{"cache":{"page_98973_19542":{"__typename":"Page","id":"cG9zdDo5MzIzMA==","databaseId":93230,"uri":"/facultymember/rosanna-willhite/","slug":"rosanna-willhite","contentTypeName":"facultymember","title_b28e9_bf21a":"Rosanna Willhite","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"","metaDesc":"","metaRobotsNoindex":"","metaRobotsNofollow":"","opengraphTitle":"","opengraphDescription":"","opengraphSiteName":"","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":0,"schema":{"__typename":"SEOPostTypeSchema","raw":"[]"},"canonical":"","breadcrumbs":[]},"blocks":[],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":null,"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},"generalSettings":{"__typename":"GeneralSettings","title":"Berea College","description":"A college like no other.","language":""},"menuItems_8d665_68b97":{"__typename":"RootQueryToMenuItemConnection","nodes":[{"__typename":"MenuItem","id":"cG9zdDo2Nw==","url":"https://www.berea.edu/our-inclusive-mission/","label":"Our Inclusive Mission"},{"__typename":"MenuItem","id":"cG9zdDo2Ng==","url":"https://www.berea.edu/no-tuition/","label":"No Tuition"},{"__typename":"MenuItem","id":"cG9zdDo2NQ==","url":"https://www.berea.edu/work-to-learn/","label":"Work to Learn"},{"__typename":"MenuItem","id":"cG9zdDo2NA==","url":"https://www.berea.edu/serving-appalachia/","label":"Serving Appalachia"}]},"menuItems_8d665_57b61":{"__typename":"RootQueryToMenuItemConnection","nodes":[{"__typename":"MenuItem","id":"cG9zdDo4NjUzOQ==","url":"https://give.berea.edu/page/64519/donate/1?ea.tracking.id=WEBGNDONMAIN","label":"Donate"},{"__typename":"MenuItem","id":"cG9zdDo4NjU0MQ==","url":"https://www.berea.edu/admissions/apply-for-admission/","label":"Apply"}]},"menuItems_8d665_6c4c0":{"__typename":"RootQueryToMenuItemConnection","nodes":[{"__typename":"MenuItem","id":"cG9zdDo3Mw==","label":"Life at Berea","url":"https://www.berea.edu/life-at-berea/","cssClasses":[],"databaseId":73,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":73,"order":1,"parentDatabaseId":0,"parentId":null,"path":"/life-at-berea/","target":null,"title":null,"uri":"/life-at-berea/"},{"__typename":"MenuItem","id":"cG9zdDo2Njg=","label":"Arts & Culture","url":"https://www.berea.edu/life-at-berea/arts-culture/","cssClasses":[],"databaseId":668,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":668,"order":2,"parentDatabaseId":73,"parentId":"cG9zdDo3Mw==","path":"/life-at-berea/arts-culture/","target":null,"title":null,"uri":"/life-at-berea/arts-culture/"},{"__typename":"MenuItem","id":"cG9zdDo2Njk=","label":"Athletics & Recreation","url":"https://www.berea.edu/life-at-berea/athletics-recreation/","cssClasses":[],"databaseId":669,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":669,"order":3,"parentDatabaseId":73,"parentId":"cG9zdDo3Mw==","path":"/life-at-berea/athletics-recreation/","target":null,"title":null,"uri":"/life-at-berea/athletics-recreation/"},{"__typename":"MenuItem","id":"cG9zdDo2NzA=","label":"Clubs & Organizations","url":"https://www.berea.edu/life-at-berea/clubs-organizations/","cssClasses":[],"databaseId":670,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":670,"order":4,"parentDatabaseId":73,"parentId":"cG9zdDo3Mw==","path":"/life-at-berea/clubs-organizations/","target":null,"title":null,"uri":"/life-at-berea/clubs-organizations/"},{"__typename":"MenuItem","id":"cG9zdDo2NzE=","label":"Housing & Dining","url":"https://www.berea.edu/life-at-berea/housing-dining/","cssClasses":[],"databaseId":671,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":671,"order":5,"parentDatabaseId":73,"parentId":"cG9zdDo3Mw==","path":"/life-at-berea/housing-dining/","target":null,"title":null,"uri":"/life-at-berea/housing-dining/"},{"__typename":"MenuItem","id":"cG9zdDo2Njc=","label":"Student Life","url":"https://www.berea.edu/life-at-berea/student-life/","cssClasses":[],"databaseId":667,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":667,"order":6,"parentDatabaseId":73,"parentId":"cG9zdDo3Mw==","path":"/life-at-berea/student-life/","target":null,"title":null,"uri":"/life-at-berea/student-life/"},{"__typename":"MenuItem","id":"cG9zdDo3Mg==","label":"Academics","url":"https://www.berea.edu/academics/","cssClasses":[],"databaseId":72,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":72,"order":7,"parentDatabaseId":0,"parentId":null,"path":"/academics/","target":null,"title":null,"uri":"/academics/"},{"__typename":"MenuItem","id":"cG9zdDo2NjQ=","label":"Departments & Programs","url":"https://www.berea.edu/academics/departments-programs/","cssClasses":[],"databaseId":664,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":664,"order":8,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/academics/departments-programs/","target":null,"title":null,"uri":"/academics/departments-programs/"},{"__typename":"MenuItem","id":"cG9zdDo2NjY=","label":"Majors and Minors","url":"https://www.berea.edu/academics/majors-and-minors/","cssClasses":[],"databaseId":666,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":666,"order":9,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/academics/majors-and-minors/","target":null,"title":null,"uri":"/academics/majors-and-minors/"},{"__typename":"MenuItem","id":"cG9zdDo5Mzg3Mw==","label":"On-Campus Work Program","url":"https://www.berea.edu/labor-program-office/","cssClasses":[],"databaseId":93873,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":93873,"order":10,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/labor-program-office/","target":null,"title":null,"uri":"/labor-program-office/"},{"__typename":"MenuItem","id":"cG9zdDo5MzkwNw==","label":"Study Abroad","url":"https://www.berea.edu/study-abroad/","cssClasses":[],"databaseId":93907,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":93907,"order":11,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/study-abroad/","target":null,"title":null,"uri":"/study-abroad/"},{"__typename":"MenuItem","id":"cG9zdDo5ODk3Ng==","label":"Hutchins Library","url":"https://www.berea.edu/hutchins-library","cssClasses":[],"databaseId":98976,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":98976,"order":12,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"https://www.berea.edu/hutchins-library","target":null,"title":null,"uri":"https://www.berea.edu/hutchins-library"},{"__typename":"MenuItem","id":"cG9zdDo5OTU5Ng==","label":"Internships & Career Development","url":"https://www.beyondberea.org/","cssClasses":[],"databaseId":99596,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":99596,"order":13,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"https://www.beyondberea.org/","target":null,"title":null,"uri":"https://www.beyondberea.org/"},{"__typename":"MenuItem","id":"cG9zdDo5Mzg3Nw==","label":"Centers","url":"https://www.berea.edu/centers/","cssClasses":[],"databaseId":93877,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":93877,"order":14,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/centers/","target":null,"title":null,"uri":"/centers/"},{"__typename":"MenuItem","id":"cG9zdDo5Mzg3Ng==","label":"Convocations","url":"https://www.berea.edu/convocations/","cssClasses":[],"databaseId":93876,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":93876,"order":15,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/convocations/","target":null,"title":null,"uri":"/convocations/"},{"__typename":"MenuItem","id":"cG9zdDo5NDEzMA==","label":"Liberal Arts Education","url":"https://www.berea.edu/liberal-arts-education/","cssClasses":[],"databaseId":94130,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":94130,"order":16,"parentDatabaseId":72,"parentId":"cG9zdDo3Mg==","path":"/liberal-arts-education/","target":null,"title":null,"uri":"/liberal-arts-education/"},{"__typename":"MenuItem","id":"cG9zdDo3MQ==","label":"Admissions & Aid","url":"https://www.berea.edu/admissions/","cssClasses":[],"databaseId":71,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":71,"order":17,"parentDatabaseId":0,"parentId":null,"path":"/admissions/","target":null,"title":null,"uri":"/admissions/"},{"__typename":"MenuItem","id":"cG9zdDo2NzM=","label":"Apply","url":"https://www.berea.edu/admissions/apply-for-admission/","cssClasses":[],"databaseId":673,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":673,"order":18,"parentDatabaseId":71,"parentId":"cG9zdDo3MQ==","path":"/admissions/apply-for-admission/","target":null,"title":null,"uri":"/admissions/apply-for-admission/"},{"__typename":"MenuItem","id":"cG9zdDo2NzY=","label":"Campus Visit and Virtual Experiences","url":"https://www.berea.edu/admissions/visiting-campus/","cssClasses":[],"databaseId":676,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":676,"order":19,"parentDatabaseId":71,"parentId":"cG9zdDo3MQ==","path":"/admissions/visiting-campus/","target":null,"title":null,"uri":"/admissions/visiting-campus/"},{"__typename":"MenuItem","id":"cG9zdDo5MzU5OQ==","label":"Student Financial Aid","url":"https://next.berea.edu/admissions/student-financial-aid","cssClasses":[],"databaseId":93599,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":93599,"order":20,"parentDatabaseId":71,"parentId":"cG9zdDo3MQ==","path":"https://next.berea.edu/admissions/student-financial-aid","target":null,"title":null,"uri":"https://next.berea.edu/admissions/student-financial-aid"},{"__typename":"MenuItem","id":"cG9zdDo3MA==","label":"Giving","url":"https://www.berea.edu/giving/","cssClasses":[],"databaseId":70,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":70,"order":21,"parentDatabaseId":0,"parentId":null,"path":"/giving/","target":null,"title":null,"uri":"/giving/"},{"__typename":"MenuItem","id":"cG9zdDo2Nzc=","label":"Contact Us","url":"https://www.berea.edu/giving/contact-us/","cssClasses":[],"databaseId":677,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":677,"order":22,"parentDatabaseId":70,"parentId":"cG9zdDo3MA==","path":"/giving/contact-us/","target":null,"title":null,"uri":"/giving/contact-us/"},{"__typename":"MenuItem","id":"cG9zdDo2Nzg=","label":"Donor Recognition","url":"https://www.berea.edu/giving/donor-recognition/","cssClasses":[],"databaseId":678,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":678,"order":23,"parentDatabaseId":70,"parentId":"cG9zdDo3MA==","path":"/giving/donor-recognition/","target":null,"title":null,"uri":"/giving/donor-recognition/"},{"__typename":"MenuItem","id":"cG9zdDo2Nzk=","label":"Funding Opportunities","url":"https://www.berea.edu/giving/funding-opportunities/","cssClasses":[],"databaseId":679,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":679,"order":24,"parentDatabaseId":70,"parentId":"cG9zdDo3MA==","path":"/giving/funding-opportunities/","target":null,"title":null,"uri":"/giving/funding-opportunities/"},{"__typename":"MenuItem","id":"cG9zdDo2ODM=","label":"Ways to Give","url":"https://www.berea.edu/giving/ways-to-give/","cssClasses":[],"databaseId":683,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":683,"order":25,"parentDatabaseId":70,"parentId":"cG9zdDo3MA==","path":"/giving/ways-to-give/","target":null,"title":null,"uri":"/giving/ways-to-give/"},{"__typename":"MenuItem","id":"cG9zdDo4NDUzNQ==","label":"Alumni","url":"https://www.berea.edu/alumni/","cssClasses":[],"databaseId":84535,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":84535,"order":26,"parentDatabaseId":0,"parentId":null,"path":"/alumni/","target":null,"title":null,"uri":"/alumni/"},{"__typename":"MenuItem","id":"cG9zdDoyOTQ=","label":"Athletics","url":"https://bereaathletics.com/","cssClasses":[],"databaseId":294,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":294,"order":27,"parentDatabaseId":0,"parentId":null,"path":"https://bereaathletics.com/","target":null,"title":null,"uri":"https://bereaathletics.com/"},{"__typename":"MenuItem","id":"cG9zdDoxMDE2MjM=","label":"Directory","url":"https://www.berea.edu/directory","cssClasses":[],"databaseId":101623,"description":null,"isRestricted":false,"linkRelationship":null,"locations":["PRIMARY"],"menuItemId":101623,"order":28,"parentDatabaseId":0,"parentId":null,"path":"https://www.berea.edu/directory","target":null,"title":null,"uri":"https://www.berea.edu/directory"}]},"page_98973_cb3c4":{"__typename":"Page","id":"cG9zdDo4NTAzMw==","title_b28e9_bf21a":"General Studies","uri":"/academics/departments-programs/general-studies/","parentId":"cG9zdDo1MjQ=","databaseId":85033,"slug":"general-studies","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":[{"__typename":"Page_Externallinks_links","url":"https://berea.smartcatalogiq.com/en/current/catalog/course-descriptions/gst-general-studies/","label":"Departmental Courses"},{"__typename":"Page_Externallinks_links","url":"https://berea.smartcatalogiq.com/en/current/catalog/about-academics/course-sequencing-tables/general-studies/","label":"Course Sequencing Table"},{"__typename":"Page_Externallinks_links","url":"https://www.beyondberea.org/resources/what-can-i-do-with-this-major/","label":"What Can I Do With This Major?"