Abroad experience (college approved experience may be credit or non-credit bearing) whether a course, research project, or experiential learning opportunity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each student should be required to take one Internationally Rich (IR) course. This competency can be fulfilled by courses in any discipline (including those that fulfill other competencies or Values) or a Study Abroad experience (college approved experience may be credit or non-credit bearing) whether a course, research project, or experiential learning opportunity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mireille Pardon (HIS \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mireille Pardon (HIS – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Michael Litzau (ART \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Michael Litzau (ART – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teresa Clifton (Foreign Language \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teresa Clifton (Foreign Language – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mary-Reginal Anibueze (REL \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mary-Reginal Anibueze (REL – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 5 \\u2013 Holistic Wellness Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 5 – Holistic Wellness Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Requires students to take one full-credit holistic wellness-related course, one term, any time during the student\\u2019s (four) years at Berea. The full-credit, single term course will replace the current two-semester sequence. The Health and Human Performance (HHP) department will design a comprehensive holistic course with the intended audience of freshmen and sophomores.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Requires students to take one full-credit holistic wellness-related course, one term, any time during the student’s (four) years at Berea. The full-credit, single term course will replace the current two-semester sequence. The Health and Human Performance (HHP) department will design a comprehensive holistic course with the intended audience of freshmen and sophomores."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Lisa Turner (NUR \\u2013 Div. I)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Lisa Turner (NUR – Div. I)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Neil Mecham (CFS \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Neil Mecham (CFS – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Michael Dalessio (HHP \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Michael Dalessio (HHP – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 6 \\u2013 Power & Equity Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 6 – Power & Equity Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This Value highlights the importance of thinking critically about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. At the same time, this value invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This Value highlights the importance of thinking critically about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. At the same time, this value invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Bobby Starnes (GST \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Bobby Starnes (GST – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Andrea Woodward (SOC \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Andrea Woodward (SOC – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Volker Grzimek (BUS \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Volker Grzimek (BUS – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Michelle Thornton Adler (HHP \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Michelle Thornton Adler (HHP – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 7 \\u2013 Seeking Meaning Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 7 – Seeking Meaning Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Intended to help students develop an appreciation for the variety of human values through the systematic study of the histories, traditions, institutions, ideas, or applications of ethical, religious, and spiritual systems.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Intended to help students develop an appreciation for the variety of human values through the systematic study of the histories, traditions, institutions, ideas, or applications of ethical, religious, and spiritual systems."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Duane Smith (REL \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Duane Smith (REL – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jim Butler (PHI \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jim Butler (PHI – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Beth Crachiolo (ENG \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Beth Crachiolo (ENG – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 8 \\u2013 Sustainability Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 8 – Sustainability Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sustainability is about achieving balance among environment, equity, and economy. It can be approached from multiple fields, even though many people tend to assume that sustainability is just about the environment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sustainability is about achieving balance among environment, equity, and economy. It can be approached from multiple fields, even though many people tend to assume that sustainability is just about the environment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Laura Seroka (COM \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Laura Seroka (COM – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Dan Feinberg (ETAD \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Dan Feinberg (ETAD – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sarah Hall (ANR \\u2013 Div. 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(Note: these six abilities are laid out in the Quantitative Reasoning section of the GEM proposal, on pages 20-21.)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We define “quantitatively rich” as a course that can create evidence of performance of three or more of the six abilities. (Note: these six abilities are laid out in the Quantitative Reasoning section of the GEM proposal, on pages 20-21.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Gary Thornsberry (THR \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Gary Thornsberry (THR – Div. 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If so, please contact Sam Cole (colesa@xlglmexmu.com; 859-985-3489)."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU3MQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/","modified":"2024-06-18T10:11:35","title_b28e9_bf21a":"Course Proposal Forms","parentId":"cG9zdDo5MTU1Nw==","databaseId":91571,"slug":"course-proposal-forms","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Course Proposal Forms - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Course Proposal Forms","opengraphDescription":"Proposing Courses to Meet General Education Requirements Departments may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. 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For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electronically to Tiffany Lindsey (lindseyt@xlglmexmu.com<\\/a>), staff support to COGE. The request forms ask respondents to indicate how the course will address the faculty-approved learning goals for the requirement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Departments may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electronically to Tiffany Lindsey (lindseyt@xlglmexmu.com), staff support to COGE. The request forms ask respondents to indicate how the course will address the faculty-approved learning goals for the requirement."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Requests are promptly reviewed and acted upon by the Committee on General Education (COGE). Department Chairs will receive an email reminder with proposal submission deadlines early each term. Submission of the proposal by the deadline is necessary in order to include information about the General Education requirements in the printed schedule of classes published prior to registration.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Requests are promptly reviewed and acted upon by the Committee on General Education (COGE). Department Chairs will receive an email reminder with proposal submission deadlines early each term. Submission of the proposal by the deadline is necessary in order to include information about the General Education requirements in the printed schedule of classes published prior to registration."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courses may be proposed to meet one or two general education requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courses may be proposed to meet one or two general education requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective credit is approved for courses, not for individual students.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective credit is approved for courses, not for individual students."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The submission deadlines concerning requests for general education requirements during 2024-2025 (ALE, PR, PRQ, Natural Science, Perspectives, and Service-Learning) are as follows:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The submission deadlines concerning requests for general education requirements during 2024-2025 (ALE, PR, PRQ, Natural Science, Perspectives, and Service-Learning) are as follows:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Spring & Summer 2025: Tuesday, October 8th, 2024\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Fall 2025: Tuesday, March 11th, 2025\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please submit all documentation for these requests to Tiffany Lindsey (lindseyt@xlglmexmu.com<\\/a>) before these deadlines pass.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please submit all documentation for these requests to Tiffany Lindsey (lindseyt@xlglmexmu.com) before these deadlines pass."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you are new to Service-Learning or not sure if your course is a good match for Service-Learning, please contact\\u00a0Ashley Cochrane<\\/a>, Director of The Center for Excellence in Learning Through Service (CELTS<\\/a>) to learn more and brainstorm possibilities. Just as a reminder, courses that are not permanently designated as service-learning courses need to \\u201crenew\\u201d their S-L Course designation each time the course is taught as an S-L course by submitting the S-L Course designation proposal form (Part A only).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you are new to Service-Learning or not sure if your course is a good match for Service-Learning, please contact Ashley Cochrane, Director of The Center for Excellence in Learning Through Service (CELTS) to learn more and brainstorm possibilities. Just as a reminder, courses that are not permanently designated as service-learning courses need to “renew” their S-L Course designation each time the course is taught as an S-L course by submitting the S-L Course designation proposal form (Part A only)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Just as a reminder, here are the ways to go about requesting perspectives for various types of course offerings:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Just as a reminder, here are the ways to go about requesting perspectives for various types of course offerings:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Never before offered Special Topics courses: Department Chairs should submit completed perspective request from and draft syllabus to Tiffany Lindsey by the appropriate deadline.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Catalog Courses requesting new or different perspectives: Department Chairs should submit completed perspective request form and draft syllabus to Tiffany Lindsey by the appropriate deadline.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Special topics courses offered before in previous terms that were granted perspectives during the last offering: Instructor should send a note to Tiffany Lindsey (with Department Chair CC\\u2019ed) by the appropriate deadline verifying that the course offering and content for the course will be the same as it was when previously offered. No extra documentation\\/resubmitted documentation is required.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you have any questions or concerns about this, please feel free to contact Tiffany Lindsey, Eileen McKiernan-Gonzalez, or EJ Stokes.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you have any questions or concerns about this, please feel free to contact Tiffany Lindsey, Eileen McKiernan-Gonzalez, or EJ Stokes."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The request forms, which should be completed and submitted with a course syllabus, are available below:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The request forms, which should be completed and submitted with a course syllabus, are available 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These matters include (but are not limited to) the development, review and approval of new sections of General Education core courses, Perspectives, and other components of the General Education curriculum; and consideration of requests for exceptions within the program.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"systematic and on-going assessment of individual GSTR courses, and of the General Education curriculum as a whole.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"planning for faculty development in regard to the General Education curriculum.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"initiation of proposals for programmatic and\\/or curricular changes to the General Education curriculum, which are forwarded to and acted upon by the Academic Program Council.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"COGE consists of eight members\\u2014the Associate Provost; the Coordinators of the five General Studies core courses; the Coordinator of Perspectives, PR, and ALE; and a student. The Associate Provost serves as a voting member of the Academic Program Council (APC), and functions as a liaison between COGE and APC. Coordinators are appointed by the Associate Provost. Terms will generally be three years, but may range from two to five years. All members have voice and vote.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"COGE consists of eight members—the Associate Provost; the Coordinators of the five General Studies core courses; the Coordinator of Perspectives, PR, and ALE; and a student. The Associate Provost serves as a voting member of the Academic Program Council (APC), and functions as a liaison between COGE and APC. Coordinators are appointed by the Associate Provost. Terms will generally be three years, but may range from two to five years. All members have voice and vote."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Perspective Deadlines for 2024-2025\",\"level\":2,\"anchor\":\"h-perspective-deadlines-for-2024-2025\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-perspective-deadlines-for-2024-2025","content":"Perspective Deadlines for 2024-2025"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Spring & Summer Courses: October 8th, 2024\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Fall 2025 Courses : March 11th, 2025\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective Request Forms: http:\\/\\/wjv.web-sitemap.xlglmexmu.com\\/academics\\/departments-programs\\/general-studies\\/gst-department-pages\\/course-proposal-forms<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective Request Forms: http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Members of the Committee on General Education, Fall 2023\",\"level\":2,\"anchor\":\"h-members-of-the-committee-on-general-education-fall-2023\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-members-of-the-committee-on-general-education-fall-2023","content":"Members of the Committee on General Education, Fall 2023"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Abby Houston, Coordinator of Perspectives, the Practical Reasoning Requirement (PR), and the Active Learning Experience Requirement (ALEs)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Mike Dalessio, Wellness Coordinator\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Sarah Adams, Coordinator of GSTR 110\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Beth Feagan, Coordinator of GSTR 210\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Mireille Pardon, Coordinator of GSTR 310\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Suzanne Birner, Coordinator of GSTR 332\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Emmanuel Joshua \\u201cE.J.\\u201d Stokes, Coordinator of GSTR 410; Chair of the Committee On General Education\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"One student representative, selected by the Student Government Association, currently Cooper Cox\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Eileen McKiernan-Gonzalez, Associate Provost\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Tiffany Lindsey, Staff Support to COGE\"}","innerBlocks":[]}]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU2Mw==","uri":"/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/","modified":"2023-03-20T19:31:26","title_b28e9_bf21a":"Policies and Guidelines","parentId":"cG9zdDo5MTU1Nw==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91563,"slug":"policies-and-guidelines","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Policies and Guidelines - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Policies and Guidelines","opengraphDescription":"Core Classes: GSTR 110, GSTR 210, GSTR 310, GSTR 332, GSTR 410 These courses are required of all Berea College students. 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There are no transfer equivalencies and these courses do not satisfy other General Education or major requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These courses are required of all Berea College students. There are no transfer equivalencies and these courses do not satisfy other General Education or major requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"When to take the core courses:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"When to take the core courses:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"}}}}}
\\nGSTR 110:<\\/strong> First regular term.<\\/li>
\\nGSTR 210:<\\/strong> Second regular term, unless student is enrolled in ENG 104, in which case, the student may elect to delay GSTR 210 until their third term. Prerequisite: GSTR 110 (or waiver).<\\/li>
\\nGSTR 310:<\\/strong> Third through seventh regular term. Students should be encouraged to take in their third or fourth semesters, and strongly encouraged not to put this off until their senior year. Prerequisites: GSTR 210 and sophomore standing.<\\/li>
\\nGSTR 332:<\\/strong> Third through seventh regular term. Students should be strongly encouraged not to put this off until their senior year. Prerequisites: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing.<\\/li>
\\nGSTR 410: <\\/strong>Sixth, seventh, or eighth regular term. Prerequisites: WELL 101 & 102, Practical Reasoning, GSTR 310, GSTR 332, International Perspective, and 2 of the 5 remaining General Education Perspectives.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Decisions about summer classes are not made until February. Students should be encouraged to take their core classes in the regular semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Decisions about summer classes are not made until February. Students should be encouraged to take their core classes in the regular semester."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Perspective, PR(Q), and ALE\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Perspective, PR(Q), and ALE"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective, PR(Q), and ALE credit may be earned in any term. In general, it is a good idea for students to plan to complete most, if not all, of their perspectives prior to their senior year. Perspective credit is approved for courses that have been proposed by departments and reviewed by COGE, not for individual students. Students should consult the Schedule of Courses, plus supplements, to find out which courses satisfy General Education requirements in any given semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective, PR(Q), and ALE credit may be earned in any term. In general, it is a good idea for students to plan to complete most, if not all, of their perspectives prior to their senior year. Perspective credit is approved for courses that have been proposed by departments and reviewed by COGE, not for individual students. Students should consult the Schedule of Courses, plus supplements, to find out which courses satisfy General Education requirements in any given semester."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Independent studies or team-initiated studies may be approved for Active Learning Experience credit but not for Perspective or Practical Reasoning credit.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Independent studies or team-initiated studies may be approved for Active Learning Experience credit but not for Perspective or Practical Reasoning credit."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Active Learning Experiences (ALEs)\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Active Learning Experiences (ALEs)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Active Learning Experience credit may be earned by completing:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Active Learning Experience credit may be earned by completing:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
an approved service-learning course;<\\/li>
an approved internship;<\\/li>
an approved labor project;<\\/li>
an approved short term travel course;<\\/li>
structured reflection as part of KIIS or other international study program. (This is not automatic; it requires completion of a journal that will be reviewed by the Director of the International Center.)<\\/li>
designated nursing clinicals;<\\/li>
designated education practicums;<\\/li>
participation in a theatre lab production;<\\/li>
UGR 010 or UGR 020 undergraduate research projects;<\\/li>
an approved independent or team-initiated studies.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Other"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"No single course taken at Berea can fulfill more than two General Education requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"No single course taken at Berea can fulfill more than two General Education requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"No course taken off campus\\u2013at another institution or as part of the KIIS or other program\\u2013may satisfy more than one General Education requirement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"No course taken off campus–at another institution or as part of the KIIS or other program–may satisfy more than one General Education requirement."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU2MA==","uri":"/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/","modified":"2023-03-20T19:30:41","title_b28e9_bf21a":"Aims of General Education","parentId":"cG9zdDo5MTU1Nw==","databaseId":91560,"slug":"aims-of-general-education","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Aims of General Education - 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These aims outline the specific knowledge, skills, and qualities of mind we would like to see all students develop, and they suggest certain kinds of experience that will enable that development. Thus, Berea College\\u2019s educational program is designed to provide students with opportunities and experiences that will allow them to achieve these Aims.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Derived from the learning goals of Being and Becoming and the Great Commitments, the Aims listed below identify the common expectations for all students, which can be met in a variety of ways, including courses, co-curricular activities, residential life programs and experiences, convocations, and labor. These aims outline the specific knowledge, skills, and qualities of mind we would like to see all students develop, and they suggest certain kinds of experience that will enable that development. Thus, Berea College’s educational program is designed to provide students with opportunities and experiences that will allow them to achieve these Aims."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Knowledge: the General Education program will help students understand:\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Knowledge: the General Education program will help students understand:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
aesthetic, scientific, historical, and interdisciplinary ways of knowing;<\\/li>
religion, particularly Christianity, in its many expressions;<\\/li>
Berea College\\u2019s historical and ongoing commitments to racial (traditionally black and white) and gender equality, as well as to the Appalachian region;<\\/li>
the natural environment and our relationship to it;<\\/li>
the roles of science and technology in the contemporary world;<\\/li>
U.S. and global issues and perspectives.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Skills: the General Education program will help students develop the abilities to:\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Skills: the General Education program will help students develop the abilities to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
read and listen effectively; write and speak effectively, with integrity and style;<\\/li>
think critically and creatively, and reason quantitatively;<\\/li>
develop research strategies and employ appropriate technologies as means to deepen one\\u2019s knowledge and understanding;<\\/li>
work effectively both independently and collaboratively;<\\/li>
resolve conflicts nonviolently.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Habits of Mind: the General Education program will help students:\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Habits of Mind: the General Education program will help students:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
deepen their capacities for moral reflection, spiritual development, and responsible action;<\\/li>
develop an openness to and knowledgeable appreciation of human diversity, in terms of race, gender, class, religion, sexuality, language, and culture;<\\/li>
cultivate their imagination and ability to discern connections, consider alternatives, and think about topics and issues from multiple perspectives;<\\/li>
think and act in ways that promote peace with justice;<\\/li>
develop habits leading to lifetime health and fitness.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The above Aims of General Education will be achieved through a combination of learning experiences designed to help students become independent learners and thinkers. Such learning experiences are likely to include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The above Aims of General Education will be achieved through a combination of learning experiences designed to help students become independent learners and thinkers. Such learning experiences are likely to include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
Discussion and lecture;<\\/li>
Student-initiated learning;<\\/li>
Experiential learning (for example, service-learning, travel, internships, etc.);<\\/li>
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Critical Thinking: Students will use sound reasoning and strong evidence when drawing conclusions or constructing arguments. <\\/em>\\n<\\/li>
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Quantitative Literacy: Students will accurately interpret mathematical information and incorporate relevant quantitative evidence in their work.<\\/em>\\n<\\/li>
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New York, 1974. Old, crumbling tenement buildings are being torn down for the construction of newer, flashier housing, leaving the low-income population out of a home. College student and self-made woman Rita has much to say about these greedy landlords; but unbeknownst to her, it is her own boyfriend, neighborhood bar owner Joe, working behind the scenes to flush the impoverished population out of their community. Meanwhile, a young janitor privy to Joe’s dealings is working to expose something much greater than any of the neighborhood’s residents could have imagined.
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Discover Pearl Fink’s masterful voice in Mama’s Boy: or, a Praxis in Construction, on showcase now for the first time. Watch a colorful cast of characters come to life as they investigate not only the greed and destruction left in the path of trickle-down economics but also the spirit of those who challenge the notions of success.
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Discover Pearl Fink\\u2019s masterful voice in Mama\\u2019s Boy: or, a Praxis in Construction, on showcase now for the first time. Watch a colorful cast of characters come to life as they investigate not only the greed and destruction left in the path of trickle-down economics but also the spirit of those who challenge the notions of success. <\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
Discover Pearl Fink’s masterful voice in Mama’s Boy: or, a Praxis in Construction, on showcase now for the first time. Watch a colorful cast of characters come to life as they investigate not only the greed and destruction left in the path of trickle-down economics but also the spirit of those who challenge the notions of success. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Dates: 8pm October 11, 12, 16, 17 & 19
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The Berea College chapter is one of thousands of chapters of APO across the nation, and its General Assembly meets every two weeks to discuss special events, theatre-related service projects, and fundraisers.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Alpha Psi Omega (APO) is a national honor society for students who demonstrate excellence in theatrical performance, technical theatre, and service. The Berea College chapter is one of thousands of chapters of APO across the nation, and its General Assembly meets every two weeks to discuss special events, theatre-related service projects, and fundraisers."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Have questions about how to join APO?
<\\/em>Contact our President:\\u00a0M Meadors<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Have questions about how to join APO?
