The introduces students to, and offers a basis for the critique of, the most common categories by which contemporary religions are compared: history, scripture, rituals, ethics, and political claims. It is a level II CTI course, cross-listed as a 200 level religion course, satisfying aspects of the religion major. This version is created to meet the demands for a Tuesday-Thursday version of the course.

Evolution and Ecology is the first of four courses in the core Biology curriculum. Though you are enrolled in separate lecture and lab courses, we treat them as an integrated whole. You will be introduced to the basic concepts, principles, and theories of ecology and evolution. Since E&E is the foundational course for the entire Biology curriculum, you will also be developing skills required by a scientist, which will help you throughout your studies in Biology. These skills include asking testable, scientific questions, seeking answers through literature and experiments, working collaboratively with your peers, building and exploring mathematical models, and communication of scientific information, among others. 

      The “lecture” portion of the course will focus on a series of case studies we have designed based upon well-studied ecological/evolutionary systems. Each case includes learning basic ecological/evolutionary principles, as well as the statistical analysis required to understand the primary scientific literature upon which the case studies are based. I have put lecture in quotations because in this course, there will be relatively few days when we will be standing in front of the class delivering material while you sit passively taking notes. Instead, this course is designed around the best practices of teaching, which involve multiple types of active learning. In this learner-centered environment, you will be an active participantin the classroom. You should be prepared to collaborate in small groups, discuss readings, both in small groups and as a class, work problems on the board, and, in general, be engaged in your learning. 

      The focus of the laboratory portion of the course is to put into practice the scientific method through the development and implementation of group research projects. The class will be divided up into groups of 4 – 6 students. Each group will generate a testable ecological question, design an experiment, collect data, analyze the data, and present the findings in a group oral presentation to the rest of the class. In addition, each student will write an individual lab report on their project. We will guide you through each step of the process, through which you will begin developing skills required of a scientist. 

            This is the first course in a four semester sequence of introductory biology classes.  It is followed by Biological Diversity, Cell and Molecular Biology, and Genetics. The semester will integrate ecological and evolutionary understanding through a series of case studies that concentrate attention on three well-studied ecological or evolutionary systems.

This site is primarily so you can use turnitin.com to check you papers for plagiarism.

Welcome to the oddly named course, "So you want to be a biologist"! Although the course name is strange, it is an accurate reflection of the foci of the course: 

1. Helping you discover if Biology is the correct career path for you.
   
2. Laying the foundation for you to be a successful biology major at William Jewell College.

• What career options are available for someone with a degree in biology?
  
• How do I figure out what I want to do with my life? How can I be sure this career is a good fit for me? How do I begin preparing for my chosen career? 
  
• What is the best way to study for college-level biology courses? 
  
• What skills and information do I need to succeed in science? For example, what needs to be included in a scientific laboratory report? How can I read scientific literature effectively?
  
• What is the benefit of doing research as an undergraduate? What research opportunities are available at WJC? What off-campus research opportunities are available? When should I begin doing research?
  
• What will my class schedule look like for the next four years? Should I pursue a second major? A minor? What courses do I need to take for my chosen career path?
  
• What credentials will I need in order to get accepted to graduate school? Medical school? Professional School?
  

The term “molecular genetics” encompasses the study of how the genome functions on a molecular scale, and describes a group of tools that can be used to answer questions on nearly all biological topics and scales of study. Because the term encompasses such a variety of topics and tools, this course should be useful to all biology, biochemistry, chemistry, or molecular biology students, regardless of the main interest/s of each student. Prerequisite: BIO 234.

After taking this course, you should be able to:

1. Describe the known types of genes, and identify how each produces one or more phenotype/s.
2. Describe and use major molecular genetic tools and techniques, e.g. gene discovery, determination of gene function, and genome editing.
3. Provide examples of how molecular genetic tools or concepts could be used in your planned post-graduate career.
4. Identify and critically discuss ethical issues surrounding modern genetic and genomic methods and clinical applications.