}]},"seo":{"__typename":"PostTypeSEO","title":"General Studies - Berea College","metaDesc":"The General Studies curriculum is where the goals of liberal education are explicitly addressed for all students.","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"General Studies","opengraphDescription":"The General Studies curriculum is where the goals of liberal education are explicitly addressed for all students.","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-08-18T13:53:29+00:00","opengraphPublishedTime":"","opengraphImage":{"__typename":"MediaItem","id":"cG9zdDo4NDY4NA==","sourceUrl_772ce_bf21a":"https://bereafaust.wpengine.com/wp-content/uploads/2022/08/departments-programs.jpg","altText":"Berea College Draper building","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":1200,"height":675}},"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/\",\"name\":\"General Studies - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"primaryImageOfPage\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/#primaryimage\"},\"image\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/#primaryimage\"},\"thumbnailUrl\":\"https://bereafaust.wpengine.com/wp-content/uploads/2022/08/departments-programs.jpg\",\"datePublished\":\"2022-09-09T00:23:45+00:00\",\"dateModified\":\"2023-08-18T13:53:29+00:00\",\"description\":\"The General Studies curriculum\\u00a0is where the goals of liberal education are explicitly addressed for all students.\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/#primaryimage\",\"url\":\"https://bereafaust.wpengine.com/wp-content/uploads/2022/08/departments-programs.jpg\",\"contentUrl\":\"https://bereafaust.wpengine.com/wp-content/uploads/2022/08/departments-programs.jpg\",\"width\":1200,\"height\":675,\"caption\":\"Berea College Draper building\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College offers a liberal education by helping students develop the skills, acquire the knowledge, and nurture the habits and attitudes that will enhance their ability to live reflectively and responsibly. This education should result in personal satisfaction as well as in growing awareness of one\\u2019s relations and obligations to the larger communities in which one participates. Believing that narrow specialization in the undergraduate years can inhibit growth and restrict opportunities, the College emphasizes a broad range of subjects and approaches to learning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College offers a liberal education by helping students develop the skills, acquire the knowledge, and nurture the habits and attitudes that will enhance their ability to live reflectively and responsibly. This education should result in personal satisfaction as well as in growing awareness of one’s relations and obligations to the larger communities in which one participates. Believing that narrow specialization in the undergraduate years can inhibit growth and restrict opportunities, the College emphasizes a broad range of subjects and approaches to learning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The General Studies curriculum is where the goals of liberal education are explicitly addressed for all students. It is designed to help students (1) develop their abilities to think critically and to communicate effectively through writing and speaking; (2) deepen their understanding of their cultural heritage, including religion, history, the arts, and the natural and social sciences; and (3) cultivate their appreciation of human diversity and their capacity for moral reflection.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The General Studies curriculum is where the goals of liberal education are explicitly addressed for all students. It is designed to help students (1) develop their abilities to think critically and to communicate effectively through writing and speaking; (2) deepen their understanding of their cultural heritage, including religion, history, the arts, and the natural and social sciences; and (3) cultivate their appreciation of human diversity and their capacity for moral reflection."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Classrooms, laboratories, studios, workshops and libraries are not the only sites of powerful learning. Informal conversations with teachers and labor supervisors; convocation programs; and the day-to-day interaction with fellow members of our diverse student body also contribute significantly to one\\u2019s liberal education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Classrooms, laboratories, studios, workshops and libraries are not the only sites of powerful learning. Informal conversations with teachers and labor supervisors; convocation programs; and the day-to-day interaction with fellow members of our diverse student body also contribute significantly to one’s liberal education."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | 320 Lincoln Hall | Berea, KY 40404 | 859-985-3210\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | 320 Lincoln Hall | Berea, KY 40404 | 859-985-3210"}}],"hero":{"__typename":"Page_Hero","heading":"General Studies","pageTitle":"remove","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo4NDY4NA==","sourceUrl_772ce_bf21a":"https://bereafaust.wpengine.com/wp-content/uploads/2022/08/departments-programs.jpg","altText":"Berea College Draper building","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":1200,"height":675}},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5OTMzNA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Berea College New General Education Program","uri":"/academics/departments-programs/general-studies/berea-college-new-general-education-program/","modified":"2023-08-21T12:08:52","databaseId":99334,"slug":"berea-college-new-general-education-program","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Berea College New General Education Program - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Berea College New General Education Program","opengraphDescription":"The new general education program accompanies your major over your four years at Berea College. The new program has four component parts: Core: Distributions: Click on each of the tabs below to learn more about the program and its various components. For more information please visit the GEM (General Education Modification) website: https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-08-21T17:08:52+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/\",\"name\":\"Berea College New General Education Program - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-08-21T15:51:08+00:00\",\"dateModified\":\"2023-08-21T17:08:52+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Berea College New General Education Program\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/berea-college-new-general-education-program/","text":"Berea College New General Education Program"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The new general education program accompanies your major over your four years at Berea College.\\u00a0The new program has four component parts:<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The new general education program accompanies your major over your four years at Berea College. The new program has four component parts:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Core:<\\/em><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Core:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Learning & Inquiry\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Distributions:<\\/em><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Distributions:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Ways of Knowing\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Values\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Richnesses\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Click on each of the tabs below to learn more about the program and its various components.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Click on each of the tabs below to learn more about the program and its various components."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information please visit the GEM (General Education Modification) website:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information please visit the GEM (General Education Modification) website:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"https:\\/\\/www.berea.edu\\/academics\\/departments-programs\\/general-studies\\/gst-department-pages\\/general-education-modification-gem-committee<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_64e3880c86e1b\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Learning & Inquiry\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"Four Core Courses\\r\\n
\\r\\n \\t
L&I I: Explorations<\\/strong>\\u00a0(1^{st<\\/sup> term): Introduction to scholarly practices and interdisciplinary exploration within the Liberal Arts.<\\/li>\\r\\n \\t}
L&I II: Discoveries\\u00a0(<\\/strong>2^{nd<\\/sup> term): Builds on L&I I with an emphasis on research, analysis, argumentation, and discernment in selecting sources.<\\/li>\\r\\n \\t}
L&I III: Intersectional Justice in the U.S. <\\/strong>(taken within the first 4 terms): Centering Berea\\u2019s Great Commitments as a foundation to orient students towards a study of intersectional justice in the United States.<\\/li>\\r\\n \\t
L&I IV: Global Issues<\\/strong> (taken at junior or senior standing): Research and team-based problem-solving course. Substantial Research Project that tackles current global issues from a multi-disciplinary lens.<\\/li>\\r\\n<\\/ul>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Ways of Knowing\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"Students take courses in seven disciplinary areas for a total of 8 courses. At least one course<\\/em> will apply within your major.\\r\\n
\\r\\n \\t
Applied Disciplines<\\/li>\\r\\n \\t
Creative Arts<\\/li>\\r\\n \\t
Cultural & Ethnic Studies<\\/li>\\r\\n \\t
Humanities<\\/li>\\r\\n \\t
Natural Science (2)<\\/li>\\r\\n \\t
Quantitative<\\/li>\\r\\n \\t
Social Science<\\/li>\\r\\n<\\/ul>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Values\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"May be taken in any Way of Knowing (only one Value may apply)\\r\\n
\\r\\n \\t
Beyond the Borders: <\\/strong>Courses that promote a deeper understanding of the human world and encourage a sense of global citizenship by exploring the perspectives and ways of life of societies and cultures that extend beyond\\u00a0or transcend the national borders of the United States.<\\/li>\\r\\n \\t
Holistic Wellness: <\\/strong>Courses that center holistic personal development and understanding of dimensions of wellness.<\\/li>\\r\\n \\t
Power & Equity: <\\/strong>Courses that emphasize thinking critically about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. This value also invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power.<\\/li>\\r\\n \\t
Seeking Meaning: <\\/strong>Courses intended to help students develop an appreciation for the variety of human values through the systematic study of the histories, traditions, institutions, ideas, or applications of ethical, religious, and spiritual systems.<\\/li>\\r\\n \\t
Sustainability: <\\/strong>Courses that consider how to achieve balance among environment, equity, and economy.\\u202f A major component of the class dedicated to our engagement as humans\\u202fwith the natural world.<\\/li>\\r\\n<\\/ul>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Richnesses\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"Courses overlay with Ways of Knowing and Values courses\\r\\n
\\r\\n \\t
Internationally Rich: <\\/strong>Courses where 2\\/3 of the content is outside of the U.S. (May be a second Beyond the Borders class or any other Values and any Ways of Knowing.<\\/li>\\r\\n \\t
Quantitative: <\\/strong>Courses across the curriculum with a strong emphasis in quantitative analysis. These courses might be in Mathematics (beyond the Quantitative Focused course) or in any of the other Ways of Knowing.<\\/li>\\r\\n \\t
Writing Rich (2): <\\/strong>Courses across the curriculum with a rich and scaffolded experience with writing.\\u00a0 These\\u00a0courses could appear in any of the Values or Ways of Knowing.<\\/li>\\r\\n<\\/ul>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Competencies\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"Students may test out of these competencies:\\r\\n
\\r\\n \\t
Swimming Competency<\\/em><\\/li>\\r\\n \\t
Developmental Math Competency<\\/em><\\/li>\\r\\n<\\/ul>\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs_5_title\":\"Active Learning Experience\",\"_tabs_5_title\":\"field_tabs_tabs_title\",\"tabs_5_body\":\"Experiences may overlay with Ways of Knowing courses\\r\\n\\r\\nAn opportunity to explore interconnections among various venues for learning \\u2013 courses, labor, service, research, internships, etc.\",\"_tabs_5_body\":\"field_tabs_tabs_body\",\"tabs_6_title\":\"Physical Activity\",\"_tabs_6_title\":\"field_tabs_tabs_title\",\"tabs_6_body\":\".25 credit (2)\\r\\n\\r\\nOne may apply to HHP Wellness course and may overlay with Ways of Knowing courses\",\"_tabs_6_body\":\"field_tabs_tabs_body\",\"tabs\":7,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Four Core Courses
\n
\n
L&I I: Explorations (1^st term): Introduction to scholarly practices and interdisciplinary exploration within the Liberal Arts.
\n
L&I II: Discoveries (2^nd term): Builds on L&I I with an emphasis on research, analysis, argumentation, and discernment in selecting sources.
\n
L&I III: Intersectional Justice in the U.S. (taken within the first 4 terms): Centering Berea’s Great Commitments as a foundation to orient students towards a study of intersectional justice in the United States.
\n
L&I IV: Global Issues (taken at junior or senior standing): Research and team-based problem-solving course. Substantial Research Project that tackles current global issues from a multi-disciplinary lens.
\n
\n","title":"Learning & Inquiry"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Students take courses in seven disciplinary areas for a total of 8 courses. At least one course will apply within your major.