Contact our President: M Meadors"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/03\\/57319736_832626547115349_5956139150057930752_n.png\",\"alt\":\"Berea College Theatre Department Alpha Psi Omega\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":91869,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":91869,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/03/57319736_832626547115349_5956139150057930752_n.png","alt":"Berea College Theatre Department Alpha Psi Omega"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Follow APO on Instagram<\\/a> and Facebook<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Follow APO on Instagram and Facebook."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MTg2Mw==","uri":"/academics/departments-programs/theatre/thr-department-pages/the-sophomore-review/","modified":"2023-03-01T15:45:14","title_b28e9_bf21a":"Information For Students","parentId":"cG9zdDo5MTg0OA==","databaseId":91863,"slug":"the-sophomore-review","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Information For Students - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Information For Students","opengraphDescription":"The following review procedure is designed to assist each student to assess: Current preparation for the Theatre Laboratory Aptitude for Theatre Studies Seriousness for completion of the Theatre Major Department. It is also the beginning of the student’s thinking about the Senior Theatre Project. 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Current preparation for the Theatre Laboratory<\\/li>
Aptitude for Theatre Studies<\\/li>
Seriousness for completion of the Theatre Major Department.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"It is also the beginning of the student\\u2019s thinking about the Senior Theatre Project. The Review will be initiated and completed normally during the first term of the sophomore year, but definitely before the Theatre Faculty approve and sign the Admission to Major forms from Academic Services\\u00a0(This normally takes place in the spring of the sophomore year, or following the student\\u2019s successful completion of 15 credit hours<\\/em>.).\\u00a0 The presentation of portfolios or auditions will take place on Reading Day before final examinations. Below, is defined the specific areas, in addition to requirements that must be met by all students\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"It is also the beginning of the student’s thinking about the Senior Theatre Project. The Review will be initiated and completed normally during the first term of the sophomore year, but definitely before the Theatre Faculty approve and sign the Admission to Major forms from Academic Services (This normally takes place in the spring of the sophomore year, or following the student’s successful completion of 15 credit hours.). The presentation of portfolios or auditions will take place on Reading Day before final examinations. Below, is defined the specific areas, in addition to requirements that must be met by all students"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"For All Students\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"For All Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Five copies are to be submitted to the Director of Theatre by the Monday before Reading Day before the final examinations.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Five copies are to be submitted to the Director of Theatre by the Monday before Reading Day before the final examinations."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Submission of a statement describing the one aspect of Theatre which the student would most like as a career emphasis (Acting, Design, Dramaturgy, Directing, Playwriting, Administration, Stage Management, etc.). This statement should include a self-assessment of the student\\u2019s strengths and weaknesses in this area.<\\/li>
Submission of a statement describing another aspect of Theatre the student will have as a career support or secondary interest. For example, would-be actors may be encouraged and expected to select an area in Dramaturgy, Technology or Administration as a companion area of interest. This statement should include a self-assessment of the student\\u2019s strengths and weaknesses in this area as well.<\\/li>
Submission of a statement indicating the reading in Theatre already accomplished. The student should use class reading and the Reading List as a guide.<\\/li>
Submission of a projected reading list based on the works cited in the Reading List with the student will read before the first term of his\\/her senior year. The Reading List should be balanced between the main career interest and the career support interest. The proposed reading list should be both ambitious and realistic.<\\/li>
Submission of a proposed course plan for the junior and senior years, indicating the Theatre courses which are to be taken each of the four terms, as well as which support courses from other disciplines are to be taken each of the four terms. This proposed course plan should also be given to your advisor upon entrance into the Theatre major.<\\/li>
Submission of a summer work plan, indicating desired theatre employment possibilities for the sophomore summer and the junior summer. The student will consider the possibility of off campus internships and\\/or independent study during one or both of these summers. A long-term proposal indicating the student\\u2019s post-graduate plans should also be included, particularly if the student is considering postgraduate studies.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Individual Presentations\\u00a0<\\/strong>To take place on Reading Day before final examinations.\\u00a0<\\/em>Actors<\\/strong>\\u00a0will be required to present two contrasting 60-second monologues and a scene, each suited to the student\\u2019s potential. \\u00a0Scene partners are self selected and must be available during the review. The entire audition is to take no longer than five (5) minutes.\\u00a0 They will be self-selected and rehearsed.\\u00a0 A headshot and resume listing previous experience and bibliography of readings which have assisted the preparation of monologues should be submitted.\\u00a0Directors<\\/strong>\\u00a0will be required to present a short discussion of script analysis and a production concept for a self-selected play with a bibliography of readings which guided them in developing this concept.\\u00a0Dramaturgs<\\/strong>\\u00a0will be required to present a short discussion of dramaturgical research for a self-selected play with a bibliography of readings which guided them in developing this concept.\\u00a0Playwrights<\\/strong>\\u00a0will be required to present a sample of their writing and a short discussion of script analysis for the play with a bibliography of readings which guided them in developing this concept.\\u00a0Designers ans Technicals<\\/strong>\\u00a0will be required to present a portfolio of designs from one area (scenery, lighting, costumes, etc.), focused on one self-selected play, with a bibliography of research materials supporting their choices.\\u00a0Theater\\u00a0Administrators\\u00a0<\\/strong>will be required to present a season of plays, rationale, themes and ideas for promotion.\\u00a0Stage Management\\u00a0<\\/strong>will be required to present a portfolio of forms, schedules or articles relevant to their interest centered on a self-selected play or from a production in which they served as an assistant stage manager.\\u00a0All students are required to consult with appropriate faculty and\\/or staff to assist them with their statements and presentations on or before mid-term examinations. \\u00a0\\u00a0<\\/em>\\u00a0All students are required to take into consideration the faculty\\/staff feedback submitted during the Sophomore Review and be able to address any concerns and recommendations during the Senior Theatre Project.\\u00a0 Work submitted for the sophomore review will remain in the office of the Director of Theatre until the students have completed their Senior Theatre Project.\\u00a0<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Individual Presentations To take place on Reading Day before final examinations. Actors will be required to present two contrasting 60-second monologues and a scene, each suited to the student’s potential. Scene partners are self selected and must be available during the review. The entire audition is to take no longer than five (5) minutes. They will be self-selected and rehearsed. A headshot and resume listing previous experience and bibliography of readings which have assisted the preparation of monologues should be submitted. Directors will be required to present a short discussion of script analysis and a production concept for a self-selected play with a bibliography of readings which guided them in developing this concept. Dramaturgs will be required to present a short discussion of dramaturgical research for a self-selected play with a bibliography of readings which guided them in developing this concept. Playwrights will be required to present a sample of their writing and a short discussion of script analysis for the play with a bibliography of readings which guided them in developing this concept. Designers ans Technicals will be required to present a portfolio of designs from one area (scenery, lighting, costumes, etc.), focused on one self-selected play, with a bibliography of research materials supporting their choices. Theater Administrators will be required to present a season of plays, rationale, themes and ideas for promotion. Stage Management will be required to present a portfolio of forms, schedules or articles relevant to their interest centered on a self-selected play or from a production in which they served as an assistant stage manager. All students are required to consult with appropriate faculty and/or staff to assist them with their statements and presentations on or before mid-term examinations.    All students are required to take into consideration the faculty/staff feedback submitted during the Sophomore Review and be able to address any concerns and recommendations during the Senior Theatre Project. Work submitted for the sophomore review will remain in the office of the Director of Theatre until the students have completed their Senior Theatre Project. "}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Resources\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Resources"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
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A minor is also available. Students may pair their Religion major with any manner of minors from the natural to social sciences and vice versa. The academic study of religion at Berea College enables students to explore many different human perspectives on the world, human life, and ultimate human concerns that appear within diverse cultures, across all historical periods and through multiple traditions.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Graduates receive a Bachelor of Arts (BA) in Studies of Religion and Spirituality. A minor is also available. Students may pair their Religion major with any manner of minors from the natural to social sciences and vice versa. 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American Theological Library Association<\\/a><\\/li>\\r\\n \\t
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\\r\\n
\\r\\n
Sacred Texts and Scriptures<\\/h4>\\r\\n
\\r\\n \\t
Beacon Bible Expositions Collections on the New Testament<\\/a><\\/li>\\r\\n \\t
Bible Gateway<\\/a><\\/li>\\r\\n \\t
Bible Hub (Online Parallel Bible)<\\/a><\\/li>\\r\\n \\t
Dead Sea Scrolls<\\/a><\\/li>\\r\\n \\t
Digital Sanskrit Buddhist Canon<\\/a><\\/li>\\r\\n \\t
Early Christian Writings<\\/a><\\/li>\\r\\n \\t
Encyclopedia Mythica<\\/a><\\/li>\\r\\n \\t
Internet Ancient History Sourcebook<\\/a><\\/li>\\r\\n \\t
Internet Sacred Text Archive<\\/a><\\/li>\\r\\n \\t
Nag Hammadi Library<\\/a><\\/li>\\r\\n \\t
Online Critical Pseudepigrapha<\\/a><\\/li>\\r\\n \\t
Read the Bible<\\/a><\\/li>\\r\\n \\t
Resource Pages for Biblical Studies<\\/a><\\/li>\\r\\n \\t
Resources for New Testament Exegesis<\\/a><\\/li>\\r\\n \\t
Siddham: South Asia Inscriptions Database<\\/a><\\/li>\\r\\n \\t
Vetus Latina<\\/a><\\/li>\\r\\n \\t
Virtual Theological Library Project<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n
Religious, Theological and Philosophical Resources<\\/h4>\\r\\n
\\r\\n \\t
American Religion Data Archive<\\/a><\\/li>\\r\\n \\t
BBC Guide to World Religions<\\/a><\\/li>\\r\\n \\t
Buddhism Syllabus Database<\\/a><\\/li>\\r\\n \\t
Buddhist Digital Resource Center<\\/a><\\/li>\\r\\n \\t
Buddhist Studies WWW Virtual Library<\\/a><\\/li>\\r\\n \\t
Cambridge Digital Library<\\/a><\\/li>\\r\\n \\t
Centre for Digital Philosophy<\\/a><\\/li>\\r\\n \\t
Christian Classics Ethereal Library<\\/a><\\/li>\\r\\n \\t
Early Modern Philosophy (Texts)<\\/a><\\/li>\\r\\n \\t
International Duhuang Project<\\/a><\\/li>\\r\\n \\t
International Research Institute for Zen Buddhism<\\/a><\\/li>\\r\\n \\t
Internet Encyclopedia of Philosophy<\\/a><\\/li>\\r\\n \\t
New Advent<\\/a><\\/li>\\r\\n \\t
Ontario Consultants on Religious Tolerance<\\/a><\\/li>\\r\\n \\t
Open Access Digital Theological Library<\\/a><\\/li>\\r\\n \\t
Pastoral Counseling<\\/a><\\/li>\\r\\n \\t
Philosophy Papers<\\/a><\\/li>\\r\\n \\t
The Pluralism Project: Harvard University<\\/a><\\/li>\\r\\n \\t
Project Vox<\\/a><\\/li>\\r\\n \\t
Reflective Practice: Formation and Supervision in Ministry<\\/a><\\/li>\\r\\n \\t
Religion Online<\\/a><\\/li>\\r\\n \\t
Resources for the Study of Buddhism<\\/a><\\/li>\\r\\n \\t
Social Theory Rewired<\\/a><\\/li>\\r\\n \\t
Stanford Encyclopedia of Philosophy<\\/a><\\/li>\\r\\n \\t
Syriac Reference Portal<\\/a><\\/li>\\r\\n \\t
Theological Commons: Princeton Theological Seminary<\\/a><\\/li>\\r\\n \\t
Theology, Christian Ministry, Philosophy: Internet Sources<\\/a><\\/li>\\r\\n \\t
Tools for Buddhist Studies<\\/a><\\/li>\\r\\n \\t
Twentieth Century Encyclopedia of Religious Knowledge<\\/a><\\/li>\\r\\n \\t
Virtual Religion Index<\\/a><\\/li>\\r\\n \\t
Weslyan-Holiness Digital Library<\\/a><\\/li>\\r\\n \\t
Why Study Religion? (American Academy of Religion)<\\/a><\\/li>\\r\\n \\t
World Religions and Spirituality Project<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n<\\/div>\\r\\n<\\/div>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"National and International Academic Organizations \",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"
\\r\\n \\t
Africa-Europe Group for Interdisciplinary Studies<\\/a><\\/li>\\r\\n \\t
Africa Network<\\/a><\\/li>\\r\\n \\t
Africa Today<\\/a><\\/li>\\r\\n \\t
African Association for the Study of Religion<\\/a><\\/li>\\r\\n \\t
African Literature Association<\\/a><\\/li>\\r\\n \\t
African Studies Association<\\/a><\\/li>\\r\\n \\t
American Academy of Religion<\\/a><\\/li>\\r\\n \\t
American Schools of Oriental Research<\\/a><\\/li>\\r\\n \\t
American Society of Bioethics and Humanities<\\/a><\\/li>\\r\\n \\t
Association for Asian Studies<\\/a><\\/li>\\r\\n \\t
Association of African Women Scholars<\\/a><\\/li>\\r\\n \\t
Association of Jewish Studies<\\/a><\\/li>\\r\\n \\t
College Theology Society<\\/a><\\/li>\\r\\n \\t
Eritrean Studies Association<\\/a><\\/li>\\r\\n \\t
European Society of Women in Theological Research<\\/a><\\/li>\\r\\n \\t
Igbo Studies Association<\\/a><\\/li>\\r\\n \\t
Institute for the Study of Islamic Thought in Africa<\\/a><\\/li>\\r\\n \\t
International Association of Buddhist Studies<\\/a><\\/li>\\r\\n \\t
National Association of Baptist Professors of Religion<\\/a><\\/li>\\r\\n \\t
National Women\\u2019s Studies Association<\\/a><\\/li>\\r\\n \\t
Nigerian Studies Association<\\/a><\\/li>\\r\\n \\t
Society of Africanist Archaeologists<\\/a><\\/li>\\r\\n \\t
Society of Biblical Literature<\\/a><\\/li>\\r\\n \\t
Society of Christian Ethics<\\/a><\\/li>\\r\\n \\t
Society for the Scientific Study of Religion<\\/a><\\/li>\\r\\n \\t
Society for the Study of Christian Ethics<\\/a><\\/li>\\r\\n \\t
UK Association for Buddhist Studies<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"For Graduate Studies\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"
\\r\\n \\t
Association of Theological Schools<\\/a><\\/li>\\r\\n \\t
Center for the Study of World Religions (Harvard University)<\\/a><\\/li>\\r\\n \\t
Graduate Programs in Buddhist Studies<\\/a><\\/li>\\r\\n \\t
World Conference of Associations of Theological Institutions<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs\":4,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
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American Theological Library Association
\n
Association of Religion Data Archives
\n
Auburn Center for the Study of Theological Education
\n
Collegeville Institute
\n
Hartford Institute for Religion Research
\n
Lilly Endowment
\n
Logos Academic Blog
\n
Pew Forum on Religion and Public Life
\n
Pew Research Center
\n
Pluralism Project (Harvard University)
\n
Public Religion Research Institute
\n
Religion and Civic Culture: USC
\n
Wabash Center for Teaching and Learning in Theology and Religion
\n
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\n
\n
Sacred Texts and Scriptures
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\n
Beacon Bible Expositions Collections on the New Testament
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Bible Gateway
\n
Bible Hub (Online Parallel Bible)
\n
Dead Sea Scrolls
\n
Digital Sanskrit Buddhist Canon
\n
Early Christian Writings
\n
Encyclopedia Mythica
\n
Internet Ancient History Sourcebook
\n
Internet Sacred Text Archive
\n
Nag Hammadi Library
\n
Online Critical Pseudepigrapha
\n
Read the Bible
\n
Resource Pages for Biblical Studies
\n
Resources for New Testament Exegesis
\n
Siddham: South Asia Inscriptions Database
\n
Vetus Latina
\n
Virtual Theological Library Project
\n
\n
\n
\n
\n
\n
Religious, Theological and Philosophical Resources
\n
\n
American Religion Data Archive
\n
BBC Guide to World Religions
\n
Buddhism Syllabus Database
\n
Buddhist Digital Resource Center
\n
Buddhist Studies WWW Virtual Library
\n
Cambridge Digital Library
\n
Centre for Digital Philosophy
\n
Christian Classics Ethereal Library
\n
Early Modern Philosophy (Texts)
\n
International Duhuang Project
\n
International Research Institute for Zen Buddhism
\n
Internet Encyclopedia of Philosophy
\n
New Advent
\n
Ontario Consultants on Religious Tolerance
\n
Open Access Digital Theological Library
\n
Pastoral Counseling
\n
Philosophy Papers
\n
The Pluralism Project: Harvard University
\n
Project Vox
\n
Reflective Practice: Formation and Supervision in Ministry
\n
Religion Online
\n
Resources for the Study of Buddhism
\n
Social Theory Rewired
\n
Stanford Encyclopedia of Philosophy
\n
Syriac Reference Portal
\n
Theological Commons: Princeton Theological Seminary
\n
Theology, Christian Ministry, Philosophy: Internet Sources
\n
Tools for Buddhist Studies
\n
Twentieth Century Encyclopedia of Religious Knowledge
\n
Virtual Religion Index
\n
Weslyan-Holiness Digital Library
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Why Study Religion? (American Academy of Religion)
\n
World Religions and Spirituality Project
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\n
Africa-Europe Group for Interdisciplinary Studies
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Africa Network
\n
Africa Today
\n
African Association for the Study of Religion
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African Literature Association
\n
African Studies Association
\n
American Academy of Religion
\n
American Schools of Oriental Research
\n
American Society of Bioethics and Humanities
\n
Association for Asian Studies
\n
Association of African Women Scholars
\n
Association of Jewish Studies
\n
College Theology Society
\n
Eritrean Studies Association
\n
European Society of Women in Theological Research
\n
Igbo Studies Association
\n
Institute for the Study of Islamic Thought in Africa
\n
International Association of Buddhist Studies
\n
National Association of Baptist Professors of Religion
\n
National Women’s Studies Association
\n
Nigerian Studies Association
\n
Society of Africanist Archaeologists
\n
Society of Biblical Literature
\n
Society of Christian Ethics
\n
Society for the Scientific Study of Religion
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Society for the Study of Christian Ethics
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UK Association for Buddhist Studies
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Association of Theological Schools
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Graduate Programs in Buddhist Studies
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World Conference of Associations of Theological Institutions
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Gordon Ross established an endowed lectureship in appreciation of the Rosses and their many years of faithful service to Berea College and its students. The generous donors stipulated that the College use the income from this endowment, in the names of Helen and Wm. Gordon Ross, to bring outstanding philosophers, religious thinkers, and scholars of religions and spiritualities to Berea College. 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The Latin term \\u201cforum<\\/em>\\u201d originates from a Sanskrit term that means \\u201cdoor,\\u201d \\u201cgate,\\u201d or \\u201cpassage.\\u201d The Latin term literally refers to \\u201cthe outside,\\u201d the \\u201coutdoors,\\u201d metaphorically signifying a public place or the marketplace. In ancient Rome, the term \\u201cforum\\u201d designated an open space, a public place or courtyard, in which people could gather for discussion of, debate about, and deliberation on important issues, events, or decisions, a marketplace for the exchange of important ideas.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the academic year of 2015–16, the Faculty of the Department for Studies of Religions and Spirituality inaugurated its Forum on Religions, Spirituality, and Culture. 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In this venue, members from all major intersecting spheres of the academic community (faculty, staff, and students), as well as both scholars and practitioners of religions and spiritualities outside the community of the College, share and discuss their religious and spiritual experiences, their interests in academic studies of religions and spiritualities, and their research about religions, spiritualities, and cultures with diverse audiences on campus.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"With this Forum, the Faculty in the Department for Studies of Religions and Spirituality aims to provide public opportunities in which to exchange information about important religious or spiritual experiences, phenomena, events, and ideas, offering such reports and research for discussion, debate, and deliberation. In this venue, members from all major intersecting spheres of the academic community (faculty, staff, and students), as well as both scholars and practitioners of religions and spiritualities outside the community of the College, share and discuss their religious and spiritual experiences, their interests in academic studies of religions and spiritualities, and their research about religions, spiritualities, and cultures with diverse audiences on campus."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Department of Religion typically holds this Forum several times during both the Fall and Spring semesters of each academic year. This series of lectures, discussions, and presentations broadly focuses on ways in which religions and spiritualities emerge as expressions of the spiritual dimension of human culture. 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Many of those donors who had strong interests in studies of religions and spiritualities, especially Christian<\\/em> religions, provided scholarships for students who chose to study religious and spiritual phenomena: either as students who chose the Major in studies of religions and spiritualities at Berea College or during graduate studies of some kind after graduating from Berea College. For this reason, the Department for Studies of Religions and Spirituality administers several academic scholarships<\\/em> and awards<\\/em> for students or graduates of Berea College each academic year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Since the founding of Berea College in 1855, generous donors have provided numerous endowments to support academic scholarships and awards for students of the College. Many of those donors who had strong interests in studies of religions and spiritualities, especially Christian religions, provided scholarships for students who chose to study religious and spiritual phenomena: either as students who chose the Major in studies of religions and spiritualities at Berea College or during graduate studies of some kind after graduating from Berea College. For this reason, the Department for Studies of Religions and Spirituality administers several academic scholarships and awards for students or graduates of Berea College each academic year."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Faculty in the Department makes all final decisions about these academic scholarships and awards. In the Department for Studies of Religions and Spirituality, however, the terms, \\u201cscholarships\\u201d and \\u201cawards,\\u201d refer to two different categories of financial aid for students of Berea College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty in the Department makes all final decisions about these academic scholarships and awards. In the Department for Studies of Religions and Spirituality, however, the terms, “scholarships” and “awards,” refer to two different categories of financial aid for students of Berea College."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"First, the category of \\u201cscholarships<\\/em>\\u201d refers to aid that the Faculty distributes to academically-worthy students who pursue academic studies of religions, religious or spiritual phenomena more broadly, or spirituality most generally (at either collegiate or graduate levels). If students want to apply for scholarships<\\/em>, for either continuing study toward the Major in Studies of Religions and Spirituality at Berea College or graduate studies in religions or spiritualities after graduation from Berea College, they must complete an application for scholarships (application.doc<\\/a>, application.pdf<\\/a>)<\\/em><\\/strong> that they may obtain from the departmental website or from the departmental Chairperson.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"First, the category of “scholarships” refers to aid that the Faculty distributes to academically-worthy students who pursue academic studies of religions, religious or spiritual phenomena more broadly, or spirituality most generally (at either collegiate or graduate levels). If students want to apply for scholarships, for either continuing study toward the Major in Studies of Religions and Spirituality at Berea College or graduate studies in religions or spiritualities after graduation from Berea College, they must complete an application for scholarships (application.doc, application.pdf) that they may obtain from the departmental website or from the departmental Chairperson."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Second, in contrast, the category of \\u201cawards<\\/em>\\u201d designates honors that departmental Faculty bestows on students who have demonstrated excellence in academic studies of religions or spiritualities at Berea College or during initial graduate studies after graduating from Berea College. For awards<\\/em>, however, students and graduates of the College cannot apply. Normally, the Faculty of the Department identifies candidates for such awards from those students either who have pursued the Major in Studies of Religions and Spiritualities or have taken courses in such studies with members of the departmental Faculty. The Faculty, however, occasionally also receives recommendations about outstanding students or graduates of Berea College from other members of the larger College Faculty. With such academic<\\/em> awards<\\/em>, the Faculty in the Department for Studies of Religions and Spirituality affirms and celebrates superior academic performance by students in studies of religious and spiritual phenomena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Second, in contrast, the category of “awards” designates honors that departmental Faculty bestows on students who have demonstrated excellence in academic studies of religions or spiritualities at Berea College or during initial graduate studies after graduating from Berea College. For awards, however, students and graduates of the College cannot apply. Normally, the Faculty of the Department identifies candidates for such awards from those students either who have pursued the Major in Studies of Religions and Spiritualities or have taken courses in such studies with members of the departmental Faculty. The Faculty, however, occasionally also receives recommendations about outstanding students or graduates of Berea College from other members of the larger College Faculty. With such academic awards, the Faculty in the Department for Studies of Religions and Spirituality affirms and celebrates superior academic performance by students in studies of religious and spiritual phenomena."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Academic Scholarships\",\"level\":2,\"anchor\":\"h-academic-scholarships\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-academic-scholarships","content":"Academic Scholarships"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As a result of generous donations, the Faculty in the Department for Studies of Religions and Spirituality annually administers four academic scholarships. Each year, the Faculty in the Department for Studies of Religions and Spirituality grants four major academic scholarships<\\/em> for academic studies of various kinds religious and spiritual phenomena: (a) the Ellen Bangson Scholarship in Christian Education<\\/em>; (b) the Belle Thompson Memorial Scholarship for Students Preparing for Christian Ministry<\\/em>; (c) the Ethel and Ira J. Martin Memorial Scholarship for Students Entering Christian Service<\\/em>; (d) the Harry and May Harmon McNutt Scholarship for First Year of Study in Seminary<\\/em>; and (e) the Millicent Bate Miller Scholarship<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As a result of generous donations, the Faculty in the Department for Studies of Religions and Spirituality annually administers four academic scholarships. 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Each year, the Faculty in the Department for Studies of Religions and Spirituality bestows four major academic awards<\\/em> for superior academic performance and achievement: (a) the Jasper E. Dixon Memorial Award<\\/em>; (b) the Frank and Florence Hutchinson Endowment<\\/em> Award<\\/em>; (c) the Louella A. Knapp Memorial Award<\\/em>; and (d) the Bishop and Mrs. Y. Y. Tsu Award<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Similarly, additional generous donors have provided funds for several awards with which the Faculty of the Department for Studies of Religions and Spirituality acknowledges and celebrates superior academic achievement in studies of religions and spiritualities by students of Berea College. Each year, the Faculty in the Department for Studies of Religions and Spirituality bestows four major academic awards for superior academic performance and achievement: (a) the Jasper E. Dixon Memorial Award; (b) the Frank and Florence Hutchinson Endowment Award; (c) the Louella A. Knapp Memorial Award; and (d) the Bishop and Mrs. Y. Y. Tsu Award."