39 courses with the subject DC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This course is the study of persuasion theory and rhetoric in personal, public, and professional arenas. Students will develop and present oral arguments based on ethical dilemmas or current issues at the social or global level. Emphasis will be placed on organization of arguments, incorporating persuasive devices, and using supporting evidence as a means of persuasion.
Support Lab (4) This course focuses on the fundamentals of effective written ex- pression, with emphasis on the development of thesis-directed essays that make use of evidence and argumentation. Students will engage in text-based research and incorporate the work of other writers for the development of their own writing. The content of the class will vary but the readings will be chosen such that students gain some exposure to and opportunity to explore ethical dilemmas and pressing social issues. The lab will allow structured time for practicing the reading and writing techniques examined in the lecture section of the course. All students must earn a C- or higher in order to move on to Through Cultural Lenses. A student is subject to dismissal from the University if they fail three times to achieve the required minimum grade for DC 119 or DC 120.
This course focuses on the fundamentals of effective written ex- pression, with emphasis on the development of thesis-directed essays that make use of evidence and argumentation. Students will engage in text-based research and incorporate the work of other writers for the development of their own writing. The content of the class will vary but the readings will be chosen such that students gain some exposure to and opportunity to explore ethical dilemmas and pressing social issues. All students must earn a C- or higher in order to move on to Through Cultural Lenses. A student is subject to dismissal from the University if they fail three times to achieve the required minimum grade for DC 120 or DC 119.
This course focuses on the development of life-long critical thinking and quantitative reasoning skills and is designed to pro- vide students with the quantitative literacy skills required to use mathematics critically and logically. The course will develop problem solving and applications of mathematical thinking skills in the real world by exploring ways in which we engage in the world through numbers. Note: students whose majors require them to take MA 221 (Calculus I), MA 225 (Introduction to Statistics), or SS 221 (Quantitative Methods and Research) may use those courses in place of DC 125.
Through Cultural Lenses is an interdisciplinary course that ex- plores an object, idea, or concept from multiple perspectives and cultures to investigate its various meanings and to develop an awareness of those cultures. The course focuses on critical reading and writing and thus incorporates critical thinking and reading skills to analyze the meanings of the chosen theme. A special emphasis is on locating, reading, and using secondary sources as the course culminates in a research paper focusing on incorporation of appropriate sources and clear, concise writing. The course involves readings from a variety of disciplines from different historical periods and places around the world, includ- ing at least one literary text, through which the theme of the course is explored. (For transfer students only)
MA 116 Finite Mathematics (or MA 114 Pre-calculus) Business Management | 47
Chess remains one of the most popular games of strategy ever invented where outcomes are determined solely by human de- cision and not by chance. Originating in early medieval India, the game eventually spread to the Middle East and then to Eu- rope. While the appearance of the game changed, its basic na- ture remains unchanged. In this course, students will explore the human and cultural dimensions of the transformations of chess to include issues of gender, social class, politics, religion, military organization, and game theory. In addition to focusing on multiple cultures, this course is the second in the writing sequence and will emphasize reading, re- search, and writing skills. C- or higher.
Dragons are universal in humanity’s imagination and have both psychological and biological relations to ourselves. Present in virtually every belief system, they are reflective of human con- ceptions such as greed, mortality, and the conscious/subcon- scious mind. This course investigates the concept and meanings of the dragon from multiple perspectives, exploring the physi- cal, spiritual, and symbolic associations of the dragon through- out world history, culminating in a research paper that examines how dragons reflect the values and worldviews of different cul- tures. In addition to focusing on multiple cultures, this course is the second in the writing sequence and will emphasize reading, re- search, and writing skills. C- or higher. General Education Curriculum | 37
Broadway Theater has played a key role in shaping popular culture and personal identities. Through the chronological study of musi- cals/plays this course invites students to grapple with questions of race, gender, sexual orientation and identity as they think critically about these contemporary cultural perspectives. Students will learn about these historically changing perceptions while writing a series of reaction papers, ending with the culminating project involving a presentation of these culturally diverse issues across a selection of mu- sicals/plays. In addition to focusing on multiple cultures, this course is the second in the writing sequence and will emphasize reading, research, and writing skills. or higher.