This course is designed for any first-year student interested in pursuing a career as a physician, dentist, optometrist, or veterinarian. After exploring the spectrum of medical professions and the characteristics of competitive applicants to medical professional schools, each student will begin writing a personal statement for her/his future application. Additionally, the course exposes students to a variety of current issues in healthcare, including topics related to bioethics, clinical trials and cultural competency. By the end of the course, students will better understand their intended medical profession and how to prepare a compelling application for that program. There are no prerequisites for this course; however, instructor’s consent is required for any non-first year students to register.

This course is designed for any first-year student interested in pursuing a career as a physician, dentist, optometrist or veterinarian. After exploring the spectrum of medical professions and the characteristics of competitive applicants to medical professional schools, each student will begin writing a personal statement for her/his future application and practice interviewing skills. Additionally, the course exposes students to a variety of current issues in healthcare, including topics related to bioethics and evidence based medicine research. By the end of the course, students will better understand their intended medical profession and how to prepare a compelling application for that program. There are no prerequisites for this course; however, instructor’s consent is required for any non- first year students to register. Fall semester.

Human Physiology is the study of the mechanisms by which the human body functions. Students will learn the basic functions of each body system and how the relate to one another to maintain homeostasis. It is anticipated that this course will serve as an introduction to the function of the human body particularly for those entering the biomedical sciences.

In this course we will be introduced to the amazing world of microorganisms that exist all around and within us, and learn about the different ways that these organisms influence our lives.

As the capstone course in the business major, this course seeks to integrate and apply the knowledge and skills acquired throughout the major.  Through case studies and hands-on business strategizing and planning, students use the interrelated best practices of accounting, economics, finance, management, marketing, and operations to solve real business problems and identify real business opportunities.  The knowledge, skill, and virtue goals of the Department of Business and Leadership are cultivated and reinforced throughout the course.

The arc of this course will begin with on overview of business strategy and will then practice critical thinking through analysis and hands-on experiential learning of current business issues via case study, new business development, critical business literature review, and multiple stategy debates.  Students will also be exposed to various career opportunities via class speakers, as well as career preparation via resume, Linked In, and interviewing tutorials, and Life After Jewell sessions.

This course will examine the importance of public policy advocacy for nonprofit organizations (NPOs) and the impact of nonprofit advocacy on society and social change. LSP 360 K/ POL 217 K places a special emphasis on the evolution of government out of the state of nature through a social contract, the evolution of civil society, American Exceptionalism, the American Creed and modern political parties. It also examines social movements, civil disobedience and the tumultuous 1960s. It will review the policy-making process and NPOs’ role(s) in the process. It will analyze the diverse range of strategies—such as research, building coalitions, convening, civil discourse, grassroots mobilization, lobbying, working with media, and use of social media—that are available to NPOs to carry out their mission and promote their advocacy goals.

The course will culminate in planning, implementing and evaluating a successful advocacy campaign. The course will meet once a week in a small seminar format. Because of the size of the class, students will be expected to not only participate in class discussions but also lead class discussions through the Harkness® Method. Through dialogue and application, students will learn to think critically; identify action issues related to mission; create legislative agendas; form public policy positions; identify stakeholders; and implement advocacy strategies.

This entrepreneurial internship course is designed to provide an opportunity for students to have a practical experience in an entrepreneurial setting.  

Organization and implementation of information technology for the collection, organization, and presentation of accounting information with an experiential education and application of systems thinking. 

This course provides an introduction to Financial Accounting.  Emphasis is placed on measuring, processing, analyzing, and interpreting elements of the four basic financial statements.

The course goal is to increase awareness of the overall process and objective of financial accounting as well as develop an understanding of the elements required to create financial statements.  Course includes such concepts as the balance sheet (and related components), the income statement (and related components), stockholders' equity, the cash flow statement, and internal controls.

Recommended Prerequisites: CTI 103, CTI 105, CTI 107 or CTI 109. 