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jasper E. Dixon Memorial Award<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Frank and Florence Hutchinson Endowment Award<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Louella A. Knapp Memorial Award<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Bishop and Mrs. Y. Y. 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Pool, Ph.D.Eli Lilly Chair in Religion and Culture Professor of ReligionChairperson, Department for Studies of Religions and Spirituality Introduction In this essay, I offer an answer to the following question: “Why should one study religions and spirituality or religious and spiritual phenomena?” Several important reasons … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-03-02T21:21:10+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":3,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"http://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/\",\"url\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/\",\"name\":\"Essays - Berea College\",\"isPartOf\":{\"@id\":\"http://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-03-02T20:59:59+00:00\",\"dateModified\":\"2023-03-02T21:21:10+00:00\",\"breadcrumb\":{\"@id\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"http://wjv.web-sitemap.xlglmexmu.com/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"Studies of Religion and Spirituality\",\"item\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (REL)\",\"item\":\"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Essays\"}]},{\"@type\":\"WebSite\",\"@id\":\"http://bereafaust.wpengine.com/#website\",\"url\":\"http://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"http://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"http://wjv.web-sitemap.xlglmexmu.com/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://wjv.web-sitemap.xlglmexmu.com/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/","text":"Studies of Religion and Spirituality"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/","text":"Department Pages (REL)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://wjv.web-sitemap.xlglmexmu.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/","text":"Essays"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Important Reasons to Study Religions and Spirituality\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Important Reasons to Study Religions and Spirituality"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Introduction<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Introduction"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this essay, I offer an answer to the following question: \\u201cWhy should one study religions and spirituality or religious and spiritual phenomena?\\u201d Several important reasons recommend the neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions, religious communities, or religious traditions, specifically, and human spirituality, more generally. Many scholars and numerous academic departments that dedicate themselves to this field of studies have identified the same or similar reasons and factors as well.1 Although the discussion that follows most certainly contains many if not most of the major reasons and factors that strongly encourage a neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions and human spirituality, I do not claim to present an exhaustive list. I offer eighteen reasons, however, that strongly recommend studies of religions and spirituality or religious and spiritual phenomena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this essay, I offer an answer to the following question: “Why should one study religions and spirituality or religious and spiritual phenomena?” Several important reasons recommend the neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions, religious communities, or religious traditions, specifically, and human spirituality, more generally. Many scholars and numerous academic departments that dedicate themselves to this field of studies have identified the same or similar reasons and factors as well.1 Although the discussion that follows most certainly contains many if not most of the major reasons and factors that strongly encourage a neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions and human spirituality, I do not claim to present an exhaustive list. I offer eighteen reasons, however, that strongly recommend studies of religions and spirituality or religious and spiritual phenomena."}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_640112f844cb9\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Continue reading this essay\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereaedu.wpenginepowered.com\\/rel\\/wp-content\\/uploads\\/sites\\/83\\/2021\\/06\\/7b\\u2020.-Webpages-Dept.-for-Studies-of-Religions-and-Spirituality-Document.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Continue reading this essay","layout":"auto","url":"http://bereaedu.wpenginepowered.com/rel/wp-content/uploads/sites/83/2021/06/7b†.-Webpages-Dept.-for-Studies-of-Religions-and-Spirituality-Document.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Conceptual Presuppositions\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Conceptual Presuppositions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Faculty of the Department for Studies of Religions and Spirituality presupposes working definitions for the major terms in the departmental name (\\u201creligions\\u201d and \\u201cspirituality\\u201d), as well as for the notion of human \\u201cculture\\u201d from which the phenomena emerge to which those two major terms point. Those three major conceptual presuppositions identify and define the purpose and work of the Department, as well as the objects of its studies.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty of the Department for Studies of Religions and Spirituality presupposes working definitions for the major terms in the departmental name (“religions” and “spirituality”), as well as for the notion of human “culture” from which the phenomena emerge to which those two major terms point. Those three major conceptual presuppositions identify and define the purpose and work of the Department, as well as the objects of its studies."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The departmental Faculty acknowledges the complex history of the concepts that the name for the Department presupposes.1 For that reason, clarifying the academic field of study to which the name of the Department refers requires definitions of the major terms in the departmental name. The name for the Department, \\u201cDepartment for Studies of Religions and Spirituality,\\u201d explicitly attests to two of the three most obvious principal conceptual presuppositions that inform and establish this academic field of study, but also implicitly points to a third conceptual presupposition that the two explicit conceptual presuppositions themselves presuppose: (1) the concept of \\u201creligions,\\u201d which identifies human phenomena that both arise from and, in turn, shape human cultures; (2) the concept of \\u201cspirituality\\u201d that designates an essential dimension of human experience, of which religions or religious communities themselves constitute one family of ways through which individual humans and their societies express the spiritual dimension of human life; and (3) the concept of \\u201cculture\\u201d that most generally refers to a key feature of human life from which both human spirituality and human religions themselves emerge and which, in turn, help to shape culture itself. The following definitions and descriptions of these three conceptual presuppositions begin with the most general and move to the most specific of those three concepts: from the concept of \\u201cculture,\\u201d through the concept of \\u201cspirituality,\\u201d and to the concept of \\u201creligions.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The departmental Faculty acknowledges the complex history of the concepts that the name for the Department presupposes.1 For that reason, clarifying the academic field of study to which the name of the Department refers requires definitions of the major terms in the departmental name. The name for the Department, “Department for Studies of Religions and Spirituality,” explicitly attests to two of the three most obvious principal conceptual presuppositions that inform and establish this academic field of study, but also implicitly points to a third conceptual presupposition that the two explicit conceptual presuppositions themselves presuppose: (1) the concept of “religions,” which identifies human phenomena that both arise from and, in turn, shape human cultures; (2) the concept of “spirituality” that designates an essential dimension of human experience, of which religions or religious communities themselves constitute one family of ways through which individual humans and their societies express the spiritual dimension of human life; and (3) the concept of “culture” that most generally refers to a key feature of human life from which both human spirituality and human religions themselves emerge and which, in turn, help to shape culture itself. The following definitions and descriptions of these three conceptual presuppositions begin with the most general and move to the most specific of those three concepts: from the concept of “culture,” through the concept of “spirituality,” and to the concept of “religions.”"}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_64010e86dd3fa\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Continue Reading This Essay\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereaedu.wpenginepowered.com\\/rel\\/wp-content\\/uploads\\/sites\\/83\\/2021\\/06\\/5b\\u2020.-Webpages-SRS-Culture-Spirituality-and-Religions.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Continue Reading This Essay","layout":"auto","url":"http://bereaedu.wpenginepowered.com/rel/wp-content/uploads/sites/83/2021/06/5b†.-Webpages-SRS-Culture-Spirituality-and-Religions.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"On Academic Studies of Religions and Spiritualities\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"On Academic Studies of Religions and Spiritualities"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Introduction<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Introduction"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this essay, I explore a popular contemporary notion or concept: \\u201cacademic studies of religions and spirituality.\\u201d First, I identify an erroneous distinction between academic studies of religious phenomena and religious studies of such phenomena that the larger concept sometimes presupposes, considering several significant problems in that distinction. Second, I propose a more useful distinction with which to characterize academic studies of religions and spirituality.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this essay, I explore a popular contemporary notion or concept: “academic studies of religions and spirituality.” First, I identify an erroneous distinction between academic studies of religious phenomena and religious studies of such phenomena that the larger concept sometimes presupposes, considering several significant problems in that distinction. Second, I propose a more useful distinction with which to characterize academic studies of religions and spirituality."}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_6401128d44cb8\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Continue Reading This Essay\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereaedu.wpenginepowered.com\\/rel\\/wp-content\\/uploads\\/sites\\/83\\/2021\\/06\\/6b\\u2020.-Webpages-Dept.-for-Studies-of-Religions-and-Spirituality.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Continue Reading This Essay","layout":"auto","url":"http://bereaedu.wpenginepowered.com/rel/wp-content/uploads/sites/83/2021/06/6b†.-Webpages-Dept.-for-Studies-of-Religions-and-Spirituality.pdf","style":"primary"}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MjEyOQ==","uri":"/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/educational-goals-and-objectives/","modified":"2024-06-20T14:50:23","title_b28e9_bf21a":"Educational Goals and Objectives","parentId":"cG9zdDo5MjExOA==","databaseId":92129,"slug":"educational-goals-and-objectives","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Educational Goals and Objectives - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Educational Goals and Objectives","opengraphDescription":"Students who pursue academic studies of religions and spirituality at Berea College will learn and will develop well-informed, rigorously-critical, creatively-constructive, and responsibly-engaged approaches to and skills for thinking, talking, and writing about religions and spiritualities. 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Students will develop these perspectives and skills by attaining several educational goals and corresponding student learning objectives or outcomes (SLOs). Especially the departmental curriculum, along with several additional courses from the larger curriculum of the College, enable students to develop competence in academic studies of religions and spirituality at Berea College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students who pursue academic studies of religions and spirituality at Berea College will learn and will develop well-informed, rigorously-critical, creatively-constructive, and responsibly-engaged approaches to and skills for thinking, talking, and writing about religions and spiritualities. Students will develop these perspectives and skills by attaining several educational goals and corresponding student learning objectives or outcomes (SLOs). 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The departmental Faculty has designed a list of courses for each one of the three distributive areas of study both from which students must choose to fulfill requirements for the Major or Minor and that will enable students to achieve the respective student learning objectives (SLOs) that derive from each one of the Department\\u2019s three educational goals. 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The Faculty of the Department investigates how religious and spiritual communities and traditions, on the one hand, have emerged as vital aspects of human cultures and, on the other hand, also have shaped those cultures. Rather than advocating religions or any particular religious or spiritual perspective, academic studies of religions and spiritualities at Berea College identify, describe, and analyze the diversity of religious phenomena, experience, traditions, communities, and issues. Academic studies of religions and spiritualities explore forms in and through which humans have both articulated and responded to their most profound and persistent questions about the universe, human nature, the human condition, personal and social morality, human community, ultimate or sacred reality, and religious ways of knowing. The Faculty of the Department investigates ways in which humans have expressed or exercised the spiritual dimension of human life institutionally, socially, politically, psychologically, economically, ritually, morally, rhetorically, textually, intellectually, aesthetically, and personally.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Department for Studies of Religions and Spirituality carries the institutional responsibility for identifying, exploring, and examining the religious and spiritual phenomena of human life, experience, culture, and history. The Faculty of the Department investigates how religious and spiritual communities and traditions, on the one hand, have emerged as vital aspects of human cultures and, on the other hand, also have shaped those cultures. Rather than advocating religions or any particular religious or spiritual perspective, academic studies of religions and spiritualities at Berea College identify, describe, and analyze the diversity of religious phenomena, experience, traditions, communities, and issues. Academic studies of religions and spiritualities explore forms in and through which humans have both articulated and responded to their most profound and persistent questions about the universe, human nature, the human condition, personal and social morality, human community, ultimate or sacred reality, and religious ways of knowing. The Faculty of the Department investigates ways in which humans have expressed or exercised the spiritual dimension of human life institutionally, socially, politically, psychologically, economically, ritually, morally, rhetorically, textually, intellectually, aesthetically, and personally."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Acknowledging both the multi-disciplinary and the interdisciplinary requirements to investigate this vast field of study, those who teach in the Department both employ and rely upon a wide variety of disciplinary or methodological approaches in their studies of and teaching about religious and spiritual phenomena. The Faculty of the Department for Studies of Religions and Spirituality examines a wide variety of religious and spiritual phenomena, including the major religious traditions and communities of the world, with historiographical, linguistic and literary, social-scientific, anthropological, philosophical, and theological methods of analysis and interpretation. As a result of the multi-disciplinary and interdisciplinary character of such academic inquiries, the Department for Studies of Religions and Spirituality cross-lists selected courses from its curriculum in the curricula of several other academic fields of study as well.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Acknowledging both the multi-disciplinary and the interdisciplinary requirements to investigate this vast field of study, those who teach in the Department both employ and rely upon a wide variety of disciplinary or methodological approaches in their studies of and teaching about religious and spiritual phenomena. The Faculty of the Department for Studies of Religions and Spirituality examines a wide variety of religious and spiritual phenomena, including the major religious traditions and communities of the world, with historiographical, linguistic and literary, social-scientific, anthropological, philosophical, and theological methods of analysis and interpretation. As a result of the multi-disciplinary and interdisciplinary character of such academic inquiries, the Department for Studies of Religions and Spirituality cross-lists selected courses from its curriculum in the curricula of several other academic fields of study as well."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Academic studies of religions and spiritualities enable students to explore many different human perspectives on the world, human life, and ultimate human concerns that appear within diverse cultures, across all historical periods, and through many human traditions. The Department for Studies of Religions and Spirituality provides several interrelated opportunities for students to pursue:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Academic studies of religions and spiritualities enable students to explore many different human perspectives on the world, human life, and ultimate human concerns that appear within diverse cultures, across all historical periods, and through many human traditions. The Department for Studies of Religions and Spirituality provides several interrelated opportunities for students to pursue:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
Cultivating understanding of religions or religious experience as one category of primary and enduring human responses to and expressions of the human condition;<\\/li>
Encountering many of the intellectual, practical, and theoretical issues and questions that attend the appearance of religions and spiritualities in human life and communities;<\\/li>
Acquiring knowledge of diverse historical and contemporary religious and spiritual communities, traditions, ideas, and phenomena, as well as knowledge of academic methods for studies of religions and spiritualities;<\\/li>
Examining some of the classic texts in both human religious history and academic studies of religious phenomena;<\\/li>
Developing descriptive, analytical, hermeneutical, critical, and constructive skills for the study of religious and spiritual phenomena;<\\/li>
Sharpening abilities to communicate critically, yet constructively, through engagement with the religious and\\/or spiritual practices and ideas of other people and their communities; and<\\/li>
Enhancing appreciation for the complexities and possibilities in academic studies of religions and spiritualities.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Faculty of the Department for Studies of Religions and Spirituality has designed the curriculum for students with interests in interdisciplinary (historiographical, philosophical, theological, sociological, psychological, anthropological, aesthetic, literary-critical, cultural) approaches to studies of religions and spiritualities. Students who focus their studies in other fields and disciplines (e.g., Art and Art History, Asian Studies, Child and Family Studies, Economics and Business, Education Studies, English, History, Nursing, Philosophy, Political Science, Psychology, Peace and Social Justice Studies, Sociology, Sustainability and Environmental Studies, Women\\u2019s and Gender Studies, among several other potential areas of study) may profitably study the religious and spiritual dimensions of those other bodies of human knowledge either through individual courses that contribute to their academic majors or minors, or by taking an additional academic major or minor in studies of religions and spirituality.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty of the Department for Studies of Religions and Spirituality has designed the curriculum for students with interests in interdisciplinary (historiographical, philosophical, theological, sociological, psychological, anthropological, aesthetic, literary-critical, cultural) approaches to studies of religions and spiritualities. Students who focus their studies in other fields and disciplines (e.g., Art and Art History, Asian Studies, Child and Family Studies, Economics and Business, Education Studies, English, History, Nursing, Philosophy, Political Science, Psychology, Peace and Social Justice Studies, Sociology, Sustainability and Environmental Studies, Women’s and Gender Studies, among several other potential areas of study) may profitably study the religious and spiritual dimensions of those other bodies of human knowledge either through individual courses that contribute to their academic majors or minors, or by taking an additional academic major or minor in studies of religions and spirituality."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As a result, courses in studies of religions and spirituality provide occasions for students to discover, to examine, and to understand the major dimensions of various religious and spiritual communities and traditions of the world: (a) varieties of experiences and emotions; (b) institutions, social organization and governance, forms and styles of leadership; (c) moral codes, behavior, and systems; (d) rituals; (e) sacred texts and narratives; (f) art, symbols, and architecture; and (g) beliefs, doctrines, or teachings. Through its curriculum, the Department for Studies of Religions and Spirituality offers both an academic major and an academic minor as basic foundations or backgrounds for graduate studies in several other or related fields for students who have interests in a variety of careers or vocations: such as, religious ministry of various kinds, teaching, journalism, politics, economics, law, social work, business, and medicine. The Department also offers introductory courses to students who pursue other academic majors to encourage the exploration of religions and spiritualities in all their diversity as a support for studies in many other fields as well.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As a result, courses in studies of religions and spirituality provide occasions for students to discover, to examine, and to understand the major dimensions of various religious and spiritual communities and traditions of the world: (a) varieties of experiences and emotions; (b) institutions, social organization and governance, forms and styles of leadership; (c) moral codes, behavior, and systems; (d) rituals; (e) sacred texts and narratives; (f) art, symbols, and architecture; and (g) beliefs, doctrines, or teachings. Through its curriculum, the Department for Studies of Religions and Spirituality offers both an academic major and an academic minor as basic foundations or backgrounds for graduate studies in several other or related fields for students who have interests in a variety of careers or vocations: such as, religious ministry of various kinds, teaching, journalism, politics, economics, law, social work, business, and medicine. The Department also offers introductory courses to students who pursue other academic majors to encourage the exploration of religions and spiritualities in all their diversity as a support for studies in many other fields as well."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Faculty in the Department for Studies of Religions and Spirituality primarily pursues academic studies of religious, spiritual, and related phenomena at Berea College as neither religious (or advocative) nor anti-religious<\\/em> (or antagonistic) approaches to religious and spiritual phenomena, but rather as the neutral or non-religious academic exploration and examination of religions<\\/em> and spirituality<\\/em>. Thus, the departmental Faculty intentionally signals four essential features of the Department\\u2019s historic and contemporary commitments to teaching and research in this vast cultural field of study: (a) pursuit of descriptive<\\/em> rather than prescriptive<\\/em> goals in teaching about spirituality and religions; (b) maintenance of a contextual and cross-cultural scope<\\/em> in inquiries about religious and spiritual phenomena; (c) demonstration of genuine multi-disciplinarity and interdisciplinarity<\\/em> through employment of methods that encompass frameworks in both the social sciences and the human sciences or humanities for identifying, analyzing, and understanding religious and spiritual phenomena; and (d) insistence, however, that the multi-disciplinary and interdisciplinary studies of religious and spiritual phenomena do not reduce those phenomena to the respective \\u201cnon-religious forms of behavior\\u201d<\\/em> to which the multiple academic methods and disciplines refer in various ways.\\u00b9\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty in the Department for Studies of Religions and Spirituality primarily pursues academic studies of religious, spiritual, and related phenomena at Berea College as neither religious (or advocative) nor anti-religious (or antagonistic) approaches to religious and spiritual phenomena, but rather as the neutral or non-religious academic exploration and examination of religions and spirituality. Thus, the departmental Faculty intentionally signals four essential features of the Department’s historic and contemporary commitments to teaching and research in this vast cultural field of study: (a) pursuit of descriptive rather than prescriptive goals in teaching about spirituality and religions; (b) maintenance of a contextual and cross-cultural scope in inquiries about religious and spiritual phenomena; (c) demonstration of genuine multi-disciplinarity and interdisciplinarity through employment of methods that encompass frameworks in both the social sciences and the human sciences or humanities for identifying, analyzing, and understanding religious and spiritual phenomena; and (d) insistence, however, that the multi-disciplinary and interdisciplinary studies of religious and spiritual phenomena do not reduce those phenomena to the respective “non-religious forms of behavior” to which the multiple academic methods and disciplines refer in various ways.¹"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Welcome to the Department for Studies of Religions and Spirituality!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Welcome to the Department for Studies of Religions and Spirituality!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Enthusiastically and Expectantly,\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Enthusiastically and Expectantly,"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Rev. Jeff B. Pool, Ph.D.
Chairperson, Department for Studies of Religions and Spirituality Eli Lilly Chair in Religion and Culture
Professor of Religion\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Rev. Jeff B. Pool, Ph.D.
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\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n\\r\\n Psi Chi<\\/a>\\u00a0is the International Honor Society in Psychology, founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. Membership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications.\\r\\n\\r\\nPsi Chi is a member of the\\u00a0 Association of College Honor Societies<\\/a>\\u00a0(ACHS) and is an Affiliate of the\\u00a0 American Psychological Association<\\/a>\\u00a0(APA) and the\\u00a0 American Psychological Society\\u00a0<\\/a>(APS).\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
Membership<\\/h2>\\r\\nMembership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications. Students who meet the minimum qualifications will be contacted and asked if they want to become a member. If they accept, they will be inducted into the Berea College chapter in a formal ceremony.\\r\\n
Qualifications<\\/h2>\\r\\nIn order to qualify for Psi Chi membership students must:\\r\\n
\\r\\n \\t
Have completed 3 psychology courses<\\/li>\\r\\n \\t
Have registered as a major in psychology<\\/li>\\r\\n \\t
Rank in the upper 35 percent of their class in general scholarship and must demonstrate superior scholarship in psychology by earning an average of \\u201cB\\u201d or higher in psychology (i.e. 3.0 GPA)<\\/li>\\r\\n<\\/ul>\\r\\n
Benefits<\\/h2>\\r\\nThe intrinsic value of membership is rewarding to the achiever in that the recognition of excellence leads to self-fulfillment and thus to self-realization. Concrete advantages of membership include:\\r\\n
\\r\\n \\t
A membership certificate and card which give tangible evidence of membership<\\/li>\\r\\n \\t
A braided cord which is worn at graduation as a mark of both scholarship and membership in the society<\\/li>\\r\\n \\t
The recognition of achievement and scholarship on references (i.e. resume`s and letters of reference)<\\/li>\\r\\n \\t
Opportunities for professional growth such as promoting students\\u2019 research, receiving national and international recognition, meeting and interacting with leaders in the field, and meeting with other Psi Chi members who will also be future leaders<\\/li>\\r\\n<\\/ul>\\r\\n
Contact Information<\\/h2>\\r\\nEmail:\\u00a0williamsw@xlglmexmu.com<\\/a>\\r\\n\\r\\nPhone: 859-985-3629\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion\":4,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Research","content":"
Summer Research is a distinctive prospect in that students have the opportunity to learn how to use specific equipment (like an EEG device). It is a wonderful learning opportunity to become familiar with all of the aspects of empirical research, which will serve you well in classes here and graduate school later on. Another benefit is you get to know your professors very well, and in turn, they get to know you too!
