An introduction to the study of cosmology, featuring the Consensus Model of the Inflationary Big Bang theory. The course covers the history of the universe including cosmic microwave background, Big Bang nucleosynthesis, evidence for inflation, dark matter and dark energy and their roles in the evolution of the universe. We also explore the history of scientific and pre-scientific models for the beginning and end of the Universe. Prerequisites: PHYS152 or PHYS142
Astrophysics
An introduction to the physics of the stars, including stellar structure, the theory of the main sequence and the Hertzprung-Russell diagram, stellar birth, and the endstages of stellar life (white dwarfs, neutron stars and black holes.) We also examine planetary formation, detection of exoplanets, and the physics of extraterrestrial life. Prerequisites: PHYS152 or PHYS142
Literacy in the Content Areas for Secondary Teachers: Part I
This course is designed to introduce and analyze strategies for developing the ability of secondary school students to learn from print sources and text materials in content area classrooms across the curriculum. While the focus of these strategies is on reading comprehension and vocabulary development, we consider other best practices and theory based on continuing research in the field. Topics covered include purposes for reading and writing, literacy assessment for data driven instructional decisions, differentiated instruction, and the examination of language and culture in the classroom as related to debates and policy about identity, dialects, equality, and Standard/Mainstream English. This course is a prerequisite for secondary and k12 candidates to the MAT and fulfills a Maryland certification requirement in the teaching of reading for secondary and K-12 teachers.
Colonial Art Across the Americas
This course explores the intertwined histories of American colonialism through the lens of art and material culture, from Christopher Columbus’s arrival in the Caribbean in 1492 to Haitian independence in 1804. Crossing the cultural and political borders that traditionally divide studies of art in North and South America, this class considers how objects were a site for cultural negotiation between the many peoples and empires crossing the continent. Of particular concern are the agency and contributions of Native American and African colonial actors. Examining a wide range of works including paintings, maps, architecture and the decorative arts, the course considers how artists blended European and indigenous styles, material, and techniques to create hybrid objects of the New World. The course will also focus on a recent history of exhibiting and interpreting colonial art in the museum setting. In emphasizing the movement of objects across time and space, students discover the entangled and multicultural history that distinguishes the early Americas. Prerequisite is one of the following: ARTH 100, one 200-level ARTH course, or consent of instructor.
Introduction to Latin American Art
An introduction to the art and architecture of Latin American from the pre-Columbian period to the present day. Topics include the culture and creative production of the Maya, Inca, and Aztec people; the role of art and material culture as a tool of colonization and religious conversion, as well as a form of colonial resistance; the rise of national independence movements and an art academy; the role of art and visual culture in the evolving construction of native and national histories in the twentieth century; and the relationship between contemporary art and Latinx identity in the present day. The course will especially emphasize the interaction between indigenous traditions and memory, and imported styles and ideas. Geographic areas of focus will include Spanish-speaking North, Central, and South America, including present-day Argentina, Cuba, Mexico, Peru, the US-Mexico border, and Venezuela. This course satisfies Core Curriculum requirement in Cultural Perspectives.
Literature in History II: After 1800
This purpose of this course is to explore the relationship between literature and its cultural and historical contexts with the methodological premise that literature both reflects and helps to shape the culture in which it is written. Focused on the relationship between literature and history after the eighteenth century, this course will explore the formulation and development of the post-Enlightenment subject. How we might ask, did the notion of this kind of “individual” as a social, political, cultural, and economic subject get articulated and evolve over time? After the political and philosophical upheavals of the post-Enlightenment era, England and America began to define simultaneously connected and different identities while also engaging in a more self-conscious literary and philosophical dialogue. Versions of this course may subsequently explore Romantic engagement with the emergence of these identities in an increasingly secular, industrial, and multicultural world with such authors as William Blake, William Godwin, William Wordsworth, Maria Edgeworth, Mary and Percy Shelley, Emily Bronte, Elizabeth Barrett Browning, Alfred, Lord Tennyson and Christina Rossetti in Britain and Edgar Allan Poe, Ralph Waldo Emerson, Henry David Thoreau, and Emily Dickinson in America. These courses may also explore how artists made a radical break with nineteenth-century traditions by investigating the innovative strategies of artists like T.S. Eliot, Virginia Woolf, and William Faulkner, who represented modern consciousness and subjectivity through stylistic dislocation and fragmentation. Other topics in this class may examine later twentieth-century and early twenty-first-century writers such as Doris Lessing, Toni Morrison, Derek Walcott, and Zadie Smith, who complicated these modernist innovations by exploring the human condition in an age characterized by the rise of mass and visual culture, the threat of atomic destruction, the disintegration of colonial empires, increasingly pressing issues of ethnic and national identity, and the rise of terrorism and global conflict. Not open to students who have received credit for ENGL 282 or ENGL 283 unless permission granted by the department chair. This course satisfies the Core Curriculum requirement in the Arts. Prerequisite or co-requisites: English 102, CORE 101, or CORE 301.
Literature in History I: Before 1800
The purpose of this course is to explore the relationship between literature and its cultural and historical contexts with the methodological premise that literature both reflects and helps to shape the culture in which it is written. How do literary texts grapple with and even intervene in central political, religious, and cultural questions and debates? How are prevailing cultural values and beliefs embedded in and challenged by literature? While attending to questions of genre, authorship, and historical and cultural context, the course may consist of selected readings of early Western literature chosen from its beginnings in the Homeric epics, Greek tragedies, and the Hebrew Testament; through major works of Christian culture in the Middle Ages, such as Chaucer’s Canterbury Tales and Dante’s Divine Comedy; to the revival of classical learning in the Renaissance, embodied in the work of such authors as William Shakespeare and John Milton; through authors of the Enlightenment including Jonathan Swift, Alexander Pope, and Benjamin Franklin. The course may examine classical and Biblical works in translation, as well as works originally written in English. Always, however, this course will explore something of what early literature in the West tells us about changing notions of the spiritual and the material, of the relationship between self and society, of heroism, faith, love and redemption—and the relationship of these ideals to our world today. Different topics include “Troy through Time”; “Britain’s Greatest Hits, from Beowulf to Gulliver’s Travels”; “Epic Journeys: Middle Ages to the Renaissance”; and “Authors and Authority from the Middle Ages through the Protestant Reformation.” Formerly ENGL 281; not open to students who have received credit for ENGL 281 unless permission granted by the department chair. This course satisfies the Core Curriculum requirement in the Arts. Prerequisites or co-requisites: English 102, CORE 101, or CORE 301.
Counseling Theories and Methods
An introduction to the major theoretical models of counseling, their methodological foundations, and their current applications and modalities. The course also provides students with an understanding of ethical and professional issues in the field. Prerequisite: PSYC 101. This course serves as the prerequisite for PSYC 370 (Counseling and Psychotherapy with Laboratory).
Welfare Politics
This course exposes students to the comparative study of welfare politics. It explores the various types of welfare benefits that exist and which types different states choose to primarily provide for their citizens. The course covers factors that explain the emergence of different welfare states, as well as the implications of public welfare for poverty, inequality, and immigration and for specific demographics such as youth, the elderly and women. It explores the politics of welfare in the United States, Western Europe, Asia, Eastern Europe, Latin America and Africa.
Model United Nations
Enrollment open only to members of the St. Mary’s College of MD Model United Nations Club who plan to attend conference.
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