GENERAL INFORMATION This is the second of two bulletins carrying information about interterm courses. The first bulletin carried a detailed description of proposed off-campus interterm opportunities. This bulletin carries final descriptions of all courses offered Interterm 2012-2013. OFFICIAL REGISTRATION FOR INTERTERM 2012-2013 Interterm registration will take place BY CLASS STANDING during the two-week period of October 31November 9, 2012. This two-week period coincides with the dates you will be scheduling your classes for spring semester 2013. The schedule will be as follows: October 31, November 1 November 2, 5 November 6, 7 November 8, 9
Seniors (current classification) Juniors (current classification) Sophomores (current classification) Freshmen (current classification)
Current classification is determined by total number of credits accumulated PRIOR to the current semester. Credits in progress are NOT included: Senior Junior
95+ Credits 60-94 Credits
30-59 Credits 0-29 Credits
Please note that this is the only registration period for Interterm courses. Any alteration in your course choice for Interterm will be made on the first day of Interterm, Thursday January 3. INTERTERM OPTIONS Keep in mind the following when choosing an Interterm: a. If you enroll in an Interterm travel course scheduled at a time other than January 2013, you MAY NOT register for another Interterm that does occur in January. You are permitted ONLY ONE (1) Interterm course in an academic year. Any exceptions to this policy need to be approved by the Vice President for Academic Affairs. b. ALL FULL-TIME DEGREE-SEEKING STUDENTS MUST COMPLETE AN INTERTERM DURING THEIR FIRST YEAR. Students are required to take three Interterm courses for graduation. Two of the Interterm courses must be "ITM" prefixed. The required third and optional fourth Interterm courses may have a departmental prefix. Transfer and pre-professional students should check the catalog for relevant requirements. c. If you are planning on doing an internship during Interterm, you must inform the Career Development Office BEFORE you can register. Remember that CED 205 or permission is a prerequisite for an internship experience. Internships during Interterm are available for three (3) credits only. CLASS MEETINGS Interterm classes meet a minimum of two and a half hours daily, five days a week. Some courses meet daily at 9:00 a.m. Others meet daily at 2:00 p.m. Some courses, due to the nature of their topic, meet all day long. Check the description of the courses in this booklet to determine the meeting times of Interterm courses. COSTS Full-time students enrolled at Doane in the 2012 fall semester pay only the additional costs, if any, indicated in the course description and any cost for textbooks when required. Doane's OFF-CAMPUS Interterm courses require payment for the costs incurred as indicated herein. 1
Students participating in Doane's off-campus Interterm Courses may apply to the Business Office for a board refund. Students who choose not to take an Interterm course DO NOT receive a board refund. Students from other institutions without exchange agreements with Doane may enroll, but must pay tuition for desired credits. COURSE GRADES Some interterm courses are taught with letter grades as the only option. Other courses are taught on a pass/fail basis. Some courses allow students to choose whether they wish letter grades or pass/fail and are designated in this bulletin as "Student Option." If you select an Interterm course designated as "Student Option", TELL THE INSTRUCTOR on the first day of class if you wish to take it for a letter grade or if you are planning to take the course on a pass/fail basis. In a pass/fail course, the grade of â€œPâ€? earns credit, but this credit is not computed into the grade point average. In a graded course, the earned grade is calculated into the GPA. Faculty expect the same high standards of academic work during Interterm as in fall or spring terms. However, interterm allows you to focus on one subject only; you may do better academically if you are managing only one course, so carefully consider the graded course option. Students who hope to graduate with honors are reminded that one of the requirements is a certain number of graded credits. The number is based on the number of semesters a student is enrolled at Doane. Other honors that require a certain number of graded credits include Honors in Course, Doane Scholar, and Alpha Lambda Delta.
CALENDAR October 31-November 9
Preregistration for Spring Semester 2013 by CLASS and registration for Interterm 2013 by CLASS
January 3 Thursday
Interterm classes begin at 9:00 a.m. or 2:00 p.m. (Students will be withdrawn from a class if absent on January 3. Once dropped from a class, a student may not be able to re-enter it.)
January 7 Monday
Final day for students to change an Interterm class and final day for late registration (5:00 p.m.).
January 9 Wednesday
Final day for withdrawal from Interterm with a "W" (4:30 p.m.)
January 22 Tuesday
January 25 Friday
Interterm grades published to Web Advisor
January 28 Monday
Spring Semester classes begin
Doane College continues its policy of nondiscrimination on the basis of race, color, religion, sex, sexual orientation, national origin, disability, age, or marital status. Doane College Crete, Nebraska
Table of Contents General Information.................................................................................................................................................1 ITM 118, Multicultural Education (Johnson-Farr)....................................................................................................5 ITM 123, Exploring Ancient Egypt (Haller).............................................................................................................6 ITM 137, Controversial Issues in Psychology (Peters).............................................................................................7 ITM 194, Nutrition and Sport (Dunnigan)................................................................................................................7 ITM 202/GER 371, Heimat (Homeland) – A Family Chronicle (Reinkordt)...........................................................8 ITM 249, Time Travel (Clevette).............................................................................................................................8 ITM 250, Covering the Inauguration (Swartzlander)................................................................................................9 ITM 252, The Culture of Food and Drink (Clement)..............................................................................................10 ITM 274, Gothic: The Aesthetics of Fear in Literature, Film and Popular Culture (B. Johnson)............................11 ITM 300, Introduction to American Sign Language (Kay).....................................................................................11 ITM 300 does not satisfy the Cultural Perspectives requirement of the Doane Plan. ITM 302, Family in Film (DeBoer)........................................................................................................................12 ITM 306, Personality and Power: Images of English Royalty in Film and History (Jarvis)...................................12 ITM 311, Ghosts in Fact and Fiction (McCown)....................................................................................................13 ITM 319, Leading the Way to Change (Petr)..........................................................................................................13 ITM 335, Doane Band to Washington, DC (Gilbert and King)..............................................................................14 ITM 337, The Caribbean and Its Culture (Kozisek) ...............................................................................................15 ITM 361, Chimps, Condom, and Conspiracies: The History, Biology, Social (Marley).........................................16 ITM 364, Opera Scenes (Smith and Breckbill).......................................................................................................17 ITM 368, Quality Improvement Workshop: Learning to Use the Basic Tools of Quality (Wiedman)....................18 ITM 371/HIS 315, The Civil War and Reconstruction (King)................................................................................18 ITM 384, A Namaste Experience (Cooper)............................................................................................................19 ITM 385, Career Exploration and Planning (Ersland)............................................................................................20 ITM 386, Discover Peru (Forester and J. Johnson).................................................................................................21 ITM 387, Arts Are Basic, Methods in Aesthetic Education (Gill)..........................................................................22 ITM 388, The Mathematical Tourist (Hart)............................................................................................................22 ITM 392, Go Slow, Go Local (Manns)...................................................................................................................23 ITM 394, A Low Tech Guide to a Sound Mind and Body (Orsag).........................................................................23 ITM 398, Nuclear Arms: Past, Present, and Possible Futures (Vaccaro)................................................................24 ITM 404, Children: The Good, Bad, and the Ugly (Florendo)................................................................................24 ITM 406, Women and Power (Hunke)...................................................................................................................25 ITM 414, Region V Kennedy Center American College Theatre Festival (Himmelberger)...................................26 ITM 416, Road Trip 2013: Harry Potter, Women Warriors…Exploring Ireland and Scotland (Knobel)...............26 ITM 417, Apple Programming (Meysenburg)........................................................................................................27 ITM 418, Basic Spanish and Hispanic Culture (Hernandez)..................................................................................28 ITM 419, Winning!: The Art of Strategic Thinking (Williams).............................................................................28 ITM 420, Hip-Hop 101 (Laungani)........................................................................................................................29 ITM 422, In Pursuit of Happiness (Daniels)...........................................................................................................29 ITM 423, The Power of Persuasion (Vertin)...........................................................................................................30 ITM 424, Sociology of Health and Fitness (Erickson)............................................................................................30 ITM 425, Serving Warriors (Hegler)......................................................................................................................31 ITM 426, The Psychology of Environmental Sustainability (Dietrich)..................................................................32 ITM 427, The Ocean World (Souchek)..................................................................................................................32 ITM 428, Angles, Madmen, Wars And Spies: German Cinema of the Last 100 Years (Hetrick)...........................33 ITM 429, Leadership: Becoming an Influential Person (Weeks)............................................................................33 FAR 103, Introduction to Fine Arts: Music (Farr)..................................................................................................34 CED 205, Introduction to Field Experience (Ersland)............................................................................................34 Departmental Prefix 290, 390, 490, Directed Study...............................................................................................34 ITM/Departmental Prefix 421, Internship Experience............................................................................................35
ITM 118: MULTICULTURAL EDUCATION M. JOHNSON-FARR In this course, students are presented with information and opportunities to accept and affirm student populations with diversity according to race, ethnicity, religion, gender, socio-economic status, sexual orientation, or special needs. There are in-class presentations and discussions and field trips to area schools and service agencies. Students will observe and participate in activities with K-12 students. The course will include activities on Sundays with alternatives for students unable to participate with the class. LEARNING OBJECTIVES: Students will enhance their knowledge and understanding of multicultural issues in order to develop a conceptual framework for classroom practice. 1.1 Each student will participate in one group presentation on a diversity issue and include facts about the group or diversity issue, the role of the schools and teachers in serving students in that group, supporting services to students and their families. 1.2 Each student will write a series of reflective journals of course learning and the value of multicultural education suitable for publication in their hometown newspaper, the Doane Owl, a radio editorial spot, or the peopleâ€™s opinion section of the Lincoln Journal Star. 1.3 Each student will read and critique one literature piece that has an overriding theme of race, religion, gender, class, or special needs. The literature piece should be written for adult readers. Historical novels or biographies, fiction, autobiographies may be used. This should be a new piece of reading to you and it should be distinctly different from the piece read by any other student. Students will sign in on a roster listing the title and author of the work they are reviewing. COURSE REQUIREMENTS: 1) Attend and be actively involved in all class sessions; 2) Complete selected readings out of class for in class sharing and demonstrate this by involvement in discussion; 3) If there is a scheduling conflict with class events students must complete an alternative activity approved in advance by the instructor; 4) Participate in one group presentation on an issue of diversity; 5) Read and critique a piece of literature. PREREQUISITE: Education Major TEXTS: Assigned Readings GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: $100.00 for admission to sites and other activities CLASS MEETING TIME: 9:00 a.m.