This course is focused on giving students hands-on business project experience. Students are assigned to 2-3 person teams and assigned to local businesses to work on actual business projects covering such topics as new product development; identifying new consumer segments; researching various cost and pricing options or new channels of distribution; or developing new promotional campaigns.  Students work closely with the client and the professor to develop project management plans used in actual business.  Students also develop crtitical thinking skills by reading business publications and interacting with other students via written reviews and debate on key themes.  

This course is a survey of the major human resource management functions including legal concerns, planning, staffing, training and development, performance management, compensation, health and safety and employee and labor relations. Behavioral research in the area will be examined. Special application exercises or service-learning opportunities are used to enhance skill development. Prerequisites: BUS 202 and sophomore standing

An overview of the nonprofit sector and the role mission plays in philanthropy and volunteerism in American Society. Emphasis is placed upon the study of various roles and diversity of fields in the nonprofit sector, including but not limited to religion, arts and culture, education, health, environment, youth and human services. The course will provide an examination of the social history of nonprofit organizations in the United States, to develop an historical perspective and a sense of magnitude, scope, and functions of the nonprofit sector and its relationships with business and government. Study focuses on ethical, moral, and practical issues in nonprofit leadership, the trust the third sector holds in relationship to other social sectors and the sector’s responsibility to serve the common good.

This course offers an introduction to the practices and principles of philanthropy and fundraising in the management of nonprofit organizations. Together we will explore the nature and essential elements of the fundraising process including the sources of philanthropic gifts, causes that receive support, and motivations that influence giving. Time will be devoted to creating a WHY and case statement for a nonprofit and to introducing specific development tools such as the annual development plan, major gifts programs, special events, and grant writing. This course will also investigate and discuss the impact of earned income strategies in a nonprofit context.

This course will introduce students to the elements of volunteer management and engage them in a variety of community service opportunities, including interviews and projects. Course objectives include:

• Examine the foundations, motivations and challenges of developing a successful volunteer program.
• Study the key components of a successful volunteer program, recruitment strategies and learn how to retain good volunteers.
• Focus on the role, value and dynamics of volunteerism in fulfilling the missions of nonprofits.
• Be introduced to risk management factors that need to be considered in volunteer management, including effective staff and volunteer screening.

Strategic planning is defined as a disciplined effort to produce fundamental decisions and actions that shape what an organization is, what it does, and why it does it (Bryson, 2004). The external environments or organizations are becoming more complex and increasingly uncertain as a result of various political, social, economic and technological changes. These dynamic environments compel public, private and third sector managers to identify priorities, focus scarce resources on those priorities, craft effective strategies and implement them successfully to ensure survival in the long term. Strategic management provides managers with a future perspective, an external focus, a fundamental problem-solving orientation and a set of practical tools.

The intent of this course is to provide students with an understanding of the approaches and methods used in strategic decision making and of the effective leadership of boards, staff, volunteers and clients in the process. It will acquaint students with the theoretical underpinnings of strategic planning and help them master some strategic planning techniques such as environmental scanning, stakeholder analysis, strategic issue identification and strategy formulation by providing an opportunity to create a strategic plan for a nonprofit agency. The course will also review the various facilitation styles used in organizations.

A variety of strategies and resources will be examined about helping people who experience heightened suffering, oppression and poverty. Special attention will be given to various perspectives about service through the study of nonprofit organizations, volunteerism and individual service models. Students’ individual strengths will be assessed for the purposes of applying them toward interventions. Each student is required to complete 30 hours of community service during the semester. This course may be taken as LSP 201 or SVL 201 to meet the requirements of the Nonprofit Leadership major or of the William Jewell College Nonprofit Leadership Certificate Program. Prerequisite: LSP 101 or SVL 101 or permission of the instructor. Cross-listed as SVL 201.

This portfolio will be used to document activity for the William Jewell College Nonprofit Leadership Certificate. 

Course Description:

TheVolunteer Internship is a non-paid experience fostering civic volunteerism and civic leadership. (Student must serve in a nonprofit organization or agency. Student may receive a stipend to cover expenses but not a salary.)