From fashion to beauty to religious rites, hair plays a significant role in many lives. This course offers an interdisciplinary examination of hair and its many stories to tell. Students will focus on a critical read- ing of Entanglement: The Secret Lives of Hair by Emma Tarlo and write about that role in different cultures. Additional poems, essays, and articles will be examined. A research paper will be the major as- signment in the course. In addition to focusing on multiple cultures, this course is the second in the writing sequence and will emphasize reading, research, and writing skills. or higher.
38 | General Education Curriculum While our gods have often been understood as artists sculpting hu- man form, it is humans, in turn, who give shape to the divine. This course will explore humanistic and reason-centered aspects of ancient cultures as they inform and are expressed by art. By the end of the course, students consider idealized proportions and spatial relation- ships, expressing societal values of harmony and order, characterize ancient Greek religious and civic architecture and figural representa- tion. Prerequisite: Through Cultural Lenses. The primary discipline of this course is Art.
A study of the pre-Socratic intellectual revolution that contributed to the development of foundational ideas of modern scientific disci- plines, such as biology, chemistry, mathematics and physics. Topics covered include early ideas of cosmology, geometry, atoms, and medicine. Prerequisite: Through Cultural Lenses. The primary discipline of this course is physical science.
• DC 263: Biotechnology • EV 221: Introduction to Environmental Science • DC 261: Global Interactions • PH 337: Bioethics • DC 472: Experimental Design Ethnic and Racial Relations: This minor focuses on ethnic and racial relations with an eye to how these large-scale group designations are fos- tered and manipulated and how the divisions they entail can be overcome. These distinctions have resulted in slav- ery, genocide, and the systematic impoverishment and de- humanization of a great many human beings, and are clearly at the heart of numerous conflicts in the world to- day. For America specifically understanding prejudice and its effects is of enormous ethical and practical significance. Requirements for the Ethnic and Racial Relations minor: • SO 226: Social Problems • Two of the following three: 36 | General Education Curriculum • Through Cultural Lenses (any one of: DC 150, 155, 160, 170, 180, or 190) • SO 330: Ethnic Group Interaction • EN 444: The Search for Identity • PS 236: Social Psychology • PH 335: Identities and Inequalities • DC 475: Ethnic and Racial Relations Gender, Justice, and Equity: The Gender, Justice, and Equity minor is designed to in- crease the students’ interdisciplinary knowledge about the gendered nature of experience and the ways that gender, sexuality and other identities shape and are shaped by his- tory, culture, and society in today’s challenging, diverse, and complex world. Understanding the issues around gen- der, opportunities for advocacy, and ways to continue to strive for equity is essential in an educated society. The Gender, Justice, and Equity minor captures a variety of so- cial justice issues facing women and gender diverse indi- viduals across the world. Requirements for the Gender, Justice, and Equity minor: • DC 180: Through Cultural Lenses: Hair • DC 231: Married or Single? Medieval Women
The Hebrew Bible/Old Testament emerged as an organic meaning- making framework within the context of Ancient Near Eastern cul- tures, both borrowing from them and diverging from their worldviews. This course explores that emergence and its relationship to the "big questions" and investigates the texts’ profound shaping of Western civilization through language, literature, art, legal principles, philosophical and theological discourse. Included in the study are ex- amples of the impact of some of these texts and ideas on recent and contemporary cultures. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is Religious Studies.
The course focuses on the emerging and development of the Chris- tian Scriptures/New Testament within the Jewish, Roman, and Greek cultures and on the impact it had and still has on contempo- rary cultures. The primary texts are analyzed and discussed with par- ticular attention to the development of the concept of justice and its implications for our world today. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is Religious Studies Institutions (DC 220-239)
This course focuses on the creation and development of reli- gious institutions at the core of the Western tradition through the lens of Art history, while also exploring cultural practices and belief systems that are important to understanding art and art making. The temporal focus is on the Medieval Period, fo- cusing on the passing of the ancient world, the fall of the West- ern Roman Empire, a merging into the Renaissance, and the advent of the Age of Discovery. Prerequisite: Through Cultural Lenses. The primary discipline of this course is Art.