ITM 123: EXPLORING ANCIENT EGYPT E. HALLER An overview of Ancient Egyptian culture with particular emphasis on art, literature, architecture, and social history. While Ancient Egypt provides examples of idiosyncratic kinds of political and military leadership, the development of Egyptology itself provides more recent examples of scholarly and artistic leadership. LEARNING OBJECTIVES: 1) To acquire a framework for an on-going enjoyment of Ancient Egypt;2) To become acquainted with hieroglyphs; 3) To become familiar with the resources and methods for studying Ancient Egypt; 4) To understand the conventions of Ancient Egyptian art including those of the Amarna period and GrecoRoman periods; 5) To understand the importance of the contributions of the artists and scientists who accompanied Napoleon’s expedition to Egypt which established the foundation of modern Egyptology. COURSE REQUIREMENTS: 1) Note-taking attention to lectures, presentations, DVDs, videocassettes, PowerPoint presentations, etc.; 2) In addition to extensive reading, presenting reports, role-playing (characters in Naguib Mahfouz’s novel about Akhenaten, for example), and several short creative writing assignments, students will learn to write their names in hieroglyphs; 3) The final assignment will be an essay of at least three pages describing the mortuary monument each student will choose to erect after having fulfilled his or her ambitions at the conclusion of a healthy life of 100 years. (Feasibility and expense are not at issue; 4) For letter grades: an additional requirement of a final exam. PREREQUISITE: None TEXTS: Description de l’Egypte. Condensed Tashen 25th anniversary edition of the multi-volume publication by the artists and scientists who travelled to Egypt with Napoleon’s expedition. The book is primarily pictures, so the French text does not preclude its usefulness. Tom Hare. Remembering Osiris: Number, Gender, and Word in Ancient Egyptian Representational Systems. Stanford, California: Stanford U P, 1999. Barry J. Kemp. Ancient Egypt: Anatomy of a Civilization. 1989; rpt. New York: Routledge, 1993. Naguib Mahfouz. Akhenaten: Dweller in Truth. A Novel. Trans. Tagreid Abu-Hassabo. 1985 (date of the novel published in Arabic). This translation was first published in paperback by The American University in Cairo P, 1998; rpt. New York: Anchor, 2000. Mahfouz is a winner of the Nobel Prize in Literature. Norma Jean Katan and Barbara Mintz. Hieroglyphs: The Writing of Ancient Egypt. John Ray. The Rosetta Stone and the Rebirth of Ancient Egypt. Wonders of the World Series. Harvard U P 2012; 2007. Stacy Schiff. Cleopatra. Back Bay Books, 2010. Joyce Tyldesley. Daughters of Isis: Women of Ancient Egypt. Penguin 1995. -----. Hatshepsut: The Female Pharaoh. Viking, 1996; rpt. Penguin 1998. -----. Nefertiti: Egypt’s Sun Queen. Rev ed. Penguin, 2005. GRADING SYSTEM: Student Option ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 137: CONTROVERSIAL ISSUES IN PSYCHOLOGY R. PETERS This course is designed to expose students to controversial issues in the field of psychology. The class will cover such topics as parapsychology, near-death experiences, UFO abductions, hypnosis, pornography, homosexuality, gender identity disorder, repressed memories, interracial relationships, transracial adoption, racism, infertility techniques, institutionalization, and the insanity defense. Instructional procedures will include discussion, lectures, and videos. LEARNING OBJECTIVES: Students will 1) become familiar with controversial issues in psychology, 2) learn how to deal with conflicting viewpoints and inconsistent data, 3) learn how to argue effectively by using various sources to support their position, 4) learn to appreciate differing opinions and perspectives. COURSE REQUIREMENTS: Students will be required to 1) attend class regularly, 2) participate in class discussions, 3) take seven mini-exams, 4) read an assigned text as well as several additional articles. PREREQUISITE: None TEXTS: Slife, B. (2011). Taking sides: Clashing views on psychological issues. New York: McGrawHill/Dushkin. Note: There will also be material to read on Blackboard and class handouts. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 194: NUTRITION AND SPORT D. DUNNIGAN This course is designed to give the student an overview of general nutrition and show how the needs of special populations will differ from the needs of the general population. Topics to be covered will include dietary supplements and ergogenic aids, nutritional quackery, and research and experimental methodology as they apply to nutritional claims, body composition, and weight maintenance. LEARNING OBJECTIVES: Students will demonstrate competencies in general nutritional needs, dietary analysis, nutritional needs of special populations, nutritional supplementation, analysis of nutritional research findings, and alteration of body composition. COURSE REQUIREMENTS: Students will be required to 1) attend class; 2) participate in class discussions; 3) satisfactorily complete all written assignments, tests, quizzes, and projects. PREREQUISITE: None TEXTS: Readings and research will be assigned on an individual basis. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 202/GER 371: HEIMAT (HOMELAND) â€“ A FAMILY CHRONICLE P. REINKORDT A study of the interplay of family and national events in Germany from 1919 to 1982, as well as a studentgenerated study of the interplay of United States history with their own family's experience during that same period. Students will explore issues such as the intrusion of world history on personal life, family dynamics - between husband and wife, and children and parents/ grandparents, social class, regional prejudices, and conflicts between rich and poor. LEARNING OBJECTIVES: The 15-hour film is the example from Germany, and comparing this with their own family chronicle, students may be able to understand that common world events can be viewed from a different cultural perspective COURSE REQUIREMENTS: Students will be required to 1) attend and participate actively in all classes; 2) do research on a time line of world events from 1919-1982, comparing these events to their own family history and the impact they had there; 3) write a research paper and enter research findings on an electronic web conference board; 4) keep a journal; 5) take two examinations. PREREQUISITE: None TEXTS: Selections from history texts and library research, family records (if available), one fiction work from the time of 1919-1982 in Germany. SPECIAL REQUIREMENTS: Students need to do some or most of their family research before class instruction begins (ideally during Christmas Break). Instructor will have a questionnaire available before Thanksgiving Break. Local newspaper archives or State Historical Society in Lincoln are sources for information. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 249: TIME TRAVEL D. CLEVETTE What makes for a good time travel story? What are the implications for traveling into the past or future? In this course students will explore the concepts, terminology, and theories concerning one of the more popular genres of science fiction. Movies and short stories will be critically analyzed for their paradoxes and will be characterized through the use of temporal anomalies charts (timelines). LEARNING OBJECTIVES: Small group conversations will provide an opportunity to complete the required indepth discussions of class subject material. Daily written assignments and on-line discussion participation will improve student writing, communication, and their understanding of the material. COURSE REQUIREMENTS: Students will be required to participate in daily group conversations, watch movies in class and write daily reaction papers, read a short story each day, participate in daily on-line discussion about each story, and participate in a final class project. PREREQUISITE: None TEXTS: The Best Time Travel Stories of the 20th Century: Stories by Arthur C. Clark, Jack Finney, Joe Haldeman, Ursula K. Le Guin, H. Turtledove, M.H. Greenberg, Eds., Del Ray NY, 2005. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 250: COVERING THE INAUGURATION JANUARY 2013 D. SWARTZLANDER This interterm involves a two-week (15 day) trip to Washington, D.C. The course will introduce students to the historical, political, cultural and journalistic world of the nationâ€™s capital, culminating in student reporters covering the Inauguration of the next president of the United States. Students will tour Washington, D.C., newspapers and television stations. They also will research past presidents and inaugurations at the Library of Congress. Students will meet and discuss issues with the Nebraska legislative delegation, representatives of the Washington Press Corps, and possibly other national leaders. Students will file stories with newspapers in Nebraska, and various radio and outlets in the Lincoln area while in Washington. They also will post video, text, photos and audio online at The Doaneline (www.doaneline.com). Students will tour the Smithsonian Institute, the Washington and Lincoln memorials, historic Georgetown and other D.C. attractions. We will also visit the Pentagon and the U.S. Secret Service, Fordâ€™s Theater, the U.S. Capitol, Holocaust Museum, the Newseum, the U.S. Supreme Court and other historic, political, journalistic and cultural sites. LEARNING OBJECTIVES: Students will learn about 1) professional opportunities in journalism; 2) the history and politics of the nation through hands-on experience; 3) how to write and videotape news stories and events for distribution to a mass audience; 4) how to shoot photojournalism assignments; 5) how to research and interview government leaders; 6) the importance of meeting deadlines. COURSE REQUIREMENTS: Students will be required to participate in all activities, including but not limited to meeting in daily journalistic budget sessions, conducting interviews with political leaders, researching past inaugurations and writing news stories, shooting photos, broadcasting live on radio, providing Internet news coverage and/or videotaping television stories. PREREQUISITE: No required prerequisites, but a strong preference will be given to students who have successfully completed JOU 113, Basic News Writing and Reporting, and JOU 240, Media Production. TEXTS: Research will be conducted at the site. Students must have notebooks and pens or pencils to take notes. Students with laptop computers are urged to bring them. Students also are encouraged to bring digital cameras, digital audio recorders and cell phones. GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: Approximately $2500 (includes airfare, lodging, Metro pass and breakfast). Not included are lunch and supper and spending money. DEADLINES: Deposit due in the Business Office by September 21, 2012. Note: Travel Scholarship monies apply to this interterm. Details concerning eligibility and final cost will be supplied by the instructor.
ITM 252: THE CULTURE OF FOOD AND DRINK B. CLEMENT In this course, students will explore the history and relationship of microbes and food. Topics covered will include the brewing of beer and wine, bread-making, fermentation of foods such as yogurt, cheese, tofu, chocolate, sauerkraut and others. We will explore some of the basic chemistry of food and drink production, and introduce some of the organisms and their processes associated with particular foods. Field trips to a local brewery, vineyard, and an organic farm/cheese-making operation are part of the course. Significant tasting and some cooking will take place in the class. Relevant ethnic/cultural uses of selected foods will also be covered. As time permits, we will include foods characteristic of selected geographic areas (such as Greek food). LEARNING OBJECTIVES: The students will gain a greater appreciation of 1) the microbes and their chemical reactions responsible for the taste, texture and nutritional content of specific groups of foods, 2) quality and production of food using sustainable/organic techniques, 3) the history and development of the use of microbes to produce food products, 4) the use of chemistry and microbes to generate popular alcoholic beverages, 5) ethnic and cultural aspects to the production of fermented foods. COURSE REQUIREMENTS: Students will 1) learn the fundamentals of fermentation, the process upon which many/most microbe-related foods are founded, 2) become familiar with the two main groups of organisms that are involved in food-related fermentation, 3) participate in classroom activities, including tasting and food preparation, 4) develop an appreciation for new/unfamiliar foods and a more discriminating palate for familiar/common foods, 5) complete a small group project that may be either a) an investigation of a topic in food or food production (such as the controversial use of antibiotics in animal feed), and includes a 3-5 page paper and a class presentation, b) read and present to the class a current book on a food-related topic (such as Dinner at the New Gene CafĂŠ, by Bill Lamprecht), and write a 3-5 review paper, or c) research the history and modern application of a specific food product (such as sauerkraut), including a 3-5 page paper, a class presentation, and demonstration of the food product. PREREQUISITE: None (Although having taken biology would be beneficial.) TEXTS: Each new food group will be introduced with a lecture and selected reading materials or websites. When possible, readings will be placed on Blackboard or library reserve to save printing costs. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: Students are required to pay a $40 course fee to support purchase of cooking and tasting items. Students should also be prepared to pay their own costs of tasting (at vineyard or brewery, etc), and to show valid ID/proof of legal drinking age when requested. CLASS MEETING TIME: 9:00 a.m.