\n
\n
Applied Disciplines
\n
Creative Arts
\n
Cultural & Ethnic Studies
\n
Humanities
\n
Natural Science (2)
\n
Quantitative
\n
Social Science
\n
\n","title":"Ways of Knowing"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
May be taken in any Way of Knowing (only one Value may apply)
\n
\n
Beyond the Borders: Courses that promote a deeper understanding of the human world and encourage a sense of global citizenship by exploring the perspectives and ways of life of societies and cultures that extend beyond or transcend the national borders of the United States.
\n
Holistic Wellness: Courses that center holistic personal development and understanding of dimensions of wellness.
\n
Power & Equity: Courses that emphasize thinking critically about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. This value also invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power.
\n
Seeking Meaning: Courses intended to help students develop an appreciation for the variety of human values through the systematic study of the histories, traditions, institutions, ideas, or applications of ethical, religious, and spiritual systems.
\n
Sustainability: Courses that consider how to achieve balance among environment, equity, and economy.  A major component of the class dedicated to our engagement as humans with the natural world.
\n
\n","title":"Values"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Courses overlay with Ways of Knowing and Values courses
\n
\n
Internationally Rich: Courses where 2/3 of the content is outside of the U.S. (May be a second Beyond the Borders class or any other Values and any Ways of Knowing.
\n
Quantitative: Courses across the curriculum with a strong emphasis in quantitative analysis. These courses might be in Mathematics (beyond the Quantitative Focused course) or in any of the other Ways of Knowing.
\n
Writing Rich (2): Courses across the curriculum with a rich and scaffolded experience with writing. These courses could appear in any of the Values or Ways of Knowing.
\n
\n","title":"Richnesses"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Students may test out of these competencies:
\n
\n
Swimming Competency
\n
Developmental Math Competency
\n
\n","title":"Competencies"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Experiences may overlay with Ways of Knowing courses
\n
An opportunity to explore interconnections among various venues for learning – courses, labor, service, research, internships, etc.
\n","title":"Active Learning Experience"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
.25 credit (2)
\n
One may apply to HHP Wellness course and may overlay with Ways of Knowing courses
\n","title":"Physical Activity"}]}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5NzY3Nw==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Intercultural Development Inventory (IDI)","uri":"/academics/departments-programs/general-studies/intercultural-development-inventory-idi/","modified":"2023-08-21T10:49:01","databaseId":97677,"slug":"intercultural-development-inventory-idi","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Intercultural Development Inventory (IDI) - Berea College","metaDesc":"The Intercultural Development Inventory (IDI) is a confidential survey that is taken privately regarding one’s life experiences and is designed to provide feedback on both perceived and actual levels of intercultural competence. The IDI also provides a plan that can be used to build one’s intercultural competency skills.Divisions, departments, and groups are encouraged to take the IDI. Department Chairs, supervisors, group leaders, etc. may complete a Qualtrics request form (below) which will be submitted electronically to the Office of Academic Affairs. You will then be contacted with instructions to begin the survey process.","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Intercultural Development Inventory (IDI)","opengraphDescription":"The Intercultural Development Inventory (IDI) is a confidential survey that is taken privately regarding one’s life experiences and is designed to provide feedback on both perceived and actual levels of intercultural competence. The IDI also provides a plan that can be used to build one’s intercultural competency skills.Divisions, departments, and groups are encouraged to take the IDI. Department Chairs, supervisors, group leaders, etc. may complete a Qualtrics request form (below) which will be submitted electronically to the Office of Academic Affairs. You will then be contacted with instructions to begin the survey process.","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-08-21T15:49:01+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/\",\"name\":\"Intercultural Development Inventory (IDI) - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-07-11T18:18:34+00:00\",\"dateModified\":\"2023-08-21T15:49:01+00:00\",\"description\":\"The Intercultural Development Inventory (IDI) is a confidential survey that is taken privately regarding one\\u2019s life experiences and is designed to provide feedback on both perceived and actual levels of intercultural competence. The IDI also provides a plan that can be used to build one\\u2019s intercultural competency skills.Divisions, departments, and groups are encouraged to take the IDI. Department Chairs, supervisors, group leaders, etc. may complete a Qualtrics request form (below) which will be submitted electronically to the Office of Academic Affairs. You will then be contacted with instructions to begin the survey process.\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Intercultural Development Inventory (IDI)\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/intercultural-development-inventory-idi/","text":"Intercultural Development Inventory (IDI)"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Intercultural Development Inventory (IDI) is a confidential survey that is taken privately regarding one\\u2019s life experiences and is designed to provide feedback on both perceived and actual levels of intercultural competence. The IDI also provides a plan that can be used to build one\\u2019s intercultural competency skills.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Intercultural Development Inventory (IDI) is a confidential survey that is taken privately regarding one’s life experiences and is designed to provide feedback on both perceived and actual levels of intercultural competence. The IDI also provides a plan that can be used to build one’s intercultural competency skills."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Divisions, departments, and groups are encouraged to take the IDI. Department Chairs, supervisors, group leaders, etc. may complete a Qualtrics request form (below) which will be submitted electronically to the Office of Academic Affairs. You will then be contacted with instructions to begin the survey process.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Divisions, departments, and groups are encouraged to take the IDI. Department Chairs, supervisors, group leaders, etc. may complete a Qualtrics request form (below) which will be submitted electronically to the Office of Academic Affairs. You will then be contacted with instructions to begin the survey process."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"IDI Request Form<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"IDI Request Form"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreEmbedBlock","attributesJSON":"{\"caption\":\"\",\"allowResponsive\":true,\"responsive\":true,\"previewable\":true,\"url\":\"https:\\/\\/www.youtube.com\\/watch?v=QdxhozrbiW4\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"}","name":"core/embed","attributes":{"__typename":"CoreEmbedBlockAttributes","url":"https://www.youtube.com/watch?v=QdxhozrbiW4","providerNameSlug":"youtube"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU1Nw==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NDk3OA==","title_b28e9_bf21a":"GSTR Section Descriptions","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","parentId":"cG9zdDo5MTU1Nw==","modified":"2023-04-03T14:07:48","databaseId":94978,"slug":"gstr-section-descriptions","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR Section Descriptions - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR Section Descriptions","opengraphDescription":"Here you will find pages containing section descriptions listed by individual instructor’s name, as well as overall student learning outcomes for each GSTR course. Instructors should feel free to contact Sam Cole (colesa@berea.edu) at anytime if their section description(s) need updating. Program Information General Education Program – Berea College Online Catalog","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-04-03T19:07:48+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\",\"name\":\"GSTR Section Descriptions - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-03T18:49:24+00:00\",\"dateModified\":\"2023-04-03T19:07:48+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Here you will find pages containing section descriptions listed by individual instructor\\u2019s name, as well as overall student learning outcomes for each GSTR course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Here you will find pages containing section descriptions listed by individual instructor’s name, as well as overall student learning outcomes for each GSTR course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Instructors should feel free to contact Sam Cole (colesa@berea.edu<\\/a>) at anytime if their section description(s) need updating.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Instructors should feel free to contact Sam Cole (colesa@berea.edu) at anytime if their section description(s) need updating."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Program Information\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Program Information"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
General Education Program \\u2013 Berea College Online Catalog<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NTEwOQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/","modified":"2024-04-01T10:11:36","databaseId":95109,"slug":"gstr-410","contentTypeName":"page","title_b28e9_bf21a":"GSTR 410","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 410 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 410","opengraphDescription":"Seminar in Contemporary Global Issues Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). Offered: Typically Fall and Spring terms (first offered Fall 2007). As a capstone experience for General Education, this course invites students to synthesize and integrate their learning by using their developing abilities to … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-01T15:11:36+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":19,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/\",\"name\":\"GSTR 410 - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-04T17:44:18+00:00\",\"dateModified\":\"2024-04-01T15:11:36+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"},{\"@type\":\"ListItem\",\"position\":7,\"name\":\"GSTR 410\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-410/","text":"GSTR 410"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Seminar in Contemporary Global Issues<\\/strong>\",\"level\":2,\"anchor\":\"h-seminar-in-contemporary-global-issues\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-seminar-in-contemporary-global-issues","content":"Seminar in Contemporary Global Issues"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). Offered: Typically Fall and Spring terms (first offered Fall 2007). As a capstone experience for General Education, this course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. Each section explores a topic determined by the instructors and is structured to model broadly multi-disciplinary approaches needed to understand complex problems. Each section involves faculty working closely with students\\u2019 independent research leading to a presentation of a project to others in the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). Offered: Typically Fall and Spring terms (first offered Fall 2007). As a capstone experience for General Education, this course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. Each section explores a topic determined by the instructors and is structured to model broadly multi-disciplinary approaches needed to understand complex problems. Each section involves faculty working closely with students’ independent research leading to a presentation of a project to others in the course."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"learn about a contemporary global issue from diverse disciplinary approaches;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"recognize and appreciate distinct disciplinary approaches, their strengths, limits, and contributions to integrative understanding of complex global issues;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"build upon, use, and synthesize previous learning in General Education, elective disciplines, and major field of study;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"engage in independent, multi-disciplinary inquiry and research of a complex, contemporary issue before the world;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"develop an informed position on a complex global issue and formally present orally the results of research to scholarly peers and faculty.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 410. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes<\\/a> for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 410. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Anderson, Broughton:<\\/strong> The World on Fire (Where is the love?). <\\/em>Our world appears to be on fire with armed conflicts, but do we understand what is happening? Do we understand the roots of these conflicts? Do we understand our role in global conflict? Do we understand how these conflicts impact us? This class will examine case studies around the world with the aim to better understand this world on fire. An examination of racism, sexuality and gender discrimination, wealth distribution, health disparities, and political upheaval is critical. This class will also explore our constructions of the world as a means of understanding why we think and believe the ways we do. We will use anthropological theories and methods to explore our world and to work towards what it means to be a human in this world. Final papers will examine a specific case study but with a means to locate love in the world. By asking \\u201cWhere is the love?,\\u201d the outcome of this paper, specifically, and this class, generally, is to shift from hate and mistrust of the other towards love and acceptance.
*Please be aware that exploring armed conflict and our beliefs around conflict will, at times, be emotionally draining. All students will be expected to be respectful of each other\\u2019s feelings.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Anderson, Broughton: The World on Fire (Where is the love?). Our world appears to be on fire with armed conflicts, but do we understand what is happening? Do we understand the roots of these conflicts? Do we understand our role in global conflict? Do we understand how these conflicts impact us? This class will examine case studies around the world with the aim to better understand this world on fire. An examination of racism, sexuality and gender discrimination, wealth distribution, health disparities, and political upheaval is critical. This class will also explore our constructions of the world as a means of understanding why we think and believe the ways we do. We will use anthropological theories and methods to explore our world and to work towards what it means to be a human in this world. Final papers will examine a specific case study but with a means to locate love in the world. By asking “Where is the love?,” the outcome of this paper, specifically, and this class, generally, is to shift from hate and mistrust of the other towards love and acceptance.
