WCore Social and Behavioral Sciences Courses

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 204 Studying the Supernatural (4)
An introduction to the study of new religious movements and non-ecclesiastical religions from an anthropological perspective. Sometimes religion is specific to certain groups and reflects an integrated system of meanings and behaviors to reflect broader cultural features in a specific social environment. But often when viewed cross-culturally, religions also exhibit some interesting common characteristics with religions from other social environments. (WCore: WCSBS and WE)
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 210 Globalization in Anthropology (4)
Students work in groups conducting in-depth research on topics related to globalization. They examine and compare case studies from different parts of the world that suggest policy solutions that assuage differences in power relations, population pressures, wealth distribution, and environmental degradation. Students then are prepared to generate various solutions that might be applied in the form of policy to remediate problems in a chosen region. (WCore: WCSBS and RE)
ECON 150 Economics, Ethics, and Growth (3)
This class explores economic ideas through the effort to enhance economic growth by extending the market, and the counter movement to protect human beings, nature, and productive organizations from market forces. Extending the market involves transforming human beings, nature, and productive organization into commodities. This manifests itself in crises, inequality, environmental degradation, and so on. (WCore: WCSBS)
EDUC 207 Don’t Give Up on Us: Promoting Hope and Resilience in the Face of Childhood Trauma (4)
This Social and Behavioral Sciences W-Core course will explore ways in which traumatic childhood events impact and shape individuals’ brain development, health and well-being, relationships, educational trajectories, and involvement with the justice system. We will investigate traditional practices, policies, and structures found within a variety of organizations and critically analyze how they impact the success of youth and adults who have experienced childhood trauma. Furthermore, through community engagement, we will learn from and work with professionals in the field who implement trauma-responsive practices and examine case studies that illuminate trauma-informed practices in education, health care, social services, and in the foster care and justice systems. Based on these experiential and academic experiences, students will apply concepts of transformation, social responsibility, and sustainability to solving real-world problems. (WCore: WCSBS)
ENGL 131 Shakespeare, Culture, and Society (4)
Shakespeare’s plays and poems are important cultural artifacts of English society, its customs, traditions, structures, and institutions. We will investigate how the performance of Shakespeare’s works function in 17th-century England and global modernity, drawing on theorists such as Stephen Greenblatt, Clifford Geertz, and René Girard. We will consider the role of Shakespeare’s art in relation to issues of social order and of social change. (WCore: WCSBS, WE)
NURS 101 Aging Matters: Social Gerontology (4)
The goal of this course is to prepare students to describe the complexity and diversity of older adults, explore ways to work effectively with older adults and promote healthy aging. Students will examine aspects of aging within historical, cultural, physical, mental, emotional, social, spiritual, economic and interpersonal contexts. The impact of an increased aging population on society and how society cares for the aging population will be a central theme of the course. (WCore: WCSBS)
NURS 109 Sociology, Wellness, and Healthcare (4)
Students are challenged to think critically about the sociology of health and healthcare. Questions students will analyze are: 1) how social forces affect health, illness, and healthcare; 2) how society views the meaning and experience of illness with an emphasis on mental illness; 3) the social distribution of healthcare in the United States; 4) the social meaning of health care systems and technologies; 5) the sociology of differing healthcare practitioners and practices. Additionally, students will explore how sociology can affect healthcare around the world. Finally, through case studies students will examine ethical dilemmas in healthcare and the politics underpinning those dilemmas. (WCore: WCSBS)
PLSC 106 Explorations in Politics (4)
This course explores contemporary political issues in the context of a diverse and globalized world. Issue areas explored may vary depending on political events at the time. (WCore: WCSBS, WE)
PLSC 107 Exploring Global Challenges
This course explores the complex interaction among global issues and challenges across multiple fields like ecology, economy, culture, society, politics, and health. (WCore: WCSBS, DE)
PLSC 203 Courts, Law, and Social Justice (4)
In this course, students use the tools of social science and legal analysis to understand and analyze the role of law and the courts in American society and politics. Students come away from this course with an appreciation for the role of law in American society, an ability to use the basic tools and principles of legal analysis, and a perspective on US courts that is informed by social science theory. (WCore: WCSBS)
SOC 105 The Sociological Imagination
This course provides a comprehensive introduction to sociology by examining the cultural, organizational, and social forces that shape people’s perceptions, actions, and opportunities. Areas of emphasis include the sociological perspective; social inequality; and social roles, groups, and institutions. (WCore: WCSBS, DE).
