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ANTH
|
103
|
Apes, Archeology, Evolution
|
(4)
|
| Students explore how the archeological record informs us about different evolved morphology
and behaviors of early human types and prehistoric humans through the study of paleoanthropology.
Students also learn about biocultural variation in present-day primates including
humans. (WCore: WCSBS and RE)
|
| |
|
|
|
|
ANTH
|
203
|
How We Die in America
|
(4)
|
| This course takes a light-hearted, yet in-depth look at what it means in American
culture to die and how it is part of an integrated system of meanings and behaviors
within a larger socio-cultural environment. Students examine this life experience
through visits to places associated with death throughout the Salt Lake Valley. (WCore:
WCSBS and RE)
|
| |
|
|
|
|
ANTH
|
209
|
Anthropology of Tourism
|
(4)
|
| An in-depth look at tourism and how it generates social, economic and environmental
changes, both positive and negative for localities and regions, while at the same
time creating transformative experiences for tourists. (WCore: WCSBS and RE)
|
|
|
|
|
|
|
ANTH
|
252
|
Cultural Anthropology
|
(4)
|
| Focuses on the different ways cultures adapt to the conditions of the environment.
Examines holistically and contextually subsistence strategies, economic and political
systems, religious beliefs and behaviors, gender distinctions, ethnographic field
methods, marriage and kinship, communication systems, to name some interrelated topics.
Open to all students and fulfills electives in some majors. (WCore: WCSBS, RE)
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| |
|
|
|
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ART
|
148
|
Ceramics I: Material Studies
|
(4)
|
| This course introduces students to the fundamental nature, practices, techniques,
and culture of working in clay. Students will receive an introduction into the four
basic building techniques of ceramics. It is a course that will familiarize the student
with a utilitarian and artistic material that has been used for millennia and continues
to be found useful in new technological and industrial manners. Students will be given
an understanding of the practice of time management, a key component to the success
of working in clay and a necessity in daily life. Students will learn ceramic hand-building,
pottery, glazing, and firing methods as a means of self-expression and communication.
(WCore: WCFAH and RE)
|
| |
|
|
|
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ART
|
215
|
Drawing Lines in the Sand
|
(4)
|
| This hybrid studio-seminar course examines art about landscape, space, and environments,
while challenging students to build on these ideas in their own creative work. Students
will research artworks and writings that explore topics such as landscape, “wild”
and urban space, public and private spaces, land(scapes) and power, using this context
to inform their creative works that address these same topics. This course simultaneously
introduces students to fundamental drawing techniques, with a special focus on drawings
and images made using landscape, nature, and hybridized modes of visual communication.
No previous experience with drawing is required. (WCore: WCFAH, RE)
|
| |
|
|
|
|
AVIA
|
402
|
Aviation Capstone
|
(4)
|
| A capstone experience for both Aviation Management and Flight Operations students
who will work on interdisciplinary teams to address key topics in the aviation industry
including human factors, safety management systems and sustainability. The course
draws heavily on the knowledge and skills developed in the technical, business and
liberal education classes. The course will also include a review of each student’s
eportfolio and provide the opportunity to address any weaknesses. (WCore: RE)
|
| |
|
|
|
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ENGL
|
205
|
Goddesses, Heroes, and Others
|
(4)
|
| From ancient scriptures to contemporary comics, these literary characters-goddesses,
heroes, and “others” (figures marginalized by the dominant group)-rule. This course
investigates and supports your investigations of these character types. It poses basic
questions asked by many literary critics: where do these characters come from and
how are they adapted by so many cultures and literary genres? To answer these questions,
we’ll delve into current theory and historical research. We’ll do our part to keep
goddesses, heroes, and others alive! (WCore: WCFAH, RE)
|
| |
|
|
|
|
FILM
|
110
|
Making Sense of Movies
|
(4)
|
| This course examines the formal elements of film and its history, from the earliest
experiments in motion photography through the present. Students will learn the terminology
and concepts of film analysis (mise-en-scene, montage, cinematography, etc.) in the
context of film’s evolution across the twentieth century. Films may include profanity,
violence, and/or sexually explicit images. (WCore: WCFAH, RE)
|
| |
|
|
|
|
FILM
|
210
|
(Un)American Cinema
|
(4)
|
| This course seeks to understand American film history in light of one decisive set
of events: the House Un-American Activities Committee hearings on communism in the
film industry and the resulting industry blacklist. These events extended from 1947
until the late 1950s, which is obviously a small portion of American cinema history.