\n
PSY 424, or senior research, is a unique opportunity that most undergraduates do not have, due to the fact that it’s not a required part of curriculum. This class requires students to carry out a research project from start to finish, as well as present it in front of your peers (and perhaps conferences, if all goes well). Senior research gives Berea College psychology majors an edge that’s unique in the world of undergraduate studies.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Labor","content":"
Being a TA in this department is an invaluable experience. Psychology TA’s have a significant amount of work in the department, they are encouraged to sit in on classes, sometimes they lead a class discussion, make quizzes and assignments, and grade them. It is a truly invaluable experience to work here, students learn a great deal.
\n
Being an office assistant is an amazing job! The office is full of surprises, (granted it isn’t as exciting as jumping out of airplanes) but being an office assistant is rewarding. One of the duties is to write the monthly newsletter, The InΨder, that details not only news within the department, but also research right off the press, internships that are available, graduate school tips, along with fun facts about history. More duties include keeping the offices clean, organized, and prepared for whatever activity arises.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Conferences","content":"
Not only do students go to present their own research at conferences, but classes are also offered (sometimes) where students go to conference to hear renowned psychologists speak. Past conferences that psychology majors have attended were Kentucky Academy of Science (KAS) and South-Eastern Psychological Association (SEPA). These conferences provide a wonderful opportunity to network and get to know professors from other universities. These conferences also offer programs that discuss getting into graduate school, taking the GRE’s and future planning.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Psi Chi Honor Society","content":"
\n
\n
\n
\n
\n
\n
Psi Chi is the International Honor Society in Psychology, founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. Membership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications.
\n
Psi Chi is a member of the Association of College Honor Societies (ACHS) and is an Affiliate of the American Psychological Association (APA) and the American Psychological Society (APS).
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Membership
\n
Membership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications. Students who meet the minimum qualifications will be contacted and asked if they want to become a member. If they accept, they will be inducted into the Berea College chapter in a formal ceremony.
\n
Qualifications
\n
In order to qualify for Psi Chi membership students must:
\n
\n
Have completed 3 psychology courses
\n
Have registered as a major in psychology
\n
Rank in the upper 35 percent of their class in general scholarship and must demonstrate superior scholarship in psychology by earning an average of “B” or higher in psychology (i.e. 3.0 GPA)
\n
\n
Benefits
\n
The intrinsic value of membership is rewarding to the achiever in that the recognition of excellence leads to self-fulfillment and thus to self-realization. Concrete advantages of membership include:
\n
\n
A membership certificate and card which give tangible evidence of membership
\n
A braided cord which is worn at graduation as a mark of both scholarship and membership in the society
\n
The recognition of achievement and scholarship on references (i.e. resume`s and letters of reference)
\n
Opportunities for professional growth such as promoting students’ research, receiving national and international recognition, meeting and interacting with leaders in the field, and meeting with other Psi Chi members who will also be future leaders
\n
\n
Contact Information
\n
Email: williamsw@xlglmexmu.com
\n
Phone: 859-985-3629
\n
\n
\n
\n
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Although internships are not required for the major, students who complete them usually find the experience educational. It can lead to new types of learning and ideas about future careers. Internships do count towards the Political Science major if the student arranges this in advance with the Berea College Office of Internship and Career Development and one of the Political Science Professors.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Many Political Science students choose to complete an internship. Although internships are not required for the major, students who complete them usually find the experience educational. It can lead to new types of learning and ideas about future careers. Internships do count towards the Political Science major if the student arranges this in advance with the Berea College Office of Internship and Career Development and one of the Political Science Professors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Information on some possible internships is available at the Internship Office. Most of our majors who intern find their internship site on their own. Some examples are listed below, but they often include law offices, governmental offices, and interest groups. Please contact any member of the Department for more information.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Information on some possible internships is available at the Internship Office. Most of our majors who intern find their internship site on their own. 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Mr. Callahan worked over the summer with the Berea Summer Food Service Program, a free meals program by Berea College and the USDA to help alleviate food insecurity for young people during the summer months. The role Mr. Callahan played specifically was in being the Media/Publicist intern; documenting and promoting the program, staff, and events. Some of his duties included taking photographs, constructing films, and publicizing the Berea Summer Food Service Program. He also filled in for staff service meals at sites around Berea and leading STEAM (Science, Technology, Engineering, Art, Math) activities with young people at the food sites.
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Ms. Ruplinger did her internship in Louisville, Kentucky. She worked with Louisville Showing up for Racial Justice. Her daily duties consisted of working with Louisville’s social justice groups. She also work directly with Black Lives Matter, Mijente, REACT (Rubbertown Emergency Action), Democratic Socialists of America, and other groups. Her role consisted of helping to plan activist training and run projects, as well as lobbying her representatives and other research projects during her time there.
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Ms. Jent worked at the State Department in Washington DC in the Bureau of International Organizations in the Office of Human Rights and Humanitarian Affairs. She had three weeks of training which included diplomatic history courses, meetings with ambassadors, and writing workshops. Some of her post-training duties included being responsible with assisting long-term projects that related to the United States’ role on the Human Rights Council and the United Nations. She also attended foreign policy classrooms and weekly office meetings where she reported n the progress of her work, researched topics for her colleagues for upcoming reports, and organized large sums of information into results they could learn from.
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Dr. Abdul Rifai\\u2019s Lexicon (PDF)<\\/a><\\/li>
Analytical Index to the Constitution (PDF)<\\/a><\\/li>
Kelly Grenier on Outlines in Word (audiofile)<\\/a><\\/li>
On Operationalizations (PDF)<\\/a><\\/li>
A Big writing handout (PDF)<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU4NA==","uri":"/academics/departments-programs/political-science/psc-department-pages/academic-awards/","modified":"2024-07-22T15:37:19","title_b28e9_bf21a":"Academic Awards","parentId":"cG9zdDo5MTU4Mg==","databaseId":91584,"slug":"academic-awards","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Academic Awards - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Academic Awards","opengraphDescription":"The C. 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It includes a 240-seat acoustically superior recital hall with a large tracker organ and superior digital recording equipment, large and small ensemble rehearsal rooms, modern computer and piano laboratories, ensemble libraries and offices, practice rooms (many with grand pianos), teaching studios, multi-media classrooms, seminar rooms, and a student lounge."}},{"__typename":"AcfImageStackBlock","attributesJSON":"{\"id\":\"block_64482b5edb567\",\"name\":\"acf\\/image-stack\",\"data\":{\"images_0_image\":95892,\"_images_0_image\":\"field_image_stack_images_image\",\"images_0_aspectRatio\":\"landscape\",\"_images_0_aspectRatio\":\"field_image_stack_images_aspectratio\",\"images_1_image\":95894,\"_images_1_image\":\"field_image_stack_images_image\",\"images_1_aspectRatio\":\"landscape\",\"_images_1_aspectRatio\":\"field_image_stack_images_aspectratio\",\"images\":2,\"_images\":\"field_image_stack_images\",\"stack_direction\":\"horizontal\",\"_stack_direction\":\"field_image_stack_stack_direction\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/image-stack","imageStack":{"__typename":"AcfImageStackBlock_Imagestack","stackDirection":"horizontal","images":[{"__typename":"AcfImageStackBlock_Imagestack_images","aspectratio":"landscape","image":{"__typename":"MediaItem","id":"cG9zdDo5NTg5Mg==","altText":"Presser Hall","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/04/Front-Entrance-to-Presser-Hall-720x480_c.jpeg"}},{"__typename":"AcfImageStackBlock_Imagestack_images","aspectratio":"landscape","image":{"__typename":"MediaItem","id":"cG9zdDo5NTg5NA==","altText":"Rehearsal Hall","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/04/Rehearsal-Hall1.jpeg"}}]}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Choose to participate in a wide variety of ensembles<\\/a> including the Black Music Ensemble, Concert Choir and Chamber Singers, Treble Singers, Afro-Latin Percussion, Bluegrass Ensemble, Mariachi Ensemble, Contemporary Percussion, Folk Roots Ensemble, Wind and Jazz Ensembles.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Choose to participate in a wide variety of ensembles including the Black Music Ensemble, Concert Choir and Chamber Singers, Treble Singers, Afro-Latin Percussion, Bluegrass Ensemble, Mariachi Ensemble, Contemporary Percussion, Folk Roots Ensemble, Wind and Jazz Ensembles."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students have performed in many of the world\\u2019s great concert venues, including Music Hall in Cincinnati, Constitution Hall in DC, the Beijing Concert Hall, the Vatican in Rome, the Duomoin Sienna, the Dom in Salzburg, the Abby Church in Melk, the Jesuitenkirchein in Lucerne, the Sagrada Familia in Barcelona, the Basilica, and the National Cathedral in DC.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students have performed in many of the world’s great concert venues, including Music Hall in Cincinnati, Constitution Hall in DC, the Beijing Concert Hall, the Vatican in Rome, the Duomoin Sienna, the Dom in Salzburg, the Abby Church in Melk, the Jesuitenkirchein in Lucerne, the Sagrada Familia in Barcelona, the Basilica, and the National Cathedral in DC."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Music program offers more than twenty work positions where students work one-on-one with Berea\\u2019s distinguished
music faculty. Students assist faculty in classrooms as well as in the rehearsal hall.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Music program offers more than twenty work positions where students work one-on-one with Berea’s distinguished
music faculty. Students assist faculty in classrooms as well as in the rehearsal hall."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Careers & Outcomes\",\"level\":2,\"anchor\":\"h-careers-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-careers-outcomes","content":"Careers & Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea Music and Music Education graduates find employment in a wide variety of occupations and career fields, including:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea Music and Music Education graduates find employment in a wide variety of occupations and career fields, including:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Music teacher\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Professional musician\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Music minister\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Music therapist\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Music producer\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Composer\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Audio engineering & music production\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Mission Statement\",\"level\":2,\"anchor\":\"h-mission-statement\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-mission-statement","content":"Mission Statement"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Berea College Music Department recognizes that music is an essential component of a liberal arts education. We are committed to creating an educational environment that combines the academic rigors of the discipline with the artistic standards of performance.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Berea College Music Department recognizes that music is an essential component of a liberal arts education. We are committed to creating an educational environment that combines the academic rigors of the discipline with the artistic standards of performance."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Through music, the Berea College Music Department affirms the college\\u2019s mission by:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Through music, the Berea College Music Department affirms the college’s mission by:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"providing a music education of high quality that relates to the liberal arts foundation and outlook\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"developing creativity and independence of thought\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"serving the community through the teacher education program, public performances and other musical opportunities\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"establishing an educational environment that respects diverse learning styles, performance styles and practices\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"providing various musical opportunities for all students on campus\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"developing awareness of music\\u2019s connection with regional, national, and international cultures\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"encouraging collaboration and teamwork\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"integrating musical experiences with the labor program to enhance professional development, promoting lifelong support and appreciation of the arts.\"}","innerBlocks":[]}]},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_6318efc6bb264\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"I absolutely love Berea\\u2019s Music major because not only do we make great music, they\\u2019re like my second family. 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Now an active, accredited performing ensemble of the music department, the ensemble performs at the college, surrounding churches and schools in Kentucky and throughout the country. The repertoire includes spirituals, gospel music, West African songs, anthems, and other sacred music, all by African-American composers or in the African-American tradition.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The enrollment has increased to over eighty members from the school and community. Now an active, accredited performing ensemble of the music department, the ensemble performs at the college, surrounding churches and schools in Kentucky and throughout the country. 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The choir has opened up for Martha Munizi and Tye Tribett who were some of the country’s biggest contemporary gospel artist."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Now an annual event in the music department, the Festival of Spirituals was organized by BME and hosts choirs and musicians from the college and across the country. Every February this event celebrates the legacy and joy of Spirituals and other African American music. In addition to supplementing religious life and expressing Christian love, the ensemble is also dedicated to fostering a fellowship of brotherly love. The ensemble shows that through song, that people from all walks of life can come together as one and send forward positive messages to all those they come in contact with. 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Members of the Black Student Union, these students wanted to bring their religious culture to Berea, singing the Black spirituals and gospel music of their home churches, and sharing this music with the entire campus and community. With these ideas in mind, the 1969 Black Ensemble was formed stating that its goals were to \\u201csupplement religious life on campus and give vent to Christian love through songs.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Berea College Black Music Ensemble was organized during the fall of 1969 by a small group of black students on campus. Members of the Black Student Union, these students wanted to bring their religious culture to Berea, singing the Black spirituals and gospel music of their home churches, and sharing this music with the entire campus and community. 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Choir members represent the true diversity of Berea College in all its aspects\\u2014ethnic background, race, nationality, and major. Music majors comprise about one quarter of the membership. The choir performs several concerts each year both on and off campus. Occasionally, the group travels on major international concert tours. Repertoire consists of both sacred and secular choral literature in several languages chosen from a variety historical periods, including anthems, motets, masses, folk songs, spirituals, popular music, and music theatre selections. The conductor of the choir is Dr. Xiantang Hong. Concert Choir is an academic course at Berea College (MUS 131), and members can earn .25 course credit for each semester of participation. The Concert Choir was formed in 1949 to develop an appropriate Sunday evening music program for weekly chapel services at the college, which were then required. In fact, the group was originally called the Chapel Choir for that reason. 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In May and June of 2002, the ensemble toured in Italy and Switzerland, including performances in Rome, Lucerne, Florence and Venice. In January 1994, the choir performed in Germany, Austria, the Czech Republic, Slovakia, and Hungary. In previous years, the choir has also presented concerts in England, Wales, the Netherlands, France, Poland, and Russia.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The choir has recently returned from an exhilarating international concert tour to Spain and Portugal in May, 2014. The choir performed in major churches and cathedrals in four Spanish cities (Barcelona, Valencia, Cordoba, Granada, Seville) and two Portuguese cities (Faro, Lisbon). In the summer of 2007, the choir toured for two weeks in China, performing for large audiences in five cities and on Chinese television. In May and June of 2002, the ensemble toured in Italy and Switzerland, including performances in Rome, Lucerne, Florence and Venice. In January 1994, the choir performed in Germany, Austria, the Czech Republic, Slovakia, and Hungary. In previous years, the choir has also presented concerts in England, Wales, the Netherlands, France, Poland, and Russia."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Breathtaking Line-up of Venues\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Breathtaking Line-up of Venues"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Concert Choir has performed in many of the world\\u2019s great concert venues and churches, including Music Hall in Cincinnati, Constitution Hall in Washington, DC, the Beijing Concert Hall, the Vatican in Rome, the Duomoin Sienna, the Dom in Salzburg, the Abby Church in Melk, the Jesuitenkirchein Lucerne, the Sagrada Familia in Barcelona, and the Basilica (Shrine of the Immaculate Conception) and National Cathedral in Washington, DC. Other notable performances include programs at the 1982 World\\u2019s Fair in Knoxville, TN, at Disney World and Epcot Center in Florida, and appearances with the Cincinnati Symphony Orchestra, the Louisville Orchestra, the Lexington Philharmonic, and the United States Marine Band . The choir has performed several times for the annual In-Service Conference of the Kentucky Music Educators Association. Twice the choir has participated by invitation in the American Negro Spiritual Festival in Cincinnati\\u2019s Music Hall. Each spring, the choir makes a week-long concert tour in the United States. The choir\\u2019s annual on-campus schedule includes major concerts in the fall and spring semester, a Homecoming Weekend performance, and participation in the Music Program\\u2019s annual Concert of Christmas Music.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Concert Choir has performed in many of the world’s great concert venues and churches, including Music Hall in Cincinnati, Constitution Hall in Washington, DC, the Beijing Concert Hall, the Vatican in Rome, the Duomoin Sienna, the Dom in Salzburg, the Abby Church in Melk, the Jesuitenkirchein Lucerne, the Sagrada Familia in Barcelona, and the Basilica (Shrine of the Immaculate Conception) and National Cathedral in Washington, DC. 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A group of bells numbering 22 or fewer is known as a chime, such as the set of 10 bells in Phelps Stokes Chapel<\\/a>. Chime bells are normally used to play single-line melodies. Carillon music with harmony in addition to melody and rhythm is made possible by having the larger number of bells.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A carillon is an outdoor musical instrument consisting of a minimum of 23 bells and as many as 70. A group of bells numbering 22 or fewer is known as a chime, such as the set of 10 bells in Phelps Stokes Chapel. Chime bells are normally used to play single-line melodies. Carillon music with harmony in addition to melody and rhythm is made possible by having the larger number of bells."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea\\u2019s carillon was built and installed by the Verdin Company<\\/a>, Cincinnati, Ohio, the world\\u2019s largest maker of carillons and other bell instruments. Richard Strauss, of Verdin, is the carillon\\u2019s designer.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea’s carillon was built and installed by the Verdin Company, Cincinnati, Ohio, the world’s largest maker of carillons and other bell instruments. Richard Strauss, of Verdin, is the carillon’s designer."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Every carillon is a unique, custom-designed instrument, but the basic structure and playing mechanism is the same for all manually played instruments. The bells are hung stationary, bolted to steel frames installed in the an open or enclosed bell tower. Only the clappers move. The clappers are connected through a series of mechanical linkages to the carillon\\u2019s distinctive keyboard which is located in the playing room positioned directly below the bells. Lever-like keys are depressed with the loosely-clenched fists to play the smaller bells and the larger bells are played from a pedal keyboard. The force of the player\\u2019s hand or foot determines how loud or soft the tone is.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Every carillon is a unique, custom-designed instrument, but the basic structure and playing mechanism is the same for all manually played instruments. The bells are hung stationary, bolted to steel frames installed in the an open or enclosed bell tower. Only the clappers move. The clappers are connected through a series of mechanical linkages to the carillon’s distinctive keyboard which is located in the playing room positioned directly below the bells. Lever-like keys are depressed with the loosely-clenched fists to play the smaller bells and the larger bells are played from a pedal keyboard. The force of the player’s hand or foot determines how loud or soft the tone is."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"At Berea, the bells are hung enclosed in Draper Tower<\\/a>, with sound openings on all four sides. The unusually large playing room at Berea accommodates 15 -20 people to observe carillon performances.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"At Berea, the bells are hung enclosed in Draper Tower, with sound openings on all four sides. The unusually large playing room at Berea accommodates 15 -20 people to observe carillon performances."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_63ffa3e68f896\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"History\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"Berea\\u2019s carillon project began in the 1970s, through the efforts of professor of music John Courter, with a desire to add more bells to the chimes in the College\\u2019s Phelps Stokes Chapel\\u2019s<\\/a> tower. Since it is difficult to match the tone and quality of old bells and new ones from different foundries, a plan was developed to leave the existing 10-bell chime intact and install a complete carillon in the Draper tower. It wasn\\u2019t until 1992 that a matched set of 52 perfectly tuned bells became available for sale. The College was able to purchase the set with a memorial gift.\\r\\n\\r\\nTo finally make the carillon a reality, Berea president Dr. Larry Shinn and the College\\u2019s board of trustees had four more bells cast by the same firm in 1999 and began finalizing the plan to install the carillon in the Draper Building<\\/a>.\\r\\n\\r\\nClick here to watch John Courter playing the carillon at Berea College.\\u00a0<\\/a>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"History","content":"Berea’s carillon project began in the 1970s, through the efforts of professor of music John Courter, with a desire to add more bells to the chimes in the College’s Phelps Stokes Chapel’s tower. Since it is difficult to match the tone and quality of old bells and new ones from different foundries, a plan was developed to leave the existing 10-bell chime intact and install a complete carillon in the Draper tower. It wasn’t until 1992 that a matched set of 52 perfectly tuned bells became available for sale. The College was able to purchase the set with a memorial gift.
\nTo finally make the carillon a reality, Berea president Dr. Larry Shinn and the College’s board of trustees had four more bells cast by the same firm in 1999 and began finalizing the plan to install the carillon in the Draper Building.