ITM 274: GOTHIC: THE AESTHETICS OF FEAR IN LITERATURE, FILM AND POPULAR CULTURE B. JOHNSON Through the vehicles of literature, film, music, fashion, etc., students will explore various embodiments of “Gothic” expression. From the origins of the term in the Ancient and Medieval periods through Romantic Gothic, Victorian Gothic, and American Gothic, students will examine the manifestations and meanings of Gothic art forms. In particular, the class will question why expressions of terror have had such appeal for readers/viewers over several centuries. The social, political, religious, sexual, and psychological undercurrents of the Gothic works under examination will provide access to the dark cultural anxieties that the Gothic addresses. LEARNING OBJECTIVES: By the end of the course, students will be able to identify Gothic forms and meanings as well as historical trends that have shaped them. Students will be able to apply several questions to each work: 1) How is fear generated? 2) What is the nature of that fear, and what emotions does it generate? 3) What does such fear signify in religious, psychological, political, and economic terms? Students will improve writing and critical thinking skills through film reviews, journal entries, and group reports. COURSE REQUIREMENTS: -1) Class Participation and Quizzes (20%); 2) Examinations (20% each); 3) Critical Thinking Journal (20%); 4) Group Reports (20%) PREREQUISITE: None TEXTS: Mary Shelley, Frankenstein; or, the Modern Prometheus; Bram Stoker, Dracula; Miscellaneous Readings GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 300 INTRODUCTION TO AMERICAN SIGN LANGUAGE T. KAY This class is designed to teach individuals how to communicate with the deaf. Emphasis is placed on the following communications modes: gestures, finger spelling, and sign language. This course does not satisfy the Cultural Perspectives requirement of the Doane Plan. LEARNING OBJECTIVES: Students will be able to 1) define modes of communication, 2) read finger spelling, 3) sign before the class, 4) demonstrate the proper formation of letters and signs. COURSE REQUIREMENTS: Students will be required to 1) attend class and participate in small groups, 2) sign sentences and short stories in class, 3) complete written assignment on American Sign Language or a biographical sketch of a deaf person, 4) take three quizzes, 5) read sign language from video tapes. PREREQUISITE: None TEXTS: A Basic Course in American Sign Language by Tom Humphries, Carol Padden, and Terrence J. O’Rouke GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 302: FAMILY IN FILM D. DEBOER This course focuses on the changing roles and definitions of family in film. Students will view films from multiple generations and genres to examine changing perceptions of family over time, with particular focus on gender role expectations in family. Students will also be exposed to the diversity of family structure reflected in popular films. LEARNING OBJECTIVES: Students will examine 1) the changing roles and definitions of family over time, 2) shifting gender role expectations as they pertain to family life, 3) changes in family structure that have occurred in the last 40 years. COURSE REQUIREMENTS: Students will be required to 1) write critical assessments of each film viewed in class, 2) apply sociological concepts to explain each unique perception of family in film, 3) complete assigned readings before class, 4) attend class and participate in thoughtful discussions about each film. PREREQUISITE: None TEXTS: Readings on reserve in the library GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 306: PERSONALITY AND POWER: IMAGES OF ENGLISH ROYALTY IN FILM AND HISTORY K. JARVIS This course will consider the reigns and personalities of selected English kings and queens between the 12 th and 21st centuries. Students will watch several feature length films and documentaries and compare the treatment of historical figures on the screen with historical, biographical, and literary accounts of their lives and how their images have been utilized or changed over time. LEARNING OBJECTIVES: : Students will develop an understanding of the connections and disconnections between historical fact, biography, documentary, and contemporary film as they relate to monarchy through the examination of Henry II and his family, Henry V, Elizabeth I, Victoria, and Elizabeth II. Analyses of the images of these monarchs during and after their lifetimes, and the contexts through which those images developed and changed, will allow students to develop a critical understanding of the role personality played in the effectiveness of these leaders and how myth and memory continue to influence perceptions of their historical legacies. Brief attention will be paid the role England, and later Great Britain, played in global affairs during the reigns of each of these monarchs. COURSE REQUIREMENTS: Students are required to 1) attend all classes; each unexcused absence will be penalized one full letter grade; 2) complete all reading and writing assignments; 3) participate in discussions; 4) participate in the Group Project activities; 5) write a short (4-5 page) final paper based upon the readings, discussions and films. All required assignments must be completed in order for students to earn at least a passing grade for this course. PREREQUISITE: None TEXTS: Walter L. Arnstein: Queen Victoria; Mike Ashley: A Brief History of British Kings and Queens; Alison Weir: The Life of Elizabeth I (2008 edition). Blackboard readings, as assigned. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 311: GHOSTS IN FACT AND FICTION D. MCCOWN Students will explore historical beliefs/happenings in the reality of the spirit world. Fictional accounts will coincide with reality in books, films, and television. LEARNING OBJECTIVES: Students will be 1) made aware of possibilities outside of our natural world, 2) invited to open their minds and broaden their intellect to allow for a curiosity of the world beyond our senses. COURSE REQUIREMENTS: Students will be required to 1) read several treatises/books concerning psychic phenomenon, 2) view fictional accounts/films on this phenomenon, 3) write several reports and a final paper. PREREQUISITE: None. TEXTS: Boye, Alan, A Guide to the Ghosts of Lincoln, 3rd ed., Saltilllo Press. GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 319: LEADING THE WAY TO CHANGE C. PETR This interactive course provides students an opportunity to develop their personal leadership skills as well as advance their education on topics related to leadership, such as group dynamics, followership, group development, conflict, and leadership theory. LEARNING OBJECTIVES: Students will 1) enhance their knowledge of leadership theory, skills, and related issues; 2) practice various leadership models through group work; 3) consider specific examples of leadership and their effectiveness; 4) become familiar with various supplemental texts related to leadership. COURSE REQUIREMENTS: Students will be required to 1) attend all classes, 2) participate in all discussion and course activities, 3) write one 3-5 page paper, 4) give one group presentation, 5) complete daily assignments. PREREQUISITE: None TEXTS: Komives, S., Lucas N. and McMahon, T. Exploring Leadership For College Students Who Want to Make a Difference, Jossey-Bass Publishers, San Francisco, 1998. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 335: DOANE BAND TO WASHINGTON, D.C. MAY 21 â€“ JUNE 3, 2013 J. GILBERT & T. KING A 14-day concert and cultural tour to metropolitan Washington, D.C. Cultural experiences may include the Washington Mall, Arlington Cemetery, U.S. Capitol building, the Smithsonian Museum, the National Gallery, the U.S. Holocaust Museum, the White House, the National Archives, Union Station, the Old Post Office, and a Washington Nationals baseball game (if they are playing at home). The band will also attend concerts by the National Symphony and the U.S. Navy Band. There will be concert performances en route to and in the Washington city area. Possible visits to other venues on the trip include: instrument manufacturing facilities in Elkhart, Indiana and Cleveland, Ohio; The Rock and Roll Hall of Fame and Museum in Cleveland, Ohio; the Gettysburg National Battlefield in Pennsylvania; and the Lincoln Library and Museum in Springfield, Illinois. LEARNING OBJECTIVES: Students will gain a deeper appreciation and understanding for 1) the artistic culture of Washington, 2) the importance of Washington as a cultural center in the United States, 3) the importance of Washington as the seat of government, 4) contributions of individuals to our country. COURSE REQUIREMENTS: Students will be required to 1) attend all rehearsals and study sessions prior to the trip; 2) prepare a brief presentation on some aspect of Washington (historical, cultural); 3) keep a daily journal during the trip; 4) perform on all tour concerts; 5) participate in a self-evaluation of the experience and assessment of the course. PREREQUISITE: Open to members of the Doane Band Program (Symphonic Wind Ensemble and Concert Band) TEXTS: Handouts provided by the instructors GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: Approximately $1,950 (includes all transportation, housing, breakfast and dinner each day). A $150 administrative fee will be added to each participating student's Doane account to cover the travel medical insurance required for participation in off-campus interterm courses. Note: Travel Scholarship monies apply to this interterm. Details concerning eligibility and final cost will be supplied by the instructor
ITM 337: THE CARIBBEAN AND ITS CULTURE JANUARY 2013 J. KOZISEK Take time to travel and learn about the islands of the Caribbean as you cruise from port to port. You will become familiar with each island and the rich culture that surrounds it. Multiple stops will be made as you cruise the Caribbean. Time during the day will allow you to visit each island and soak up the local culture. Evening seminars will be held to learn more about the islands and their culture. LEARNING OBJECTIVES: 1) Students will become familiar with islands of the Caribbean and their culture; 2) Students will learn about the diversity found in the islands of the Caribbean related to culture, religion, language, government, economy, etc. COURSE REQUIREMENTS: 1. Students are required to attend pre-session planning meetings at Doane prior to the trip. 2. Each student will be assigned an island to research prior to departure. Students will gather information on their island related to the culture, religion, language, government, economy, etc. If multiple students are assigned to an island they will work together on gathering information. The student’s research on the island will be shared with the professor before leaving on the trip. Information concerning each island will be shared at the evening seminar prior to arriving at the island so the rest of class becomes familiar with the island. 3. While visiting each island each student must interview at least one person per island to gain information concerning the island’s culture, religion, language, government, economy, etc. Information will be shared during the evening seminar. 4. Students will be expected to attend a seminar each evening in the ship’s seminar room to discuss a variety of topics. Information gained from the daily interview(s) will be shared. Information concerning the next island will be shared. Students will be expected to attend all seminars and be an active participant. The faculty will evaluate student participation in the seminars. 5. Students will take part in at least one group experience on an island, where all students will take part in the selected tour. Throughout the cruise optional group experiences will be available for students from which to select. These will involve small group experiences on the islands. Students will be required to take part in at least one small group experience as well as the large group experience. 6. Each student will keep a daily journal of experiences, thoughts and impressions of the islands as well as reflections concerning topics covered in the seminars. Specific dates throughout the trip will be designated for the journals to be shared with the faculty. Comments will be shared with each student in regard to the content of the journal. After the final reading of the journal on the last day, the student will keep his/her journal to document his/her trip. 7. Students will abide by the conduct code for the trip. 8. Students must have a passport in order to travel. PREREQUISITE: Participating students must be 21 years of age. TEXTS: The instructor will provide professional resources to the students prior to leaving, so students can research their island in preparation for sharing information while on the cruise. GRADING SYSTEM: Pass/Fail STUDENT COSTS: Approximately $2300, before travel scholarship and any Doane meal-plan reimbursement. Final cost will be based upon course enrollment. DEADLINES: First down payment for the cruise - $500.00 – due March 30, 2012; Final payment for the cruise due – October 5, 2012 Note: Travel Scholarship monies apply to this interterm. Details concerning eligibility and final cost will be supplied by the instructor.