*Please be aware that exploring armed conflict and our beliefs around conflict will, at times, be emotionally draining. All students will be expected to be respectful of each other’s feelings."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Broadhead, Edwin: <\\/strong>Religious Conflict in the Modern Era. <\\/em>This course will analyze the role of religious conflict in the 20th and 21st century. Charles Kimball\\u2019s When Religion Becomes Evil<\\/em> will be used to establish a phenomenological grid for evaluating pathological traits within a wide range of religious traditions. This class will also discuss tools for critical analysis and will demonstrate how an issue may be approached through different modes of discourse. Students will be taught to look for a variety of factors at work in a specific religious conflict: among these are historical, sociological, cultural, political, economic, and environmental factors. Student projects will use a multidisciplinary perspective to investigate specific religious conflicts in area such as: the Middle East; Northern Ireland; the Balkans; India and Pakistan; and Iran, Iraq, Pakistan, and Afghanistan.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Broadhead, Edwin: Religious Conflict in the Modern Era. This course will analyze the role of religious conflict in the 20th and 21st century. Charles Kimball’s When Religion Becomes Evil will be used to establish a phenomenological grid for evaluating pathological traits within a wide range of religious traditions. This class will also discuss tools for critical analysis and will demonstrate how an issue may be approached through different modes of discourse. Students will be taught to look for a variety of factors at work in a specific religious conflict: among these are historical, sociological, cultural, political, economic, and environmental factors. Student projects will use a multidisciplinary perspective to investigate specific religious conflicts in area such as: the Middle East; Northern Ireland; the Balkans; India and Pakistan; and Iran, Iraq, Pakistan, and Afghanistan."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In addition to theological issues, our focus will include issues such as history, sociology, culture, politics, economics and environmental factors.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In addition to theological issues, our focus will include issues such as history, sociology, culture, politics, economics and environmental factors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Burnside, Jackie: <\\/strong>Weapons of the Weak.<\\/em> Can humor be another defense against the universe (Mel Brooks)? Humor, a cultural trait that anthropologists have documented in all societies, serves many functions depending upon the context and audience. For instance, dominant groups may use negative stereotypes and ridicule to ensure conformity to their status quo while subordinate groups may create humor, e.g. jokes, of a self-deprecating manner to \\u2018rise above\\u2019 the negative images aimed against them. As part of our comparative approach to learn more about various cultures\\u2019 traditions of humor and contexts, the functions served and the genres depicted (e.g. satire, irony, political, folklore and trickster), we will understand more about the ways in which humor represents \\u2018weapons of the weak.\\u2019\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Burnside, Jackie: Weapons of the Weak. Can humor be another defense against the universe (Mel Brooks)? Humor, a cultural trait that anthropologists have documented in all societies, serves many functions depending upon the context and audience. For instance, dominant groups may use negative stereotypes and ridicule to ensure conformity to their status quo while subordinate groups may create humor, e.g. jokes, of a self-deprecating manner to ‘rise above’ the negative images aimed against them. As part of our comparative approach to learn more about various cultures’ traditions of humor and contexts, the functions served and the genres depicted (e.g. satire, irony, political, folklore and trickster), we will understand more about the ways in which humor represents ‘weapons of the weak.’"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Cahill, Richard: <\\/strong>\\u201cWho is a Neighbor?\\u201d<\\/em> In a global age, is a refugee on the other side of the planet, your neighbor? What, if any, is your moral obligation? You will read primary sources from the Western tradition and from Middle Eastern traditions as you explore these questions. In this course you will connect with students in Egypt through video conferencing and\\/or online, to discuss texts and issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Cahill, Richard: “Who is a Neighbor?” In a global age, is a refugee on the other side of the planet, your neighbor? What, if any, is your moral obligation? You will read primary sources from the Western tradition and from Middle Eastern traditions as you explore these questions. In this course you will connect with students in Egypt through video conferencing and/or online, to discuss texts and issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Clark, Sean: <\\/strong>Global Challenges, Local Solutions<\\/em>. \\u201cNever doubt that a small group of thoughtful, committed citizens can change the world; indeed, it\\u2019s the only thing that ever has.\\u201d This inspiring and thought-provoking quote, usually attributed to anthropologist Margaret Mead, will serve as the central theme for this section. Rather than simply accepting the statement outright, however, we\\u2019ll use it as a starting point for examining the 17 Sustainable Development Goals (SDGs) agreed upon by the 193 member states of the United Nations (UN) in 2015. How are the global challenges described in these SDGs being addressed in a manner that results in desired improvements at local levels (e.g. cities, villages, communities and neighborhoods)? Can creative solutions yielding local breakthroughs in one part of the world be transferred to other areas effectively? If so, how? Are some challenges simply beyond the capacities of local problem-solving? And what are the necessary and appropriate roles of national governments, multinational corporations, organized religion, non-governmental organizations, and other institutions in reaching the UN SDGs by 2030? As a class we will explore and understand the rationale and current status of all of the SDGs. Then each student will have the opportunity to focus on one that interests them as the basis for the research project.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Clark, Sean: Global Challenges, Local Solutions. “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” This inspiring and thought-provoking quote, usually attributed to anthropologist Margaret Mead, will serve as the central theme for this section. Rather than simply accepting the statement outright, however, we’ll use it as a starting point for examining the 17 Sustainable Development Goals (SDGs) agreed upon by the 193 member states of the United Nations (UN) in 2015. How are the global challenges described in these SDGs being addressed in a manner that results in desired improvements at local levels (e.g. cities, villages, communities and neighborhoods)? Can creative solutions yielding local breakthroughs in one part of the world be transferred to other areas effectively? If so, how? Are some challenges simply beyond the capacities of local problem-solving? And what are the necessary and appropriate roles of national governments, multinational corporations, organized religion, non-governmental organizations, and other institutions in reaching the UN SDGs by 2030? As a class we will explore and understand the rationale and current status of all of the SDGs. Then each student will have the opportunity to focus on one that interests them as the basis for the research project."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Dickerson, Jacob:<\\/strong> Global Issues on the Final Frontier.<\\/em> It has been said that Science Fiction is more about the present than it is about the future. The genre provides the opportunity for allegorical \\u2013 and often critical \\u2013 explorations of contemporary concerns in a futuristic and fantastical setting. Since the time of its debut in 1966, the Star Trek<\\/em> television and film franchise has been at the forefront of the genre\\u2019s tendency toward social commentary. Creator Gene Roddenberry envisioned a peaceful future in which human understanding and intelligence are the drivers of progress. Using Star Trek<\\/em>as a focal point, this course will explore the ways in which global issues are presented in science fiction and popular culture more broadly. We will examine issues central to the Star Trek<\\/em> franchise, including (but not limited to) war, race, religion\\/spirituality, economics, the role of technology, and the definition of humanity. No previous knowledge of the Star Trek<\\/em> franchise is necessary.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Dickerson, Jacob: Global Issues on the Final Frontier. It has been said that Science Fiction is more about the present than it is about the future. The genre provides the opportunity for allegorical – and often critical – explorations of contemporary concerns in a futuristic and fantastical setting. Since the time of its debut in 1966, the Star Trek television and film franchise has been at the forefront of the genre’s tendency toward social commentary. Creator Gene Roddenberry envisioned a peaceful future in which human understanding and intelligence are the drivers of progress. Using Star Trekas a focal point, this course will explore the ways in which global issues are presented in science fiction and popular culture more broadly. We will examine issues central to the Star Trek franchise, including (but not limited to) war, race, religion/spirituality, economics, the role of technology, and the definition of humanity. No previous knowledge of the Star Trek franchise is necessary."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Ferreti, Gwendolyn: <\\/strong>Love, Death, & Migrant Flows: Transnational Movement in the Age of Restrictions.<\\/em> This capstone experience for General Education invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Ferreti, Gwendolyn: Love, Death, & Migrant Flows: Transnational Movement in the Age of Restrictions. This capstone experience for General Education invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This section of the course will examine the processes of global migration and its varied lived experiences including: the creation and maintenance of family; reshaping love across borders; and facing death and survivance. We will analyze regular and irregular transnational flows; economic and political refugees; and critically interrogate the effects and consequences of immigration laws and policies on migrants and refugees themselves. Employing interdisciplinary approaches, students will learn about migration and conduct\\/compose original research that draws from the fields, frames, and themes of course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This section of the course will examine the processes of global migration and its varied lived experiences including: the creation and maintenance of family; reshaping love across borders; and facing death and survivance. We will analyze regular and irregular transnational flows; economic and political refugees; and critically interrogate the effects and consequences of immigration laws and policies on migrants and refugees themselves. Employing interdisciplinary approaches, students will learn about migration and conduct/compose original research that draws from the fields, frames, and themes of course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Gowler, Steve:<\\/strong> Cosmopolitanism and Its Discontents<\\/em>. We will explore historical and contemporary understandings of world citizenship, considering arguments both for and against the universal values that underlie the ethical concept of cosmopolitanism. Global poverty, immigration, climate change, human rights, and nationalism are among the topics we will discuss. Required texts include Kwame Anthony Appiah\\u2019s Cosmopolitanism: Ethics in a World of Strangers<\\/em>, Viet Thanh Nguyen\\u2019s The Refugees<\\/em>, and Abhijit Banerjee and Esther Duflo\\u2019s Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Gowler, Steve: Cosmopolitanism and Its Discontents. We will explore historical and contemporary understandings of world citizenship, considering arguments both for and against the universal values that underlie the ethical concept of cosmopolitanism. Global poverty, immigration, climate change, human rights, and nationalism are among the topics we will discuss. Required texts include Kwame Anthony Appiah’s Cosmopolitanism: Ethics in a World of Strangers, Viet Thanh Nguyen’s The Refugees, and Abhijit Banerjee and Esther Duflo’s Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Gray, Gordon: <\\/strong>As one of the most important and controversial political topics in the USA in the early 2000s, immigration has received conspicuous amounts of news coverage, inflamed debates over issues of rights and privileges, and affected the way entire groups of people have been treated in this country. While undocumented international immigration receives most of the press, internal and temporary migrations are statistically more important\\u2014both internationally and in the USA. In this sense, the migration of people in the USA from poor and\\/or rural areas to urban areas is at least as crucial an issue. The drain of talent and labor from areas such as Appalachia has had a long and devastating effect upon the areas from which people are emigrating.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Gray, Gordon: As one of the most important and controversial political topics in the USA in the early 2000s, immigration has received conspicuous amounts of news coverage, inflamed debates over issues of rights and privileges, and affected the way entire groups of people have been treated in this country. While undocumented international immigration receives most of the press, internal and temporary migrations are statistically more important—both internationally and in the USA. In this sense, the migration of people in the USA from poor and/or rural areas to urban areas is at least as crucial an issue. The drain of talent and labor from areas such as Appalachia has had a long and devastating effect upon the areas from which people are emigrating."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this course, we will look at diverse movements of people over time and through space. In doing so, the course will focus on the economic and cultural rationales and consequences of human migration, not just on the places people are moving to, but on the places that people are moving from. We will investigate the multitude of forms that human migration has taken historically and takes now\\u2014both in the USA and internationally. Case studies will include: the Transatlantic Slave trade; the Partition of India; the displacement of the citizens of New Orleans after Hurricane Katrina; and the effects of the drug wars on people living on the border with Mexico. Student projects will focus on issues of migration, and in particular I would like students to relate American experiences and issues of migration with those of international migration, building on the perspectives from their majors in combination with the perspectives that form the basis for this course. Interdisciplinary approaches are encouraged.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this course, we will look at diverse movements of people over time and through space. In doing so, the course will focus on the economic and cultural rationales and consequences of human migration, not just on the places people are moving to, but on the places that people are moving from. We will investigate the multitude of forms that human migration has taken historically and takes now—both in the USA and internationally. Case studies will include: the Transatlantic Slave trade; the Partition of India; the displacement of the citizens of New Orleans after Hurricane Katrina; and the effects of the drug wars on people living on the border with Mexico. Student projects will focus on issues of migration, and in particular I would like students to relate American experiences and issues of migration with those of international migration, building on the perspectives from their majors in combination with the perspectives that form the basis for this course. Interdisciplinary approaches are encouraged."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Huck, Dan: <\\/strong>This section of the course will examine the response of the community of nations to genocide, crimes against humanity, and war crimes using the concepts and mechanisms of criminal law. Students will analyze the history of international criminal law development, especially since WWII. The course places particular emphasis on the development of the special tribunals for the former Yugoslavia and Rwanda, as well as the special court developed for Cambodia. The course will conclude with a consideration of the International Criminal Court\\u2019s first decade of operations, including a review of ongoing cases and a mock indictment proceeding conducted by students against persons of interest before the ICC.