\nClick here to watch John Courter playing the carillon at Berea College.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Memorial Inscriptions\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Memorial Inscriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Several of the larger bells have raised letter inscriptions and intricate designs cast in bronze using the ancient \\u201clost wax\\u201d process. Inscribed on the bourdon is the College\\u2019s motto \\u201cGod has made of one blood all peoples of the earth (Acts 17:26).\\u201d Referred to as \\u201cthe Trustees Bell\\u201d, the bourdon was purchased with a gift from the College\\u2019s Trustees Memorial Fund. On the third largest bell is an ancient Sanskrit poem and on the fourth largest bell, is a verse from Psalm 109, \\u201cAwake my Soul! I will sing and make melody!\\u201d Former College president John B. Stephenson and his wife Jane contributed to the project, and their names are inscribed on two of the bells.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Several of the larger bells have raised letter inscriptions and intricate designs cast in bronze using the ancient “lost wax” process. Inscribed on the bourdon is the College’s motto “God has made of one blood all peoples of the earth (Acts 17:26).” Referred to as “the Trustees Bell”, the bourdon was purchased with a gift from the College’s Trustees Memorial Fund. On the third largest bell is an ancient Sanskrit poem and on the fourth largest bell, is a verse from Psalm 109, “Awake my Soul! I will sing and make melody!” Former College president John B. Stephenson and his wife Jane contributed to the project, and their names are inscribed on two of the bells."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"A New World Standard\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"A New World Standard"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Although almost 25 years in the making, Berea\\u2019s instrument is in the forefront of the carillon world. Working with the Verdin Company<\\/a>, the carillon\\u2019s designer, Richard Strauss, developed a new world standard keyboard using ergonomic studies and the best features of both European and American keyboard dimensions (currently these differ significantly). Strauss delivered a lecture on Berea College\\u2019s new keyboard at the International Congress of the World Federation of Carillonneurs earlier in July in Springfield, Ill. Berea\\u2019s new practice keyboard received rave reviews from carillonneurs from around the world at the International Congress.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Although almost 25 years in the making, Berea’s instrument is in the forefront of the carillon world. Working with the Verdin Company, the carillon’s designer, Richard Strauss, developed a new world standard keyboard using ergonomic studies and the best features of both European and American keyboard dimensions (currently these differ significantly). Strauss delivered a lecture on Berea College’s new keyboard at the International Congress of the World Federation of Carillonneurs earlier in July in Springfield, Ill. Berea’s new practice keyboard received rave reviews from carillonneurs from around the world at the International Congress."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea\\u2019s keyboard also incorporates the use of connecting rods made of polycarbonate, rather than stainless steel, which can more easily be bent. The flexible carbon rods ensure the carillon\\u2019s tone is not adversely affected.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea’s keyboard also incorporates the use of connecting rods made of polycarbonate, rather than stainless steel, which can more easily be bent. The flexible carbon rods ensure the carillon’s tone is not adversely affected."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Teaching Students\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Teaching Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courter, an internationally known carillonneur and a composer for the instrument, began playing the carillon while he was a student at Michigan State University. He continued his studies at the University of Michigan-Ann Arbor, where he received his master\\u2019s degree in music. In 1987 and 1995 he spent sabbaticals at the Netherlands Carillon School, performing recitals and earning the Performing Artist\\u2019s Diploma, the carillonneur\\u2019s highest level of achievement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courter, an internationally known carillonneur and a composer for the instrument, began playing the carillon while he was a student at Michigan State University. He continued his studies at the University of Michigan-Ann Arbor, where he received his master’s degree in music. In 1987 and 1995 he spent sabbaticals at the Netherlands Carillon School, performing recitals and earning the Performing Artist’s Diploma, the carillonneur’s highest level of achievement."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courter has won several international prizes with his original carillon compositions and his works have been published in Germany, the Netherlands and the United States. He has performed throughout the U.S. and Europe, and in 1993, was awarded the prestigious Berkeley Medal for \\u201cDistinguished Service to the Carillon\\u201d as a performer and composer for the instrument.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courter has won several international prizes with his original carillon compositions and his works have been published in Germany, the Netherlands and the United States. He has performed throughout the U.S. and Europe, and in 1993, was awarded the prestigious Berkeley Medal for “Distinguished Service to the Carillon” as a performer and composer for the instrument."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The College\\u2019s carillon will serve as a performance instrument and be used for student instruction. The historic Phelps Stokes Chime, a part of Berea\\u2019s campus since 1917, continues to be heard. Its Westminster chime sounds every quarter-hour and students regularly play tunes on the chime. Plans currently call for \\u201cbell sounds\\u201d from one or the other instrument to be heard on campus at 5 p.m. most days of the week.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The College’s carillon will serve as a performance instrument and be used for student instruction. The historic Phelps Stokes Chime, a part of Berea’s campus since 1917, continues to be heard. Its Westminster chime sounds every quarter-hour and students regularly play tunes on the chime. Plans currently call for “bell sounds” from one or the other instrument to be heard on campus at 5 p.m. most days of the week."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"How Berea College's Carillon Compares To Others\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"How Berea College's Carillon Compares To Others"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea\\u2019s carillon brings to four the number of carillons in Kentucky, and becomes the state\\u2019s largest. Those at Eastern Kentucky University and at the Cathedral of the Assumption in Louisville are played from electric piano-type keyboards, which do not have control of expression. The Carroll Chime in Covington is known as a \\u201clight weight.\\u201d Its largest bell is approximately 600 lbs. and it has a range of four octaves.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea’s carillon brings to four the number of carillons in Kentucky, and becomes the state’s largest. Those at Eastern Kentucky University and at the Cathedral of the Assumption in Louisville are played from electric piano-type keyboards, which do not have control of expression. 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providing a music education of high quality that relates to the liberal arts foundation and outlook<\\/li>
developing creativity and independence of thought<\\/li>
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developing awareness of music\\u2019s connection with regional, national, and international cultures<\\/li>
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These research efforts included a completely new overall robot design with an impact on performance in terms of mobility, manipulation, and communication capabilities, the creation of a software backbone system for sensory processing and communication among different miniature robots in order to create an effective robotic team. This work is expected to contribute to the field of miniature robot design resulting in heterogeneous robot teams that will be far more effective in tasks such as search/rescue missions, locating the source of a biological or chemical release, decontamination and decommissioning efforts, and monitoring highly sensitive areas of populations, such as elderly or disabled patients in residential care units. 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Impact of Research on Graduate School and\\/or Career Decisions<\\/h2>\\r\\n
\\r\\n \\t
Many students who participate in summer research select graduate programs related to their research projects.<\\/li>\\r\\n \\t
Participating students write a formal final report and make a formal presentation at a professional conference.<\\/li>\\r\\n<\\/ul>\\r\\n
Outreach Activities Related to Research<\\/h2>\\r\\n
\\r\\n \\t
The Department has hosted several conferences and sponsored sessions in professional society meetings related to our various research projects.<\\/li>\\r\\n \\t
The Department\\u2019s FIPSE grant of $76,980 between 1991 and 1994 was used primarily to produce curricular materials to support an experiment in intertwining traditional function topics, curve fitting, mathematical modeling, and computer use in an approach to precalculus.<\\/li>\\r\\n \\t
The 1991-2 RUI project is described in an article which appeared in Newsletter 22 (November 1991) of the Classification Society of North America entitled \\u201cUndergraduate research Participation at Berea College.\\u201d and more recent departmental research is described in the September 1998 issue of the Council on Undergraduate Research Quarterly, subtitled \\u201cCommunity Research: Making a Difference.\\u201d In this issue, the article \\u201cUndergraduate Research and Grass Roots Organizations: Addressing Controversial Environmental Issues\\u201d documents the recent work of the Berea College Mathematics Department research program and offers suggestions on how other departments can make research connections with community organizations, particularly in the field of Mathematics.<\\/li>\\r\\n<\\/ul>\\r\\n
An Example of Community-Oriented Applied Mathematics Research<\\/h2>\\r\\n
\\r\\n \\t
Introduction\\r\\n<\\/a><\\/li>\\r\\n \\t
Motivation<\\/a><\\/li>\\r\\n \\t
Evolution<\\/a><\\/li>\\r\\n \\t
Research<\\/a><\\/li>\\r\\n \\t
Impact on Issue<\\/a><\\/li>\\r\\n \\t
Benefits<\\/a><\\/li>\\r\\n \\t
Whitney Blackburn<\\/a><\\/li>\\r\\n \\t
Srabasti Dutta<\\/a><\\/li>\\r\\n \\t
Brian Moyers<\\/a><\\/li>\\r\\n \\t
Eddie Valaitis<\\/a><\\/li>\\r\\n \\t
James Blackburn-Lynch<\\/a><\\/li>\\r\\n \\t
Jan Pearce<\\/a><\\/li>\\r\\n \\t
Other Research<\\/a><\\/li>\\r\\n \\t
Funding<\\/a><\\/li>\\r\\n \\t
Conclusion<\\/a><\\/li>\\r\\n \\t
References<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Research in the Department","content":"
The Mathematics and Computer Science Department at Berea College has a strong and long-standing program of research involving faculty and undergraduate students.
\n
Impact of Research on Graduate School and/or Career Decisions
\n
\n
Many students who participate in summer research select graduate programs related to their research projects.
\n
Participating students write a formal final report and make a formal presentation at a professional conference.
\n
\n
Outreach Activities Related to Research
\n
\n
The Department has hosted several conferences and sponsored sessions in professional society meetings related to our various research projects.
\n
The Department’s FIPSE grant of $76,980 between 1991 and 1994 was used primarily to produce curricular materials to support an experiment in intertwining traditional function topics, curve fitting, mathematical modeling, and computer use in an approach to precalculus.
\n
The 1991-2 RUI project is described in an article which appeared in Newsletter 22 (November 1991) of the Classification Society of North America entitled “Undergraduate research Participation at Berea College.” and more recent departmental research is described in the September 1998 issue of the Council on Undergraduate Research Quarterly, subtitled “Community Research: Making a Difference.” In this issue, the article “Undergraduate Research and Grass Roots Organizations: Addressing Controversial Environmental Issues” documents the recent work of the Berea College Mathematics Department research program and offers suggestions on how other departments can make research connections with community organizations, particularly in the field of Mathematics.
\n
\n
An Example of Community-Oriented Applied Mathematics Research
\n
\n
Introduction
\n
\n
Motivation
\n
Evolution
\n
Research
\n
Impact on Issue
\n
Benefits
\n
Whitney Blackburn
\n
Srabasti Dutta
\n
Brian Moyers
\n
Eddie Valaitis
\n
James Blackburn-Lynch
\n
Jan Pearce
\n
Other Research
\n
Funding
\n
Conclusion
\n
References
\n
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Labor in the Department\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Labor in the Department"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Following Berea College\\u2019s commitment to student labor as a means of learning, the Mathematics Department employs students to work within its facilities. Student labor positions in the Department include working as a teaching assistant, tutoring in the Mathematics Lab, supervising other students, working as a research assistant, and other jobs that keep the department functioning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Following Berea College’s commitment to student labor as a means of learning, the Mathematics Department employs students to work within its facilities. 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For example, over the last several years several Berea Computer Science students have been involved in Technical Internships with the Letcher County Fiscal Court.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"An internship is an opportunity to gain valuable work experience in an applied setting. Internships are supervised both within the work setting and by a faculty member who is knowledgeable in the discipline related to the internship. Internships typically take place during Short Term or Summer Term. For example, over the last several years several Berea Computer Science students have been involved in Technical Internships with the Letcher County Fiscal Court."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Visiting Lecturers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Visiting Lecturers"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each year the Mathematics Department invites several outside lectures on a variety of topics running the gamut in the mathematical sciences. 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\\n Michael H. Kutner<\\/a>, Chairman, Department of Biostatistics and Epidemiology, The Cleveland Clinic Foundation<\\/li>
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\\n Ellen Lentz<\\/a>, Biostatistician, Hoffmann La Roche Laboratories Inc.<\\/li>
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\\n Yves Chiricota<\\/a>, Professor, Univertsit\\u00e9 du Qu\\u00e9bec \\u00e0 Chicoutimi<\\/li>
\\n Arnitra Duckett<\\/a>, Educational Markets Manager, Texas Instruments<\\/li>
\\n Richard D. Jarvinen <\\/a>, Professor of Mathematics and Consultant Department of Mathematics and Statistics Winona State University<\\/li>
\\n Clare Johnson<\\/a>, Professor of Mathematics, Fashion Institute of Technology<\\/li>
\\n Greg King<\\/a>, Teacher, Cincinnati Public Schools<\\/li>
\\n Michael G. Monticino<\\/a>, Associate Professor, University of North Texas<\\/li>
\\n Peter Rosenthal<\\/a>, Professor of Mathematics<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Engineering Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Engineering Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Jack Cassidy<\\/a>, Engineer Scientist, Firmware<\\/li>
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\\n Fred L. Preston<\\/a>, Systems Engineer, AT&T Bell Laboratories<\\/li>
\\n Robert L. Stewart<\\/a>, NASA Astronaut \\/ Director of Advanced Programs, Nichols Research Corp.<\\/li>
\\n Mark Terry<\\/a>, Systems Engineer, Trident Systems, Inc.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Environmental Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Environmental Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Allison DeLong<\\/a>, Marine Associate, University of Rhode Island<\\/li>
\\n Holly Gaff<\\/a>, Graduate Research Associate, University of Tennessee<\\/li>
\\n Kay Strain King<\\/a>, Senior Environmental Mathematician, Theta Engineering<\\/li>
\\n Jerry W. Highfill<\\/a>, Mathematical Statistician, United States Environmental Protection Laboratory<\\/li>
\\n Sue E. Waldman<\\/a>, Mathematician, Columbia Plateau Conservation Research Center US Department of Agriculture<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Economic and Financial Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Economic and Financial Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Cherryl Beeman<\\/a>, Electronic Commerce Specialist, The Kodiak Group<\\/li>
\\n William D. Hammers<\\/a>, Chief Financial Officer, Optimal Solutions<\\/li>
\\n Lisa M. Sullivan<\\/a>, Senior Budget Analyst, Department of the Navy<\\/li>
\\n Michael D. Weiss<\\/a>, Agricultural Economist, US Department of Agriculture<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Law Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Law Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Jonathan G. Blattmachr<\\/a>, Partner, Milbank, Tweed, Hadley & McCloy<\\/li>
\\n Mitchell Stabbe<\\/a>, Partner, Dow, Lohnes & Albertson, PLLC<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Operations Research and Systems Science Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Operations Research and Systems Science Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Jeffrey Zane Anderson<\\/a>, Industrial Engineer, Commonwealth Aluminum Corp.<\\/li>
\\n Rol Fessenden<\\/a>, Directory of Inventory Control, L.L. Bean<\\/li>
\\n Mark A. Reynolds<\\/a>, Operations Research Manager, USAir, Inc.<\\/li>
\\n William C. Schwartz<\\/a>, President & Chairman, Schwartz Electro-Optics, Inc.<\\/li>
\\n Sarah Adams Yeary<\\/a>, Staff Systems Analyst, Lockheed Martin<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Research and Development Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Research and Development Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n John Hamilton<\\/a>, Research Associate, Eastman Kodak Company<\\/li>
\\n David S. Ross<\\/a>, Research Associate, Eastman Kodak Company<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Statistical Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Statistical Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Marla Prenger<\\/a>, Associate Scientist, Proctor and Gamble<\\/li>
\\n Julie S. Tarwater<\\/a>, Quality Control Manager, Biles & Associates<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other Mathematical Careers\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Other Mathematical Careers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n James L. Cooley<\\/a>, Aerospace Mathematician, NASA Goddard Space Flight Center<\\/li>
\\n Carla Martin<\\/a>, Consultant, Price Waterhouse<\\/li>
\\n Benjamin E. Weiss<\\/a>, Imaging Scientist, MetaCreations Corp.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MjE0OQ==","title_b28e9_bf21a":"Resources","uri":"/academics/departments-programs/mathematics/mat-department-pages/resources/","parentId":"cG9zdDo5MjEwMg==","modified":"2023-03-20T19:52:16","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":92149,"slug":"resources","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Resources - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Resources","opengraphDescription":"Majoring in the mathematical science is well-regarded as a path toward a great career. 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Numerous jobs in the mathematical sciences rank among these, and the jobs of actuary, financial planner, and mathematician all ranked in the top ten of these.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each year CareerCast ranks 200 jobs on the basis of work environment, physical demands, job outlook, income level and stress. Numerous jobs in the mathematical sciences rank among these, and the jobs of actuary, financial planner, and mathematician all ranked in the top ten of these."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"According to the Jobs Rated Almanac, a publication of World Almanac Books of New York, NY, jobs in the mathematical field are some of the very \\u201cbest\\u201d jobs using as criteria income, outlook, physical demand, security, stress and work environment. In fact, three of the top five jobs involve significant mathematics and the top five are all careers based heavily on mathematics. According to this almanac, the top five jobs in ranked order are: Actuary, Software Engineer, Computer Analyst, Mathematician, and Statistician.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"According to the Jobs Rated Almanac, a publication of World Almanac Books of New York, NY, jobs in the mathematical field are some of the very “best” jobs using as criteria income, outlook, physical demand, security, stress and work environment. In fact, three of the top five jobs involve significant mathematics and the top five are all careers based heavily on mathematics. According to this almanac, the top five jobs in ranked order are: Actuary, Software Engineer, Computer Analyst, Mathematician, and Statistician."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Math Lab: Support for Students\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Math Lab: Support for Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Located in MAC 206, the Mathematics Lab is open for support with all levels of mathematics. Berea\\u2019s Math Lab Assistants should be able to help with most mathematical questions that arise from study in the mathematics courses at Berea College. Students are strongly encouraged to make use of the help available in the Lab, as well as in their instructor\\u2019s office hours. Best results are obtained trying to solve problems before asking for help, so in either place, students should be prepared to show what they have already tried. Topics in many courses in the mathematical sciences build throughout the course, so students should be sure to do their best to keep up with the class, so as to not get behind and possibly forever lost. Remember, no question to which one does not know the answer is ever \\u201cdumb\\u201d unless it goes unanswered because it remained unasked.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Located in MAC 206, the Mathematics Lab is open for support with all levels of mathematics. Berea’s Math Lab Assistants should be able to help with most mathematical questions that arise from study in the mathematics courses at Berea College. Students are strongly encouraged to make use of the help available in the Lab, as well as in their instructor’s office hours. Best results are obtained trying to solve problems before asking for help, so in either place, students should be prepared to show what they have already tried. Topics in many courses in the mathematical sciences build throughout the course, so students should be sure to do their best to keep up with the class, so as to not get behind and possibly forever lost. Remember, no question to which one does not know the answer is ever “dumb” unless it goes unanswered because it remained unasked."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"During the regular term, the Math Lab hours are Sunday through Thursday 7:00 to 9:15 P.M., except on evenings of Berea College convocations, at which time the lab closes at 7:50 P.M. Summer hours vary.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"During the regular term, the Math Lab hours are Sunday through Thursday 7:00 to 9:15 P.M., except on evenings of Berea College convocations, at which time the lab closes at 7:50 P.M. Summer hours vary."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please contact Dr. Shelly Bouchat, ext. 3577, with complaints or suggestions for Math Lab.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please contact Dr. Shelly Bouchat, ext. 3577, with complaints or suggestions for Math Lab."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Careers in Mathematics\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Careers in Mathematics"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Career Information From Professional Organizations\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Career Information From Professional Organizations"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n AMS Careers in Math<\\/a> offers career information from the American Mathematical Society.<\\/li>
\\n ASA Careers Center<\\/a> presents career information from the American Statistical Association.<\\/li>
\\n Careers That Count: Opportunities in the Mathematical Sciences<\\/a> is career information from the Association of Women Mathematicians.<\\/li>
The INFORMS Career Booklet has information on careers in operations research.<\\/li>
\\n Mathematics Archives Undergraduate Page<\\/a> is a collection of useful career information.<\\/li>
\\n Mathematical Sciences Career Information<\\/a> offers information from a consortium of professional mathematical organizations, the AMS-MAA-SIAM.<\\/li>
\\n MAA Undergraduate Page<\\/a> has many links to useful information from the Mathematics Association of America.<\\/li>
\\n SIAM Career Information Page<\\/a> offers career information from the Society for Industrial and Applied Mathematics.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other Career Information\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Other Career Information"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Bureau of Labor Statistics Occupational Outlook Handbook<\\/a> has career projections on mathematical careers.<\\/li>
\\n The Graduate Record Examination Program (GRE) <\\/a>web page provides information about tests that are required for admission to graduate school, as well as publications and services related to graduate admissions activities, guidance and placement, program evaluation, and selection of fellowship recipients. The GRE Program also assists students in their transition to graduate education through a variety of services and publications.<\\/li>
\\n Peterson\\u2019s Education and Career Center<\\/a> has an excellent searchable index of linked graduate programs, provides directories of professional associations, accrediting agencies, financial aid sources, career offices, and other similar topics.<\\/li>
\\n Most Lucrative College Degrees: Engineering and Computer Science<\\/a> is an article on engineering and computer science degrees from CNNMoney.<\\/li>
\\n Monster.com<\\/a> allows you to choose a career area or type in your interest to search for jobs.<\\/li>
\\n The National Board for Certified Counselors<\\/a> can be a resource for finding a certified career counselor in your area.<\\/li>
\\n Women in Mathematics<\\/a> contains biographies of women mathematicians.<\\/li>
\\n Working Your Degree: Mathematics<\\/a> is an article on jobs and mathematics degrees from CNNMoney<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Professional Organizations in Mathematics\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Professional Organizations in Mathematics"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"American Mathematical Society (AMS)<\\/a>
Founded in 1888 to further mathematical research and scholarship. The Society currently has approximately 30,000 members throughout the United States and around the world. It fulfills its mission through programs that promote mathematical research, increase the awareness of the value of mathematics to society, and foster excellence in mathematics education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"American Mathematical Society (AMS)
Founded in 1888 to further mathematical research and scholarship. The Society currently has approximately 30,000 members throughout the United States and around the world. It fulfills its mission through programs that promote mathematical research, increase the awareness of the value of mathematics to society, and foster excellence in mathematics education."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"American Society for Engineering Education (ASEE)<\\/a>
A nonprofit member association, founded in 1893, dedicated to promoting and improving engineering and technology education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"American Society for Engineering Education (ASEE)
A nonprofit member association, founded in 1893, dedicated to promoting and improving engineering and technology education."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"American Statistics Association (ASA)<\\/a>
A scientific and educational society founded in 1839 to foster excellence in the use and application of statistics to the biological, physical, social and economic sciences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"American Statistics Association (ASA)
A scientific and educational society founded in 1839 to foster excellence in the use and application of statistics to the biological, physical, social and economic sciences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Association for Women in Mathematics (AWM)<\\/a>
A non-profit organization dedicated to encouraging women in the mathematical sciences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Association for Women in Mathematics (AWM)
A non-profit organization dedicated to encouraging women in the mathematical sciences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Casualty Actuarial Society <\\/a>
An organization dedicated to advancing the body of knowledge of actuarial science applied to property, casualty and similar risk exposures, to promoting and maintaining high standards of conduct and competence for the members, and to increasing the awareness of actuarial science.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Casualty Actuarial Society
An organization dedicated to advancing the body of knowledge of actuarial science applied to property, casualty and similar risk exposures, to promoting and maintaining high standards of conduct and competence for the members, and to increasing the awareness of actuarial science."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mathematical Association of America (MAA)<\\/a>
The world\\u2019s largest organization devoted to the interests of collegiate mathematics.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mathematical Association of America (MAA)
The world’s largest organization devoted to the interests of collegiate mathematics."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"National Council of Teachers of Mathematics (NCTM)<\\/a>
A nonprofit professional association whose purpose is to improve mathematics education for all students in the United States and Canada. Composed of more than 120,000 teachers, educators, and other professionals, it is now the largest mathematics education organization in the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"National Council of Teachers of Mathematics (NCTM)
A nonprofit professional association whose purpose is to improve mathematics education for all students in the United States and Canada. Composed of more than 120,000 teachers, educators, and other professionals, it is now the largest mathematics education organization in the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Society of Actuaries <\\/a>
An educational, research, and professional organization dedicated to serving the public and Society members. Its mission is to advance actuarial knowledge and to enhance the ability of actuaries to provide expert advice and relevant solutions for financial, business, and societal problems involving uncertain future events. The vision of the Society of Actuaries is for actuaries to be recognized as the leading professionals in the modeling and management of financial risk and contingent events.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Society of Actuaries
An educational, research, and professional organization dedicated to serving the public and Society members. Its mission is to advance actuarial knowledge and to enhance the ability of actuaries to provide expert advice and relevant solutions for financial, business, and societal problems involving uncertain future events. The vision of the Society of Actuaries is for actuaries to be recognized as the leading professionals in the modeling and management of financial risk and contingent events."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Society for Industrial and Applied Mathematics (SIAM)<\\/a>
Dedicated to advancing the application of mathematics to science and industry, to promoting mathematical research that could lead to effective new methods and techniques for science and industry, and to providing media for the exchange of information and ideas among mathematicians, engineers, and scientists. In conjunction with the AMS, they also provide career information and services to the mathematics community through the AMS-SIAM Mathematics Careers Bulletin Board which is an interactive service that informs students about non-academic career choices in the mathematical sciences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Society for Industrial and Applied Mathematics (SIAM)
Dedicated to advancing the application of mathematics to science and industry, to promoting mathematical research that could lead to effective new methods and techniques for science and industry, and to providing media for the exchange of information and ideas among mathematicians, engineers, and scientists. In conjunction with the AMS, they also provide career information and services to the mathematics community through the AMS-SIAM Mathematics Careers Bulletin Board which is an interactive service that informs students about non-academic career choices in the mathematical sciences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Society of Women Engineers (SWE)<\\/a>
Dedicated to stimulating women to achieve full potential in careers as engineers and leaders, expanding the image of the engineering profession as a positive force in improving the quality of life, and demonstrating the value of diversity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Society of Women Engineers (SWE)
Dedicated to stimulating women to achieve full potential in careers as engineers and leaders, expanding the image of the engineering profession as a positive force in improving the quality of life, and demonstrating the value of diversity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MjEwNw==","title_b28e9_bf21a":"The Ballard-McConnell-Willis Mathematics Scholarships","uri":"/academics/departments-programs/mathematics/mat-department-pages/ballard-mcconnell-willis-mathematics-scholarships/","parentId":"cG9zdDo5MjEwMg==","modified":"2023-03-20T19:52:49","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":92107,"slug":"ballard-mcconnell-willis-mathematics-scholarships","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"The Ballard-McConnell-Willis Mathematics Scholarships - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"The Ballard-McConnell-Willis Mathematics Scholarships","opengraphDescription":"The Ballard-McConnell-Willis Mathematics Scholarships are made possible through a trust fund established in 1983 by Mr. John W. Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard’s will. 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Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard\\u2019s will. These scholarships are continued for each recipient through their remaining years of attendance at Berea, up to the fourth year, as long as the recipient continues to satisfy the scholarship criteria.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Ballard-McConnell-Willis Mathematics Scholarships are made possible through a trust fund established in 1983 by Mr. John W. Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard’s will. These scholarships are continued for each recipient through their remaining years of attendance at Berea, up to the fourth year, as long as the recipient continues to satisfy the scholarship criteria."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Ballard-McConnell-Willis Mathematics Scholarship is awarded to one senior, one junior, and one sophomore mathematics major at Berea College who are:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Ballard-McConnell-Willis Mathematics Scholarship is awarded to one senior, one junior, and one sophomore mathematics major at Berea College who are:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