ITM 361: CHIMPS, CONDOMS, AND CONSPIRACIES: THE HISTORY, BIOLOGY, AND SOCIAL CONSEQUENCES OF THE HIV/AIDS PANDEMIC K. MARLEY Sometime in the 1930s, a chimpanzee hunter in the Democratic Republic of the Congo was exposed to chimp blood during the slaughter, became infected with a virus humans had never encountered before and the simmering epidemic got its tentative start. Since infection could take 10 or more years to manifest, the disease was difficult to track. Even after it emerged onto a more developed medical landscape, understanding of this disease took decades and was hampered by conspiracy, fear, politics, religion and money. HIV is a virus like no other and has left a ragged scar on humanity whose depth we do not yet fully appreciate. LEARNING OBJECTIVES: In this course, students will learn the intriguing history of HIV/AIDS from Africa to the United States and back again. Students will study the current understanding of HIV infection and the manifestation of full-blown AIDS. Students will explore the social consequences of a disease that is currently estimated to infect 1 in 3 pregnant women in South Africa and 1 in 300 children and adults in the United States and that resists eradication, due to the stigma associated with infection and the propensity of the virus to mutate. COURSE REQUIREMENTS: 1) Students will participate actively in discussion and case studies on HIV and AIDS, treatment options, social consequences, policy planning, and self-protection, among other topics; 2) Students will write 5 reflections on self-selected stories from 28: Stories of AIDS in Africa; 3) Students will complete an individual project of their choosing with instructor permission such as writing a paper, producing a work of art or music, volunteering their time to an HIV/AIDS service organization, organizing a fund-raiser for an HIV/AIDS service organization, shadowing HIV/AIDS researchers, etc. Students will make an oral presentation describing their project to the class. PREREQUISITE: None TEXTS: HIV and AIDS, by David Wessner, Pearson Benjamin Cummings 28: Stories of AIDS in Africa, by Stephanie Nolen, Walker & Company Condom Sense, by Monica Sweeney and Rita Kirwan Grisman, Lantern Books, GRADING SYSTEM: Student Option ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 364: OPERA SCENES H. SMITH & D. BRECKBILL In this course, students will study and prepare excerpts from the operatic repertoire. Many great composers, both European (Mozart, Rossini, Wagner, Verdi, and Puccini) and American (Menotti), specialized in the field of opera. In the college setting, singers primarily perform opera excerpts in concert or recital. This course will give students the opportunity to perform this music in a simplified version of its original context: staged as a dramatic scene. By exploring the intricate connection between music and drama, students will develop a better understanding of the operatic art-form. This course will culminate in a public performance of the prepared opera scenes near the end of Interterm. Although preparing opera scenes for performance will be the main focus of this course, it is open as well to any students interested in studying the process of staging opera, even if those students are not singers. Any such students will be expected to observe rehearsals and to help in preparing the performance in other ways than singing, but will also have the opportunity to read about the process of opera production and to study video recordings of opera productions, permitting them to learn through comparison and evaluation the possibilities and pitfalls of preparing operas for dramatic presentation. In addition to the solo and small ensemble scenes, there will be one or two “full chorus” scenes to allow for the involvement of less-experienced, non-soloistic singers. LEARNING OBJECTIVES: Students will: 1) study, memorize, stage, and perform masterworks of the operatic repertoire. 2) participate in the technical (“backstage crew”) aspects of opera production. 3) demonstrate consistent vocal technique and appropriate dramatic interpretation. 4) perform and provide peer evaluation for one another in a masterclass environment. COURSE REQUIREMENTS: 1) attend/participate in class everyday; 2) Participate in final performance of the opera scenes (the last Monday night of Interterm). 3) Watch assigned video excerpts and write brief responses; 4) Read assigned text excerpts and write brief responses; 5) Demonstrate through performance an understanding of consistent vocal production 6) Demonstrate through performance appropriate dramatic interpretation PREREQUISITE: During the 11-12 or 12-13 academic year the student should have participated in either voice lessons or a Doane choral ensemble (or both), OR permission of the instructor, Dr. Hannah Jo Smith. TEXTS: Handouts supplied by instructor. Other readings and video excerpts will be on reserve in Perkins Library. GRADING SYSTEM: Student Option ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 368: QUALITY IMPROVEMENT WORKSHOP: LEARNING TO USE THE BASIC TOOLS OF QUALITY T. WIEDMAN Though difficult to define, quality is important to us all; and mastering basic quality improvement techniques can provide benefits to people throughout their entire careers. Fortunately, the basic tools used to improve quality are not difficult to learn. Using a variety of videos, hands-on exercises, reading material, handouts, mini-projects, and class discussion, students will explore the concepts, methods, and tools that form the foundation for quality improvement programs worldwide. These techniques can be used to help any type of organization improve almost any type of process. LEARNING OBJECTIVES: In this hands-on course, students will 1) explore the history and philosophy of quality improvement, 2) understand the sources and types of variation, 3) learn eight basic quality tools and find practical applications for their use, 4) learn to construct and interpret a basic control chart, 5) use multiple quality tools to understand different aspects of a single process and suggest strategies to improve that process. COURSE REQUIREMENTS: Students will be required to 1) attend all sessions and actively participate in handson class activities and discussions; 2) read all assigned material and complete short quizzes based upon the readings; 3) complete several hands-on mini-projects to gain experience in the use of the quality tools; 4) analyze simple data using a control chart and discuss the results of the analysis in a short, final paper. PREREQUISITE: None TEXTS: Kemp, S. (2006). Quality Management Demystified. New York: McGraw-Hill. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m. ITM 371/HIS 315: THE CIVIL WAR AND RECONSTRUCTION T. KING Examines the causes, character, and consequences of two great American tragedies: the Civil War and Reconstruction, from the mid-19th century to 1877. Students who successfully complete this course will demonstrate knowledge about the failure of antebellum political mechanisms, the growth of sectionalism, justifications for and against secession, and the methods and implications of war. LEARNING OBJECTIVES: Students will 1) gain an understanding of the causes and the results of the Civil War and the reconstruction that followed the war; 2) increase their knowledge and understanding of the Civil War in general, and key historical events and personalities in particular; 3) increase their ability to evaluate ideas and arguments critically, to weigh historical evidence, and to draw conclusions; 4) improve their ability to communicate ideas and arguments concisely, accurately, and informatively orally and in writing. COURSE REQUIREMENTS: Students will be required to 1) watch and prepare various critiques on issues discussed in the video series and the readings; 2) research and make an oral presentation of a key figure or key battle during the Civil War; 3) participate and lead in daily discussions about the video series; 4) attend all class sessions. PREREQUISITE: None TEXTS: The Civil War: The complete text of the bestselling narrative history of the Civil War--based on the celebrated PBS television series (Paperback) by Geoffrey C. Ward (Author), Kenneth Burns (Author), Richard Burns (Author) GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 384: A NAMASTE EXPERIENCE: TRAVEL SEMINAR AND SERVICE-LEARNING INTERTERM K. COOPER MAY 2013 This course is designed to blend numerous elements including off-campus travel, service-learning and interdisciplinary study. Students will travel to several cities and villages in South India and will spend time experiencing the rich diversity of this region while exploring its many spiritual, cultural and historical elements. Students will spend time prior to the 21-day travel experience in several on-campus sessions which will prepare them for the richness and challenges of this travel course. Key features of the course will include exposure to the great contradiction and contrast of India. Students will witness, side by side, the most contemporary expressions of technology and globalization along with the marginalization of the Dalits (the Untouchables.) Students will view the splendors of ancient architectural temples alongside dwellings handmade of mud. As they work with the Indian people in their service-learning project, students will feel and appreciate the great welcoming heart of South India. Students will leave India having worked in partnership with the villagers of Chengalpattu to build an open-air school and return to the United States as members of a global learning community. This course fulfills the multicultural education interterm requirement. LEARNING OBJECTIVES: 1) To expose students to the religions and cultures of South India;2) To help students understand the nature of hospitality and what it means to be honored for oneâ€™s humanness; 3) To engage in service-learning projects as a lens to understanding what it means to be in reciprocal human relationships; 4) To explore firsthand the many layers and challenges of sustainable living and the threats to this world view posed by globalization; 5) To understand the struggles in Indian history while honoring the legacy of accomplishments of its people. COURSE REQUIREMENTS: Full, cooperative participation in the daily activities of the class while in India. There is flexibility in this requirement. Staying in the room (unless sick) obviously wonâ€™t do; but accepting an invitation to go out with new Indian friends is a good reason for missing an occasional group discussion. Students will be asked to engage in pre-travel mini-studies that they help contribute to by researching: 1)The caste system; 2) Dr. B.R. Ambedkar; 3) Colonization; 4) Hindiusm; 5) Taj Mahal; 6) Dalits; 7) Contemporary issues in Indian society PREREQUISITE: None TEXT: Selected readings will also be taken from: 1.) The Wonder That Was India by A.L.Basham (2000) Sidgwick & Jackson; 3rd edition 2.) Fascinating India by Sreelata Bhatia. (2009), Text by Sreelata Bhatia, Om Books International, 3.) India: A Nation in Turmoil by R. Gopal Krishna (2000) 4.) The Essential Writings of B. R. Ambedkar. (2002) Oxford University Press, USA GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: Approximately $2,295.00 DEADLINES: Deposit of $200 due in June or July, 2012; Monthly payments of $300 will start in August 2012. Note: Travel scholarship monies apply to this interterm. Details concerning eligibility and final cost will be supplied by the instructor.