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Huck, Dan: This section of the course will examine the response of the community of nations to genocide, crimes against humanity, and war crimes using the concepts and mechanisms of criminal law. Students will analyze the history of international criminal law development, especially since WWII. The course places particular emphasis on the development of the special tribunals for the former Yugoslavia and Rwanda, as well as the special court developed for Cambodia. The course will conclude with a consideration of the International Criminal Court’s first decade of operations, including a review of ongoing cases and a mock indictment proceeding conducted by students against persons of interest before the ICC."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Lakhan, Ram:<\\/strong> A Global Perspective on World Health<\\/em>. The burdens of health diseases are unequally distributed. People with higher income have better health statuses than the poor in many countries. Why is this inequality there? Where are the gaps? How is our health connected globally? What are social, biological, and environmental factors that contribute to poor health and increase disparities with age, income, employment, education, gender, place of living, etc.? In this course, we will begin with an introduction to global health. We will then analyze global health systems and important global health challenges: HIV\\/AIDS, malaria, access to pharmaceuticals, and maternal and child health. The course will incorporate knowledge and views from multiple academic disciplines, including public health, economics, politics, management, and sociology. Current media events related to global health will also be integrated into classroom discussions. Students will conduct research and analyze identified issues related to global health.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Lakhan, Ram: A Global Perspective on World Health. The burdens of health diseases are unequally distributed. People with higher income have better health statuses than the poor in many countries. Why is this inequality there? Where are the gaps? How is our health connected globally? What are social, biological, and environmental factors that contribute to poor health and increase disparities with age, income, employment, education, gender, place of living, etc.? In this course, we will begin with an introduction to global health. We will then analyze global health systems and important global health challenges: HIV/AIDS, malaria, access to pharmaceuticals, and maternal and child health. The course will incorporate knowledge and views from multiple academic disciplines, including public health, economics, politics, management, and sociology. Current media events related to global health will also be integrated into classroom discussions. Students will conduct research and analyze identified issues related to global health."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Malaklou, M. Shadee:<\\/strong> The Revolution Will Not Be Humanized.<\\/em> This upper-division General Education capstone will introduce students to critiques of humanism in fields like Women\\u2019s and Gender (and Sexuality) Studies, Posthuman Studies, Critical Animal Studies, Feminist Science Studies, and other inter- and trans-disciplines that are committed to social justice. Students will read texts by international thinkers who agitate for a new global world order like Frantz Fanon, Sylvia Wynter, Kim Tallbear, Zakiyyah Iman Jackson, and others, in order to understand why liberal humanism has failed to protect the most vulnerable among us, and in order to understand how to move outside of humanist discourse in order to articulate our demands for revolution.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Malaklou, M. Shadee: The Revolution Will Not Be Humanized. This upper-division General Education capstone will introduce students to critiques of humanism in fields like Women’s and Gender (and Sexuality) Studies, Posthuman Studies, Critical Animal Studies, Feminist Science Studies, and other inter- and trans-disciplines that are committed to social justice. Students will read texts by international thinkers who agitate for a new global world order like Frantz Fanon, Sylvia Wynter, Kim Tallbear, Zakiyyah Iman Jackson, and others, in order to understand why liberal humanism has failed to protect the most vulnerable among us, and in order to understand how to move outside of humanist discourse in order to articulate our demands for revolution."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Martin, Deborah: <\\/strong>Fat Men in Skirts: Gender Performance and Identity. <\\/em>This class will examine performative elements of gender, and how those elements are descended from traditional theatrical approaches to text and practice. Issues of gender identity, context, and performance will be explored in both western and non-western cultures. Gender identity issues will manifest in examples that many in American society may deem taboo, including cross-dressing, drag performance, transvestitism, etc. Both historical and contemporary issues related to these topics will be included.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Martin, Deborah: Fat Men in Skirts: Gender Performance and Identity. This class will examine performative elements of gender, and how those elements are descended from traditional theatrical approaches to text and practice. Issues of gender identity, context, and performance will be explored in both western and non-western cultures. Gender identity issues will manifest in examples that many in American society may deem taboo, including cross-dressing, drag performance, transvestitism, etc. Both historical and contemporary issues related to these topics will be included."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The overarching aim of this course is to provide students with an understanding of gender as a culturally variable product and to broaden students\\u2019 understanding of genders and sexualities through a variety of case studies. The course explores the ways in which cultures, western as well as non-western, construct and provide meanings to gender roles. Cultural anthropologists have noted that while biological understandings of sexes are important, other aspects such as the role of social and cultural forces remain less-well known or naturalized and therefore demand attention and scrutiny. Because gender is often perceived as \\u201cnatural\\u201d rather than cultural, this course strives to destabilize our assumptions and broaden understandings of these issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The overarching aim of this course is to provide students with an understanding of gender as a culturally variable product and to broaden students’ understanding of genders and sexualities through a variety of case studies. The course explores the ways in which cultures, western as well as non-western, construct and provide meanings to gender roles. Cultural anthropologists have noted that while biological understandings of sexes are important, other aspects such as the role of social and cultural forces remain less-well known or naturalized and therefore demand attention and scrutiny. Because gender is often perceived as “natural” rather than cultural, this course strives to destabilize our assumptions and broaden understandings of these issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Important content disclosure:<\\/u><\\/strong> <\\/strong>Some of the materials in this class have adult themes and subjects, sexual and\\/or violent situations, explicit language, etc. If you are likely to be offended by any of these, you are strongly encouraged to register for another section.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Important content disclosure: Some of the materials in this class have adult themes and subjects, sexual and/or violent situations, explicit language, etc. If you are likely to be offended by any of these, you are strongly encouraged to register for another section."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- McKee, Lauren: <\\/strong> Energy resources are the fundamental thread that hold together the tapestry of globalization. Energy fuels militaries, drives commerce, and can raise standards of living. Access to resources (renewable and non-renewable) can incite wars between states, acts of terrorism, and territorial conflict. This course will examine the use of natural resources through the nexus of energy security, that is, within the context of economic, environmental, and national security. We will cover a diverse range of regions and issues, for example: early discoveries of oil in Titusville, PA, and subsequent industry development; criticality of oil in World War II; 1973 Arab Oil Embargo; the \\u201cresource curse\\u201d in countries such as Equatorial Guinea; nuclear energy and nuclear weapons; economic development and pollution in China; Russia and the oil\\/gas weapon, and more. We will also regularly incorporate news stories from around the world, using our historic and theoretical foundation to better understand current, global events. In the end, students should have a better understanding of the political implications of resource availability, consumption, and production.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- McKee, Lauren: Energy resources are the fundamental thread that hold together the tapestry of globalization. Energy fuels militaries, drives commerce, and can raise standards of living. Access to resources (renewable and non-renewable) can incite wars between states, acts of terrorism, and territorial conflict. This course will examine the use of natural resources through the nexus of energy security, that is, within the context of economic, environmental, and national security. We will cover a diverse range of regions and issues, for example: early discoveries of oil in Titusville, PA, and subsequent industry development; criticality of oil in World War II; 1973 Arab Oil Embargo; the “resource curse” in countries such as Equatorial Guinea; nuclear energy and nuclear weapons; economic development and pollution in China; Russia and the oil/gas weapon, and more. We will also regularly incorporate news stories from around the world, using our historic and theoretical foundation to better understand current, global events. In the end, students should have a better understanding of the political implications of resource availability, consumption, and production."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- McKiernan Gonzalez, Eileen:\\u00a0<\\/strong>Carol Kirby: Surviving Childbirth: Maternal Mortality in sub-Saharan Africa<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- McKiernan Gonzalez, Eileen: Carol Kirby: Surviving Childbirth: Maternal Mortality in sub-Saharan Africa."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The human female body is designed by nature for procreation. So why are so many women dying every day during pregnancy, delivery, and the postpartum period? Why are African women dying at substantially higher rates than any other continent on this earth? What is being done to address this disparity?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The human female body is designed by nature for procreation. So why are so many women dying every day during pregnancy, delivery, and the postpartum period? Why are African women dying at substantially higher rates than any other continent on this earth? What is being done to address this disparity?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This capstone experience invites students to synthesize and integrate previous learning while investigating multi-faceted and inter-related social, cultural, political, geographical, healthcare, and familial influences that directly impact on maternal and infant mortality rates in African countries. The student\\u2019s individual research on a specific country will culminate in a written paper and oral presentation in class.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This capstone experience invites students to synthesize and integrate previous learning while investigating multi-faceted and inter-related social, cultural, political, geographical, healthcare, and familial influences that directly impact on maternal and infant mortality rates in African countries. The student’s individual research on a specific country will culminate in a written paper and oral presentation in class."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Meadows, Richard: <\\/strong>Why are some countries poorer than others? What can be done to accelerate their development and reduce poverty? We will debate many facets of the question, including the legacy of colonialism, government, the economy, education, conflict, health, agriculture, natural resources & foreign aid. For your final project, you\\u2019ll choose a developing country and do a case study on why it is poor and what has been done and could be done to foster its development.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Meadows, Richard: Why are some countries poorer than others? What can be done to accelerate their development and reduce poverty? We will debate many facets of the question, including the legacy of colonialism, government, the economy, education, conflict, health, agriculture, natural resources & foreign aid. For your final project, you’ll choose a developing country and do a case study on why it is poor and what has been done and could be done to foster its development."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Norris, Ian: <\\/strong>Creativity and Innovation.<\\/em> From the cave paintings of Lascaux to the design labs of Silicon Valley; From the soaring heights of a Bach Cantata or Cologne Cathedral to the sustainable manufacturing facilities of BMW and the green architecture of Torre Reforma in Mexico City and the Shanghai Tower, what do creativity and innovation have in common, and what role does creativity play in solving the most pressing global problems today? We will examine the psychology of creativity and its application to problem-solving. We will also examine the process of design thinking and its role in product development and business innovation. Drawing on disciplinary backgrounds as well as campus work experience, students will apply creative insights and design thinking to a global problem of interest, guided by the UN Sustainable Development goals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Norris, Ian: Creativity and Innovation. From the cave paintings of Lascaux to the design labs of Silicon Valley; From the soaring heights of a Bach Cantata or Cologne Cathedral to the sustainable manufacturing facilities of BMW and the green architecture of Torre Reforma in Mexico City and the Shanghai Tower, what do creativity and innovation have in common, and what role does creativity play in solving the most pressing global problems today? We will examine the psychology of creativity and its application to problem-solving. We will also examine the process of design thinking and its role in product development and business innovation. Drawing on disciplinary backgrounds as well as campus work experience, students will apply creative insights and design thinking to a global problem of interest, guided by the UN Sustainable Development goals."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Parr, Mary: <\\/strong>Human Survival into the 22^{nd<\\/sup> Century.<\\/em> In the past 20 years, we have seen runaway carbon emissions accelerate climate change, major losses in terms of biodiversity of animal and plant species, increasing air quality issues, the emergence of new and dangerous diseases (not just COVID-19, but near-miss pandemics of Ebola and SARS earlier in the century). All of this raises real questions about if and how humanity can survive the stress to the planetary ecosystem we have placed on it. In this course, we will explore the various aspects of these challenges and how these problems can and must be addressed.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Parr, Mary: Human Survival into the 22^nd Century. In the past 20 years, we have seen runaway carbon emissions accelerate climate change, major losses in terms of biodiversity of animal and plant species, increasing air quality issues, the emergence of new and dangerous diseases (not just COVID-19, but near-miss pandemics of Ebola and SARS earlier in the century). All of this raises real questions about if and how humanity can survive the stress to the planetary ecosystem we have placed on it. In this course, we will explore the various aspects of these challenges and how these problems can and must be addressed."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Pearson, Eric<\\/strong>: Technology and Population.