In the upper 10% of class<\\/li>
With excellent scholarship<\\/li>
Having upright moral character<\\/li>
Demonstrating potential for accomplishment<\\/li>
With ability to instill in others an appreciation for mathematics<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Financial support is provided through this scholarship in the hopes that the recipient\\u2019s educational experience will be enriched in ways that would not have been possible otherwise. Foreign study or other-cultural educational experiences are especially encouraged. Other examples of uses for these funds include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Financial support is provided through this scholarship in the hopes that the recipient’s educational experience will be enriched in ways that would not have been possible otherwise. Foreign study or other-cultural educational experiences are especially encouraged. Other examples of uses for these funds include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Travel to professional meetings or prospective graduate schools<\\/li>
Purchases of computer hardware and software relevant to mathematics<\\/li>
Costs for mathematical research<\\/li>
Cost of personal mathematics books and\\/or subscriptions to mathematical journals<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each year, the family of John Ballard visits the College and the department to meet and talk with the students and the faculty, so Virginia Willis and her daughter Ann Sebrell are annual visitors to Berea College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each year, the family of John Ballard visits the College and the department to meet and talk with the students and the faculty, so Virginia Willis and her daughter Ann Sebrell are annual visitors to Berea College."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_64010b1abce6e\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"About Mr. John W. Ballard\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"[caption id=\\\"attachment_92132\\\" align=\\\"alignnone\\\" width=\\\"300\\\"] $\\\"John$ John and Helen Ballard[\\/caption]\\r\\n\\r\\nJohn William Ballard was born in the first decade of the Twentieth Century in the farming community of Haubstadt, Indiana, and spent his childhood there. He earned his Bachelor of Arts degree at Evansville College (now University) in Indiana and his law degree at Indiana University in Bloomington, Indiana. After serving in the Armed Services during World War II, he resumed courting Helen McConnell and they were married in 1948.\\r\\n\\r\\nJohn joined his uncle\\u2019s law firm in Princeton, Indiana, and spent most of his professional life probating wills. When his uncle died, John took over the law firm.\\r\\n\\r\\nJohn and Helen, a former fourth grade teacher, loved children, but had none of their own. They both enjoyed spending time with their six nieces and nephews, regaling them with family stories and jokes. When it was time for them to go to college, John provided an incentive to study hard, promising a gold watch to any of the nieces and nephews who made Phi Beta Kappa.\\r\\n\\r\\nJohn had simple tastes, enjoying squirrel hunting, especially keeping his guns polished and cleaned to perfection, and rooting for his favorite baseball team, the St. Louis Cardinals. He did have one luxury, his Mercedes Benz, kept in the garage during the week while he walked to work, but used on Sundays to attend church. John\\u2019s faith in God prompted him to teach the adult Sunday School class at the Methodist church in Princeton, where he and Helen were members throughout their marriage.\\r\\n\\r\\nAt Thanksgiving Helen and John, along with her two brothers and sister and their families, gathered at her mother\\u2019s house for dinner throughout the late 1940\\u2019s and \\u201950\\u2019s. After all the brothers and sisters had taken their turns hosting the dinner, someone suggested going to the Boone Tavern Hotel instead and from the mid-1960\\u2019s through the early 1970\\u2019s everyone enjoyed coming to Berea. Happy memories of those family get-togethers and a desire to help children further their education prompted John to establish a scholarship fund at Berea College.\\r\\n\\r\\nAt John\\u2019s death his will provided that a Scholarship Fund be established in memory of his wife Helen (who had died a few years earlier in 1972) and in honor of her family. The Ballard-McConnell-Willis Scholarship Fund allows top mathematics students to enhance their Berea learning experience.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Huy A Nguyen's \\\"manual\\\" for scholarship recipients\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n
Ballard-McConnell-Willis Mathematics Scholarship Manual<\\/h3>\\r\\n<\\/header>\\r\\n
\\r\\n\\r\\nby: Huy Nguyen\\r\\n\\r\\nBallard- McConnell- Willis (BMW) scholarship is the most prestigious award offered by the Math Dept, and the single biggest outside scholarship on campus. There are many ways you can make the most out of this award; however, the process of \\u201cspending\\u201d it is rather informal. I have had quite a few BMW recipients asking me about the specific procedures of using this pretty big amount of money. That is why I decided to write up this so-called \\u201cmanual\\u201d of BMW award, so that people who receive it after me can have a clue what to do. This is written merely based on personal perspectives and experiences from the two times I received this scholarship.\\r\\n\\r\\n1. The selection:\\r\\n\\r\\nTo be considered for BMW awards, these criteria must be met:\\r\\n\\r\\nIn the upper 10% of class\\r\\nWith excellent scholarship\\r\\nHaving upright moral character\\r\\nDemonstrating potential for accomplishment\\r\\nWith ability to instill in others an appreciation for mathematics\\r\\n\\r\\nEvery year, around April, three new BMW scholars will be chosen out of three classes: sophomore, junior, and senior, based on nominations of BMW committee. You do not need to submit an application or anything. It is rather crucial that you do well in Math classes. Furthermore, there are also other facts that could show your dedication or strong interest in becoming a good mathematician. For example, working for the Math\\/CS department for your labor position is one significant way for students to satisfy the 5th criteria. So when selecting a student whether they work for the department and how well they work for the department factors significantly into the selection.\\r\\n\\r\\nBMW awards will automatically be renewed every year for existing scholars, as long as they maintain their GPA among the top 10% of their class.\\r\\n\\r\\n2. How to use:\\r\\n\\r\\nBMW awards can be used toward academic purposes, as listed on BMW description page. If you are a senior, your BMW award can only be used to purchase computers (typically), journals, books, etc. with the total amount must be\\r\\n\\r\\nNotes for those who plan to go to a different school:\\r\\n\\r\\nThere is no official program that Berea College or Math Dept organizes for the students to go to other schools. This is when you shows your independence and creativity. The fund will be supplied by the BMW fund, but the process to get you off and going at the other school, as well as transferring courses back, totally depends on you.\\r\\n\\r\\nWhen you look for a school, make sure that it is worth the money that you are about to spend. Also you need to make sure the courses you take there can be transferred back. Usually, you will have to go out there to the school, find a place to stay, get your course registration forms signed by professors, then get you registered. If you choose to do the summer program instead of a regular semester at the school, you will miss out good courses taught by good professors, but the trade-offs will be that you do not have to worry about finding housing and getting registered yourself.\\r\\n\\r\\nList of schools that BMW scholars chose to go to in the past:\\r\\n\\r\\nUniversity of California at Berkeley\\r\\nUniversity of Washington\\r\\nLondon School of Economic\\r\\nNorth Carolina State University\\r\\nHarvard University\\r\\nUniversity of North Carolina at Chapel Hill\\r\\n\\r\\nHaving been used to Berea, I suspect that there will be many differences you are going to encounter, especially if you are participating in a regular semester instead of summer school. Among those is housing, a real difficulty for a big college town like Berkeley, Seattle or Raleigh. You may find it helpful to live in a motel in the first couple of days while you look for housing over there. There are housing services by the school that may have you find roommate or apartment listings. Newspapers, internet websites are also useful to find postings. Another difficulty you may encounter is selecting a good course load. It is typical that big schools are more challenging than Berea, so 3 or 4 classes are OK (recommend: 3). This is a valuable opportunity to take a wide variety of classes, so you may want to choose wisely.\\r\\n\\r\\nRemember, while you are away, you first are given only a portion of the fund to start out with. Then you will save up receipts and send them back to Berea to get reimbursement.\\r\\n\\r\\nFor those traveling abroad, discuss with the International Office about visa issues first.\\r\\n\\r\\nIn order to transfer back the courses you take, you need to have an official transcript from the school you studied sent to Berea College\\u2019s Academic Services. Some or all the courses may or may not be transferred. The transferred courses will appear on your transcript, but will not affect your grade at Berea. Another thing to keep in mind is that when you go to study at another school, you will miss out some courses offered at Berea, especially the general education courses. So make plan so that you can still finish your general education before graduation.\\r\\n\\r\\n<\\/div>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"About Mr. John W. Ballard","content":"
$\"John$
John and Helen Ballard
\n
John William Ballard was born in the first decade of the Twentieth Century in the farming community of Haubstadt, Indiana, and spent his childhood there. He earned his Bachelor of Arts degree at Evansville College (now University) in Indiana and his law degree at Indiana University in Bloomington, Indiana. After serving in the Armed Services during World War II, he resumed courting Helen McConnell and they were married in 1948.
\n
John joined his uncle’s law firm in Princeton, Indiana, and spent most of his professional life probating wills. When his uncle died, John took over the law firm.
\n
John and Helen, a former fourth grade teacher, loved children, but had none of their own. They both enjoyed spending time with their six nieces and nephews, regaling them with family stories and jokes. When it was time for them to go to college, John provided an incentive to study hard, promising a gold watch to any of the nieces and nephews who made Phi Beta Kappa.
\n
John had simple tastes, enjoying squirrel hunting, especially keeping his guns polished and cleaned to perfection, and rooting for his favorite baseball team, the St. Louis Cardinals. He did have one luxury, his Mercedes Benz, kept in the garage during the week while he walked to work, but used on Sundays to attend church. John’s faith in God prompted him to teach the adult Sunday School class at the Methodist church in Princeton, where he and Helen were members throughout their marriage.
\n
At Thanksgiving Helen and John, along with her two brothers and sister and their families, gathered at her mother’s house for dinner throughout the late 1940’s and ’50’s. After all the brothers and sisters had taken their turns hosting the dinner, someone suggested going to the Boone Tavern Hotel instead and from the mid-1960’s through the early 1970’s everyone enjoyed coming to Berea. Happy memories of those family get-togethers and a desire to help children further their education prompted John to establish a scholarship fund at Berea College.
\n
At John’s death his will provided that a Scholarship Fund be established in memory of his wife Helen (who had died a few years earlier in 1972) and in honor of her family. The Ballard-McConnell-Willis Scholarship Fund allows top mathematics students to enhance their Berea learning experience.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Huy A Nguyen's \"manual\" for scholarship recipients","content":"
\n
Ballard-McConnell-Willis Mathematics Scholarship Manual
\n
\n
\n
by: Huy Nguyen
\n
Ballard- McConnell- Willis (BMW) scholarship is the most prestigious award offered by the Math Dept, and the single biggest outside scholarship on campus. There are many ways you can make the most out of this award; however, the process of “spending” it is rather informal. I have had quite a few BMW recipients asking me about the specific procedures of using this pretty big amount of money. That is why I decided to write up this so-called “manual” of BMW award, so that people who receive it after me can have a clue what to do. This is written merely based on personal perspectives and experiences from the two times I received this scholarship.
\n
1. The selection:
\n
To be considered for BMW awards, these criteria must be met:
\n
In the upper 10% of class
\nWith excellent scholarship
\nHaving upright moral character
\nDemonstrating potential for accomplishment
\nWith ability to instill in others an appreciation for mathematics
\n
Every year, around April, three new BMW scholars will be chosen out of three classes: sophomore, junior, and senior, based on nominations of BMW committee. You do not need to submit an application or anything. It is rather crucial that you do well in Math classes. Furthermore, there are also other facts that could show your dedication or strong interest in becoming a good mathematician. For example, working for the Math/CS department for your labor position is one significant way for students to satisfy the 5th criteria. So when selecting a student whether they work for the department and how well they work for the department factors significantly into the selection.
\n
BMW awards will automatically be renewed every year for existing scholars, as long as they maintain their GPA among the top 10% of their class.
\n
2. How to use:
\n
BMW awards can be used toward academic purposes, as listed on BMW description page. If you are a senior, your BMW award can only be used to purchase computers (typically), journals, books, etc. with the total amount must be
\n
Notes for those who plan to go to a different school:
\n
There is no official program that Berea College or Math Dept organizes for the students to go to other schools. This is when you shows your independence and creativity. The fund will be supplied by the BMW fund, but the process to get you off and going at the other school, as well as transferring courses back, totally depends on you.
\n
When you look for a school, make sure that it is worth the money that you are about to spend. Also you need to make sure the courses you take there can be transferred back. Usually, you will have to go out there to the school, find a place to stay, get your course registration forms signed by professors, then get you registered. If you choose to do the summer program instead of a regular semester at the school, you will miss out good courses taught by good professors, but the trade-offs will be that you do not have to worry about finding housing and getting registered yourself.
\n
List of schools that BMW scholars chose to go to in the past:
\n
University of California at Berkeley
\nUniversity of Washington
\nLondon School of Economic
\nNorth Carolina State University
\nHarvard University
\nUniversity of North Carolina at Chapel Hill
\n
Having been used to Berea, I suspect that there will be many differences you are going to encounter, especially if you are participating in a regular semester instead of summer school. Among those is housing, a real difficulty for a big college town like Berkeley, Seattle or Raleigh. You may find it helpful to live in a motel in the first couple of days while you look for housing over there. There are housing services by the school that may have you find roommate or apartment listings. Newspapers, internet websites are also useful to find postings. Another difficulty you may encounter is selecting a good course load. It is typical that big schools are more challenging than Berea, so 3 or 4 classes are OK (recommend: 3). This is a valuable opportunity to take a wide variety of classes, so you may want to choose wisely.
\n
Remember, while you are away, you first are given only a portion of the fund to start out with. Then you will save up receipts and send them back to Berea to get reimbursement.
\n
For those traveling abroad, discuss with the International Office about visa issues first.
\n
In order to transfer back the courses you take, you need to have an official transcript from the school you studied sent to Berea College’s Academic Services. Some or all the courses may or may not be transferred. The transferred courses will appear on your transcript, but will not affect your grade at Berea. Another thing to keep in mind is that when you go to study at another school, you will miss out some courses offered at Berea, especially the general education courses. So make plan so that you can still finish your general education before graduation.
\n
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SLO #1 (Research): To identify research components and modes within the
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SLO #2 (Framework): To demonstrate knowledge of current concepts, theories, and models/frameworks used in Health and Human Performance.
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Teaching certification may be earned through a major in Health and Human Performance together with required course work and experiences in Education. Students must meet all requirements for admission to the Teacher Education Program, for admission to Student Teaching, and for recommendation for certification, including the required admission and exit portfolios. Teaching P-12 majors should begin course work in the first year.
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An interview with departmental faculty members and a departmental recommendation are required for admission to the Health and Human Performance major.
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Course Sequencing Considerations
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(in order to complete degree requirements within eight terms)
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The Education Studies Department at Berea College received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). On October 21, 2019, The Education Studies Department at Berea College was granted Accreditation at the initial-licensure level. On February 21, 2020, the Kentucky Education Professional Standards Board (EPSB) granted Berea College continued accreditation as well. This Accreditation status will remain in effect until Fall 2026. Our next site visit will take place in Spring 2026.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
The Education Studies Department at Berea College received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). On October 21, 2019, The Education Studies Department at Berea College was granted Accreditation at the initial-licensure level. On February 21, 2020, the Kentucky Education Professional Standards Board (EPSB) granted Berea College continued accreditation as well. This Accreditation status will remain in effect until Fall 2026. Our next site visit will take place in Spring 2026."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teacher Preparation Programs that lead to certification and are approved by the Kentucky EPSB are listed below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teacher Preparation Programs that lead to certification and are approved by the Kentucky EPSB are listed below."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Biological Science, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Chemistry, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Elementary, Primary- 5^{th<\\/sup> Grade \"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"English, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Mathematics, Grades 8-12 \"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Middle School Mathematics, Grades 5-9\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Middle School Science, Grades 5-9\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Music, All Grades: Instrumental, Vocal \"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Physical Education and Health, All Grades\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Physics, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Social Studies, 8-12\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information about CAEPs reporting measures and to review our latest Title II report, see documents below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information about CAEPs reporting measures and to review our latest Title II report, see documents below."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"}CAEP 4 Annual Reporting Measures<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Title II Program Report, 2024<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Accreditation Letters\",\"level\":2,\"anchor\":\"h-accreditation-letters\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-accreditation-letters","content":"Accreditation Letters"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"EPSB Accreditation Action Letter February 2020<\\/a>
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At the heart of that relationship are the means by which human beings convey and create meaning together. Words are a primary means of communication, but other artistic media find their way into communities comprised of diverse individuals working together to create and share meaning. Common to all means of expression is the necessity of careful thinking, vision, and personal integrity. We believe the community of inquiry is an appropriate framework for Berea\\u2019s Teacher Education Department because we share its assumptions about the nature of human beings, the nature of learning, and the nature of knowledge:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The department’s philosophical framework is the community of inquiry, which encompasses the ideas of community and inquiry in relationship. At the heart of that relationship are the means by which human beings convey and create meaning together. Words are a primary means of communication, but other artistic media find their way into communities comprised of diverse individuals working together to create and share meaning. Common to all means of expression is the necessity of careful thinking, vision, and personal integrity. We believe the community of inquiry is an appropriate framework for Berea’s Teacher Education Department because we share its assumptions about the nature of human beings, the nature of learning, and the nature of knowledge:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Human beings are born with the capacity for wonder.<\\/li>
Human beings are social beings who learn from and with others.<\\/li>
Human beings construct their understandings over time by connecting the new to what is already known.<\\/li>
Human beings have a multiplicity of intelligences.<\\/li>
All knowledge is connected.<\\/li>
Wisdom comes from the way in which knowledge is held.<\\/li>
Thinking is central in coming to know.<\\/li>
Communicating is the matrix of thinking.<\\/li>
Teachers are also learners, and students are also teachers.<\\/li>
All students can learn.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Consistent with these assumptions, we believe that the goal of education is to help people become reasonable, just, compassionate, and creative beings who will seek to determine what is of constant value in the world and to live accordingly. The purpose is the same at every level, preschool through post-graduate. Education requires knowledge, but transcends knowledge. It requires reason, though reason without imagination is insufficient. Education requires wonder, without which there can be no awe. Finally, education requires participation in the human community, as we come to truth in dialogue with others. The goal of education may best be described as the development of a permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to search for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves, while knowing that it is through engaging in the pursuit of truth with others that we find hope and the strength to work toward good for all.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Consistent with these assumptions, we believe that the goal of education is to help people become reasonable, just, compassionate, and creative beings who will seek to determine what is of constant value in the world and to live accordingly. The purpose is the same at every level, preschool through post-graduate. Education requires knowledge, but transcends knowledge. It requires reason, though reason without imagination is insufficient. Education requires wonder, without which there can be no awe. Finally, education requires participation in the human community, as we come to truth in dialogue with others. The goal of education may best be described as the development of a permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to search for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves, while knowing that it is through engaging in the pursuit of truth with others that we find hope and the strength to work toward good for all."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The teacher education department at Berea College seeks to prepare teachers who will manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students. We believe that it is teachers\\u2019 values and commitments which direct their work with students in the classroom. We seek evidence in all prospective teachers of the following commitments, and we seek to nurture and extend these commitments through every facet of their preparation:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The teacher education department at Berea College seeks to prepare teachers who will manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students. We believe that it is teachers’ values and commitments which direct their work with students in the classroom. We seek evidence in all prospective teachers of the following commitments, and we seek to nurture and extend these commitments through every facet of their preparation:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Teachers should be committed to the value of all individuals as unique, responsible, and worthy human beings.<\\/li>
Teachers should be committed to the intellectual, social, emotional, artistic, and moral growth of all learners.<\\/li>
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection.<\\/li>
Teachers should be committed to role of inquiry and to reasoned discourse in the search for truth and wisdom.<\\/li>
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment.<\\/li>
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom.<\\/li>
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives, especially with respect to the articulations of pedagogies and school culture.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To enact these values and commitments in their classroom and school communities, P-12 teachers must be both knowledgeable and skilled. They must seek continually to deepen and broaden their understandings of children and of content, of teaching and of learning, and they must be able to act on those understandings in humane, educative, and efficient ways. To guide our students\\u2019 development toward these ends, we have established the following seven performance goals for student teachers in Berea\\u2019s Teacher Education Departments:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To enact these values and commitments in their classroom and school communities, P-12 teachers must be both knowledgeable and skilled. They must seek continually to deepen and broaden their understandings of children and of content, of teaching and of learning, and they must be able to act on those understandings in humane, educative, and efficient ways. To guide our students’ development toward these ends, we have established the following seven performance goals for student teachers in Berea’s Teacher Education Departments:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Teachers demonstrate their understanding of the centrality of inquiry in a learning community; the critical role of communication in inquiry; and the confidence that grows with the development of our ability to participate in a community of inquiry.<\\/li>
Teachers demonstrate both a general knowledge of all subject matter in the school curriculum, in order to understand the interrelationships among disciplines, and an in-depth understanding of the subject matter for which they are directly responsible, including the origins, development, and structure of each discipline; its core concepts and principles; its pedagogical framework; and its application to daily life.<\\/li>
Teachers demonstrate that they understand that authentic learning requires experience (direct and vicarious), inquiry, time, interest, self-correction, and external criticism.<\\/li>
Teachers demonstrate understanding of the foundations of education through their ability to plan, implement, and assess developmentally appropriate learning experiences for all students.<\\/li>
Teachers demonstrate their understanding of the importance and role of cultural diversity in constructing meaningful pedagogies for all children.<\\/li>
Teachers demonstrate understanding of and the ability to employ appropriate technological tools for developing students\\u2019 knowledge, understandings, skills, and dispositions.<\\/li>
Teachers demonstrate responsibility for their own professional development and for their own learning as a lifelong process.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These goals, with supporting indicators, inform all Education Studies courses and experiences. They have been aligned with Kentucky\\u2019s nine New Teacher Standards and guide us in the structuring of experiences both in our college classrooms and in student teaching to prepare our graduates to create content-rich, inquiry-focused communities in their own classrooms consistent with Berea\\u2019s mission and with their own values and commitments.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These goals, with supporting indicators, inform all Education Studies courses and experiences. They have been aligned with Kentucky’s nine New Teacher Standards and guide us in the structuring of experiences both in our college classrooms and in student teaching to prepare our graduates to create content-rich, inquiry-focused communities in their own classrooms consistent with Berea’s mission and with their own values and commitments."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Philosophic Framework\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Philosophic Framework"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students are introduced to the conceptual framework in EDS 200, Seminar: Thinking about Education, and they revisit the key concepts and their relationship in various contexts in subsequent classes. A representative segment from a handout in one section of EDS 200 scaffolds the meaning of the conceptual framework for students as follows:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students are introduced to the conceptual framework in EDS 200, Seminar: Thinking about Education, and they revisit the key concepts and their relationship in various contexts in subsequent classes. A representative segment from a handout in one section of EDS 200 scaffolds the meaning of the conceptual framework for students as follows:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A community of inquiry allows everyone to participate in constructing education. Thus, in a typical classroom, the teacher is not the only one who possesses knowledge; each student possesses profound knowledge, which the teacher must draw on to help build a learning community in the classroom. Note that a community involves different people who might come from various backgrounds, nationalities, ethnicities, and who might also have different views of knowledge and the world, etc. Therefore, in order for the community to educate itself, it has to draw on the experiences and abilities of all in the community to sustain itself well. Importantly also, a community must draw on other communities to help enrich itself. This same principle applies to a classroom; the teacher must understand the experiences and abilities of\\u00a0ALL\\u00a0students in order to help\\u00a0EVERY student\\u00a0learn. In addition, what happens in a classroom is not disconnected from other classes, the rest of the school community, and wider communities beyond the school.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A community of inquiry allows everyone to participate in constructing education. Thus, in a typical classroom, the teacher is not the only one who possesses knowledge; each student possesses profound knowledge, which the teacher must draw on to help build a learning community in the classroom. Note that a community involves different people who might come from various backgrounds, nationalities, ethnicities, and who might also have different views of knowledge and the world, etc. Therefore, in order for the community to educate itself, it has to draw on the experiences and abilities of all in the community to sustain itself well. Importantly also, a community must draw on other communities to help enrich itself. This same principle applies to a classroom; the teacher must understand the experiences and abilities of ALL students in order to help EVERY student learn. In addition, what happens in a classroom is not disconnected from other classes, the rest of the school community, and wider communities beyond the school."}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_63fe22a428fad\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Mission Statement\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"The mission of the Berea College Education Studies Department (BC EDS) is to prepare teachers and educational professionals who believe in the worth, dignity, and potential of all learners, who include all members of the community to construct a more just society, and who engage in the continual learning of the process and practice of teaching.\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Goal of Education\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"The goal of education is to help people become reasonable, just, compassionate, and creative\\u00a0human beings who will seek to determine what is of constant value in the world and to live accordingly. This goal may best be described as the development of a permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to search for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves while knowing that it is through engaging in the pursuit of truth with others that we find hope and strength to work toward good for all.\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Philosophical Model \",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"Education in a Community of Inquiry.\\u00a0We find the community of inquiry an appropriate model for our teacher education department\\r\\nbecause we share its assumptions about the nature of human beings, the nature of knowing, and the nature of knowledge.\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Assumptions\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"Human beings are born with the capacity for wonder.\\u00a0Human beings are social beings who learn from and with others.\\r\\nHuman beings construct their understandings over time\\r\\nby connecting the new to what is already known.\\r\\nHuman beings have a multiplicity of intelligences.\\r\\nAll knowledge is connected.\\r\\nWisdom comes from the way in which knowledge is held.\\r\\nThinking is central in coming to know.\\r\\nCommunicating is the matrix of thinking.\\r\\nTeachers are also learners, and students are also teachers.\\r\\nAll students can learn.\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Educational Objectives \",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"The goal of the teacher education department at Berea College is to prepare teachers who will\\u00a0manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students.\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs\":5,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The mission of the Berea College Education Studies Department (BC EDS) is to prepare teachers and educational professionals who believe in the worth, dignity, and potential of all learners, who include all members of the community to construct a more just society, and who engage in the continual learning of the process and practice of teaching.