This course focuses on the legal issues and organizational risks affecting nonprofit organizations that are likely to be confronted by nonprofit leaders. Content includes strategies to create and perpetuate safe and productive environments for all stakeholders; effects of sound decision making to diminish and control corporate and individual liability. This course provides the student with a basic grounding in the laws and regulations governing nonprofit organizations. In addition, students will study the risk management factors that need to be fully considered in nonprofit leadership but are not limited to,insurance basics, managing employment risks, managing governance risks, special event safety, managing facility risks, and risk management for youth and human service programs.

Physical Chemistry Laboratory is designed to expose students to common laboratory techniques employed in Physical Chemistry and to bring home real-world observations and applications of concepts learned in the concurrent lecture course.  Students will gain competency in the production, recording, and reporting of laboratory data.

A general chemistry course is designed to introduce you to a variety of elementary scientific and chemical topics.  This course provides the student with the foundational material to continue into CHE 122.

Building on the course material in CHE 121, the student will learn about and apply fundamental chemical concepts that will lay the groundwork for future study in the fields of chemistry, bio-chemistry, and related fields.

            Objectives:

1.  Learn problem-solving techniques.

2.  Learn about fundamental concepts including:

As a course with a focus on obtaining and using chemical information this course will involve a discussion of ethical issues pertaining to obtaining, creating, and disseminating chemical information. An overview of parameters involved in ethical decision-making will be introduced, with presentations of case studies. Students will be introduced to the use of chemical literature and techniques of technical writing. The course is designed to expose students to the various resources used by chemists to research a chemical topic. During the first part of the semester, students will learn about techniques for searching for chemical information and about available resources for accessing chemical information. A field trip to Linda Hall Library will expose students to this premiere science and technology library in Kansas City. The course culminates in a final oral research report presented in a technical report format about a chemical compound family. As a rule, one-hour lecture periods are scheduled; however, the field trip to Linda Hall Library will require a two to three-hour session.

The purpose of this course is to teach the student the basic methods used in the organic chemistry laboratory. Topics covered will include separation and purification of organic compounds by extraction, recrystallization, distillation, and chromatography.  Characterization of organic compounds by physical properties, chemical properties, and by the use of spectroscopy is also covered.  An introduction to the synthesis of organic compounds is also given.

Biochemistry is the study of the chemistry of life.  Thus, this course explores the molecular interactions of biomolecules.  With this focus, it will incorporate concepts from organic and inorganic chemistry, genetics, microbiology, cell biology and molecular biology.  The student will be required to build on concepts he/she has learned in previous biology and chemistry courses to successfully complete this course.  With this in mind, the outcomes of this course will be: 

1. to understand the relationship between structure and function of biomolecules
   
2. to understand the inter-relationship of biochemical reactions
   
3. to incorporate these concepts into a well-rounded understanding of the activity of organelles and cells
4. to gain skills in reading and understanding primary literature discussing biomolecules
5. to gain more knowledge of the following chemical concepts:        a.  chemical kinetics, especially in relationship to enzyme                   kinetics
   

        c.  oxidation-reduction chemistry

This course is designed to increase students’ awareness of learning processes and to increase classroom-learning effectiveness. Students will learn about various techniques in reading, test taking, time managing, note taking and studying. The students will be using their best techniques in current courses. Elective credit only.

Taken from Jewell's 2019-20 Course Catalog, pg. 121.

This course is designed to increase students’ awareness of learning processes and to increase classroom-learning effectiveness. Students will learn about various techniques in reading, test taking, time managing, note taking and studying. The students will be using their best techniques in current courses. Elective credit only.

Taken from Jewell's 2018-19 Course Catalog, pg. 122.

This course is designed to increase students’ awareness of learning processes and to increase classroom-learning effectiveness. Students will learn about various techniques in reading, test taking, time managing, note taking and studying. The students will be using their best techniques in current courses. Elective credit only.

As taken from William Jewell's Course Catalog.

A Moodle for the 2018 Jewell Faculty Workshop, "Critical Thinking In Our Time & At Jewell"

This course is designed to increase students’ awareness of learning processes and to increase classroom-learning effectiveness. Students will learn about various techniques in reading, test taking, time managing, note taking and studying. The students will be using their best techniques in current courses.