<\\/em> Throughout the 20^{th<\\/sup> century, technological advancements (the synthesis of nitrogen from fossil fuels, the near elimination of certain diseases, the so-called \\u201cGreen Revolution\\u201d) have contributed to a population growth unseen at any other time in human history. This course will follow these developments, pursuing answers to scientific, moral, political, economic, and other questions that arise from technological developments and population growth, which can be expected to continue deep into the 21^{st<\\/sup> century. Student research will focus on particular countries and how technology and population growth have affected all aspects of national and international issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Pearson, Eric: Technology and Population. Throughout the 20^th century, technological advancements (the synthesis of nitrogen from fossil fuels, the near elimination of certain diseases, the so-called “Green Revolution”) have contributed to a population growth unseen at any other time in human history. This course will follow these developments, pursuing answers to scientific, moral, political, economic, and other questions that arise from technological developments and population growth, which can be expected to continue deep into the 21^st century. Student research will focus on particular countries and how technology and population growth have affected all aspects of national and international issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Poggio, Carlos G.:<\\/strong> International Public Policy Formulation. <\\/em>This project-centered course teaches students how to research and present effective policy advice through the development of a policy brief. The course aims to improve practical skills for identifying problems in the field of International Relations and formulating recommendations to help policymakers make decisions. In following Albert Einstein\\u2019s advice, who once said: \\u201cIf I had an hour to solve a problem, I\\u2019d spend 55 minutes thinking about the problem and five minutes thinking about solutions,\\u201d the greater part of the course will be dedicated to thinking about a global problem and defining it clearly. The course, therefore, is less about trying to solve world\\u2019s problems and more about scrutinizing a particular problem chosen by the student. At the end of the course, students are expected to: 1. Know how to identify a concrete global policy issue, 2. Refine their analytical skills, 3. Be able to effectively produce and present recommendations to influence the formulation of public policies in the international arena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Poggio, Carlos G.: International Public Policy Formulation. This project-centered course teaches students how to research and present effective policy advice through the development of a policy brief. The course aims to improve practical skills for identifying problems in the field of International Relations and formulating recommendations to help policymakers make decisions. In following Albert Einstein’s advice, who once said: “If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions,” the greater part of the course will be dedicated to thinking about a global problem and defining it clearly. The course, therefore, is less about trying to solve world’s problems and more about scrutinizing a particular problem chosen by the student. At the end of the course, students are expected to: 1. Know how to identify a concrete global policy issue, 2. Refine their analytical skills, 3. Be able to effectively produce and present recommendations to influence the formulation of public policies in the international arena."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Reid, Maurice: <\\/strong>Winning with Logistics. <\\/em>This section of GSTR 410 will study the evolution of transportation systems, technology, and corporations in the development of global supply chains and their competitive impact on organizations, governments, countries, and economies. Beginning with the start of recorded commerce the class will trace major developments in logistics, supply chain management, and commercial organizations to understand how and why these trends have affected firm and regional competitiveness. This class will learn about the growth of freight handling systems and their impact on the economies of the regions they serve, as well as the use of communications technology and its impact on the way commerce is conducted. The class will study what motivates an economy\\/government to develop transportation infrastructure, the benefits of having an efficient transportation network, and how different economies have used logistics practices to grow and dominate a region. Given this history of development and growth, the class will explore why and how organizations benefit from having access to efficient transportation and applying technology to transportation practices. This course will use case studies, readings, and a research paper to demonstrate student understanding and application of the theory discussed in the class. The research component of this section will be satisfied by a research paper demonstrating an understanding of supply chain choices and their impact on an organization\\u2019s performance in its environment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Reid, Maurice: Winning with Logistics. This section of GSTR 410 will study the evolution of transportation systems, technology, and corporations in the development of global supply chains and their competitive impact on organizations, governments, countries, and economies. Beginning with the start of recorded commerce the class will trace major developments in logistics, supply chain management, and commercial organizations to understand how and why these trends have affected firm and regional competitiveness. This class will learn about the growth of freight handling systems and their impact on the economies of the regions they serve, as well as the use of communications technology and its impact on the way commerce is conducted. The class will study what motivates an economy/government to develop transportation infrastructure, the benefits of having an efficient transportation network, and how different economies have used logistics practices to grow and dominate a region. Given this history of development and growth, the class will explore why and how organizations benefit from having access to efficient transportation and applying technology to transportation practices. This course will use case studies, readings, and a research paper to demonstrate student understanding and application of the theory discussed in the class. The research component of this section will be satisfied by a research paper demonstrating an understanding of supply chain choices and their impact on an organization’s performance in its environment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Richey, Jeff: <\\/strong>Tradition and Modernity in East Asian Cinema.<\\/em> By watching and discussing classic and contemporary films from China, South Korea, and Japan, and reflecting on the historical process of modernization in these countries during the 19th and 20th centuries, students will come to understand why modern East Asian societies combine the past and the present, the indigenous and the Western, as they do, what the social costs and benefits of such cultural fusions are, and how such \\u201ccompressed modernity\\u201d relates to the rest of the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Richey, Jeff: Tradition and Modernity in East Asian Cinema. By watching and discussing classic and contemporary films from China, South Korea, and Japan, and reflecting on the historical process of modernization in these countries during the 19th and 20th centuries, students will come to understand why modern East Asian societies combine the past and the present, the indigenous and the Western, as they do, what the social costs and benefits of such cultural fusions are, and how such “compressed modernity” relates to the rest of the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Sergent, Tyler:<\\/strong> Faith and Fanatics: Religious Extremists at Home and Abroad. <\\/em>The narrative propagated in western media and political discourse continues to use the terms \\u201cradical\\u201d and \\u201cextremist\\u201d to describe religious groups that are predominately found outside of North America and western Europe. Historical and contemporary realities contradict this narrative, and we can observe and study radical, extremist, violent religious groups originating within North America and Western Europe. We can also identify radical, extremist, violent policies by North American and Western European nations\\u2014through colonialism, imperialism, and various forms of political and economic hegemony\\u2014that have contributed to the radicalization, extremism, and violence of religious groups found around the world. Our course will study both local and global religious extremism in order to understand its historical motivations, contemporary actions, and to analyze critically its claims of religious identity and authority.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Sergent, Tyler: Faith and Fanatics: Religious Extremists at Home and Abroad. The narrative propagated in western media and political discourse continues to use the terms “radical” and “extremist” to describe religious groups that are predominately found outside of North America and western Europe. Historical and contemporary realities contradict this narrative, and we can observe and study radical, extremist, violent religious groups originating within North America and Western Europe. We can also identify radical, extremist, violent policies by North American and Western European nations—through colonialism, imperialism, and various forms of political and economic hegemony—that have contributed to the radicalization, extremism, and violence of religious groups found around the world. Our course will study both local and global religious extremism in order to understand its historical motivations, contemporary actions, and to analyze critically its claims of religious identity and authority."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Starnes, Bobby: <\\/strong>This course will explore historical and contemporary issues and experiences, both shared and unique, of Indigenous peoples around the globe. It is designed to help us get past the stereotypes and superficial knowledge we may have and into learning about these cultures in ways that help us see, understand, and identify the value of Indigenous peoples\\u2019 traditions, histories, and cultural expectations. At the same time, we will explore the ways these cultural groups experience, respond to, and resist external pressure to \\u201cmodernize\\u201d or assimilate\\u2013and the often-accompanying threats to their lives, land, resources, and ways of life. Using existing research, you will construct an understanding of validity threats, identify design defects, and critically and skeptically study the research base relating to one Indigenous group. You will use diverse entry points and include the voices of the Indigenous peoples themselves. Using shared learning techniques and a variety of hands-on experiences, you will prepare and present either a project or paper that fulfills the course requirements identified in the GSTR 410 general description.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Starnes, Bobby: This course will explore historical and contemporary issues and experiences, both shared and unique, of Indigenous peoples around the globe. It is designed to help us get past the stereotypes and superficial knowledge we may have and into learning about these cultures in ways that help us see, understand, and identify the value of Indigenous peoples’ traditions, histories, and cultural expectations. At the same time, we will explore the ways these cultural groups experience, respond to, and resist external pressure to “modernize” or assimilate–and the often-accompanying threats to their lives, land, resources, and ways of life. Using existing research, you will construct an understanding of validity threats, identify design defects, and critically and skeptically study the research base relating to one Indigenous group. You will use diverse entry points and include the voices of the Indigenous peoples themselves. Using shared learning techniques and a variety of hands-on experiences, you will prepare and present either a project or paper that fulfills the course requirements identified in the GSTR 410 general description."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Stokes, Emmanuel: <\\/strong>\\u201cYou Don\\u2019t Own Me\\u201d: Cultural Appropriation and Arts around the Globe. <\\/em>In this course we will explore ideas of ownership, appropriation, and misappropriation in artistic and creative endeavors around the world, and responses to them. With its title taken from Leslie Gore\\u2019s 1963 hit song with a Civil Rights focus and an intentionally feminist stance, this will include discourse on art through the vehicles of music, visuals, theatre, aesthetics, ethnicity, race, politics, identity performativity, and sexual expression from around the globe. The course will establish baseline inquiries such as, \\u201cwhat is art,\\u201d \\u201cwhat is ownership,\\u201d and \\u201cwhat is appropriation,\\u201d to then investigate larger queries such as \\u201ccan \\u2018beautiful\\u2019 \\u2018art\\u2019 come from culturally appropriative practices,\\u201d \\u201cdo culturally appropriative behaviors sometimes flatter,\\u201d and \\u201ccan the benefits of culturally appropriative practices outweigh the costs in certain (or any) circumstances?\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Stokes, Emmanuel: “You Don’t Own Me”: Cultural Appropriation and Arts around the Globe. In this course we will explore ideas of ownership, appropriation, and misappropriation in artistic and creative endeavors around the world, and responses to them. With its title taken from Leslie Gore’s 1963 hit song with a Civil Rights focus and an intentionally feminist stance, this will include discourse on art through the vehicles of music, visuals, theatre, aesthetics, ethnicity, race, politics, identity performativity, and sexual expression from around the globe. The course will establish baseline inquiries such as, “what is art,” “what is ownership,” and “what is appropriation,” to then investigate larger queries such as “can ‘beautiful’ ‘art’ come from culturally appropriative practices,” “do culturally appropriative behaviors sometimes flatter,” and “can the benefits of culturally appropriative practices outweigh the costs in certain (or any) circumstances?”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Thornton, Michelle:<\\/strong> Contemporary Global Issues in Sport: Olympic Games.<\\/em>The Olympic Games is not a world unto its own, separate from our world and society. Everything in our world is in the Olympic Games: race, gender, religion, race and culture, violence, and drugs. In today\\u2018s world, the Olympic Games has become a great emotional outlet and escape for the world. With that pressure on it, how can the Olympic Games be anything but a microcosm of our world? In this section we will focus on the largest, regularly scheduled international gathering in the world: the Olympic Games. Particular attention will be given to the political significance of the Games and how national and ideological rivalries have showcased and recognized the largest and smallest of worldwide communities. The visibility of the Olympic Games has made them an attractive target for many political and social causes including political discrimination, boycotts, terrorism, communism vs. democracy, commercialism, amateur vs. professional athlete, drug use and testing, etc. Current media events, related to sport and the Olympic Games, will be integrated into class discussions. Students will conduct research and analyze identified issues related to the Olympic Games.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Thornton, Michelle: Contemporary Global Issues in Sport: Olympic Games.The Olympic Games is not a world unto its own, separate from our world and society. Everything in our world is in the Olympic Games: race, gender, religion, race and culture, violence, and drugs. In today‘s world, the Olympic Games has become a great emotional outlet and escape for the world. With that pressure on it, how can the Olympic Games be anything but a microcosm of our world? In this section we will focus on the largest, regularly scheduled international gathering in the world: the Olympic Games. Particular attention will be given to the political significance of the Games and how national and ideological rivalries have showcased and recognized the largest and smallest of worldwide communities. The visibility of the Olympic Games has made them an attractive target for many political and social causes including political discrimination, boycotts, terrorism, communism vs. democracy, commercialism, amateur vs. professional athlete, drug use and testing, etc. Current media events, related to sport and the Olympic Games, will be integrated into class discussions. Students will conduct research and analyze identified issues related to the Olympic Games."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Vazzana, Caryn: <\\/strong>Human Migration: Movement of People and the Transformation of Cultures Around the World.<\\/em> This course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. This section of the course will examine the winners and losers and the positive and negative aspects that accompany migration of people and their different cultures coming together. In the course, we will consider all types of international migrants: regular and irregular migrants, refugees, and those trafficked against their will. We will try to understand why individuals leave and how this impacts them, their families, the countries they leave and the countries to which they come.