SOC 205 Social Problems (4)
Focusing on various social problems such as poverty, unemployment, crime, substance abuse, racism, discrimination, gender inequality, sexual inequality, and global inequality, this course utilizes sociological analysis to examine how social problems are defined and dealt with within the United States and other parts of the world. (WCore: WCSBS, DE)
SOC 253 Sociology of the Family (4)
This course explores the modern American family, examining the traditions, roles, functions, representations, changes, and controversies surrounding the social institution of the family. (WCore: WCSBS, DE)
SOC 320 Sociology of Popular Culture (4)
This course explores the social implications of popular culture. Focusing on film, television, video games, music, fashion, books, magazines, social media, social networking, and other forms of entertainment, the course critically examines how popular culture is produced, disseminated, consumed, interpreted, and experienced in the United States. (WCore: WCSBS)
SOC 330 Sports and Society (4)
This course explores sports as a significant cultural, political, and economic force in American society. Focusing on both established and alternative sports, the course incorporates a sociological perspective to critically examine how sports are organized, played, experienced, observed, perceived, and critiqued in the United States. (WCore: WCSBS)
SOC 342 Sociology of the Life Course (4)
This course examines the life course using a sociological perspective. We will examine the social processes associated with the life course, connecting individual experiences to larger social and historical processes. Life course theory will be used to highlight the following aspects of the aging process: 1) individuals are shaped by historical time and place; 2) individual lives are interconnected to others through social interaction; 3) individuals make choices for their lives and construct their own life course within the context of historical and social opportunities and constraints; 4) the timing of life events shapes an individual’s immediate and future life course. During the last few weeks of class we will also explore a number of social issues central to our aging society. (WCore: WCSBS, DE)
WCSBS 103 Communicating Across Cultures (4)
Student explore intercultural communication concepts and theories. Students learn to become flexible communicators by: understanding concepts such as cultural value patterns and cultural-ethnic identity; exploring the process of crossing boundaries such as the development of culture shock; knowing how attitudes and beliefs influence behaviors and how cultural values are expressed through language. Cultural boundaries examined in this course include culture, race, and ethnicity. (WCore: WCSBS, DE)
WCSBS 104 Culture in Anthropology (4)
You will learn about sociocultural anthropology by looking at the different ways groups throughout the world construct their reality. When taught as a Learning Community, the primary focus will be (1.) sexuality and gender, or on (2.) marriage and kinship, depending on which semester you take the course. By comparing the ways that people behave in different cultures, you will begin to understand the abstract concept of culture and how important it is in shaping ideas. (WCore: WCSBS, RE)
WCSBS 109 Imaging (In)justice (4)
Imaging (In)justice is an exploratory course: the place where the student will be exposed to concepts, problems, and challenges of the ethics of justice. This will be accomplished by laying a phenomenological foundation to the study of justice. The student becomes familiar with (in)justice problems, critically analyze and challenge materials and images detailing the complexity of social constructions. By using critical analysis, students evaluate the ways in which race, ethnicity, class, (dis)ability, and gender intersect in the social structure. (WCore: WCSBS, DE)
WCSBS 110 Immigration, Education, and Equality (4)
This Social and Behavioral Sciences WCore course will explore ways in which environment, race, culture, and social class shape immigrants’ educational experiences. We will read and analyze accounts of immigrants’ experiences in public schools,, and critique perspectives regarding immigrant success in United States society and interact directly with immigrant students at a local school. We will explore differences in the educational outcomes of older and newer immigrants and look at the role of schools and other community organizations in the lives of immigrant youth. (WCore: WCSBS and DE)
WCSBS 118 Nonviolent Activism (4)
This course is an exploration of nonviolent activism. In this course, we will:Study the history of nonviolent protest and sacred activism. Focus on specific activists and movements that developed and practiced nonviolent strategies. Study research that supports the efficacy of nonviolent movements. Develop personal practices designed to sustain us emotionally, mentally, physically and spiritually, as we step into roles of nonviolent activism. Attend, create and engage in nonviolent activism projects within our campus/community/world.We will center our learning on ways to inspire positive social change through insights gained from various fields including: Peacebuilding studies, neuroscience and spirituality. We’ll hear from guest speakers and take “field trips” to participate directly in nonviolent activism. Throughout the class we’ll be actively engaged as we ask overarching questions about what kind of world we want to live in and how shall we build that world. We’ll consider and explore ways to consciously make choices that lead us to do more than merely resist. This course is highly experiential in nature and as such, it is imperative that you plan to attend each class session. The course is geared toward the specific individuals who are enrolled. (WCore: WCSBS)
