General-education / Humanities-major Courses
Summer Semester, 2012
Total of 9 Credit Hours
(Links are provided to Signature Assignments required for certain courses.)
Introduction to Humanities, HUMA 1100 (Humanities Requirement)
In this class, the instructor covered a few major units, including the Introduction to the text; Freedom and Responsibility; Marginalized Voices: Considerations of Race, Gender, and Ethnicity; Sacred Texts: Spirituality and the Moral Life; and Passion and Romance. The course delved deeply into a wide array of controversial (and some semi-conventional) topics, ranging from racism to equal rights to common world religions. Thought-provoking and often inspirational, Introduction to Humanities expanded my mind and opened my heart to local and universal concerns of the value and trials of the human spirit.
American Civilization, HIST 1700 (American Institutions Requirement)
Condensed into the brief period of eight weeks, this course spanned the scope of 300 years--from pre-modern civilizations to the Civil Rights Movement of the 1960s. It focuses heavily on lecture, notes, and documentary-viewing, and was comprised of a midterm, final exam, and two major writing assignments: a film comparison and a Dueling Documents response from the textbook (two volumes). Although each topic was taught for only a short period of time due to issues of constraint, taking the course was well-worth it. It again fostered in me a powerful interest in history (especially in that of our nation and our times), and the ways in which it ties into my major, Humanities itself.
Quantitative Reasoning, MATH 1030 (Quantitative Literacy Requirement)
In learning a broad range of disciplines and subjects within the course, such as statistics, money-management, probability, and a revisited algebra, I recognized that although this class proved difficult at times, its intentions were clear: to cultivate the student's understanding of the practical nature of applied and word-problem-based mathematics. The final project (not required to post in the e-Portfolio) consisted of the student's presentation of a project that outlined the methods with which s/he could utilize mathematics in his/her upcoming career. The classmates evaluated the quality and relevance of the presentation and concept on a piece of paper, and this scoring was counted in the all-inclusive percentage grade for the researching student.
Fall Semester, 2012
Total of 14 Credit Hours
(Links are provided to Signature Assignments required for certain courses.)
Beginning French I, FRN 1010 (Language Requirement)
This fascinatingly experiential class helped us students employ our very newly acquired linguistic skills, via the use of the provided textbook called Promenades (which is utilized for both the French 1010 and 1020 courses), viewing of the Roman-Photo series of videos (all in French, sometimes with the provision of English subtitles), conversation with Madame Alesch (the instructor) and her students, the posting on this e-Portfolio system of a video-reading (and, in my case, -singing) of a French poem of our choice from the pool of a few poetic works we learned in the classroom . . . and more! French 1010, especially as an introduction to the language, culture, and social norms and graces of France and Francophone countries, proved quite useful, particularly as I prepared into the French 1020 class in which I am currently enrolled with Madame Qadir, and as I ready myself for eventually traveling to France, itself, and putting my new-found skills to the test.
Elements of Effective Communication, COMM 1010 (General Education Requirement)
With an utterly fantastically creative and theatrical professor, we students covered a nearly immense plethora of subjects on ways to communicate effectively, via résumé- and memo-writing, proper hand-shaking techniques for the Western world, different perspectives on the use of time (whether as an almost-tangible presence to be made, spent, and wasted, or as simply a tool for moving through life), compelling mannerisms and codes of conduct during an interview, methods for cohesive teamwork in group projects, and more! I took much helpful information away from this class, and hope to pursue more education in this field.
Bridging the Arts, THEA 1090 (Fine Arts Requirement)
Here, I have decided to regurgitate a written response of mine, directly from the Signature assignment linked to the above line (for I believe it is quite sufficient in expressing the points at-hand):
Irrevocably significant, the Arts have demonstrated themselves to be an integral part of our daily lives, which this Fine Arts class clearly conveyed. From visual art, to dance, to music, to theatre/film, I have been swept away by the sheer beauty of these media in their various forms and nuances. Beginning with the bare bones of establishing our in-class definitions of the central Artistic Elements--such as line, shape, theme, and color--and transforming to dancers within the realm of mimicry, and orange-peelers with shoe-less feet (as well as becoming critical listeners to a variety of music styles, and presenters of thought-provoking works)--we certainly have come such a long way. Therefore, I trust that we, as members of Tess Boone's enthralled and devoted class, will continue to nurture our respective minds and spirits with the uplifting (and sometimes dystopic) nature of Art, as it is.
