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)

Marketing Principles presents strategies for optimal marketing and distribution of products and services. We will examine how marketing consequences influence the decisions marketing managers make. The course emphasizes product planning, promotion, distribution, and pricing based on theories of consumer behavior and market segmentation. The arc of this course will begin with on overview of Marketing strategy and will then fill in each foundational area such as Environmental Scanning, Consumer Behavior, Product development, Service marketing, Pricing strategy, Distribution strategy, Promotion strategy, Global marketing, and Organizational marketing issues. Students will learn the general principles for each area and will then practice skills and demonstrate learning via hands-on experiments, in-class research, and out of class field trips.

The primary objective of this course is to provide the students with comprehensive exposure to the significant topics facing the Sports Business industry.

COURSE OBJECTIVES:

Through a range of class lectures, class discussions, relevant guest speakers and possibly experiential learning opportunities, students will be exposed to multiple major topics affecting the business side of sport. Students Will:

1.   Become familiar with key concepts & terminology that are unique and relevant to the sports business industry.

2.   Understand and demonstrate the importance of management, finance and marketing principles as they pertain to global sports entities.

3.   Gain an appreciation for the unique challenges involved in managing sports business enterprises in rapidly changing environments.

Financial Development for Nonprofit Organizations offers an introduction to the practices and principles of philanthropy and fundraising in the management of nonprofit organizations. The course 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, introduce 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 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 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/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 and the American Creed. 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 a discussion of and project on organizational capacity building to plan, implement, and evaluate 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 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.

This course examines a variety of human and social conditions that disrupt healthy, joyful, meaningful and satisfying lives. This course will focus on the intersection of suffering, oppression and poverty and the role of nonprofit interventions. Each student is required to complete 15 hours of community service in LSP 101. This course may be taken as LSP 101 or SVL 101 to meet the requirements of the Nonprofit Leadership major or of the William Jewell College Nonprofit Leadership Certificate Program. Cross-listed as SVL 101.

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

Nonprofit Leadership Preferred Internship Program including:

1. Overview of process
2. Important internship placement resources
3. Internship paperwork that is used for course credit requirements
4. Current internship opportunities
5. Contact Information

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).

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. 

An introduction for the non-science major to the basic principles of chemistry will be accomplished in this course. Topics from general chemistry include accuracy and precision in scientific measurement, graphing relationships in chemistry experiments, molecular structures, gas laws, heats of solution, chemical reactions, chemical nomenclature, atomic structure, chemical energy, stoichiometry, chemical bonding, solutions, acids and bases and buffers, chemical kinetics, spectroscopy, and an introduction to organic synthesis. The course complements CHE 113 lecture and is designed for students who have little or no background in chemistry.Students enrolling in this lab course must be enrolled in CHE 113

The purpose of the laboratory portion of this course is to provide you, the student, with the opportunity to "do" chemistry.  The experiments are designed to provide an active learning environment.  The laboratory experiences will reinforce your understanding of the scientific method and various chemical phenomena.  The experiments have been selected to enhance the classroom discussion and provide answers to many of the questions posed in lecture course.  Students will work in pairs or groups to gather data, design experiments, and evaluate information.

This course in organic chemistry begins with atomic structure and builds through functional group chemistry. The interactions between structure, reactivity, and synthesis strategy are stressed.Typical topics include atomic and molecular structure; stereochemistry; reaction mechanisms; organic spectroscopy; and the chemistry of alkanes, alkenes, and alkynes.

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.