We will situate them in relation to a broader historical context. For instance, the
blacklist is incomprehensible without some sense of how the Hollywood studio system
operated and the threat it was under in the late forties. And if the economic conditions
in Hollywood played a decisive role in the blacklist, they continue to determine the
political and aesthetic character of American movies to this day. We will treat the
blacklist as a particularly vivid convergence of the factors that have shaped American
cinema from the beginning, including the circumstances of international capitalism
(and communism), the political beliefs and artistic aspirations of particular filmmakers,
and the struggle between nativism and cosmopolitanism in American culture as a whole
and in American cinema in particular. (WCore: WCFAH, RE)
|
| |
|
|
|
|
HIST
|
211
|
Renaissance Humanism: Erasmus
|
(4)
|
| Desiderius Erasmus is one of the best known figures of Renaissance Humanism. He read,
wrote, and travelled widely, interacting with almost all the major intellectual figures
of the early sixteenth century in Europe. This course will look at this exciting period
of history through the lens of the life of one extraordinary man. Students will come
away from this course with a strong understanding of the one of the major intellectual
currents of the period, one that set the stage for the development of early modern
Europe, from the Reformation to the Revolution. In particular students will engage
in direct research through the correspondence of Erasmus, which encompasses thousands
of letters and hundreds of correspondents-a virtual who’s who of Renaissance thought.
(WCore: WCFAH, RE)
|
| |
|
|
|
|
NEURO
|
117
|
Yep, Brains are Cool!
|
(4)
|
| In this course, we will explore a variety of topics important to anyone who owns and
uses a brain. In particular, we will focus on brain development in late adolescence
and emerging adulthood and will use our brains to understand how we research brains.
The course will be framed around a central question – “How do we know that?” We will
look at current research on brain development during the transition to young adulthood,
examine strengths and weaknesses of methods used to conduct that research, and discuss
the practical application of such knowledge to the students’ own lives. In addition,
we will discuss the ways in which said research has been used to shape parenting and
educational practices as well as public policy over the past decade. (WCore: WCSAM,
RE)
|
| |
|
|
|
|
NEURO
|
302
|
Research Methods in Neuroscience
|
(4)
|
| Students will be introduced to neuroscience research methods from varying levels of
analysis (molecular/cellular. systems, human) as well as the fundamentals of hypothesis
testing and experimental design. An emphasis on research design and reading and writing
empirical literature is included. (WCore: RE)
|
| |
|
|
|
|
NURS
|
370
|
Scholarly Inquiry and Informatics
|
(4)
|
| This course provides students with the conceptual basis for understanding nursing
theory and the research process. Students experience broad exposure to nursing theorists
and the application of theory to practice. Students analyze nursing research and evaluate
findings for application in evidence-based nursing practice. Students will be introduced
to an overview of informatics topics that relate to the delivery of safe and quality
patient nursing care for a variety of healthcare settings. (WCore: RE)
|
| |
|
|
|
|
NURS
|
391
|
Nursing Theory and Research
|
(4)
|
| This course will prepare the RN student to explore nursing theory and the research
process. This course is two-fold: One part of the course will focus on research ethics
and students will earn a certificate on Protecting Human Research Participants through
the National Institute of health. In the second part of this course students will
identify a practice problem in their current area of employment and utilize course
concepts to offer evidence-based solutions to that problem. As learned in NURS 385,
students will present their research findings at their place of employment. Prerequisites:
admission to the nursing or RN to Bachelor of Science in Nursing program; Math 150
or DATA 220, (Existing Course, using existing syllabus). (WCore: RE)
|
| |
|
|
|
|
PLSC
|
390
|
Research Methods
|
(4)
|
| This course endows students with the skills needed to engage in fruitful political
and justice research. In order to foster research competency the course addresses
Philosophy of Social Science Inquiry, Research Design, Critical Research Strategies,
Qualitative Methods, and basic skills in interpreting quantitative data. (WCore: RE)
|
| |
|
|
|
|
PSYC
|
105
|
Bust That Psych Myth
|
(4)
|
| This course provides a foundation and hands-on experience in the scientific study