\n","title":"Mission Statement"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The goal of education is to help people become reasonable, just, compassionate, and creative human beings who will seek to determine what is of constant value in the world and to live accordingly. This goal may best be described as the development of a permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to search for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves while knowing that it is through engaging in the pursuit of truth with others that we find hope and strength to work toward good for all.
\n","title":"Goal of Education"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Education in a Community of Inquiry. We find the community of inquiry an appropriate model for our teacher education department
\nbecause we share its assumptions about the nature of human beings, the nature of knowing, and the nature of knowledge.
\n","title":"Philosophical Model "},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Human beings are born with the capacity for wonder. Human beings are social beings who learn from and with others.
\nHuman beings construct their understandings over time
\nby connecting the new to what is already known.
\nHuman beings have a multiplicity of intelligences.
\nAll knowledge is connected.
\nWisdom comes from the way in which knowledge is held.
\nThinking is central in coming to know.
\nCommunicating is the matrix of thinking.
\nTeachers are also learners, and students are also teachers.
\nAll students can learn.
\n","title":"Assumptions"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The goal of the teacher education department at Berea College is to prepare teachers who will manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students.
\n","title":"Educational Objectives "}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Knowledge Base\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Knowledge Base"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The knowledge base for Berea\\u2019s teacher education departments is broad. It includes scholarship and research that inform the thinking and practice of program faculty, and works that are central in the professional education of prospective teachers. It includes institution-particular works which describe the history and commitments of Berea College as well as scholarship and research in general education, in the academic specialties, and in professional education. The knowledge base also encompasses the personal experiences brought by individual students and faculty to our common inquiry, and understandings created through that inquiry.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The knowledge base for Berea’s teacher education departments is broad. It includes scholarship and research that inform the thinking and practice of program faculty, and works that are central in the professional education of prospective teachers. It includes institution-particular works which describe the history and commitments of Berea College as well as scholarship and research in general education, in the academic specialties, and in professional education. The knowledge base also encompasses the personal experiences brought by individual students and faculty to our common inquiry, and understandings created through that inquiry."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The ensuing discussion is divided into two parts. Section I focuses chiefly upon the thinkers and writers who provide the philosophical, psychological, and social foundations of our conceptual framework. Section II addresses the research and scholarship of those whose work supports our professional aims as we work with students in the areas of human development, learning, and motivation; content knowledge; instruction and assessment; and professional development and ethics. Although there is some overlap, the focus in Section II is primarily on research and scholarship consistent with our framework and supportive of practices we advocate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The ensuing discussion is divided into two parts. Section I focuses chiefly upon the thinkers and writers who provide the philosophical, psychological, and social foundations of our conceptual framework. Section II addresses the research and scholarship of those whose work supports our professional aims as we work with students in the areas of human development, learning, and motivation; content knowledge; instruction and assessment; and professional development and ethics. Although there is some overlap, the focus in Section II is primarily on research and scholarship consistent with our framework and supportive of practices we advocate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Section I.<\\/strong> The community of inquiry and its underlying assumptions are supported by traditional and contemporary scholarship and research in the fields of philosophy, theology, psychology, sociology, linguistics and language, women\\u2019s studies, cultural studies, and education. Among philosophers our greatest debt is to the thinking of John Dewey, whose metaphysics, epistemology, ethics, and aesthetics yield a philosophy which emphasizes the social and reconstructive purpose of education; the constructivist interpretation of learning; the importance of learning in community; the role of teachers as students of education; the wholeness of human experience as the beginning point for inquiry into any curriculum; the interrelatedness of knowledge, aided by the contrast of the logic of disciplinary knowledge with the psychology of learning; the motive force of interest which is both a sign of developing powers and a necessary characteristic of all educative experiences; and the centrality of inquiry and reflective thinking in all learning. We abjure interpretations of Dewey\\u2019s work which reduce the comprehensiveness and complexity of his thinking to advocacy of child-centered education in which curriculum is secondary. We also question readings of his ethics and metaphysics which claim that Dewey ignores moral development and denies the existence of truth. Instead, we find ourselves in sympathy with students of Dewey who find in his seminal thought on teaching as an integrative and creative act a basis for renewed emphasis on reflective inquiry in welding theory into teaching practice, and for renewing Dewey\\u2019s call to empower teachers as knowledgeable and deeply committed professionals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Section I. The community of inquiry and its underlying assumptions are supported by traditional and contemporary scholarship and research in the fields of philosophy, theology, psychology, sociology, linguistics and language, women’s studies, cultural studies, and education. Among philosophers our greatest debt is to the thinking of John Dewey, whose metaphysics, epistemology, ethics, and aesthetics yield a philosophy which emphasizes the social and reconstructive purpose of education; the constructivist interpretation of learning; the importance of learning in community; the role of teachers as students of education; the wholeness of human experience as the beginning point for inquiry into any curriculum; the interrelatedness of knowledge, aided by the contrast of the logic of disciplinary knowledge with the psychology of learning; the motive force of interest which is both a sign of developing powers and a necessary characteristic of all educative experiences; and the centrality of inquiry and reflective thinking in all learning. We abjure interpretations of Dewey’s work which reduce the comprehensiveness and complexity of his thinking to advocacy of child-centered education in which curriculum is secondary. We also question readings of his ethics and metaphysics which claim that Dewey ignores moral development and denies the existence of truth. Instead, we find ourselves in sympathy with students of Dewey who find in his seminal thought on teaching as an integrative and creative act a basis for renewed emphasis on reflective inquiry in welding theory into teaching practice, and for renewing Dewey’s call to empower teachers as knowledgeable and deeply committed professionals."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Another philosopher who has strongly influenced us as teachers of teachers is Alfred North Whitehead. In his\\u00a0Aims of Education and Other Essays\\u00a0, Whitehead emphasizes the dangers of \\u201cinert ideas,\\u201d information which is taught to students without any context or purpose which would have meaning for them. As each of us struggles with the explosion of information in our fields, and with all that prospective teachers ought to know about the world in general and about their own special contents and pedagogy in particular, Whitehead remind us that the construction of understanding takes time, and that we have to make hard choices if we are to help our students transform information into meaning which will truly inform their thinking and actions. Whitehead also helps us understand the profound truth that there is a spiritual aspect to all education responsibly undertaken; that the ultimate goal of education is wisdom,; and that wisdom comes not from the accumulation of knowledge but from the way in which knowledge is held:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Another philosopher who has strongly influenced us as teachers of teachers is Alfred North Whitehead. In his Aims of Education and Other Essays , Whitehead emphasizes the dangers of “inert ideas,” information which is taught to students without any context or purpose which would have meaning for them. As each of us struggles with the explosion of information in our fields, and with all that prospective teachers ought to know about the world in general and about their own special contents and pedagogy in particular, Whitehead remind us that the construction of understanding takes time, and that we have to make hard choices if we are to help our students transform information into meaning which will truly inform their thinking and actions. Whitehead also helps us understand the profound truth that there is a spiritual aspect to all education responsibly undertaken; that the ultimate goal of education is wisdom,; and that wisdom comes not from the accumulation of knowledge but from the way in which knowledge is held:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The essence of education is that it be religious\\u2026 A religious education is an education which inculcates duty and reverence. Duty arises from our potential control over the course of events. Where attainable knowledge could have changed the issue, ignorance has the guilt of vice. And the foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity. (The Aim of Education and Other Essays, p. 14.)<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The essence of education is that it be religious… A religious education is an education which inculcates duty and reverence. Duty arises from our potential control over the course of events. Where attainable knowledge could have changed the issue, ignorance has the guilt of vice. And the foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity. (The Aim of Education and Other Essays, p. 14.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The ideas of other philosophers and scholars who have informed our thinking as teachers include Martin Buber\\u2019s understandings of the nature of the \\u201cI-Thou\\u201d relationship and the significance of conversation, and Nel Noddings\\u2019 emphasis on caring, on stories that can save lives, and on the vital necessity of educating high school students for intelligent belief or unbelief. We appreciate Michael Polanyi\\u2019s explication of \\u201ctacit knowledge\\u201d and Noam Chomsky\\u2019s work on language and mind. Simone Weil\\u2019s elucidation of the crucial role of observation, holding back the self, and intellectual waiting in coming to know is important to us as we work with our students and with each other. We are influenced by Margaret Buchman\\u2019s development of the idea that \\u201ccareful vision\\u201d lies at the heart of teaching as both an intellectual and a moral enterprise. We have learned from Maxine Greene\\u2019s critical understanding of the relationship among philosophy, the arts, and education; and from her emphasis, like Noddings\\u2019, on the motive role of stories in informing our lives as human beings and as learners. Robert Coles is important to us for his stories as well, and for the way he publicly addresses his need to unlearn looking at patients as objects. As Coles was taught by Ruby Bridges, so we want our students to learn to be taught by all children.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The ideas of other philosophers and scholars who have informed our thinking as teachers include Martin Buber’s understandings of the nature of the “I-Thou” relationship and the significance of conversation, and Nel Noddings’ emphasis on caring, on stories that can save lives, and on the vital necessity of educating high school students for intelligent belief or unbelief. We appreciate Michael Polanyi’s explication of “tacit knowledge” and Noam Chomsky’s work on language and mind. Simone Weil’s elucidation of the crucial role of observation, holding back the self, and intellectual waiting in coming to know is important to us as we work with our students and with each other. We are influenced by Margaret Buchman’s development of the idea that “careful vision” lies at the heart of teaching as both an intellectual and a moral enterprise. We have learned from Maxine Greene’s critical understanding of the relationship among philosophy, the arts, and education; and from her emphasis, like Noddings’, on the motive role of stories in informing our lives as human beings and as learners. Robert Coles is important to us for his stories as well, and for the way he publicly addresses his need to unlearn looking at patients as objects. As Coles was taught by Ruby Bridges, so we want our students to learn to be taught by all children."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We have gained insight and perspective from the poetry and prose of Wendell Berry, the Kentucky farmer and author. Through Berry\\u2019s essays, novels, and poetry we have recognized the critical necessity of education both for a sense of place and about place. Toward these ends, we seek to teach for a disposition which values rootedness, simplicity, and place. In addition, David Orr has inspired us to consider all education, either through omission or commission, as environmental education. In this way, we are spurred to consider anew the possibilities within interdisciplinary curricula.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We have gained insight and perspective from the poetry and prose of Wendell Berry, the Kentucky farmer and author. Through Berry’s essays, novels, and poetry we have recognized the critical necessity of education both for a sense of place and about place. Toward these ends, we seek to teach for a disposition which values rootedness, simplicity, and place. In addition, David Orr has inspired us to consider all education, either through omission or commission, as environmental education. In this way, we are spurred to consider anew the possibilities within interdisciplinary curricula."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We have been moved by the thinking and by the presence on our campus of Ivan Illich. Though once widely recognized as a prominent critic of schooling, Illich has since focused on the counterproductive effects of an array of institutions. Through his words, we have been guided to think deeply about human nature, freedom, needs, and progress. Through the provocations and hope provided by Illich, we have reaffirmed the centrality of human relatedness in all endeavors.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We have been moved by the thinking and by the presence on our campus of Ivan Illich. Though once widely recognized as a prominent critic of schooling, Illich has since focused on the counterproductive effects of an array of institutions. Through his words, we have been guided to think deeply about human nature, freedom, needs, and progress. Through the provocations and hope provided by Illich, we have reaffirmed the centrality of human relatedness in all endeavors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We owe a special debt to Mathew Lipman and the late Frederick Oscanyan, whose understanding of the role of philosophy in the education of children bespeaks the power of children\\u2019s minds and the power of ideas explored in community. Until his untimely death fifteen years ago, Fred Oscanyan was a much-respected faculty member in the Philosophy Department at Berea, traveling internationally with Lipman in the service of the ideas which animate this program. The thinking of Fred Oscanyan and Mathew Lipman is very much a part of our knowledge base, and Lipman\\u2019s work, Thinking in Education, 2nd ed. (2003, 1991) has been of particular importance in the development of our conceptual framework.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We owe a special debt to Mathew Lipman and the late Frederick Oscanyan, whose understanding of the role of philosophy in the education of children bespeaks the power of children’s minds and the power of ideas explored in community. Until his untimely death fifteen years ago, Fred Oscanyan was a much-respected faculty member in the Philosophy Department at Berea, traveling internationally with Lipman in the service of the ideas which animate this program. The thinking of Fred Oscanyan and Mathew Lipman is very much a part of our knowledge base, and Lipman’s work, Thinking in Education, 2nd ed. (2003, 1991) has been of particular importance in the development of our conceptual framework."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In the social sciences, there are a number of researchers and scholars whose work informs our thinking as teachers of teachers. Erik Erikson tells us that life may be conceived as a series of challenges which can strengthen us and lead to wisdom if properly met; that human development takes place throughout our lives and involves mind, body, and spirit; and that our growth is greatly influenced at all ages by our relationships with others and our developing sense of self. Jean Piaget\\u2019s study of children\\u2019s cognitive development has helped us both directly and through the work of others \\u2013 most notably Eleanor Duckworth , Margaret Donaldson, and David Elkind \\u2013 to realize that we must observe and listen closely to our students in order to understand how they are thinking, for only through such careful attention can we know how to encourage further inquiry. Kieran Egan re-envisions both the purpose of education and our view of children\\u2019s cognitive capacities in order to avoid the pitfalls of superficial understandings. The work of William Perry reminds us that the concept of \\u201cdevelopmentally appropriate\\u201d applies also to the education of prospective teachers. Howard Gardner\\u2019s theory of multiple intelligences and his related work on the arts and human development supports our belief in the existence and importance of multiple abilities in all students. Lev Vygotsky\\u2019s emphasis on the social nature of learning and the zone of proximal development is clearly consistent with our assumptions about the importance of language and community in learning. Jerome Bruner leads our thinking to the structures of the disciplines and relationships among the structures, effective pedagogy, and child development, and has given us, following the seminal work of Hilda Taba, the very helpful concept of the spiral curriculum.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the social sciences, there are a number of researchers and scholars whose work informs our thinking as teachers of teachers. Erik Erikson tells us that life may be conceived as a series of challenges which can strengthen us and lead to wisdom if properly met; that human development takes place throughout our lives and involves mind, body, and spirit; and that our growth is greatly influenced at all ages by our relationships with others and our developing sense of self. Jean Piaget’s study of children’s cognitive development has helped us both directly and through the work of others – most notably Eleanor Duckworth , Margaret Donaldson, and David Elkind – to realize that we must observe and listen closely to our students in order to understand how they are thinking, for only through such careful attention can we know how to encourage further inquiry. Kieran Egan re-envisions both the purpose of education and our view of children’s cognitive capacities in order to avoid the pitfalls of superficial understandings. The work of William Perry reminds us that the concept of “developmentally appropriate” applies also to the education of prospective teachers. Howard Gardner’s theory of multiple intelligences and his related work on the arts and human development supports our belief in the existence and importance of multiple abilities in all students. Lev Vygotsky’s emphasis on the social nature of learning and the zone of proximal development is clearly consistent with our assumptions about the importance of language and community in learning. Jerome Bruner leads our thinking to the structures of the disciplines and relationships among the structures, effective pedagogy, and child development, and has given us, following the seminal work of Hilda Taba, the very helpful concept of the spiral curriculum."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Robert Coles\\u2019 study of children in crisis shows us that underneath the very real cultural differences that distinguish rich from poor, black from white, and rural from urban, lie hopes, fears, and joys which have a striking commonality. But stark social and economic inequalities conspire to smother the hopes and joys of poor children, and the fears of poor children in urban neighborhoods are often for their very lives. As Jonathan Kozol makes clear, these children\\u2019s promise, choked by poverty and low expectations, goes unrecognized and unaided by the very educational institutions charged with their care. Through his work with older students, Mike Rose shows how poverty, low educational expectations by teachers, and parents who are themselves uneducated and disenfranchised, combine to affect the lives of students who grow up \\u201con the boundary\\u201d of traditional culture.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Robert Coles’ study of children in crisis shows us that underneath the very real cultural differences that distinguish rich from poor, black from white, and rural from urban, lie hopes, fears, and joys which have a striking commonality. But stark social and economic inequalities conspire to smother the hopes and joys of poor children, and the fears of poor children in urban neighborhoods are often for their very lives. As Jonathan Kozol makes clear, these children’s promise, choked by poverty and low expectations, goes unrecognized and unaided by the very educational institutions charged with their care. Through his work with older students, Mike Rose shows how poverty, low educational expectations by teachers, and parents who are themselves uneducated and disenfranchised, combine to affect the lives of students who grow up “on the boundary” of traditional culture."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Against this reality stands the work of public school educators like Deborah Meier at Central Park East; Shelly Harwayne at the Manhattan New School; Dennis Littky and Elliot Washor at the MET school in Providence, Rhode Island; and Patricia Carini, of Prospect Center, who has been working for a decade to help teachers in urban schools use the practice of \\u201cdisciplined description\\u201d which she and colleagues developed over the years at Prospect School, to refocus teachers\\u2019 vision and language on the individual strengths and promise of every child. These educators emphasize the importance of commitment to a democratic vision, to community, to inquiry, to every child, and to mutual respect and collaboration between parents and teachers. Such collaboration requires time and trust. Sarah Lightfoot describes the disparate worlds of parents and teachers that must be bridged for the good of those whose education is their common concern. Vivian Paley\\u2019s stories as a white teacher of diverse young children teach us that good intentions and sincere caring for every child do not eliminate unconscious misconceptions about children whose backgrounds differ from our own. She further teaches, again by example, that only through relationships with diverse parents and colleagues can teachers gain the understandings necessary to address the instructional and personal needs of every child.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Against this reality stands the work of public school educators like Deborah Meier at Central Park East; Shelly Harwayne at the Manhattan New School; Dennis Littky and Elliot Washor at the MET school in Providence, Rhode Island; and Patricia Carini, of Prospect Center, who has been working for a decade to help teachers in urban schools use the practice of “disciplined description” which she and colleagues developed over the years at Prospect School, to refocus teachers’ vision and language on the individual strengths and promise of every child. These educators emphasize the importance of commitment to a democratic vision, to community, to inquiry, to every child, and to mutual respect and collaboration between parents and teachers. Such collaboration requires time and trust. Sarah Lightfoot describes the disparate worlds of parents and teachers that must be bridged for the good of those whose education is their common concern. Vivian Paley’s stories as a white teacher of diverse young children teach us that good intentions and sincere caring for every child do not eliminate unconscious misconceptions about children whose backgrounds differ from our own. She further teaches, again by example, that only through relationships with diverse parents and colleagues can teachers gain the understandings necessary to address the instructional and personal needs of every child."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Gloria Boutte, Courtney Cazden, Lisa Delpit, Paulo Friere, Shirley Brice Heath, Gloria Ladson-Billings, Vivian Paley, Ruby Payne, and Victoria Purcell-Gates address the language and cultural experiences which diverse children bring to the classroom. In her longitudinal ethnographic study of children\\u2019s language development in three different southern Appalachian communities as well as in her later work, Heath shows that teachers must be linguistically knowledgeable in order to be able to be educationally responsible. Cazden\\u2019s work on the nature of stories told by inner-city children reminds us that stories are vital in every culture, but their structure and the ways in which they are recounted are diverse. Purcell-Gates shows through the eyes of a young boy and his family the ways in which educational institutions can work against a child\\u2019s cultural strengths to create problems rather than to educate. Like Boutte and Ladson-Billings Lisa Delpit reminds teachers to take care that the pedagogical methods used to help young black learners attain literacy fit their needs. Like Paley, Delpit emphasizes that white teachers must be willing to seek out, listen to, and learn from what parents of diverse children and adolescents can teach them.