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.

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.

To introduce accounting research techniques and the opportunity to practice them.

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 studies the role of the external auditor in the financial markets, the environment in which the auditor operates, planning and audit risk assessment, auditing procedures, audit sampling, and audit reports.

The course goal is to increase awareness and develop an appreciation of the overall audit process and its practice which includes developing an understanding of the components, steps, and outcomes of an audit.  Course includes such concepts as internal controls, audit risk analysis, ethical and professional auditing standards, materiality, substantive testing, the audit plan, fraud risks, etc.

Recommended Prerequisites: ACC 312 (C- or better)

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.

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.

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.

Welcome to COM 110! Whether you have decided to major or minor in the study of Communication, Public Relations, or Digital Media Communication, or if this class just looked like an interesting elective, I’m glad you are here to learn more about the study of communication. In this class you will gain a basic understanding of communication theory and terminology, and learn to apply it in a number of communication contexts. In particular, you will learn how the meaning of communication messages changes based on the ideological, cultural, and contextual assumptions and implications that all participants bring to the message.

The senior communication capstone course.

This course is a course in advanced public speaking.  By the end of the semester, students will have completed course assignments in writing, speaking and evaluation designed to improve skills of critical listening and analysis, public speaking, and writing.  Non-majors will benefit from this intensive speaking preparation as well.  Students will also be exposed to a variety of rhetorical theories as they interact with the text and lecture material. 

This course is an introductory and preparatory course in research methods relevant to the field of communication.  By the end of this course, you will have a better understanding of the breadth of the field and you will learn a systematic approach to the study of communication.  In preparation for your research capstone course, you will propose a research project on a topic of interest to you that is relevant to the field of communication.  As a result of this course, you will have a more mature approach to critical thinking, writing, and analysis. 

The senior communication capstone course.

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 216 Lighting (1 hr)Hanging and focusing lighting equipment and light board operation for 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 214 Costuming(1 hr)Constructing, altering or finding clothing and accessories for a production. May include wardrobe duties backstageduring 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 212 Sound (1 hr)Setting and patching sound equipment and operation of the sound system for the run of a performance.  Sometimes also find or create sound cues.

Our mission is to develop a positive foundation in students by building confidence, self-esteem, and interactive social skills through artistic expression of Ballroom Dance. Our curriculum gives students opportunity to learn the artistic components of ballroom dances of various cultures. In the process, they also learn etiquette, teamwork, and respect for others.