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.

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 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.

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.

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)

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.

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. 

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

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.

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 CHE 122 classroom discussion and provide answers to many of the questions posed in lecture course.  Students will work in groups to gather data, design experiments, and evaluate information.

A general chemistry course is designed to introduce you to a variety of elementary scientific and chemical topics. However, we cover a limited number of topics, so that the course is not merely a “survey” of those areas. Instead, each topic is covered in enough depth so that you learn many problem-solving skills that are relevant to that topic. The assumption is that the student in CHE 121 will be continuing with additional coursework in chemistry.

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.

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:        a.  chemical kinetics, especially in relationship to enzyme                   kinetics
   

        c.  oxidation-reduction chemistry

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.

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.

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.

Course Description:

Advanced techniques will be explored in the areas of costuming, lighting, or scenery construction with particular focus on theatre safety and environmental sustainability. Students will build or set up original technical solutions in one of the aforementioned technical areas while gaining skills in writing, speaking, and exhibiting their projects. Prerequisite: THE 105

Course Goals:

Students will gain skills in safe and environmentally sustainable theatre practice while focusing work on assignments designed to challenge their abilities in construction of technical elements.

• Students will study tried and true methods of constructing theatre design elements while being challenged to think of efficiencies and environmentally sustainable practices.

• Students will learn to write technical descriptions of their projects for possibility of conference presentation or publishing.

Students will gain skills in the conceptualization and design of technical elements of theatre production in the areas of scenery, props, lighting, sound, costumes, and makeup. Through study of theatrical literature, design theories, and works by historic and current designers, students will learn how to plan, prepare, and execute their own designs resulting in a portfolio of work ready for presentation and exhibition. Students will also learn to write and speak about their designs as they document their process and participate in peer critique.

This course introduces students to multicultural perspectives on  American and world theatre.  The focus of the course is on playwrights and plays that offer perspectives into under-represented, marginalized, and minoritized voices and how these identities are represented on the stage.  Specific units will explore the historic and cultural contributions of women playwrights and feminist theatre, African-American/Black and African playwrights, LGBTQ+ identities, Asian performance traditions and Asian-American theatre, and Chican@/ Latin@ performance.  Students will engage in script analysis, dramaturgy, artistic interpretation, and performance projects to investigate how the medium of theatre is inherently a political platform.

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 213-216.

• In lieu of a textbook, all students are required to purchase a Wacom (drawing) tablet. 
  • Your drawing graphics tablet makes digital painting & illustration far easier, especially when using Adobe software on iMac.
  • Please purchase the Wacom Intuos S [Small] pen tablet* to use in class March 12th:
  • https://us-store.wacom.com/Catalog/Pen-Tablets/wacom-intuos/wacom-intuos-s-black

NOTES

• If Jewell Hall Room 203 is locked, please call security to let you in or reserve a MAC lab room at the PLC.
  
• (Optional but helpful) You can also get the Adobe Suite software for your personal lap/desktop computers & mobile devices by subscribing to Adobe software (student discount):
• https://www.adobe.com/creativecloud/buy/students.html?promoid=KICIS&s_cid=70114000002CfGJAA0&s_iid=70114000002ChdJAAS
• iPhone & iPad apps: draw, sketch plus many more**
• https://www.adobe.com/products/draw.html
• https://www.adobe.com/products/sketch.html

*Why a separate graphics tablet and not just a pen for your iPad? Not everyone will have an iPad. If you have an iPad, you can draw/paint with different compatible pens (which cost extra). However, the iPad is not multi-pressure sensitive, nor is the Apple pencil. The Wacom Intuos tablet is multi-pressure sensitive and so is the pen. This allows for realistic painting and painterly feel when drawing or using a multitude of simulated surfaces and artist tools. The Apple Pencil will work with all iPad software. Other Apple iPad compatible pens may not work with all iPad apps (read the fine print before buying). If you have the Apple Pencil it will mimic sensitivity and pressure. For this class, consistency is key, therefore, we all need to use a Wacom tablet.

**Mobile apps are much lighter versions of Adobe computer software. Mobil apps will give you the mobility and freedom to create anywhere. However, tools are limited and spread across several mobile apps. Still, it’s a great way to work, draw, sketch and create THEN open in the more robust Adobe computer software for professional editing, designing, drawing, painting, illustrating, etc! 

This is a Moodle for the Faculty working in the Core Curriculum.  You can find materials for assessment, workshops, and teaching.

Assessment conversation

This course will explore what structural attributes are needed to make a community strong and sustainable. We will survey some influential social justice philosophies while asking if it is possible to plan for the equitable, sustainable well-being of the members of an urban community. How can these philosophies be practically applied in actual communities in a way that protects individual happiness, community values and environmental capital? We will examine real-world proposals for community planning that attempt to answer questions such as: How are the values of that community translated into a healthy development plan for that community? What factors must be considered in designing the infrastructure that underlies healthy neighborhoods and communities within the urban context?  The Kansas City metropolitan area will serve as our case study.

1. Explore influential social justice philosophies and ethical decision-making that have contributed to community design and urban develop justice. 

2. Explore the factors that comprise sustainable planning for a region or community.  

3. Explore how the well being of a community is influenced by values, planning and development. 

4. Application of the exploration in a-c by proposing practical implementation of a community-based practice or policy that addresses a community need that is linked to sustainable urban development policy