ITM 385: CAREER EXPLORATION AND PLANNING C. ERSLAND This course will provide students with an introduction to career development theories and applications and offer opportunities for career exploration, planning, and job search skill development which will serve them throughout their work lives and expand their knowledge about career opportunities. It will focus on increasing student understanding of career development theories and applications; enhancing student self-awareness and selfexploration; assessment of career and academic interests; and gaining an understanding of the world of work compatible with students' personality styles, skills, interests, abilities, and values. The course will consist of lectures, discussions, guest speakers, and group work. Individual and group assignments/projects will be involved. LEARNING OBJECTIVES: 1) Become aware of resources available to the career planning and job search process; 2) Identify oneâ€™s own personality type, skills, interests, goals, and values; 3) Relate personal characteristics to potential occupational fields; 4)Use a decision-making model to identify personal alternatives, consequences, and desirable outcomes; 5) Develop a persuasive resume which reflects the above self-knowledge and decision-making; 6) Learn to deal effectively with interview situations; 7) Understand economic, political, cultural, and demographic influences on job availability; 8) Be aware of current theories of career development and what they indicate about oneâ€™s developmental status; 9) Plan next steps in career decision-making or implementation; 10) Become aware of what employers look for in potential employees and what it takes to be successful on the job. COURSE REQUIREMENTS: Students will be required to 1) attend all class sessions and engage in class discussion, activities, and interactions; 2) complete assessment instruments and informational interview; 3) complete all assignments, scheduled presentations, and a final project PREREQUISITE: None TEXTS: Career Exploration & Planning Student Manual. (Interterm 2011.) To be available through Doane Bookstore GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 386: DISCOVER PERU L. FORESTER & J. JOHNSON MAY 2013 Discovering Peru and the Amazon region of Peru is a 15-day tour. The cities of Lima and Iquitos where we will transfer to an Amazon Lodge for a three-day excursion to Cuzco, Ollantantambo/Pisac in the sacred valley area, the ancient city of Machu Picchu, Puno and the Lake Titicaca area. In addition, we will hike a trail that leads to Aguas Calientes to view the Andes and Machu Picchu from an entirely different perspective. Students will explore the cities, seeing points of interest in each. Beginning our tour, we fly to Lima, where we have a day excursion of the city. The next day we fly to Iquitos. Iquitos is the beginning point of the 3-day Amazon excursion. The students will take a boat up the river to the Amazon Lodge, where we will be staying. Activities at the resort include taking a catwalk tour of the jungle, visiting native villages/houses and canoeing the Amazon. A jungle hike and piranha fishing are also included. All Amazon excursions will be accompanied by a trained Amazon guide. From the Amazon, our travels continue in Peru. Next, we will visit Cuzco and the Huaca Pucllana archaeological center to learn about the culture that flourished here in the 5 th and 8th centuries. We will also visit the Santo Domingo Convent Monastery, the Plaza de Armas and the Cathedral, among other sites. We will continue to the Sacred Valley, where we will walk among the ancient Inca Ruins and begin our hike to Aguas Calliente and access to Machu Picchu. A white water rafting trip in the Sacred Valley is also planned. Machu Picchu, a world heritage site, is known as the Lost City of the Incas. It is found 8000 ft. above sea level. It was built around AD 1430. It has become one of the most sought-after tourist destinations in the Americas. Finally, we will visit the Lake Titicaca/Puno area, where we will take a full-day tour of the lake and the artificial islands, visiting the native people that make their homes there. LEARNING OBJECTIVES: Students will 1) gain a better understanding of the diversity found in the population of Peru; 2) learn about the history of Peru and its effects on present day Peru; 3) learn about the ecological benefits of the Amazon region; 4) learn about the Amazon region, including the flora and fauna; 5) learn jungle survival techniques; 6) learn about the Inca Empire of Peru; 7) experience hiking and camping in the Andean Mountains, visiting small villages. COURSE REQUIREMENTS: Students will be required to 1) attend all pre-departure meetings; 2) complete all tours, seminars, and assignments; 3) abide by the conduct code for the trip; 4) keep a personal journal, which will be checked periodically by the instructors; 5) conduct one seminar on an aspect of Peru (prior to leaving, students will be assigned topics); 6) attend all daily seminars. PREREQUISITE: None TEXTS: Students will be assigned a topic to research about sights to be visited prior to the trip. Presentation of the research will take place on the trip. GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: Approximately $4,300. This covers all transportation, lodging, meals in the Amazon and all breakfasts. Students will be responsible for lunch and dinner all days, except when we are in the Amazon. Additional tours and souvenirs are the studentsâ€™ responsibility. In addition, there will be a minimal fee assessed for tips for the tour guides. This will be approximately $30 total. All students must have a valid passport. DEADLINES: Deposit due in the Business Office by September 21, 2012. Note: Travel Scholarship monies apply to this interterm. Details concerning eligibility and final cost will be supplied by the instructor.
ITM 387: ARTS ARE BASIC, METHODS IN AESTHETIC EDUCATION R. GILL In this course, students will explore how specific works of art become tools for learning across the curriculum. Course experiences will include extensive exploration of multiple intelligences, specific areas of curriculum preparation and the development, by each individual participant, of a guidebook/portfolio that will include curriculum writing and experiential learning through the arts. LEARNING OBJECTIVES: Students will gain development of creativity, increased problem-solving skills, and intuitive assessments through experiential learning. COURSE REQUIREMENTS: The primary product that students will develop through this course will be a cumulative portfolio that will include: lesson plans, journaling, arts discipline research, research and assessment of other programs using the arts as a teaching tool. PREREQUISITE: None TEXTS: Text will include various writings by Howard Gardner, Maxine Greene, and Eric Booth. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 388: THE MATHEMATICAL TOURIST P. HART An exploration of accessible math topics not taught in traditional high school math courses. Topics will include: numerology, connections between art and math, probability and gambling, game theory, voting systems, and cryptography. LEARNING OBJECTIVES: Students will gain development of creativity, increased problem-solving skills, and intuitive assessments through experiential learning. Upon the completion of this course, students should 1) appreciate a variety of math topics related to other disciplines, 2) understand how mathematical reasoning is used to solve problems in non-mathematical areas. COURSE REQUIREMENTS: Students in this course will be required to 1) participate actively in class discussions and activities, 2) successfully complete daily quizzes and assignments, 3) prepare weekly projects/presentations to share with class. PREREQUISITE: Completion of Doane Plan Quantitative Reasoning requirement TEXTS: Readings and handouts provided by instructor GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 392: GO SLOW, GO LOCAL L. MANNS In this course students will examine two movements which have gained momentum over the past few years; specifically, the Slow Food and Go Local movements. The Slow Food movement’s philosophy states that our food should: 1) taste good, 2) be produced in a clean way, and 3) fairly compensate producers for their work. The Go Local movement places emphasis on supporting local producers of fruits, vegetables, meat, eggs, and dairy that do not rely on herbicides, pesticides, and synthetic fertilizers. Both of these movements are gradually reshaping the business of growing and supplying food, especially in countries such as the United States. Students will gain an appreciation for how economic analysis can enhance one’s understanding of some of the issues raised by industrial agriculture and the challenge presented to it by the Slow Food and Go Local movements. LEARNING OBJECTIVES: Students will acquire an understanding of many of the issues surrounding the way our food is currently produced and what changes could result in the food business if the Slow Food and Go Local movements continue to grow. Specifically, students will: 1) examine various economic, health, and environmental issues associated with our current food production system; 2) apply relevant economic analysis to the issues under consideration; and 3) evaluate how the Go Slow and Go Local movements could change the system. COURSE REQUIREMENTS: Students will be required to: 1) attend class, 2) lead and participate in class discussions, 3) write one critical analysis paper (5-7 pages), and take a comprehensive final exam. PREREQUISITE: None TEXTS: Final decision not yet made; but, possibilities include Slow Food Nation by Carlo Petrini; Food Rules by Michael Pollan; The Omnivore's Dilemma by Michael Pollan; Food Justice by Robert Gottlieb and Anupama Joshi; Fair Food by Oran Hesterman; and In Defense of Food by Michael Pollan. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: $20 for meal supplies CLASS MEETING TIME: 9:00 a.m. ITM 394: A LOW TECH GUIDE TO A SOUND MIND AND BODY M. ORSAG Inspired by the ancient Greek and Roman ideal of a sound mind in a sound body and powered by a spirit of friendly competition and a low-tech approach, this course will divide the 12-person class into three four-person teams that will move through a series of challenging brain-teasers and physical workouts that will incorporate sound physical training principles and help to build a wide range of analytical reasoning skills. Certain challenges will blend both physical and mental problem solving. The class will take two field trips to Omaha. Mental challenges will include: analytical matching, story puzzles, crosswords, sudoku, chess, logic games, and a debate-style challenge called "the Verbal Gladiator." Physical challenges may include: Bikram (hot) Yoga, Indoor Rock Climbing, Extreme Core Strength and Bodyweight Exercises, Weighted Exercises and Antagonist Muscle Training, Kettlebell and Cardio Training Routines, a Martial Arts introduction, and a final day of Restorative Techniques and Meditation. There will be a multicultural aspect to the course as well. The routines employed (the cultural contexts will be explained) are drawn from a wide range of world cultures including: India, Japan, England, Russia, Israel, and the United States. LEARNING OBJECTIVES: Students will master not only the various techniques involved, but will be offered the opportunity (on a daily basis) to make difficult comparative choices and pursue success-maximizing strategies in terms of mental acuity and physical/fitness and health. COURSE REQUIREMENTS: Successful completion of the tasks. Students will be quite challenged to both mind and body – and the completion of beginning and ending comment/question forms that will both reinforce content and have students draw broader lessons from their experiences. Daily "after action" reviews of activities will guide students in objectively analyzing strengths and weaknesses and developing strategies to maximize performance. PREREQUISITE: Basic level of physical fitness/health and permission of instructor TEXTS: None GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: $75 to cover the cost of field trips CLASS MEETING TIME: 9:00 a.m. 23