of human emotion, cognition and behavior. Through this exploration, the course presents
students with opportunity to interact with material in ways that help them understand
the context of psychology as a behavioral science among other fields that focus on
human behavior (both individual and group) culture, and society, and the context of
psychology among other sciences. Other issues discussed will be myths about popular
psychology, the effect those myths have on the general public, and how broader society's
denial of research findings may be caused by deficits in scientific literacy. (WCore:
WCSAM, RE)
|
| |
|
|
|
|
PSYC
|
430
|
Independent Research Thesis
|
(2-4)
|
| Students undertake a portion of a research project and learn aspects of scientific
inquiry appropriate to the field of psychology. Students write sections of an APA-style
research paper appropriate to the scope of the project conducted. Prior planning
with and permission of a faculty mentor is required. Requires senior standing, a declared
major in psychology, and consent of instructor. (WCore: RE)
|
| |
|
|
|
|
THTR
|
217
|
Costume Design I
|
(3)
|
| The basic or human right to life enjoys widespread endorsement, though just what sort
of life is considered a basic right may vary from one society to another. While exploring
some of these varieties of the conception of "life" which all human beings putatively
have a right to (and thus someone or other has a duty to support such a claim), we
will focus in this course on the role which health and adequate health care play,
anywhere, as necessities, for human beings who are trying to enjoy the substance of
such a basic right to life. Other necessities for a substantive life as a matter of
right will be discussed as well. (WCore: WCFAH, RE)
|
| |
|
|
|
|
THTR
|
218
|
Stage Makeup
|
(2)
|
| This course explores the fundamental principles of stage makeup research, design,
and application. Must be taken concurrently with THTR 218L. (WCore: WCFAH, RE)
|
| |
|
|
|
|
THTR
|
275
|
Period Styles
|
(3)
|
| Historic architecture, interior design styles, and fashion are essential areas of
knowledge for theatre designers. Many productions are not only set in historic periods
and locales, but also draw on historic inspirations. This course will introduce theatre
majors to a range of historic and global period styles in architecture, decor, and
fashion for application in theatre design. Students will learn basic terminology of
architectural features, furniture, and fashion. Students will also learn about research
methods and historical and cross cultural influences in fashion and architecture (WCore:
RE).
|
| |
|
|
|
|
WCFAH
|
219
|
The Music of Two Ring Cycles
|
(4)
|
| In this course, students will examine music composed for two of the greatest fantasy
epics ever created, Richard Wagner's 4-opera Der Ring des Niebelungen and Howard Shore's
soundtracks to the 3-film version of J.R.R. Tolkien's The Lord of the Rings. Comparisons
between the literary content of the cycles are inevitable, from the subject matter
to parallel plot developments and even the fantasy creatures that inhabit each world,
and these will be studied in the course. In addition to these correspondences, the
composers of each cycle used very similar compositional devices to organize the musical
content, providing continuity over 10+ hours of music while simultaneously clearly
delineating characters, objects, emotional states and more abstract ideas. Students
will present their own specialized research on diverse topics relating to the two
cycles to their classmates. (WCore: WCFAH, RE)
|
| |
|
|
|
|
WCSAM
|
201
|
Geobiology of the Universe
|
(3)
|
| This course explores the interdisciplinary methods of space exploration and the extraordinary
data that we accrue through Earth analogs, remote sensing, women/manned missions,
and unmanned probes into our solar system and beyond. Using primary data from past
studies and current missions, we will develop models and design experiments to ask
larger questions about the Universe. Is there life beyond Earth? How does geology
of a space body inform the potential for life? (WCore: WCSAM, RE)
|
| |
|
|
|
|
WCSBS
|
213
|
Imaging Violence
|
(3)
|
| This research seminar course tracks the conceptualizations of justice that have been
and are currently conveyed in films and television, including the relationship between
violent crime and ethical notions of justice. This seminar depictions include identities
such as gender and race or ethnicity. Throughout the length of this seminar, students
will research historical and contemporary artifacts by using critical analysis and
academic reading materials in order to develop a broader perspective on the use of
violence in visual images. (WCore: WCSBS, RE)
|