Regional Geography, GEOG 1300 (Interdisciplinary Requirement)
With a decidedly passionate and motivated instructor, who I have recently discovered was the prodigé of my current Meteorology teacher of the Spring semester, we students learned to cultivate a wide array of information and wise teachings as a mechanism for forming opinions of facts and figures and portrayals of geography that became so much more than the childhood simplicity of drawing rivers and borderlines on a map. "Regional" geography is focused more readily on the study of demographics and the ways in which they are affected by the areas in which people live and attempt to coexist. More than anything, I learned from this class that one ought to study the world with a bit of a rose-colored tint to the proverbial glasses (I do happen to wear pink ones), and that one must also view the state of affairs of various countries and provinces (etc.) with a sense of humility and grace--for how is it that we can all "make it" on this ever-unpredictable yet wondrous green-and-blue planet of richness and grandeur (despite the sorrow and suffering), without the sheer notion that we, in essence, complete one another?
Spring Semester, 2013
Total of 17 Credit Hours
(Links are provided to Signature Assignments required for certain courses.)
Beginning French II, FRN 1020 (Language Requirement)
This class met a wide range of requisites for Humanities and other majors, alike. It continued with the Promenades textbook from French I, and it explored French culture, language, and tradition to a greater depth. As the teacher I had is a native French-speaker, I felt the entire class benefited from her first-hand knowledge of the formerly stated in Francophone countries. The assignments given were relevant, and the exams comprehensive. I thoroughly enjoyed these two semesters of French, and will continue to pursue learning it further.
Beginning Conversation, FRN 1300 (Language-learning Elective)
Acknowledging that this class acted as a companion to the one above, I immediately recall that Beginning Conversation was, and is, an in-depth experience of discussing in French various topics that are pertinent for almost any situation. The lower-level French courses utilize French 1300 as an anchor for the newly French-speaking student to better understand the manners and techniques with which to choose words and phrases and pronounce them into the air; while the upper-level French courses have a Conversation class, as well. Beginning Conversation was rather stimulating, and I surely will miss it. Merci pour votre bon travail, Professeur Alesh!
Introduction to Meteorology, MET 1010 (Physical Science Requirement)
Taught by a well-seasoned and -experienced instructor, Meteorology 1010 was an adventure in and of itself. I enjoyed learning about low- and high-pressure systems, cloud types, cyclones and anti-cyclones, hurricane development, wind patterns, and much more. (As I am keeping every single one of my textbooks from all of these three semesters, I am sure I will continue to apprehend more on this and other subjects.) I will take away much from this class, in the realm of science and the advancement of modern-day discoveries.
Human Growth and Development, PSY 1700 (Social Science Requirement)
Instructed by another well-"developed" psyche--owned by a woman who definitely knows her material--this course covered a broad array of subjects within another book from which I have learned a great deal: just about everything from the fetus-conception period to "Death and Dying". The textbook is called Invitation to the Life Span, and boy, was it ever! I am still amazed at how much there was for my classmates and I to learn, and keep learning throughout the span of our young- and older-adult lives. All the material was well-researched and well-presented, to boot, which helped to enhance our overall experience.
Theory and Practice of Meditation, HLTH 1240 (Health/Lifetime Activities Requirement)
This class, quite admittedly, was a struggle for me. Now, don't mistake me--I did not receive a low grade or anything, not at all. I just found it difficult to actually sit down and meditate. No one's fault but my own . . . I guess I just have a restless imagination and vivified physicality that makes me want to move around and do something almost all the time without sitting down and reflecting and having to log it into a regularly kept journal. Nonetheless, I came away with something quite special by the time this class was over in May, 2013: I simply need to value my inner peace a little more whole-heartedly, and my decisions will become ever-clearer and -wiser.
Philosophy of Religion, PHIL 2350 (Humanities-major Course)
At last, Philosophy of Religion (saving the best for last, in my opinion--if not simply the "favorite"). There is not much I can say about this class that would not have me mentally sobbing about how much I miss it. From the highly knowledgeable Professor to the multi-contextual text by the same name as the class, to the five or six of us students who actually helped to drive the class forward in discussion and study-prep, to the overall ambiance--I will never forget this experience. When I wrote both my midterm and final papers (the first on St. Thomas Aquinas and the second on Søren Kierkegaard), I realized just how far I had come to be able to witness the sheer breadth of understanding I had gleaned just from a few months in one isolated classroom. (One of those thesis papers will be shown after clicking the "Philosophy of Religion" link above.) I just hope and pray (yes, I can still use that word after philosophizing the structure, theory, and precedence of religion) that I can maintain such a passion for spiritual and religious endeavors as I displayed during that invaluable course.