ITM 398: NUCLEAR ARMS: PAST, PRESENT, AND POSSIBLE FUTURES N. VACCARO In the over six decades since the end of the Second World War, nuclear weapons have never again been employed in a conflict. Nonetheless, the existence of nuclear weapons technology, and fears of nuclear catastrophe, have had a profound impact on world politics and remain a major global concern. This class examines the topic of nuclear weapons from a variety of historical and contemporary perspectives. Students will begin with a discussion of the origins and basic technology of nuclear armaments. The class will then examine the Cold War period, exploring events and issues related to the nuclear rivalry between the United States and the Soviet Union; these issues include arms races, deterrence strategies, and possible scenarios for superpower nuclear war. Students will then examine the present day, discussing issues and debates related to nuclear proliferation and nonproliferation efforts, as well as the possible threat of nuclear terrorism. While the course primarily considers real-world events and debates (past and present), the class will also incorporate fictional films and literary material on the subject, and will explore the impact of the nuclear era on popular culture and the popular imagination. LEARNING OBJECTIVES: Students will 1) develop an understanding of the nature and extent of the possible threats posed by nuclear arms, both historically and in the present day; 2) become familiar with, and participate in, major ongoing debates about the best approaches to preventing future use of nuclear weapons; 3) examine the ways in which the presence of nuclear weapons has had an impact on global politics and on the popular imagination. COURSE REQUIREMENTS: Students will be required to 1) attend and participate in class, 2) complete several short essays, 3) complete either a final paper or a final exam (student’s choice). PREREQUISITE: None TEXTS: Joseph Cirincione, Bomb Scare; other selections to be assigned and provided by the instructor GRADING SYSTEM: Student Option ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m. ITM 404: CHILDREN: THE GOOD, BAD, AND THE UGLY J. FLORENDO How do environments that young children live in today heavily influence the future of our society tomorrow? As a future educator, future parent, future tax payer or someone interested in the future of society, this class will present information on environmental factors that impact young children; so heavily influencing their development and in turn, the development of communities and society in general. Students will study the impact of the early years - how societal and economic influences greatly impact these years and how these years effect development with long term and life time consequences; ultimately, students will gain an understanding on how they can become advocates in order that all children have access to nourishing and quality environments which encourage healthy development and a healthy society. The course will encompass both classroom and hands on experiences. The class will integrate classroom meetings, speakers, and tour a variety of early childhood environments. In addition, students will interact with young children gaining confidence and skills, discovering firsthand the 'Dos" and "Don'ts" of working with young children and deciphering between old wise tales as to what is good for children. LEARNING OBJECTIVES: Students will: 1) Understand how the brain develops in the early years, forming the foundation for life and influencing the impact of healthy development; 2) Develop an awareness on how young children’s’ development heavily influences individually and collectively on a long term basis; 3) Apply information gained in the course through interaction with young children; 4) Analyze environments for quality elements that promote healthy development; 5) Create a platform that advocates access for healthy environments for all children. 24
COURSE REQUIREMENTS: 1) Students are required to attend all classes, participate in small group discussions and group projects; 2) Students are required to come prepared to all classes with reading assignments completed; 3) Students are required to attend all classes with speakers and join in question and answer discussions; 4) Students are required to attend all field trips; 5) Students are required to spend a minimum of 8 hours working in a preplanned environment with young children. 6) Students are required to keep a journal reflecting on their daily experiences with a final journal at the end of the session summarizing their learning journey; 7) As a final project, students in groups will develop a platform that advocates access for healthy environments for all children and share this with an appropriate audience. PREREQUISITE: Basic level of physical fitness/health and permission of instructor TEXTS: Students can choose to read: Amazing Grace by Jonathan Kozol OR Raising Children in a Socially Toxic Environment by James Garbarino. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: $10 for field trip experiences. CLASS MEETING TIME: 9:00 a.m.
ITM 406: WOMEN AND POWER B. HUNKE This course is designed to raise awareness of the lack of female representation in positions of power both in the United States and abroad. The course will focus on examining the root causes of the inequity and help students develop an understanding of the resulting impact on women today. The first week will be a historical look at women’s lack of legal rights, the suffrage movement, and the three waves of feminism. The second week will be an examination of women in positions of power (leadership) within the business context. The final week will focus on women in positions of power (leadership) within the political context. LEARNING OBJECTIVES: Students will 1) gain an understanding of the historical roots and consequences of the women’s movement; 2) gain an understanding of a clear, detailed, and current introduction to women’s political representation across a wide range of countries and regions; 3) examine the role that women play in America’s Fortune 500 companies as executive officers and directors; 4) gain an understanding of how “pipe-lines” to power operate and other theories regarding women’s representation in positions of power. COURSE REQUIREMENTS: The evaluation of students’ performance will be based on three examinations. PREREQUISITE: None TEXTS: Women and Politics: Paths to Power and Political Influence (2nd Edition) by Julie Anne B Dolan, Melissa M. Deckman and Michele L. Swers (Jul 8, 2010); Women of Power by Arthur G. Kleven (Sep 10, 2010) GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m.
ITM 414: REGION V KENNEDY CENTER AMERICAN COLLEGE THEATRE FESTIVAL D. Himmelberger In this project development and travel course, students will prepare and then participate in the regional Kennedy Center American College Theatre Festival in Ames, Iowa. The active students will present in a variety of theatrical areas from acting, directing, stage management to playwriting, technical work, and design. Through regional and national festivals, KCACTF participants celebrate the creative process; see one another's work, and share experiences and insights within the community of theater artists. The KCACTF honors excellence of overall production and offers student artists individual recognition through awards and scholarships in dance, playwriting, acting, criticism, directing, and design. LEARNING OBJECTIVES: Students will achieve a basic understanding of the various theatrical arts today through a study and active participation in the KCACTF, whose stated goals are: 1) to encourage, recognize, and celebrate the finest and most diverse work produced in university and college theater programs; 2) to provide opportunities for participants to develop their theater skills and insight; and achieve professionalism; 3) to improve the quality of college and university theater in America; 4) to encourage colleges and universities to give distinguished productions of new plays, especially those written by students; the classics, revitalized or newly conceived; and experimental works. COURSE REQUIREMENTS: Students will be required to 1) attend class, 2) attend all rehearsals and design/tech workshops 3) produce an evening of performance and display for the Doane College community, and 4) in late January, attend the regional festival showcasing the finest of each region's entered productions and offering a variety of activities, including workshops, symposia, and regional-level award programs. PREREQUISITE: Participation in a KCACTF category TEXTS: Script and other materials provided by the instructor. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 416: ROAD TRIP 2013: HARRY POTTER, WOMEN WARRIORS, ST. PATRICK AND VIKINGS: EXPLORING IRELAND AND SCOTLAND JANUARY 2013 V. KNOBEL What do Vikings, Women Warriors, St. Patrick, Harry Potter and Loch Ness have in common? If you are interested in art, literature, international history, sociology, anthropology, religion, ethics, economics, visual cultures or other interdisciplinary knowledge, I invite you to step directly into this mysterious and fascinating maze and discover for yourself - first hand - the magical history, culture and arts of Ireland and Scotland. This 2-week travel experience includes Cliffs, Castles, Cathedrals and Galleries of Art, (including the “Book of Kells” housed at Trinity College in Dublin), but also visits to the Guinness Brewery and “Brazen Head” pub, first opened in the 13 th century. In the vast countryside of forever-green land coverage, and of stone fences and no fences, we will pass over mistladen rivers and streams and then enter a “passage tomb” in New Grange, Ireland, that is older than the ancient pyramids of Egypt. We will explore these mysterious areas surrounding the Boyne River Valley by visiting the Hill of Slane, where St. Patrick proclaimed Christianity to the pagans around the year 433, travel through the famous Limerick, and stand on the edge of the famous Cliffs of Moher overlooking the wild Atlantic, visit the castle and grounds of Blarney, and KISS A LEGEND (Blarney stone) to make your wishes come true. The Ring of Kerry and Killarney are included, which tie into the Harry Potter experience. Travel on to Scotland and to Loch Ness, visit the area that the original Glasgow School of Fine Arts remains, and continue on to Edinburg. LEARNING OBJECTIVES: By completing this overseas travel study, students will: 1) become personally familiar with the history, customs and legends of Ireland and Scotland; 2) discover how the history and current goings-on of these countries tie into past and current world beliefs and customs; 3) absorb their learning into their 26
past and future life experiences. COURSE REQUIREMENTS: GENERAL: 1) Students will attend all arranged trip sessions and fully participate with the group during these sessions. This includes sessions scheduled before our leaving date, as well as all sessions required during the trip and in the 5 days following the trip's completion.; 2) Students will follow the scholarly research and writing requirements set out by the instructor and will turn in all research findings and writings directly to her by, or before, the requested due date.; 3) Students will comply with all legally-required guidelines and forms for international travel, within the time-frame provided by Doane College and the course instructor, and further agree to keep their parent (s) or guardian(s ) fully informed and aware of all required forms. SPECIFIC: 1) Students will research a given area or subject (as assigned after group and personal consultation with and by the instructor), and provide a written 2-3 page paper, complete with citations and pictures/examples, for inclusion into the trip booklet before Dec. 01, 2012. (The completed booklet will be compiled by the instructor and individual copies will be handed out when we meet at the airport for departure).; 2) Students will present their research to the group during breakfast meetings the day of the scheduled visit while on our trip.; 3) Each student will complete 10-15 visual recordings, and 10-15 diary/ written recordings on our excursion. The visuals may be either photos or drawings done while on the trip, and the others are either hand or type written.; 4) These recordings will be included in the final booklet compiled by the instructor/sponsor upon return from our interterm experience. Any student not fulfilling these final (#3 and 4 above) requirements will fail the class. PREREQUISITES: Doane College requires that all students signing up for any travel interterm must be in good academic standing TEXT: Required readings and assigned research and writings will be assigned, as needed, during the months before departure. GRADING SYSTEM: Pass/Fail ADDITIONAL COSTS: Approximately $4,300, (including private land coach travel where appropriate), all hotel/lodging costs, daily group complete breakfasts and at least 5 complete multiple course group dinners, entry fees for final scheduled museums, galleries, architectural explorations and other scheduled excursions, and all costs of required private scheduled tour guides. DEADLINES: Deposit due in the Business Office by September 21, 2012. Note: Travel Scholarship monies apply to this interterm. Details concerning eligibility and final cost will be supplied by the instructor. ITM 417: APPLE PROGRAMMING M. MEYSENBURG This course introduces the basics of computer programming for Apple computers and devices. We will first introduce the Objective-C language, and compare/contrast the language with Processing and Java. In the process, we will introduce Appleâ€™s integrated development environment (IDE), Xcode. Once the Objective-C foundation is established, we will move on to the development of OS X programs with graphical user interfaces (GUIs). Finally, we will use these skills to develop programs for iOS devices (iPod, iPhone, iPad). Students will complete daily programming assignments and develop a more significant OS X or iOS application during the course. LEARNING OBJECTIVES: In this course, students will: (1) Become familiar with the Objective-C programming language; (2) Become familiar with the Xcode IDE and the tools it offers for the development of GUIs; (3) Become familiar with the development of OS X applications; (4) Become familiar with the development of iOS applications. COURSE REQUIREMENTS: Students will be required to: (1) Attend all class sessions; (2) Participate in lectures and discussions about Objective-C, Xcode, OS X applications, and iOS applications; (3) Complete daily programming assignments using fresh concepts introduced each day; (4) Complete a more significant OS X or iOS application project. These applications will be developed in small teams. Each team will determine the goals for their application, in consultation with the instructor; (5) Write a paper over their project application, and make an oral presentation about the app to the class and instructor. PREREQUISITE: IST 145 (or permission) TEXTS: None GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m. 27
ITM 418: BASIC SPANISH AND HISPANIC CULTURE D. HERNANDEZ This course is an introduction to Basic Spanish Language and Hispanic Culture. LEARNING OBJECTIVES: Students will learn Basic Spanish and develop abilities to communicate orally in Spanish. Students will be able to understand Hispanic Culture. COURSE REQUIREMENTS: Students should attend all classes, read the material prior to class, participate actively, and give a cultural presentation. Students will have three exams. PREREQUISITE: None TEXTS: The instructor will give to students the material needed in class. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: CLASS MEETING TIME: 9:00 a.m.
