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.

Animal Behavior focuses on behavioral interactions of animals with one another and their environment. We will examine these behavioral interactions through the lenses of evolutionary biology and mathematical modeling. Specifically, the course will cover how to observe behavior, how to ask questions about behavior, how animals make decisions, how organisms find food and avoid become food for other animals, how organisms find a mate and decide who to mate with, when organisms should live in groups and then how those group interactions play out, when communication is useful and how animals communicate with one another and how all of this came about via evolutionary forces. The course will be composed of a “lecture” and a lab.

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.

An introduction to the form of the human body. A comprehensive study of the structure of all eleven organ systems of the human body. While the study of anatomy requires a good deal of memorization, the focus of this course will be to emphasize structure as it relates to function. A course at another institution that has an online laboratory will not be accepted as a substitute for BMS 243 and 243L.

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.

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.

BUS 455 is an Advanced Consulting Engagement in which students function as a consulting team on one or more live projects in the business world.  We will engage a client early in the semester, determine the scope of the project and work together to deliver a findings report and recommendations by semester-end.  This is an extremely invigorating class for students who want a hands-on challenge in a real business environment. 

The arc of this course will begin with on overview of business strategy and the McKinsey Consulting model and will then practice critical thinking through analysis and hands-on experiential learning of current business issues via client interaction and real business issues.  The class will culminate with a presentation to the client of the final work product, including billable hours, and final recommendations with supporting rationale.

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

Accounting for not-for-profit organizations and state and local governments.

Prerequisite: ACC 111 with a grade of C- or better.

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 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

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 places a special emphasis on the evolution of government from 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 features a trip to the Missouri State Capital for an Advocacy Day experience on behalf of a nonprofit organization. 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 course is designed to help students appreciate the roles and responsibilities of boards, how nonprofit boards function and what constitutes effective boards and individual board members. It will incorporate exercises on typical governance problems for students to investigate best practices and solutions to those problems.

Students will study the history of nonprofit boards and how boards of the future will meet new leadership challenges and demands. They will study the increased scrutiny that nonprofit organizations face regarding accountability and transparency by federal and state regulators and the overall governance structure of nonprofit organizations.

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. 

The Vocational Internship (1 Credit)is intended to provide an opportunity for the student to experience first-hand her/his own career interests and discover what particular areas s/he might want to pursue. The internship must have a reasonable relationship to the student’s major. The student may accept pay for this internship.

This class will introduce students to leadership theory, engage them in a variety of self-discovery exercises, provide them with individual and collaborative leadership experiences, and assist them in preparing and executing a Leadership Growth Plan (LGP).

This class will introduce students to leadership theory, engage them in a variety of self-discovery exercises, provide them with individual and collaborative leadership experiences, and assist them in preparing and executing a Leadership Growth Plan (LGP).

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, biochemistry, and related fields.

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, biochemistry, and related fields.

Biochemistry Laboratory (CHE 450L) will introduce students to laboratory techniques commonly employed in Biochemistry, with an emphasis on protein purification and characterization.

Physical Chemistry, an upper-level course for Chemistry and Biochemistry majors, revisits topics from General Chemistry with mathematical rigor and deeper insight. The course seeks to answer four central questions key in the study of Chemistry:  (1) How do we describe matter? (2) How do we study and characterize matter? (3) What is the direction of chemical change? (4) How fast does chemical change occur?  Each question is answered respectively from the perspective of Physical Chemistry by (1) Quantum Mechanics, (2) Spectroscopy, (3) Thermochemistry & Equilibrium, and (4) Kinetics. An emphasis will be made in relating these topics to applications in understanding chemical and biological systems.

The purpose of General Chemistry I Laboratory (CHE 121L) is to introduce students to basic techniques of laboratory experiments while also applying the concepts learned from the concurrent lecture.  Topics covered include the basics of laboratory measurement and quantifying and characterizing chemical substances. 

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.

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:        
6. 
   
7. \\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.

Judaism, Christianity and Islam (JCI) is a mid-level religion course in the religion major and also counts as a Level II CTI course in the core curriculum entitled, "The Responsible Self." To those ends the course is designed to fulfill the objectives of both the religion major and the Level II CTI "Sacred and Secular" objectives [link to objectives of both]. JCI offers students an introductory comparison of the three monotheistic religions, Judaism, Christianity and Islam. The three are compared in reference to the following five criteria: historical origins, scripture, worship, ethics and political presence.

Welcome to the 2017 Faculty Workshop Moodle site.  You will find the agenda, our reading materials, and supplementary materials here.