WCSBS 121 Minimalism – Living With Less (4)
This course is an exploration of minimalism and what it means to be/become a minimalist. We will explore historical perspectives of minimalism as well considering specific examples from a variety of arenas (from music to fashion to art and architecture). Philosophical and theoretical underpinnings of minimalism will be considered. We will investigate current research, literature, and approaches to minimalism. Questions we will ponder include: What is minimalism? What does it mean to be/become a minimalist? Why is minimalism important and what is its impact on self, community, country and world? Where is minimalism being practiced – in terms of communities and trends? Who chooses to engage in minimalistic living, and why? This course is highly experiential in nature and is geared toward the specific individuals who are enrolled. (WCore: WCSBS)
WCSBS 113 The Nature of Language (4)
Examines ongoing issues concerning cognitive and social aspects of language. In exploring both popular and scientific perspectives on language, students develop skills in critical thinking while exploring elements of linguistic analysis. This course is framed around the following questions: What are the components of the language system? How do we acquire this system? And, how is this system used in society? In short: this course uses the lens of linguistics to examine real-life experiences. (WCore: WCSBS)
WCSBS 130 Restorative Justice (4)
This Social and Behavioral Sciences WCore course will examine practices in policing, asjudication, incarceration, and methods of school discipline both nationally and locally, and explore the efficacy of restorative justice practices as an alternative to punitive discipline and sentencing in these settings. Through site visits to the Salt Lake Peer Court and local schools, work with the Restorative Justice Collaborative of Utah, the examination of case studies, and participating in restorative justice circles, students will examine the impact that these practices can have on individuals and communities and make suggestions for real-world change. (WCore: WCSBS)
WCSBS 205 People, Power, and Protest (4)
This course on social movements investigates key questions such as: How do social movements emerge? What do social movements do? Why do some movements succeed while others fail? To answer these questions, we draw from sociology, inter-disciplinary perspectives and cross-national approaches. This course will familiarize students with key concepts of this field – with a special focus on power and resistance – while exposing them to case studies of protest and social movements across the Americas and over time. (WCore: WCSBS and DE)
WCSBS 206 Social Entrepreneurship (4)
Are you interested in contributing to the greater good through the career you choose? Do you want to do ‘good’ for others without sacrificing your own economic well being? Well, now you can. In this course you will learn about the growing phenomenon known as social entrepreneurship. In this class you will learn the theory behind social entrepreneurship and you will immerse yourself in the local economy of mission driven startups in the for-profit and not-for-profit sectors. (WCore: WCSBS and WE)
WCSBS 212 Piss on Pity (4)
This course has been designed to provide an in-depth exploration of how pejorative words and actions lead to oppression for individuals with disabilities. Course topics cover a disturbing history of exclusionary and subjugating political platforms and educational practices that ensure segregation and subordination. Through a series of stories written and produced by people with disabilities, students will examine the history of the Disability Rights Movement and coordinated rallying cries that include “Piss on Pity” and “Nothing About Us, Without Us.” The purpose of this W-Seminar course is to go beyond a survey of history, in order to reflect on the potentials of isms, bias, bigotry, power, privilege, and oppression in human interactions. Students will explore controversial issues of morality, ethics, and values, while learning how to put problems into broader historical and cultural contexts and develop an expanded view of self that includes one’s relationship to others in diverse communities. (WCore: WCSBS, WE)
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)
WCSBS 220 Social Justice By the Numbers (4)
How can we measure and analyze justice, fairness, and equity in our society? How can we use such analysis to determine how to better ourselves and the society in which we live? Jordan Ellenberg describes math as “an atomic-powered prosthesis that you attach to your common sense”; in this course, you will develop your prosthesis and use it to analyze and improve the world around you. (WCore: WCSBS, QE)
WRIT 123 Writing and Language Diversity
In this writing-intensive class, we will read, write, and discuss the intersection of writing and language. As college students, we are asked to write “academically.” But what does academic writing mean? And how does it relate to language? Academic writing will be a subject of study as well as a skill we will develop. Language, though it seems neutral, is provocative because of social attitudes toward language standards, diversity, and change. In a sense, we judge – and are judged – on how we use language, both in speech and writing. As we explore this intersection, we will become stronger readers, writers, and researchers who are aware of linguistic diversity and language in various rhetorical contexts. (WCore: WCSBS, WE)
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