ITM 419: WINNING!: THE ART OF STRATEGIC THINKING K. Williams Should a football coach always onside kick? Why do countries produce enough nuclear weapons to destroy the world several times over? How do you ensure environmental protection when pollution and depletion of resources give a valuable short-term gain? How does a couple decide to spend their evening when one wants to go to a baseball game and the other wants to see a movie? In this course, students will learn how to find the answers to these problems (and many others) using game theory and the art of strategic thinking. Students will see how many competitive situations may be modeled by simple games and how the optimal strategy to those simple games may be used to find a strategy in the original situation. Games to be played and examined include Nim, High Card, Chicken and Rock-Paper-Scissors. LEARNING OBJECTIVES: Students will 1) develop the skills necessary to analyze a strategic situation; 2) learn how to construct strategies that will lead to optimal outcomes; 3) learn how to communicate strategies to others effectively. COURSE REQUIREMENTS: Students in this course will 1) attend class and participate in discussions, activities and games; 2) complete daily quizzes and homework assignments; 3) prepare reflective writings based on the previous dayâ€™s activities. PREREQUISITE: None TEXTS: Handouts provided by the instructor GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 420: HIP-HOP 101 R. LAUNGANI Hip-hop music and culture is a powerful force in our society these days, from its popularity as a musical genre, to the impact it has had on our everyday vernacular, to its impact on the art world. The roots of hip-hop culture began in the late 1970’s to the early 1980’s in the Bronx, NY; however, students are becoming less and less exposed to the early parts of this culture. This course will survey not only hip-hop history, but how the culture has changed and evolved over time. Students will read a number of opinion pieces written by influential authors on the subject of hip-hop culture, watch a number of documentaries, which describe both the history and controversy in hip-hop culture, and they will respond by both discussion and written assignments. In addition, they will produce their own hip-hop musical composition using free software that can easily be downloaded from the internet, and that piece will be presented to the class as a whole. LEARNING OBJECTIVES: The learning objective of this class is to broaden the student’s knowledge of the history of a very powerful and influential cultural movement in today’s society, hip-hop. They will also learn how to create their own hip-hop song to be played for the entire class. COURSE REQUIREMENTS: This class will be Pass/Fail, but the students will be required to actively participate in discussions about hip-hop culture and write opinion pieces about the topics and documentaries in class. In addition, the students will also be required to produce a hip-hop musical composition using the provided software. PREREQUISITE: None TEXTS: The professor will provide the students with a selection of articles concerning Hip-hop history and opinion pieces about hip-hop. GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: None; free software will be utilized by the students. All students must have a laptop computer to use in class. CLASS MEETING TIME: 2:00 p.m. ITM 422: IN PURSUIT OF HAPPINESS F. DANIELS How often have you said, “I just want to be happy.”? By that, what, exactly, did you mean? What are your expectations and underlying assumptions? Are you moving in a direction that is likely to achieve the end you seek? Are there possibilities you have yet to consider? This course will encourage you to explore, in depth, what it could mean to be personally “happy.” More than an obscure reference in an historical document, the search for contentment and happiness is a universal desire. In this course, you will look closely at how you define it, what you are doing to realize it, and some of the many ways you might inject ideas and concepts from other sources that could enrich your definition and change some of the directions of your pursuit. Whether it’s having the right partner, the right job, the right religion or the right lifestyle, we all have ideas on how we might identify and realize a well-lived life. How other cultures and subcultures define happiness and how some of these may enhance and enrich your own choices will also be considered. LEARNING OBJECTIVES: Students will 1) examine their personal definition of happiness 2) assess the direction of their efforts to realize those goals 3) assign priorities to identified targets 4) assess personality, skills, and talents to assure a greater likelihood of success 5) consider cultural alternatives to previously held assumptions 6) consider personal motives, employment considerations, family and religious ideals, and all that constitute a quality-of-life experience. COURSE REQUIREMENTS: Students will 1) attend class daily and actively participate in activities including small group discussion, mini-presentations on topics of interest and non-threatening role-play; 2) keep a daily journal of ideas and questions to be recorded in a personal Blue Book; 3) read online materials in support of class concepts as directed through the course Blackboard site; 4) defend personal choices through logic, reason and documented factual information. PREREQUISITE: None TEXTS: The course will be administered through Blackboard where assignments and resource materials can be 29
found on daily postings. GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m.
ITM 423: THE POWER OF PERSUASION J. VERTIN The focus of this course is to effectively persuade an audience towards a particular viewpoint on an issue via written and oral communication. In addition to the current national controversies of immigration and same-sex marriage, students will explore several other global topics as well as some local topics unique to Doane. For each of the assigned topics, students will research information about the topic, develop their argument, and deliver it to the class. Forms of written argument will include letters to the editor, posters, and formal essays. Additionally, students will give a persuasive speech about a topic of their choosing. The course will culminate in a formal debate where one team of 3 students is pitted against another team with an opposing view in which both teams will be trying to persuade a jury of their peers to accept their viewpoint. LEARNING OBJECTIVES: Students will achieve an understanding of the effectiveness of a variety of persuasive techniques by learning the elements of a sound argument for a particular mode, utilizing research skills to gather quality information, developing their own arguments, and critiquing other’s arguments. COURSE REQUIREMENTS: Students will 1) Attend class daily and participate in all discussions, debates, and critique sessions; 2) Give a persuasive speech; 3) Create a poster and/or public service announcement; 4) Write a formal persuasive essay (approx. 4-6 pages); 5) Work in teams to participate in a debate PREREQUISITE: None TEXTS: Handouts provided by the instructor and Journal articles (linked via Blackboard) GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m. ITM 424: SOCIOLOGY OF HEALTH AND FITNESS N. ERICKSON Students will critically reflect on the social constructed nature of health and fitness in the US. To that end, we will examine a variety of media representations of the body as it relates to exercise, food and general health. We will also address the health and fitness industry as a whole as it specifically relates to things like diet pills, energy drinks, steroids, crash diets, and tanning salons. In addition, we will pay special attention to topics like bodybuilding, sedentary life-styles, obesity and anorexia. It is also my intention to invite several guest speakers with first-hand experience for these topics to the classroom. LEARNING OBJECTIVES: This course will challenge students’ perspectives of health and fitness. Students should leave the course with a new, more lucid understanding of the realities behind the health and fitness industry, as well as a better understanding of their own health. Students will be encouraged to think about healthy, positive, long-term lifestyle changes. COURSE REQUIREMENTS: Students are required to 1) attend all classes; each unexcused absence will be penalized one full letter grade. 2) Students will be responsible for maintaining a daily “health journal” where they will not only discuss their daily activities but also reflect upon broader, personal and societal issues. 3) Participate in “Health and Fitness” activity (outside of class) and describe the experience in a 5-10 page paper. This activity will require students to participate in an activity they have never or haven’t done in a long time. Possible activities include yoga, swimming, aerobics class, dance class, weight-lifting, or playing pick-up basketball. The instructor will work with students to help them find an activity that matches their fitness and physical abilities. The purpose of this activity is to a) get students out of their comfort zone and to critically reflect on their own anxieties, and b) to address some of the personal and social barriers that might prevent people from pursuing healthy 30
activities. 4) Write a final 3-6 page “Health and Fitness Manifesto” which addresses how they see their future health goals as it relates to what they’ve learned in the course. All required assignments must be completed in order for students to earn at least a passing grade for this course. PREREQUISITE: None TEXTS: Shilling and Bunsel. 2009.”The Female Bodybuilder as Gender Outlaw.” Qualitative Research in Sports and Exercise. Volume 1. Issue 2. Pages 141-159. C.G. (Initials used for Privacy). 2007. “Why Do I Not Like Me? Sociological Self-Reflections on Weight Issues and the American Culture.” Human Architecture: Journal of the Sociology of Self-Knowledge. Volume 2. Pages 101-108. http://youthsportsparents.blogspot.com/ Cohen, Joel. 2000. Overweight Kids: Why Should we Care? California Research Bureau http://www.library.ca.gov/crb/00/08/00-008.pdf Dworkin and Wachs. 2009. Body Panic: Gender, Health and the Selling of Fitness. New York University Press GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: Students may need to pay a small one-time fee for the activity of their choice (plus transportation), depending on the choice of participant observation described above. (estimated cost: $20) CLASS MEETING TIME: 9:00 a.m. ITM 425: SERVING WARRIORS K. HEGLER This course is designed to enhance the critical reading, critical thinking, and creative and persuasive writing skills for each student. After reading and studying two novels about the Vietnam War and one non-fiction book about responses to war, students will identify questions to investigate in recent news and non-fiction publications to evaluate the accuracy of the novels. Students will explore questions about ways to welcome and integrate men and women warriors back into society. The interdisciplinary course includes content from English, history, and sociology as central foci. The books provide opportunity to explore the contemporary challenges of military and civilian life. Students will consider leadership qualities used in both military and civilian roles, process analyze factors that impact decisions in military and civilian life through an inquiry process, ponder the values that lead to war and to peace, and be engaged with Crete community groups that support current enlisted personnel, their families, and veterans. LEARNING OBJECTIVES: Students will 1) develop their skills as a writer when considering organization, word choice, sentence structure, content, presentation, student voice (originality), and conventions; 2) investigate war/military engagement policies during the last portion of the 20 th century or during the 21st century; 3) develop an individualized written plan of action of steps to take to welcome warriors into a civilian community at return from deployments or at the end of enlistment. This plan should be authentic to the students own experience as a warrior or to the friends and family members of the student. COURSE REQUIREMENTS: Students will be required to 1) read the three books and assigned or self-selected non-fiction documents; 2) prepare a three page paper (1,200 to 1,500 words) identifying campus and community situations that require the same moral ethical decisions as Marlantes presents in What It Is Like To Go To War; 3) be part of a team which investigates historical and current military engagements and the returning warriors World War II to the current conflict in Afghanistan; 4) complete reading response guides prior to class discussions; 5) attend all class meetings, to arrive on time, and to stay engaged throughout the entire class period. PREREQUISITE: None TEXTS: Marlantes, K. (2010). Matterhorn: A novel of the Vietnam War; Marlantes, K. (2011). What It Is Like To Go To War; O’Brien, T. (1990). The Things They Carried. Students also need to have the style manual used in LAR 101 or purchase a replacement: Hacker, D., & Sommers, N. (2012). A pocket style manual (6th ed.). Boston: Bedford/St. Martin’s. GRADING SYSTEM: Student Option ADDITIONAL STUDENT COSTS: None 31