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Vazzana, Caryn: Human Migration: Movement of People and the Transformation of Cultures Around the World. This course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. This section of the course will examine the winners and losers and the positive and negative aspects that accompany migration of people and their different cultures coming together. In the course, we will consider all types of international migrants: regular and irregular migrants, refugees, and those trafficked against their will. We will try to understand why individuals leave and how this impacts them, their families, the countries they leave and the countries to which they come."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwNQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/","modified":"2024-04-01T10:06:09","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"GSTR 332","databaseId":95105,"slug":"gstr-332","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 332 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 332","opengraphDescription":"Scientific Origins Prerequisite: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing. Offered: Typically Fall and Spring terms (first offered Fall 2017). This course invites students to examine the nature of the physical and biological universe, including modern scientific theories of its origin, formation, and evolution. Emphasis is on the nature of science and scientific … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-01T15:06:09+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":9,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/\",\"name\":\"GSTR 332 - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-04T17:37:46+00:00\",\"dateModified\":\"2024-04-01T15:06:09+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"},{\"@type\":\"ListItem\",\"position\":7,\"name\":\"GSTR 332\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/","text":"GSTR 332"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Scientific Origins\",\"level\":2,\"anchor\":\"h-scientific-origins\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-scientific-origins","content":"Scientific Origins"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Prerequisite: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing. Offered: Typically Fall and Spring terms (first offered Fall 2017). This course invites students to examine the nature of the physical and biological universe, including modern scientific theories of its origin, formation, and evolution. Emphasis is on the nature of science and scientific ways of knowing, including the historical development of laws, models, and theories.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Prerequisite: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing. Offered: Typically Fall and Spring terms (first offered Fall 2017). This course invites students to examine the nature of the physical and biological universe, including modern scientific theories of its origin, formation, and evolution. Emphasis is on the nature of science and scientific ways of knowing, including the historical development of laws, models, and theories."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will begin to understand their place in nature and the similarities which they share with all forms of life and matter. Each section of the course will include an opportunity for students to participate in significant scientific inquiry.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will begin to understand their place in nature and the similarities which they share with all forms of life and matter. Each section of the course will include an opportunity for students to participate in significant scientific inquiry."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A student successfully completing GSTR 332 will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A student successfully completing GSTR 332 will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Understand that the nature of the physical and biological universe is one of change, that these changes occur over timescales of millions to billions of years, and that we can come to understand and explain these changes using the methods of science.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Understand the dynamic nature of science, and the role of new evidence in establishing more refined models, laws, hypotheses, and theories that better explain and predict natural phenomena;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Understand the roles of critical thinking, quantitative reasoning, and creativity in scientific inquiry, as well as the logic of scientific thinking and the role of evidence in constructing scientific knowledge;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Demonstrate knowledge of specific natural science content presented within the context of the course.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 332. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 332. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTTR 332- Adams, Christopher A.:<\\/strong> Conservation Science: Protecting Ecosystems and Species in Peril.<\\/em> With the many threats to stable global ecosystems (particularly, global climate change), the professional research output within the sub-discipline of conservation science has increased dramatically over the last few years. Thus, it is a very timely and necessary course for students who want to be good stewards of our natural resources, as well as help protect species in peril. Also, conservation science is one of the few biological sub-disciplines that regularly intersects with other knowledge areas, such as philosophy, sociology, economics, political science, etc. This course is one of the few science courses within our curriculum that allows students to thoroughly explore how their primary discipline of study is informed by, integrated with, and impacts other distinct knowledge bases. Conservation biology is the scientific study of the phenomena that affect the loss, restoration, and maintenance of biological diversity. Topics covered include: 1) the impacts of species invasions, habitat destruction and climate change on biodiversity, 2) conservation strategies developed to combat these threats, 3) how healthy, biologically diverse systems and biodiversity loss impact the human species and 4) a consideration of key economic and ethical tradeoffs of conservation practices. Special attention will be paid to current debate and controversy within this rapidly emerging field of study. The conservation science emphasis, in terms of content and activities, would meet several curriculum goals. These include, but are not limited to, (a) understanding fundamental concepts in biology and environmental science, (b) evaluating, interpreting, and communicating scientific information, (c) increasing scientific literacy, and (d) enhancing the application of knowledge and development of career skills.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTTR 332- Adams, Christopher A.: Conservation Science: Protecting Ecosystems and Species in Peril. With the many threats to stable global ecosystems (particularly, global climate change), the professional research output within the sub-discipline of conservation science has increased dramatically over the last few years. Thus, it is a very timely and necessary course for students who want to be good stewards of our natural resources, as well as help protect species in peril. Also, conservation science is one of the few biological sub-disciplines that regularly intersects with other knowledge areas, such as philosophy, sociology, economics, political science, etc. This course is one of the few science courses within our curriculum that allows students to thoroughly explore how their primary discipline of study is informed by, integrated with, and impacts other distinct knowledge bases. Conservation biology is the scientific study of the phenomena that affect the loss, restoration, and maintenance of biological diversity. Topics covered include: 1) the impacts of species invasions, habitat destruction and climate change on biodiversity, 2) conservation strategies developed to combat these threats, 3) how healthy, biologically diverse systems and biodiversity loss impact the human species and 4) a consideration of key economic and ethical tradeoffs of conservation practices. Special attention will be paid to current debate and controversy within this rapidly emerging field of study. The conservation science emphasis, in terms of content and activities, would meet several curriculum goals. These include, but are not limited to, (a) understanding fundamental concepts in biology and environmental science, (b) evaluating, interpreting, and communicating scientific information, (c) increasing scientific literacy, and (d) enhancing the application of knowledge and development of career skills."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Baptiste, Quinn: <\\/strong>World Science, an Animal Perspective. <\\/em>This course will focus on an examination of the immediate and more distant world environment that animals have been exposed to throughout the ages. The evolving environments and the challenges that are placed upon animal anatomy and physiology will be explored. The resultant effects of anatomical and physiological modifications on behavioral responses of animals will also be examined. Consequently, the course will provide students with opportunities to explore natural science disciplines (biology, chemistry, earth sciences, astronomy, and physics). These disciplines will be explored through an integrative approach, with the aim of providing students with a basic understanding of how scientific knowledge and inquiry applies to the existence of animals within contemporary environments. Students\\u2019 acquisition of pertinent scientific knowledge and skills will be facilitated through their engagement in inquiry based learning experiences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Baptiste, Quinn: World Science, an Animal Perspective. This course will focus on an examination of the immediate and more distant world environment that animals have been exposed to throughout the ages. The evolving environments and the challenges that are placed upon animal anatomy and physiology will be explored. The resultant effects of anatomical and physiological modifications on behavioral responses of animals will also be examined. Consequently, the course will provide students with opportunities to explore natural science disciplines (biology, chemistry, earth sciences, astronomy, and physics). These disciplines will be explored through an integrative approach, with the aim of providing students with a basic understanding of how scientific knowledge and inquiry applies to the existence of animals within contemporary environments. Students’ acquisition of pertinent scientific knowledge and skills will be facilitated through their engagement in inquiry based learning experiences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Birner, Suzanne: <\\/strong>The Sixth Extinction.<\\/em> Why is it important for a graduate of a liberal arts college to understand science? In other words, why do we require Berea students to take GSTR 332 or a selection of other science classes? In a decade where science and technology are changing the world around us at an unprecedented pace, which aspects of science are important for being able to think critically and understand the nuance of this ever-changing landscape, and which feel like obscure, useless trivia to be memorized and then forgotten? (I\\u2019m looking at you, mitochondria\\u2026) In this course, we\\u2019ll discuss not only what we know, but also how we know it. These topics will be addressed through the lens of one of the most pressing questions in science: Is our planet currently experiencing the sixth major mass extinction event in Earth history? And if so, are humans to blame? Rather than memorizing a set of facts about this topic, we\\u2019ll focus on scientific process<\\/em>, which amounts primarily to curiosity, asking questions, and figuring out clever ways to poke and prod at the things around us. What can we learn about our past and our future simply by looking at the rocks under our feet? What can we learn from previous mass extinctions? For instance, why did the dinosaurs go extinct and how do we know this? Why is Kentucky, a landlocked state, abundant in fossilized seashells, many from species that went extinct over 200 million years ago? These are just a few of the questions we\\u2019ll explore as we investigate the past, present, and future habitability of our planet.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Birner, Suzanne: The Sixth Extinction. Why is it important for a graduate of a liberal arts college to understand science? In other words, why do we require Berea students to take GSTR 332 or a selection of other science classes? In a decade where science and technology are changing the world around us at an unprecedented pace, which aspects of science are important for being able to think critically and understand the nuance of this ever-changing landscape, and which feel like obscure, useless trivia to be memorized and then forgotten? (I’m looking at you, mitochondria…) In this course, we’ll discuss not only what we know, but also how we know it. These topics will be addressed through the lens of one of the most pressing questions in science: Is our planet currently experiencing the sixth major mass extinction event in Earth history? And if so, are humans to blame? Rather than memorizing a set of facts about this topic, we’ll focus on scientific process, which amounts primarily to curiosity, asking questions, and figuring out clever ways to poke and prod at the things around us. What can we learn about our past and our future simply by looking at the rocks under our feet? What can we learn from previous mass extinctions? For instance, why did the dinosaurs go extinct and how do we know this? Why is Kentucky, a landlocked state, abundant in fossilized seashells, many from species that went extinct over 200 million years ago? These are just a few of the questions we’ll explore as we investigate the past, present, and future habitability of our planet."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Douglas, Neil: <\\/strong>Survey of Human Evolution. <\\/em>Students will explore the many steps in hominid evolution that have ultimately resulted in our species, Homo sapiens sapiens.<\\/em> A survey of human and ancestral species key to our current understanding will involve interpretation of important fossil evidence. The influence of environmental factors such as paleogeography and climate during critical evolutionary stages will be analyzed. Through basic experimental anthropology\\/archaeology we will evaluate and use different materials and methods to generate fire, knap flint, and manufacture other stone tools. Additional activities will examine and interpret human cultural and behavioral adaptations. As a result, students should expect to engage in some demanding physical activity. When coupled, classroom and laboratory experiences together will provide students with a rich understanding of important human physical and cultural developments as we adapted to different environments and spread across the globe.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Douglas, Neil: Survey of Human Evolution. Students will explore the many steps in hominid evolution that have ultimately resulted in our species, Homo sapiens sapiens. A survey of human and ancestral species key to our current understanding will involve interpretation of important fossil evidence. The influence of environmental factors such as paleogeography and climate during critical evolutionary stages will be analyzed. Through basic experimental anthropology/archaeology we will evaluate and use different materials and methods to generate fire, knap flint, and manufacture other stone tools. Additional activities will examine and interpret human cultural and behavioral adaptations. As a result, students should expect to engage in some demanding physical activity. When coupled, classroom and laboratory experiences together will provide students with a rich understanding of important human physical and cultural developments as we adapted to different environments and spread across the globe."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Hodge, Tracy:<\\/strong> The History of Earth.<\\/em> This course focuses on the origin and evolution of Earth, including its physical, chemical and biological history. Our emphasis will be on understanding the physical and geological evidence of large-scale, global changes and whether the modern earth may or may not be following historic patterns. Are we in a the midst of a new geological age, the Anthropocene, in which global environments are driven by human activity? We only have one home, and to make intelligent decisions about our future we need to understand how it works.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Hodge, Tracy: The History of Earth. This course focuses on the origin and evolution of Earth, including its physical, chemical and biological history. Our emphasis will be on understanding the physical and geological evidence of large-scale, global changes and whether the modern earth may or may not be following historic patterns. Are we in a the midst of a new geological age, the Anthropocene, in which global environments are driven by human activity? We only have one home, and to make intelligent decisions about our future we need to understand how it works."