World (3) The Medieval Era was a time in which various cultural and reli- gious traditions entered into transformative dialogue. The Phil- osophical discussions that spanned the Medieval era laid the foundations for religious and philosophical institutions that con- tinue to shape contemporary life. This course examines these millennium long discussions, with a focus on questions about God, human life, and the experience of suffering, though other topics (such as free will, the nature of knowledge, political life, faith and reason, and the soul) may also be included. Prerequi- site: Through Cultural Lenses. The primary discipline of this course is Philosophy.
Women have played an important role in medieval intellectual life that until the last two decades was largely overlooked. Alt- hough the canon has been slow to recognize the contributions of women writers, lately their voices have captivated the schol- arly and non-scholarly world. This course examines the sacred and secular voices of medieval women, how they helped shape their world, and how their reemergence can be used to help shape ours. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is English.
The Church as an institution profoundly shaped the Middle Ages, especially in Europe. This course investigates the emerg- ing of the Church as an institution, its role in Medieval culture and society, and its conflicting relationship with Medieval Christian mystics. The theme of the course is two-pronged: the challenge of mystics to the institution of the Church and the enduring message of the mystics for today. The course aims at bridging the concepts developed by the mystics and their impli- cations for contemporary life. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is Religious Studies. Revolutions courses (DC 240-259)
DC-Component -3 Hub Course for the Minor Science Course for the Minor Values Course for the Minor
This course focuses on the fundamental transformations in the United States in the Gilded Age and Progressive Era. This time in history revolutionized every aspect of life as the United States, and much of the world, made the transition into the modern period. The industrialization of America is a major force for dynamic changes. In this course, students explore a pe- riod in history when new technologies, ideologies, social devel- opments, and cultural changes revolutionized society. Prerequi- site: Through Cultural Lenses. The primary discipline of this course is History.
Beginning in the sixteenth century the Western world experi- enced a rapid succession of revolutions over a 300-year period that radically transformed human knowledge and social organi- zation and, in the process, ushered in our modern world. This course examines the interconnection of four great revolutionary movements from 1543 to 1848—the Scientific Revolution, En- lightenment, Industrial Revolution, and Socio-Political Revo- lution—and explores how these movements collectively have fashioned the modern Western mind and way of life. Prerequi- site: Through Cultural Lenses. The primary discipline of this course is History.
This course focuses on world literature from the 18th and 19th centuries, with particular emphasis on the role of Enlightenment thought in the development of European literary forms. Begin- ning with the scientific revolution and the emergence of reason, equality, and independence as key cultural values, the course will trace the emergence of modern ideas of humanitarianism, tolerance, empiricism, and the social contract, as well as the fail- ure of these same Enlightenment ideals visible in emergence of colonialism, slavery, and warfare. (Writing focused) Prerequi- site: Through Cultural Lenses. The primary discipline of this course is English.
This course focuses on a fundamental transformation of political life in the modern era, namely, the shift to locating political au- thority in “the people.” Through careful reflection on the emergence of the concept of “the people,” students will gain an appreciation for the recognition of human autonomy involved in this transformation, as well as an understanding of the hierar- chies it perpetuated or created and the fragility of democratic norms. Students will be asked to situate these ideas with respect to historical revolutions and contemporary political landscapes. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is Philosophy. Innovations courses (DC 260-279)
This course looks at the expansion of human capabilities as they play out in virtually all aspects of human existence. Since the growth of these connections is a mixed-bag of benefits and costs experienced differentially both within and between countries, these changes engender responses. Thus, for all of the dimen- sions of interconnection there is no simple linear path or a clear endpoint and, instead, there is a hard to predict series of phases that play out over time and that will continue indefinitely. Pre- The primary discipline of this course is Sociology.
The development of global governance is an everchanging and contentious matter. This course focuses on efforts to create a global governing system that began in the nineteenth century and that received a boost with the two world wars and the de- velopment of nuclear weapons, concerns about global warming, pandemics, population movements, and a host of other non-lo- calized issues. Significant and numerous impediments to global governance will also be investigated. Prerequisite: Through Cultural Lenses. The primary discipline of this course is Political Science.