CLASS MEETING TIME: 9:00 a.m. ITM 426: THE PSYCHOLOGY OF ENVIRONMENTAL SUSTAINABILITY H.DIETRICH The primary cause of current environmental problems is human behavior. Sustainability, therefore, should focus on how people interact with and toward the environment. This course will use psychological theory and research to understand the role of human behavior in sustainability efforts, but will also include an interdisciplinary approach in which we evaluate the role of the law, natural resource management, ethics, and policy-making as they relate to environmental problems. Students in this course will learn not only to apply psychology’s major theoretical perspectives to an interdisciplinary understanding of environmentally-linked behavior, but also to evaluate and suggest changes we can make as individuals (and as a society) to help protect our environment. LEARNING OBJECTIVES: In this course, I have identified the following learning objectives that include gaining knowledge, thinking, relating, and integration of the interplay between the study of human behavior and environmental problems and sustainability: 1) to apply theories and principles of psychology to understand the transaction of humans and their environments; 2) to understand the role of human cognitive processes, attitudes and behaviors in the origin of and solutions to environmental problems; 3) to access and critique research literature and mass media information related to environmental problems and their solutions; 4) identify personal and global strategies that promote sustainability. COURSE REQUIREMENTS: Students will be required to: 1) read all assignments; 2) attend all classes; 3) participate in class discussions; 4) complete thought papers; 5) application-based assignments to integrate class material with real-world sustainability efforts. PREREQUISITE: None TEXTS: Koger, S. & Winter, D. D. (2010). The psychology of environmental problems: Psychology for sustainability. New York: Taylor & Francis. Supplemental readings (e.g., research articles) will be posted on the course website (Blackboard). GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 2:00 p.m. ITM 427: THE OCEAN WORLD R. SOUCHEK Our Earth is a planet not well named. Oceans cover about 70% of the planet's surface. No matter where we live the influence of the oceans is present in our daily lives and exploring the marine environment brings endless intrigue and fascination. Connections will be made between the various areas that are involved in ocean studies including earth science, ecology, and the history of ocean exploration. This interdisciplinary course will also include an introduction to the habitats and common marine organisms of the coral reefs, bays, beaches, near-shore and oceanic waters of the world’s seas. The impact of humans upon oceans will also be investigated owing to the importance of the world’s seas as sources of food, suppliers of oxygen, regulators of climate, and depository for humanities’ waste. LEARNING OBJECTIVES: Students will 1) gain an understanding of the oceanic environment, marine organisms, and the marine ecosystem and 2) learn about the impact humans have on the marine environment. COURSE REQUIREMENTS: Students will be required to 1) participate in all activities; 2) complete assigned readings; 3) keep a daily journal; 4) complete a class activity report; 5) complete a paper. PREREQUISITE: None TEXTS: Students will receive handouts in class containing the reading material they will be assigned as well as inclass activity assignments. GRADING SYSTEM: Student Option 32
ADDITIONAL STUDENT COSTS: CLASS MEETING TIME: 2:00 p.m. ITM 428: ANGELS, MADMEN, WARS AND SPIES: GERMAN CINEMA OF THE LAST 100 YEARS K. HETRICK Films can offer a multi-faceted experience of a country’s culture and they can provide an overview of important events in the history of that country that can be far different from the one presented in traditional textbooks. In this class, we will explore the unique twentieth-century German identity, culture, and history through film analysis and readings. Germany has also been at the forefront of cinematic development, so we will explore the ways in which German films and filmmakers have influenced world-wide filmmaking since the early days of the silent film. LEARNING OBJECTIVES: By the end of this course, students will be able to critically discuss German cinema as it has interacted with and depicted German history and culture since the early twentieth century. They will also be able to identify moments and developments in German cinematic production that have influenced filmmakers internationally. They will deepen their understanding of a country and culture foreign to their own, examining the similarities and differences that cinema allows us to elucidate. More broadly, they will sharpen their critical thinking and analysis skills. COURSE REQUIREMENTS: Students will 1) Attend class daily and participate in all discussions; 2) complete presentations, daily reading and writing assignments; 3) complete a midterm and a final exam. PREREQUISITE: None TEXTS: Brockmann, Stephen. A Critical History of German Film (2010), plus miscellaneous readings, as assigned GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m. ITM 429: LEADERSHIP: BECOMING AN INFLUENTIAL PERSON J. WEEKS This course is designed to give students the insights, motivation, skills, principles and concepts of highly effective leaders. The areas of effective leadership that will be covered are positional leadership, production leadership, developmental leadership and Legacy Leadership. Each student will identify their talents and recognize their passion in order to have a greatest impact on society. This course will be an interactive class, with many class activities; student participation will be highly encouraged. We will discuss how goals work and why they are so important to highly successful people. Myths, sayings, clichés, quotes and the agents of socialization and how they affect the way people think and act will be topics of discussion. We will study a variety of influential leaders, and discuss why and how they became successful. Other topics to be covered throughout the course will be: how to develop a culture of leadership within your own community and why some people are viewed as leaders in our society; how time and planning has a substantial impact on outstanding leaders; communication, personal stories, state of mind, comfort zone vs. courage zone and what you say when you talk to yourself. Each student will create their own self-improvement plan, and be taught how to overcome fear of rejection. Each student will be advised of what to add and eliminate in their lives and how the choices, habits and actions differ between slackers, achievers and super achievers and common denominators of successful leaders will be covered in the course. LEARNING OBJECTIVES: The objective of this course is for students to acquire an abundance of information, resources, strategies, and practical ideas to enhance their abilities to be effective leaders. COURSE REQUIREMENTS: Students will be required to: 1) read assigned material and participate in directed classroom discussions; 2) collaborate and share experiences; 3) orally present their findings from articles that they find regarding leadership; 4) interview a Legacy Leader that has reached some kind of formal milestone or formal award; 5) turn in a copy of their daily notes taken from class; 6) write a final reflection paper (2 ½-3 pages) on what their learned and how they will use the class content outside of the classroom. PREREQUISITE: None 33
TEXTS: John C. Maxwell. The 5 Levels of Leadership: Proven Steps to Maximize Your Potential and other readings as assigned. GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m. FAR 103: INTRODUCTION TO FINE ARTS: MUSIC S. FARR An introduction to the art of music as an expression of the cultures of civilizations, both East and West, through selected examples of music literature. LEARNING OBJECTIVES: Through this course students will develop: an understanding of the origins, development, values, and distinctive qualities of our collective heritage; an understanding of the values, traditions, behaviors, and philosophical foundations of diverse national and international cultures; the ability to understand, appreciate, and engage in creative expression; the ability to appreciate and explore new areas of learning. COURSE REQUIREMENTS: Students are required to 1) attend all classes; 2) complete all assignments; 3) participate in class; 4) complete two exams (each of which has a written and listening portion, which are both based upon class material; 5) complete one individual project. PREREQUISITE: None TEXTS: Understanding Music, Sixth Edition, Jeremy Yudkin (book and 3 CD set). GRADING SYSTEM: Letter Grades ADDITIONAL STUDENT COSTS: None CLASS MEETING TIME: 9:00 a.m. CED 205-1 and CED 205-2 INTRODUCTION TO FIELD EXPERIENCE (0) C. ERSLAND CED 205 for 0 credits is available to students who are enrolled in an on-campus 3-hour Interterm course. An introduction to the field experience. Concerned with 1) helping the student prepare for, initiate, and select the field placement; 2) preparing the learning contract; and 3) understanding/dealing with issues associated with the field experience. Through the field experience (internship) students apply knowledge acquired from formal coursework and integrate experiential learning. This process should result in a better understanding between the two and move the student from being an observer of fieldwork to a participant. Course content will focus on career exploration, job search skills (résumé and cover letter preparation, interviewing techniques, researching industries/companies, agencies), and internship guidelines and procedures. The student will prepare for a field placement for a future semester (frequently internships are filled 3-5 months in advance). Advanced planning by the student is imperative - DO NOT wait until the semester starts to begin investigating possible internship sites! LEARNING OBJECTIVES: Students will 1) learn how to create and develop a résumé and cover letter to prepare for applying for internships; 2) learn about different types of interviews, interviewing strategies, preparing for the interview, and what to do after the interview; 3) conduct an interview with someone within a job or position of interest and write a paper. COURSE REQUIREMENTS: Students will be required to 1) attend all four class sessions; 2) satisfactorily complete all assignments. PREREQUISTE: None TEXTS: CED 205 Booklet GRADING SYSTEM: Pass/Fail ADDITIONAL STUDENT COSTS: None 34
CLASS MEETING TIME: Two sections – 12-12:50 p.m. – 1:00 p.m. and 1:50 p.m. Class will meet on Tuesdays and Thursdays - January 8, 10, 15, and 17. DEPARTMENTAL PREFIX 290, 390, 490 DIRECTED STUDY An opportunity for supervised, independent research in a specialized area, based on the interest of the student. Credits are to be applied toward degree program. (Students must enroll in two ITM designated courses during their four years at Doane. A third interterm requirement may be met by enrolling in a departmentally-designated course.) LEARNING OBJECTIVES: Students will learn to do independent research. PREREQUISITE: Permission of Instructor GRADING SYSTEM: Letter Grades ITM/DEPARTMENTAL PREFIX 421: INTERNSHIP Contact the Career Development office for more information.
Guide for 2013 Interterm classes.