Total of 9 Credit Hours
(Links are provided to Signature Assignments required for certain courses.)
Introduction to Humanities, HUMA 1100 (Humanities Requirement)
In this class, the instructor covered a few major units, including the Introduction to the text; Freedom and Responsibility; Marginalized Voices: Considerations of Race, Gender, and Ethnicity; Sacred Texts: Spirituality and the Moral Life; and Passion and Romance. The course delved deeply into a wide array of controversial (and some semi-conventional) topics, ranging from racism to equal rights to common world religions. Thought-provoking and often inspirational, Introduction to Humanities expanded my mind and opened my heart to local and universal concerns of the value and trials of the human spirit.
American Civilization, HIST 1700 (American Institutions Requirement)
Condensed into the brief period of eight weeks, this course spanned the scope of 300 years--from pre-modern civilizations to the Civil Rights Movement of the 1960s. It focuses heavily on lecture, notes, and documentary-viewing, and was comprised of a midterm, final exam, and two major writing assignments: a film comparison and a Dueling Documents response from the textbook (two volumes). Although each topic was taught for only a short period of time due to issues of constraint, taking the course was well-worth it. It again fostered in me a powerful interest in history (especially in that of our nation and our times), and the ways in which it ties into my major, Humanities itself.
Quantitative Reasoning, MATH 1030 (Quantitative Literacy Requirement)
In learning a broad range of disciplines and subjects within the course, such as statistics, money-management, probability, and a revisited algebra, I recognized that although this class proved difficult at times, its intentions were clear: to cultivate the student's understanding of the practical nature of applied and word-problem-based mathematics. The final project (not required to post in the e-Portfolio) consisted of the student's presentation of a project that outlined the methods with which s/he could utilize mathematics in his/her upcoming career. The classmates evaluated the quality and relevance of the presentation and concept on a piece of paper, and this scoring was counted in the all-inclusive percentage grade for the researching student.
Fall Semester, 2012
Total of 14 Credit Hours
(Links are provided to Signature Assignments required for certain courses.)
Beginning French I, FRN 1010 (Language Requirement)
This fascinatingly experiential class helped us students employ our very newly acquired linguistic skills, via the use of the provided textbook called Promenades (which is utilized for both the French 1010 and 1020 courses), viewing of the Roman-Photo series of videos (all in French, sometimes with the provision of English subtitles), conversation with Madame Alesch (the instructor) and her students, the posting on this e-Portfolio system of a video-reading (and, in my case, -singing) of a French poem of our choice from the pool of a few poetic works we learned in the classroom . . . and more! French 1010, especially as an introduction to the language, culture, and social norms and graces of France and Francophone countries, proved quite useful, particularly as I prepared into the French 1020 class in which I am currently enrolled with Madame Qadir, and as I ready myself for eventually traveling to France, itself, and putting my new-found skills to the test.
Elements of Effective Communication, COMM 1010 (General Education Requirement)
With an utterly fantastically creative and theatrical professor, we students covered a nearly immense plethora of subjects on ways to communicate effectively, via résumé- and memo-writing, proper hand-shaking techniques for the Western world, different perspectives on the use of time (whether as an almost-tangible presence to be made, spent, and wasted, or as simply a tool for moving through life), compelling mannerisms and codes of conduct during an interview, methods for cohesive teamwork in group projects, and more! I took much helpful information away from this class, and hope to pursue more education in this field.
Bridging the Arts, THEA 1090 (Fine Arts Requirement)
Here, I have decided to regurgitate a written response of mine, directly from the Signature assignment linked to the above line (for I believe it is quite sufficient in expressing the points at-hand):
Irrevocably significant, the Arts have demonstrated themselves to be an integral part of our daily lives, which this Fine Arts class clearly conveyed. From visual art, to dance, to music, to theatre/film, I have been swept away by the sheer beauty of these media in their various forms and nuances. Beginning with the bare bones of establishing our in-class definitions of the central Artistic Elements--such as line, shape, theme, and color--and transforming to dancers within the realm of mimicry, and orange-peelers with shoe-less feet (as well as becoming critical listeners to a variety of music styles, and presenters of thought-provoking works)--we certainly have come such a long way. Therefore, I trust that we, as members of Tess Boone's enthralled and devoted class, will continue to nurture our respective minds and spirits with the uplifting (and sometimes dystopic) nature of Art, as it is.