This course explores various discoveries and movements within biotechnology throughout the early twentieth century, focusing on three major events: the discovery of genetic material (DNA), advances in microbiology (antibiotics, vaccinations, aseptic sur- gery, chemotherapies), and agricultural biotechnology (hybrid crop genetics, farm chemicals). In addition to these major events, the context in which they occurred, and how they were perceived at the time, the course will explore their modern-day implications and the reality that biotechnology, at times, can misalign with human welfare. Prerequisite: Through Cultural Lenses. The primary discipline of this course is Biology.
Motion pictures have become a pervasive medium of artistic and social expression—reflecting as well as determining our atti- tudes about military conflict, social values, gender identity, crime politics, economics, and religion (among many other concepts). Focusing on developments in the first half of the 20th century—from early motion pictures, through the advent of sound (and ultimately color and 3D)—this course explores cin- ema’s development and significant impacts, both positive and negative, on culture and society. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is Film Studies.
Poet Ezra Pound defined modernism as a ‘world in fragments’ and ‘making it new’ in response to the technological innova- tions that created mass culture. Entertainment- radio, jazz, thea- ter, phonographs, film and television-- played decisive roles in blending cultures and revealing the deep, wide differences based 40 | General Education Curriculum on race, gender, social class and political issues. Course readings across genres and ethnic/racial lines ca. 1910-1950 will be orga- nized chronologically and thematically, blending literary texts and newspaper/radio/television commentary: from social fads to world-shaking events. (Writing focused) Prerequisite: Through Cultural Lenses. The primary discipline of this course is English.
LA Elective Liberal Arts Elective 1
This course serves as the culmination of the Biorisks minor and the Dominican Curriculum. Based on what they have learned in the core courses of the minor, students will develop tools and strategies for ethical and equitable responses to biorisks. Students are encouraged to use this course to focus on their own interests while making use of multiple disciplinary lenses, including at least one value-focused lens. Students will produce a reflective e-portfolio, annotated bibliographies, a persuasive white paper written in such a way that the problem and response are articulated using a multidisciplinary framework, and a classroom lesson to be taught as an interactive case study that also explores how the biorisk and intervention or response might differentially impact diverse peoples and groups. In producing these things, students “close the loop” by which they envision a world in which we take responsibility for these risks and develop and evaluate concrete proposals for doing so. must be met before a student takes DC 472.
This course serves as the culmination of the Ethnic and Racial Relations minor and the Dominican Curriculum. Based on what they have learned in the core courses of the minor, as well as their other coursework, students will develop tools and strategies for addressing or improving ethnic or racial relations. The precise topic and focus of the capstone project will be left to individual students. Students are encouraged to use this course to focus on their own interests while making use of multiple disciplinary lenses, including at least one value-focused lens. Among the things students will produce in this course are a carefully constructed and substantive research paper, an oral presentations of their findings, and an e-portfolio. In producing these things, students “close the loop” by developing and evaluating concrete proposals for addressing issues at the heart of ethnic and racial relations. must be met before a student takes DC 475.
This course serves as the culmination of the Gender, Justice, and Equity minor and the Dominican Curriculum. This course involves an examination of issues of interest to the students as well as an exploration of theories of social movements and actions that can be taken to address social issues. Understanding how social movements come about, gain strength, and create change allows students to explore how they can take action in the realm of their identified issue related to gender, justice, and equity. Students are encouraged to use this course to focus on their own interests while making use of multiple disciplinary lenses, including at least one value-focused lens. Based on what they have learned in the core courses of the minor, as well as their other coursework, students will work with a faculty member on a service-learning project, a research paper, or a creative project. Among the things students will produce in this course are an e-portfolio, paper, and presentation related to their selected project. In their projects, students “close the loop” by proposing and evaluating courses of action to address the issues directly.
DC 499 is the second course in the capstone sequence. In DC 499, students complete the honors project which was proposed in HO 399 while working under the direct supervision of a fac- ulty mentor. The student produces a professional project that represents a significant contribution to a field of study and will demonstrate mastery of the material by presenting the project clearly and completely in both written and oral forms. must be met before a student takes DC 499. General Education Curriculum | 41
Source: Dominican University New York's catalog, linked per course · table learning_unit · CourseShelf publish 61