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Gloria Boutte, Courtney Cazden, Lisa Delpit, Paulo Friere, Shirley Brice Heath, Gloria Ladson-Billings, Vivian Paley, Ruby Payne, and Victoria Purcell-Gates address the language and cultural experiences which diverse children bring to the classroom. In her longitudinal ethnographic study of children’s language development in three different southern Appalachian communities as well as in her later work, Heath shows that teachers must be linguistically knowledgeable in order to be able to be educationally responsible. Cazden’s work on the nature of stories told by inner-city children reminds us that stories are vital in every culture, but their structure and the ways in which they are recounted are diverse. Purcell-Gates shows through the eyes of a young boy and his family the ways in which educational institutions can work against a child’s cultural strengths to create problems rather than to educate. Like Boutte and Ladson-Billings Lisa Delpit reminds teachers to take care that the pedagogical methods used to help young black learners attain literacy fit their needs. Like Paley, Delpit emphasizes that white teachers must be willing to seek out, listen to, and learn from what parents of diverse children and adolescents can teach them."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Scholars in other areas have also been important to us as teachers. Carol Gilligan has helped us to rethink the role of gender in human development. Belenky et al. in Women\\u2019s Ways of Knowing suggest that connected teaching best meets the needs of all students, not just women. Eschewing the widely-held dichotomy between subjective and objective, Parker Palmer asks us to seek the courage to teach in ways that reach the spirits as well as the minds of our students. Mary Rose O\\u2019Reilly argues for the importance of radical presence in the classroom, for leaving room for the silence that signifies human beings in thought together. As our conceptual framework implies, we find this emphasis on language in community, on thinking together with care, supportive and fruitful.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Scholars in other areas have also been important to us as teachers. Carol Gilligan has helped us to rethink the role of gender in human development. Belenky et al. in Women’s Ways of Knowing suggest that connected teaching best meets the needs of all students, not just women. Eschewing the widely-held dichotomy between subjective and objective, Parker Palmer asks us to seek the courage to teach in ways that reach the spirits as well as the minds of our students. Mary Rose O’Reilly argues for the importance of radical presence in the classroom, for leaving room for the silence that signifies human beings in thought together. As our conceptual framework implies, we find this emphasis on language in community, on thinking together with care, supportive and fruitful."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Many other scholars and researchers have been influential in our thinking about the work that we do as teachers of teachers. In Section II below, we discuss works that specifically support our professional practice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Many other scholars and researchers have been influential in our thinking about the work that we do as teachers of teachers. In Section II below, we discuss works that specifically support our professional practice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Section II.<\\/strong> The focus in this section is on those aspects of our knowledge base that pertain directly to the development of students\\u2019 professional and content knowledge. As the assumptions underlying our conceptual framework make clear, learning requires the construction of understanding in dialogue with others and within oneself by connecting the new to what is already known. We also believe that the process of coming to know is developmental; it takes place over time and requires reflection. Each time a learner encounters a question or problem previously met, or a book previously read, the response is different because the learner is different. If the response is unchanged, it is unlikely that the learner has learned anything of relevance since the first encounters. But if those previous experiences are truly educative, in the Deweyan sense, they affect not only what each learner comes to understand at a given moment, but also their subsequent experiences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Section II. The focus in this section is on those aspects of our knowledge base that pertain directly to the development of students’ professional and content knowledge. As the assumptions underlying our conceptual framework make clear, learning requires the construction of understanding in dialogue with others and within oneself by connecting the new to what is already known. We also believe that the process of coming to know is developmental; it takes place over time and requires reflection. Each time a learner encounters a question or problem previously met, or a book previously read, the response is different because the learner is different. If the response is unchanged, it is unlikely that the learner has learned anything of relevance since the first encounters. But if those previous experiences are truly educative, in the Deweyan sense, they affect not only what each learner comes to understand at a given moment, but also their subsequent experiences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Because these same assumptions hold true in the education of teachers, we find Bruner\\u2019s discussion of the spiral curriculum to be a very helpful framework in which to view our professional education curriculum. In Bruner\\u2019s view, complex concepts are introduced to novices at the beginning of their education and then revisited in increasing depth and in varying contexts at later points in the curriculum. Consistent with this thinking, core concepts in teacher education\\u2014concepts such as knowledge, understanding, vision, discipline, interest, community, culture, inquiry, diversity, assessment, goals, strategies, lesson planning, and so on\\u2014recur as subjects for inquiry throughout Berea\\u2019s professional education curriculum so that students can, over time and with the benefit of developmental field and clinical experiences, construct an increasingly complex understanding of their meanings. For example, while students discuss Vygotsky\\u2019s thinking early on in the program, their understanding deepens when they revisit its implications for developmentally appropriate instruction in pedagogical content classes, in their field and clinical experiences, and in student teaching.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Because these same assumptions hold true in the education of teachers, we find Bruner’s discussion of the spiral curriculum to be a very helpful framework in which to view our professional education curriculum. In Bruner’s view, complex concepts are introduced to novices at the beginning of their education and then revisited in increasing depth and in varying contexts at later points in the curriculum. Consistent with this thinking, core concepts in teacher education—concepts such as knowledge, understanding, vision, discipline, interest, community, culture, inquiry, diversity, assessment, goals, strategies, lesson planning, and so on—recur as subjects for inquiry throughout Berea’s professional education curriculum so that students can, over time and with the benefit of developmental field and clinical experiences, construct an increasingly complex understanding of their meanings. For example, while students discuss Vygotsky’s thinking early on in the program, their understanding deepens when they revisit its implications for developmentally appropriate instruction in pedagogical content classes, in their field and clinical experiences, and in student teaching."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The notion of spiraling applies to experiences as well as ideas. When students in Berea\\u2019s introductory education courses observe and participate in elementary and secondary classrooms, they generally find quite different things to reflect upon than they will observe later when they are further along in the program. Their early written reflections will also be less probing\\u2014or they may in fact be descriptions rather than reflections. Similarly, students who are midway through their student teaching semester usually ask different questions of classroom teachers who visit their student teaching seminar than they would have asked before that experience\\u2014or they hear the responses to similar queries with quite different understanding. When Mike Rose visited a student teaching seminar at Berea several years ago, he said he was struck by the depth and sophistication of participants\\u2019 comments during a two-hour session in which the student teachers themselves had set and carried out the agenda. And yet, as Frances Fuller has helped us to recognize, there is a very clear developmental progression throughout the student teaching experience as neophyte teachers\\u2019 concerns shift from self to teaching to students over the course of the semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The notion of spiraling applies to experiences as well as ideas. When students in Berea’s introductory education courses observe and participate in elementary and secondary classrooms, they generally find quite different things to reflect upon than they will observe later when they are further along in the program. Their early written reflections will also be less probing—or they may in fact be descriptions rather than reflections. Similarly, students who are midway through their student teaching semester usually ask different questions of classroom teachers who visit their student teaching seminar than they would have asked before that experience—or they hear the responses to similar queries with quite different understanding. When Mike Rose visited a student teaching seminar at Berea several years ago, he said he was struck by the depth and sophistication of participants’ comments during a two-hour session in which the student teachers themselves had set and carried out the agenda. And yet, as Frances Fuller has helped us to recognize, there is a very clear developmental progression throughout the student teaching experience as neophyte teachers’ concerns shift from self to teaching to students over the course of the semester."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Thinking and communication are central to our conceptual framework, and recent research on thinking, teacher thinking, thinking in community, and reflective thinking is fundamental to our knowledge base. We are grateful for work by Christopher Clark, Bill McDiarmid, Tom Russell and Hugh Munby, and others on teachers\\u2019 thinking about teaching and learning. William Wilen\\u2019s edited work on teaching and learning through discussion has been helpful, and David Dillon\\u2019s book on questioning has reminded us of the lack of authenticity characterizing most teacher questions and the importance of helping students themselves to become the primary questioners in our classrooms. We regard Sophie Haroutunian-Gordon\\u2019s work, based on her experience in teaching students in two very diverse high schools through \\u201cconversation that turns the soul\\u201d as clearly consistent with our conceptual framework. The classroom teachers who have contributed chapters to Eleanor Duckworth\\u2019s edited work, Tell Me More, clearly understand the importance of students\\u2019 telling and teachers listening. We are struck by the force of Deanna Kuhn\\u2019s thesis that students are seldom taught in school how to do the kind of careful thinking and judging on which the rest of our lives will depend. We also value the work of Lauren Resnick, Harvey Sigel, and others on the central role of thinking in the construction of meaning throughout the curriculum.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Thinking and communication are central to our conceptual framework, and recent research on thinking, teacher thinking, thinking in community, and reflective thinking is fundamental to our knowledge base. We are grateful for work by Christopher Clark, Bill McDiarmid, Tom Russell and Hugh Munby, and others on teachers’ thinking about teaching and learning. William Wilen’s edited work on teaching and learning through discussion has been helpful, and David Dillon’s book on questioning has reminded us of the lack of authenticity characterizing most teacher questions and the importance of helping students themselves to become the primary questioners in our classrooms. We regard Sophie Haroutunian-Gordon’s work, based on her experience in teaching students in two very diverse high schools through “conversation that turns the soul” as clearly consistent with our conceptual framework. The classroom teachers who have contributed chapters to Eleanor Duckworth’s edited work, Tell Me More, clearly understand the importance of students’ telling and teachers listening. We are struck by the force of Deanna Kuhn’s thesis that students are seldom taught in school how to do the kind of careful thinking and judging on which the rest of our lives will depend. We also value the work of Lauren Resnick, Harvey Sigel, and others on the central role of thinking in the construction of meaning throughout the curriculum."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We have been greatly helped to further our own understanding of the complex nature and role of reflection in teaching and learning through the work of educators and researchers like Kenneth Zeichner, Donald Schon, Alan Tom, Peter Grimmett, Gaalen Erickson, Mary Diez, and her colleagues at Alverno College, and Katherine Rasch and her colleagues at Maryville College. Reflection is essential if prospective teachers are to be able to sort through essential issues in their own education\\u2014such as the widespread but unexamined theory\\/practice dichotomy\\u2014so that they can draw on the thinking of others both present and past as they consciously formulate their own philosophies of education. A frustrated (and outstanding) upper-level student some time ago appeared at one of our doors and plaintively beseeched, \\u201cHow do I learn to teach?!\\u201d The response: \\u201cI don\\u2019t know. But I can help you think about what you already know and can do as a teacher, and perhaps that will help you see what else you need to know\\u2026\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We have been greatly helped to further our own understanding of the complex nature and role of reflection in teaching and learning through the work of educators and researchers like Kenneth Zeichner, Donald Schon, Alan Tom, Peter Grimmett, Gaalen Erickson, Mary Diez, and her colleagues at Alverno College, and Katherine Rasch and her colleagues at Maryville College. Reflection is essential if prospective teachers are to be able to sort through essential issues in their own education—such as the widespread but unexamined theory/practice dichotomy—so that they can draw on the thinking of others both present and past as they consciously formulate their own philosophies of education. A frustrated (and outstanding) upper-level student some time ago appeared at one of our doors and plaintively beseeched, “How do I learn to teach?!” The response: “I don’t know. But I can help you think about what you already know and can do as a teacher, and perhaps that will help you see what else you need to know…”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"It is a truism that we learn to teach as we were taught. Too often, that has meant the perpetuation of poor teaching based upon our own experiences as students in elementary school, high school, and college. Through the leadership provided by Ernest Boyer, John Goodlad, Maxine Greene, Vito Perrone, Patricia Carini, and Theodore Sizer, and others we have been helped to understand that hope for the improvement of education rests in a concerted effort which engages faculty, students, and administrators at all levels of schooling and in all kinds of schools. The problems in education are too deep and too pervasive for change for the good to be accomplished by any one group or at any one level. We owe a considerable debt to these educators for their wholehearted and longstanding engagement in educational reform at all levels. Their work gives us direction and hope.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"It is a truism that we learn to teach as we were taught. Too often, that has meant the perpetuation of poor teaching based upon our own experiences as students in elementary school, high school, and college. Through the leadership provided by Ernest Boyer, John Goodlad, Maxine Greene, Vito Perrone, Patricia Carini, and Theodore Sizer, and others we have been helped to understand that hope for the improvement of education rests in a concerted effort which engages faculty, students, and administrators at all levels of schooling and in all kinds of schools. The problems in education are too deep and too pervasive for change for the good to be accomplished by any one group or at any one level. We owe a considerable debt to these educators for their wholehearted and longstanding engagement in educational reform at all levels. Their work gives us direction and hope."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In trying to help prospective teachers break the chain of uninspired and uninspiring teaching, it is essential that teacher educators strive to demonstrate good teaching themselves. It is equally important that we engage prospective teachers in conversations about teaching, including our own, even when that teaching sometimes goes awry. Samuel Wineburg discovered when he shared his own pedagogical failure with his students that such disclosure can be powerfully educative for all concerned. It can also help to create a true community of inquiry. If, as Dewey insists, teachers must be students of teaching as well as students of their subjects, we must all become willing to acknowledge how uncertain we often are about what we do in our classrooms. As Philip Jackson and Parker Palmer both suggest, there seems to be a fundamental insecurity inherent in the practice of teaching which stands in the way of our becoming better at doing it. In this connection, Goswami and Stillman\\u2019s work on teachers as researchers into their own work offers much to students of teaching at all levels.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In trying to help prospective teachers break the chain of uninspired and uninspiring teaching, it is essential that teacher educators strive to demonstrate good teaching themselves. It is equally important that we engage prospective teachers in conversations about teaching, including our own, even when that teaching sometimes goes awry. Samuel Wineburg discovered when he shared his own pedagogical failure with his students that such disclosure can be powerfully educative for all concerned. It can also help to create a true community of inquiry. If, as Dewey insists, teachers must be students of teaching as well as students of their subjects, we must all become willing to acknowledge how uncertain we often are about what we do in our classrooms. As Philip Jackson and Parker Palmer both suggest, there seems to be a fundamental insecurity inherent in the practice of teaching which stands in the way of our becoming better at doing it. In this connection, Goswami and Stillman’s work on teachers as researchers into their own work offers much to students of teaching at all levels."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A major element in our professional education knowledge base is the subject matter preparation of teachers. Beginning broadly, we appreciate Karen Zumwalt\\u2019s thinking on the wide curricular knowledge needed by teachers at all levels, and Frances Klein\\u2019s close examination of the elementary curriculum. We have been influenced by the work of Lee Shulman and his colleagues in their continuing efforts to understand subject matter disciplines more deeply than as a mere collection of facts, generalizations, and rules that are frozen and inerrant. Their exploration of the dynamics of subject matter knowledge in teaching, especially their focus on the role in \\u201cgood\\u201d teaching of substantive structures, syntactical structures, and beliefs about subject matter, offer rich potential to the education of teachers.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A major element in our professional education knowledge base is the subject matter preparation of teachers. Beginning broadly, we appreciate Karen Zumwalt’s thinking on the wide curricular knowledge needed by teachers at all levels, and Frances Klein’s close examination of the elementary curriculum. We have been influenced by the work of Lee Shulman and his colleagues in their continuing efforts to understand subject matter disciplines more deeply than as a mere collection of facts, generalizations, and rules that are frozen and inerrant. Their exploration of the dynamics of subject matter knowledge in teaching, especially their focus on the role in “good” teaching of substantive structures, syntactical structures, and beliefs about subject matter, offer rich potential to the education of teachers."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We also value the examination of teachers\\u2019 general knowledge of subject matters and their pedagogy by Bill McDiarmid, Deborah Loewenberg Ball, Sharon Feiman-Nemser, Mary Kennedy, Suzanne Wilson, and others . We have been influenced by the work of Nancie Atwell, Lucy Calkins, Catherine Fosnot, Kenneth and Yetta Goodman, Donald Graves, Jane Hansen, Constance Kamii, Selma Wasserman, Eliot Wigginton and others on the subject matter dispositions, knowledge and skills necessary to help students of all ages learn constructively in and across disciplines. We have been influenced by the work of Eliot Eisner and Dennie Wolf in arts; Peter Elbow, Susan Florio-Ruane, Lynn Nelson, and Dennie Wolf in English; James Banks, James Becker, Amy Kass, Tom Holt, Suzanne Wilson, and Samuel Wineburg in history; Deborah Loewenburg Ball, Herbert Clemens, Peter Hilton, and Alan Schoenfeld in mathematics; and Charles Anderson, Jeanne Bamberger, Eleanor Duckworth, Anton Lawson, and Harold Morowitz in science.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We also value the examination of teachers’ general knowledge of subject matters and their pedagogy by Bill McDiarmid, Deborah Loewenberg Ball, Sharon Feiman-Nemser, Mary Kennedy, Suzanne Wilson, and others . We have been influenced by the work of Nancie Atwell, Lucy Calkins, Catherine Fosnot, Kenneth and Yetta Goodman, Donald Graves, Jane Hansen, Constance Kamii, Selma Wasserman, Eliot Wigginton and others on the subject matter dispositions, knowledge and skills necessary to help students of all ages learn constructively in and across disciplines. We have been influenced by the work of Eliot Eisner and Dennie Wolf in arts; Peter Elbow, Susan Florio-Ruane, Lynn Nelson, and Dennie Wolf in English; James Banks, James Becker, Amy Kass, Tom Holt, Suzanne Wilson, and Samuel Wineburg in history; Deborah Loewenburg Ball, Herbert Clemens, Peter Hilton, and Alan Schoenfeld in mathematics; and Charles Anderson, Jeanne Bamberger, Eleanor Duckworth, Anton Lawson, and Harold Morowitz in science."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In the area of classroom organization, classroom community, motivation, and discipline, we have been informed by the work of Ruth Sidney Charney, William Glaser, Shelley Harwayne, Alfie Kohn, David and Roger Johnson, Deborah Meier, Seymour Sarason, Robert Slavin, Jere Brophy, and Eliot Wigginton. We are also indebted to the outstanding classroom teachers with whom we work who by example and word demonstrate to our students and our student teachers the fundamental respect for young people, for ideas, and for community which must underlie all considerations of classroom organization and discipline.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the area of classroom organization, classroom community, motivation, and discipline, we have been informed by the work of Ruth Sidney Charney, William Glaser, Shelley Harwayne, Alfie Kohn, David and Roger Johnson, Deborah Meier, Seymour Sarason, Robert Slavin, Jere Brophy, and Eliot Wigginton. We are also indebted to the outstanding classroom teachers with whom we work who by example and word demonstrate to our students and our student teachers the fundamental respect for young people, for ideas, and for community which must underlie all considerations of classroom organization and discipline."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As we have moved to expand our own understanding of the possibilities and limitations of technology and its application to teaching and learning, we engage students in the use of Powerpoint, WebCt, web-page authoring, multi-media presentations, Inspiration software, and the production of video resources. Guided by the caution of numerous theorists and practitioners including Jacques Ellul, Lewis Mumford, and Neil Postman, we invite students to participate in an open-ended conversation about the values, politics, and virtues necessarily embedded within certain technologies and their application. Our hope is that students can participate knowledgeably in the wider debate while recognizing the implications for democracy.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As we have moved to expand our own understanding of the possibilities and limitations of technology and its application to teaching and learning, we engage students in the use of Powerpoint, WebCt, web-page authoring, multi-media presentations, Inspiration software, and the production of video resources. Guided by the caution of numerous theorists and practitioners including Jacques Ellul, Lewis Mumford, and Neil Postman, we invite students to participate in an open-ended conversation about the values, politics, and virtues necessarily embedded within certain technologies and their application. Our hope is that students can participate knowledgeably in the wider debate while recognizing the implications for democracy."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In these times of increasing emphasis on standardized testing, we are heartened by the strong arguments for authentic assessment made by thoughtful people like Mary Diez, Howard Gardner, Alfie Kohn, and Grant Wiggins, and we appreciate Lucy Calkins\\u2019 recent effort to help classroom teachers understand more about the nature and limitations of standardized tests, and to use that knowledge to serve their students more responsibly.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In these times of increasing emphasis on standardized testing, we are heartened by the strong arguments for authentic assessment made by thoughtful people like Mary Diez, Howard Gardner, Alfie Kohn, and Grant Wiggins, and we appreciate Lucy Calkins’ recent effort to help classroom teachers understand more about the nature and limitations of standardized tests, and to use that knowledge to serve their students more responsibly."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTc3Ng==","title_b28e9_bf21a":"Department History","uri":"/academics/departments-programs/education-studies/eds-department-pages/department-history/","parentId":"cG9zdDo5MTc3NA==","modified":"2023-02-28T15:21:36","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91776,"slug":"department-history","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Department History - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Department History","opengraphDescription":"Throughout its history, Berea College has been actively engaged in preparing teachers for elementary and secondary schools. 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