Regional Geography, GEOG 1300 (Interdisciplinary Requirement)
With a decidedly passionate and motivated instructor, who I have recently discovered was the prodigé of my current Meteorology teacher of the Spring semester, we students learned to cultivate a wide array of information and wise teachings as a mechanism for forming opinions of facts and figures and portrayals of geography that became so much more than the childhood simplicity of drawing rivers and borderlines on a map. "Regional" geography is focused more readily on the study of demographics and the ways in which they are affected by the areas in which people live and attempt to coexist. More than anything, I learned from this class that one ought to study the world with a bit of a rose-colored tint to the proverbial glasses (I do happen to wear pink ones), and that one must also view the state of affairs of various countries and provinces (etc.) with a sense of humility and grace--for how is it that we can all "make it" on this ever-unpredictable yet wondrous green-and-blue planet of richness and grandeur (despite the sorrow and suffering), without the sheer notion that we, in essence, complete one another?
Spring Semester, 2013
Total of 17 Credit Hours
(Links are provided to Signature Assignments required for certain courses.)
Beginning French II, FRN 1020 (Language Requirement)
This class met a wide range of requisites for Humanities and other majors, alike. It continued with the Promenades textbook from French I, and it explored French culture, language, and tradition to a greater depth. As the teacher I had is a native French-speaker, I felt the entire class benefited from her first-hand knowledge of the formerly stated in Francophone countries. The assignments given were relevant, and the exams comprehensive. I thoroughly enjoyed these two semesters of French, and will continue to pursue learning it further.
Beginning Conversation, FRN 1300 (Language-learning Elective)
Acknowledging that this class acted as a companion to the one above, I immediately recall that Beginning Conversation was, and is, an in-depth experience of discussing in French various topics that are pertinent for almost any situation. The lower-level French courses utilize French 1300 as an anchor for the newly French-speaking student to better understand the manners and techniques with which to choose words and phrases and pronounce them into the air; while the upper-level French courses have a Conversation class, as well. Beginning Conversation was rather stimulating, and I surely will miss it. Merci pour votre bon travail, Professeur Alesh!
Introduction to Meteorology, MET 1010 (Physical Science Requirement)
Taught by a well-seasoned and -experienced instructor, Meteorology 1010 was an adventure in and of itself. I enjoyed learning about low- and high-pressure systems, cloud types, cyclones and anti-cyclones, hurricane development, wind patterns, and much more. (As I am keeping every single one of my textbooks from all of these three semesters, I am sure I will continue to apprehend more on this and other subjects.) I will take away much from this class, in the realm of science and the advancement of modern-day discoveries.
Human Growth and Development, PSY 1700 (Social Science Requirement)
Instructed by another well-"developed" psyche--owned by a woman who definitely knows her material--this course covered a broad array of subjects within another book from which I have learned a great deal: just about everything from the fetus-conception period to "Death and Dying". The textbook is called Invitation to the Life Span, and boy, was it ever! I am still amazed at how much there was for my classmates and I to learn, and keep learning throughout the span of our young- and older-adult lives. All the material was well-researched and well-presented, to boot, which helped to enhance our overall experience.
Theory and Practice of Meditation, HLTH 1240 (Health/Lifetime Activities Requirement)
This class, quite admittedly, was a struggle for me. Now, don't mistake me--I did not receive a low grade or anything, not at all. I just found it difficult to actually sit down and meditate. No one's fault but my own . . . I guess I just have a restless imagination and vivified physicality that makes me want to move around and do something almost all the time without sitting down and reflecting and having to log it into a regularly kept journal. Nonetheless, I came away with something quite special by the time this class was over in May, 2013: I simply need to value my inner peace a little more whole-heartedly, and my decisions will become ever-clearer and -wiser.
Philosophy of Religion, PHIL 2350 (Humanities-major Course)
At last, Philosophy of Religion (saving the best for last, in my opinion--if not simply the "favorite"). There is not much I can say about this class that would not have me mentally sobbing about how much I miss it. From the highly knowledgeable Professor to the multi-contextual text by the same name as the class, to the five or six of us students who actually helped to drive the class forward in discussion and study-prep, to the overall ambiance--I will never forget this experience. When I wrote both my midterm and final papers (the first on St. Thomas Aquinas and the second on Søren Kierkegaard), I realized just how far I had come to be able to witness the sheer breadth of understanding I had gleaned just from a few months in one isolated classroom. (One of those thesis papers will be shown after clicking the "Philosophy of Religion" link above.) I just hope and pray (yes, I can still use that word after philosophizing the structure, theory, and precedence of religion) that I can maintain such a passion for spiritual and religious endeavors as I displayed during that invaluable course.