Elective credit only.

See syllabus

A survey course designed to introduce students to such concepts as cultural differences, cultural belief systems, culture shock and acculturation, language of culture, and multicultural nonverbal messages.

A study of speech communication theory and practice. The practice and presentation of various forms of speech communication activities.

The Communication Learning Outcome being assessed for this course is: Our students will prepare, organize and deliver well-written, verbal and non-verbal messages crafted for a particular audience and context.

This will guide the work students do in class as they prepare speeches for several types public speaking settings: Introductions, Informative Speaking, Persuasive Speaking, and Special Occasion Speaking.

COM 381 is a required Seminar for Communication majors.  The subject varies depending on the instructor and the semester. In S18 the topic is Feminist Rhetoric.

Students will select either an applied or theoretical research approach to analyze a public relations campaign. Applied research gives students the opportunity to create and implement a campaign for a public relations client in a public relations agency environment. Students apply research, strategic planning and problem solving to meet client needs. Students design, execute and evaluate appropriate integrated campaigns for actual clients. Alternately, students may select a completed public relations campaign to research and evaluate using a public relations communication theory. All students will present an analysis of journal or convention paper quality.

The stage manager of a live theatre production has a lot of responsibilities.  Through textbook readings and class discussions students will gain an understanding for the tasks involved in running a show.  Students will assist the director in rehearsals, assist the technical director with the coordination of technical elements and their integration into the production, and manage the run of a production on the regular Jewell Theatre season.  Prerequisite: THE 211-216.

Through consultation with the professors and peer mentoring, students will be introduced to techniques used to produce the technical and performance needs of a live theatre performance.  Students also staff the area or operate the control board associated with the registered course during a production on the regular theatre season. Except under rare circumstances, students may sign up for no more than two sections per semester.  Students must complete THE 214-216 before advancing to THE 219: Stage Management.

THE 215 Scenery (1 hr)Constructing or altering scenic elements for a production. May include set running duties backstage during the run of a performance.

Through consultation with the professors and peer mentoring, students will be introduced to techniques used to produce the technical and performance needs of a live theatre performance.  Students also staff the area or operate the control board associated with the registered course during a production on the regular theatre season. Except under rare circumstances, students may sign up for no more than two sections per semester.  Students must complete THE 214-216 before advancing to THE 219: Stage Management.

THE 213 Properties (1 hr)Collecting or creating the stage properties needed in a production. May include prop running duties backstage during the run of a performance.

Through consultation with the professors and peer mentoring, students will be introduced to techniques used to produce the technical and performance needs of a live theatre performance.  Students also staff the area or operate the control board associated with the registered course during a production on the regular theatre season. Except under rare circumstances, students may sign up for no more than two sections per semester.  Students must complete THE 214-216 before advancing to THE 219: Stage Management.

THE 211 Audience Management (1 hr)  Duties related to audience relations including publicity and house management responsibilitiesduring therun of a performance.

The Theatre Capstone is a project designed to synthesize each theatre student’s undergraduate education in a culminating project in which they have the creative freedom and opportunity to demonstrate disciplinary knowledge to produce a theatrical work as part of the mainstage season.  The capstone project is entirely student-directed and may vary based upon the number of students involved, the disciplinary focus of the students, or the specific skill set of any given undergraduate class.  Each student is expected to have a mastery level of at least two (2) theatrical disciplines, which they contribute to the capstone project.  Likewise, students may participate in or provide as many or as few of the roles needed in order to complete the capstone project.  Disciplinary skills include (but are not limited to): directing, acting, scenic design, costume design, lighting design, properties, playwriting, dramaturgy, make-up/hair, and special effects.

            This project is an independent study experience.  While the Theatre professors have set guidelines and expectations, each student is entirely responsible for fulfilling her/his requirements and expectations, much like the practice of professional theatre.  In this way, this capstone prepares students for the realities of theatre production, education, and presentation.