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Hoffman, Megan: <\\/strong>Your Inner Fish. <\\/em>How did a reptile jawbone end up in your middle ear? Why do whales swim with the same movement as a running dog? What can modern-day finches in the Galapagos Islands tell us about the evolution of life on earth? In this course, we\\u2019ll investigate some of these questions and explore how geology, chemistry, and biology intertwine with the structure, function, and evolution of living things. We will carry out laboratory and field investigations to complement our classroom work and readings. Join us to discover your inner fish.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Hoffman, Megan: Your Inner Fish. How did a reptile jawbone end up in your middle ear? Why do whales swim with the same movement as a running dog? What can modern-day finches in the Galapagos Islands tell us about the evolution of life on earth? In this course, we’ll investigate some of these questions and explore how geology, chemistry, and biology intertwine with the structure, function, and evolution of living things. We will carry out laboratory and field investigations to complement our classroom work and readings. Join us to discover your inner fish."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Kovacevic, Anes: <\\/strong>Chemistry and the Modern World. <\\/em>The purpose of this course is to provide students with an appreciation for the applications and importance of chemistry in our society and to enhance your understanding of the scientific method and important concepts from<\\/strong> major areas of other natural sciences (biology, chemistry, geology, and physics). We will explore science through the eyes of scientists and non-scientists alike.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Kovacevic, Anes: Chemistry and the Modern World. The purpose of this course is to provide students with an appreciation for the applications and importance of chemistry in our society and to enhance your understanding of the scientific method and important concepts from major areas of other natural sciences (biology, chemistry, geology, and physics). We will explore science through the eyes of scientists and non-scientists alike."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Messina, Troy:\\u00a0<\\/strong>Energy, Environment, and Climate.<\\/em>\\u00a0The planet Earth has two primary sources of energy: one source is geological, and the other is solar.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Messina, Troy: Energy, Environment, and Climate. The planet Earth has two primary sources of energy: one source is geological, and the other is solar."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These two sources of energy make life possible. Humans have discovered and developed methods to extract such energy for technological advancements that improve our standard of living. However, these advancements come at a cost. It is currently the scientific consensus that climate change is the dominant energy-related environmental issue of the twenty-first century. This course will explore energy sources and the technologies they have lead to. We will compare energy production and usage in various technologies such as wind, water, solar, nuclear, and fossil fuels. We will also compare their impacts on our environment and climate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These two sources of energy make life possible. Humans have discovered and developed methods to extract such energy for technological advancements that improve our standard of living. However, these advancements come at a cost. It is currently the scientific consensus that climate change is the dominant energy-related environmental issue of the twenty-first century. This course will explore energy sources and the technologies they have lead to. We will compare energy production and usage in various technologies such as wind, water, solar, nuclear, and fossil fuels. We will also compare their impacts on our environment and climate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Saderholm, Jon: <\\/strong>Multiple times throughout the history of humankind, the way we perceive the natural world has been radically transformed. During this course, we will explore some of the important paradigm shifts in diverse fields of science by developing an understanding of what people thought beforehand, the nature of the observations motivating the new perspective, and how the new paradigm opened new and surprising lines of reasoning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Saderholm, Jon: Multiple times throughout the history of humankind, the way we perceive the natural world has been radically transformed. During this course, we will explore some of the important paradigm shifts in diverse fields of science by developing an understanding of what people thought beforehand, the nature of the observations motivating the new perspective, and how the new paradigm opened new and surprising lines of reasoning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Scudder-Davis, Roy:<\\/strong> The Science of Dinosaurs. <\\/em>This section of GSTR 332 will use the life and times of dinosaurs as vehicles for understanding the nature of scientific inquiry and knowledge. Dinosaurs were once thought to be slow, lumbering, dull-witted giants that were eventually out-competed by the more progressive mammals. Recent discoveries along with new interpretations of old material have revealed that dinosaurs were highly active, \\u201cwarm-blooded\\u201d creatures that were highly intelligent as evidenced by a variety of social behaviors including parental care of the young. The \\u201cScience of Dinosaurs\\u201d will not only explore what we know about the lives of dinosaurs, but will also explore the chemical, physical, geological, and cosmological factors that influenced their lives and the environment in which they lived and died.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Scudder-Davis, Roy: The Science of Dinosaurs. This section of GSTR 332 will use the life and times of dinosaurs as vehicles for understanding the nature of scientific inquiry and knowledge. Dinosaurs were once thought to be slow, lumbering, dull-witted giants that were eventually out-competed by the more progressive mammals. Recent discoveries along with new interpretations of old material have revealed that dinosaurs were highly active, “warm-blooded” creatures that were highly intelligent as evidenced by a variety of social behaviors including parental care of the young. The “Science of Dinosaurs” will not only explore what we know about the lives of dinosaurs, but will also explore the chemical, physical, geological, and cosmological factors that influenced their lives and the environment in which they lived and died."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Strange, Jason:<\\/strong> We\\u2019ve botched high school science education in this country. When students are exposed to science at all, it\\u2019s often just a face-full of useless facts, boring numbers, and confusing rules. Science begins to seem like something lifeless and far away from the things you care about. This is tragic in many ways \\u2013 for example, by limiting young people\\u2019s career prospects or leaving us incapable of addressing issues like global warming. But in the broadest terms, it\\u2019s tragic because science is our best attempt to unravel the mysteries of this universe. The questions it tackles are not far away at all; in fact, they couldn\\u2019t be more intimate. What kind of reality do we inhabit? Why does life exist? Where do we come from? Why do we have feelings? What is consciousness? What is death? Are we alone in the universe, or does it, perhaps, teem with life? Science education should be nothing less than a face-full of mind-bending facts, jaw-dropping ideas, bizarre and heroic characters, and profound unsolved riddles. It had better be fun \\u2013 because your life depends upon it.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Strange, Jason: We’ve botched high school science education in this country. When students are exposed to science at all, it’s often just a face-full of useless facts, boring numbers, and confusing rules. Science begins to seem like something lifeless and far away from the things you care about. This is tragic in many ways – for example, by limiting young people’s career prospects or leaving us incapable of addressing issues like global warming. But in the broadest terms, it’s tragic because science is our best attempt to unravel the mysteries of this universe. The questions it tackles are not far away at all; in fact, they couldn’t be more intimate. What kind of reality do we inhabit? Why does life exist? Where do we come from? Why do we have feelings? What is consciousness? What is death? Are we alone in the universe, or does it, perhaps, teem with life? Science education should be nothing less than a face-full of mind-bending facts, jaw-dropping ideas, bizarre and heroic characters, and profound unsolved riddles. It had better be fun – because your life depends upon it."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 332- Veillette, Martin:<\\/strong> Life in the universe.<\\/em> As of 30 years ago, every known planet in the universe was orbiting the Sun. Now, after an intense research effort, we have confirmed the existence of more than a thousand planets outside the Solar system and the number keeps climbing. In addition, a remarkable convergence of astronomy, biology, geology, and other recent discoveries have made the search for extraterrestrial life at the forefront of research. However, the scientific discoveries in this field are moving much more quickly than innovations in education. As a result, most people have had little opportunity to learn about this remarkable scientific adventure that can possibly answer fundamental questions about life beyond Earth. This course aims to help improve this situation by offering an introduction to the search for life in the universe in a way that is fairly comprehensive, but still accessible to students with little or no scientific training.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 332- Veillette, Martin: Life in the universe. As of 30 years ago, every known planet in the universe was orbiting the Sun. Now, after an intense research effort, we have confirmed the existence of more than a thousand planets outside the Solar system and the number keeps climbing. In addition, a remarkable convergence of astronomy, biology, geology, and other recent discoveries have made the search for extraterrestrial life at the forefront of research. However, the scientific discoveries in this field are moving much more quickly than innovations in education. As a result, most people have had little opportunity to learn about this remarkable scientific adventure that can possibly answer fundamental questions about life beyond Earth. This course aims to help improve this situation by offering an introduction to the search for life in the universe in a way that is fairly comprehensive, but still accessible to students with little or no scientific training."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwMQ==","databaseId":95101,"uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/","slug":"gstr-310","contentTypeName":"page","title_b28e9_bf21a":"GSTR 310","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 310 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 310","opengraphDescription":"Understandings of Christianity This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. The course … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-01T14:56:38+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":8,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/\",\"name\":\"GSTR 310 - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-04T17:34:19+00:00\",\"dateModified\":\"2024-04-01T14:56:38+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"},{\"@type\":\"ListItem\",\"position\":7,\"name\":\"GSTR 310\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/","text":"GSTR 310"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Understandings of Christianity\",\"level\":2,\"anchor\":\"h-understandings-of-christianity\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-understandings-of-christianity","content":"Understandings of Christianity"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life\\u2019s purpose and meaning that remains important for many around the world. The course considers Christianity from historical, theological, and contemporary perspectives. Each section applies and builds on the reasoning, research, and writing emphases of GSTR 110 and 210. Prerequisite:<\\/strong> GSTR 210 and sophomore standing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. The course considers Christianity from historical, theological, and contemporary perspectives. Each section applies and builds on the reasoning, research, and writing emphases of GSTR 110 and 210. Prerequisite: GSTR 210 and sophomore standing."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will learn to:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will learn to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"articulate differences between approaching Christianity from a faith perspective and from the perspective of various academic disciplines, including the natural sciences;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"describe diverse ways Christianity has been expressed in ideas and beliefs, ritual and spiritual practices, moral values and actions, and communities and institutions;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"analyze various ways Jesus and the Bible have been, and continue to be, understood as central to Christianity and its relation to the world;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"articulate Christianity\\u2019s complex relationships to its historical and cultural contexts;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"read critically the Bible and other primary and secondary sources;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrate appropriate writing, research, and critical thinking abilities.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 310. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 310. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310: Anibueze, Mary-Reginald:<\\/strong> A Global Faith Expression: African Christianity<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Anibueze, Mary-Reginald: A Global Faith Expression: African Christianity"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cHow dare we adopt a hostile or scornful or even indifferent attitude to any person of another color or culture if our God is the God of \\u201call the families on the earth\\u201d? We need to become global Christians with a global vision, for we have a global God.\\u201d John R. W. Stott <\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“How dare we adopt a hostile or scornful or even indifferent attitude to any person of another color or culture if our God is the God of “all the families on the earth”? We need to become global Christians with a global vision, for we have a global God.” John R. W. Stott "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will be introduced to the historical, cultural, political, and religious influences upon the formation of Christianity in Africa. They will examine the diverse ways of being Christian in an African context, the different ways the indigenous religion influences and interacts with the Christian faith, the various African Independent Churches that exist in the African Continent, and the current global expression of the Christian faith. The course will further expose students to various scholars who have articulated and furthered the efforts of enriching African Christian Churches so that African Christians can live and celebrate a faith expression that is \\u201cTruly Christian and Truly African.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will be introduced to the historical, cultural, political, and religious influences upon the formation of Christianity in Africa. They will examine the diverse ways of being Christian in an African context, the different ways the indigenous religion influences and interacts with the Christian faith, the various African Independent Churches that exist in the African Continent, and the current global expression of the Christian faith. The course will further expose students to various scholars who have articulated and furthered the efforts of enriching African Christian Churches so that African Christians can live and celebrate a faith expression that is “Truly Christian and Truly African.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310:<\\/strong> Bell, Shamell<\\/strong>: Ethnography of Christian Religion: Black Feminist and Afrofuturistic Approaches<\\/em> invites students to use ethnographic methods to make connections between Black feminist writings, Black science fiction (i.e., Afrofuturistic) writings, and Christianity. The course materials, including the life and work of Black feminist scholars like our own bell hooks, and Black science fiction authors like Octavia Butler, provide examples for imagining and enacting Christianity as a healing modality. Marrying these authors\\u2019 lessons with present-day phenomena like young(er) Black culture's relationship to Christianity, students learn that in order to enact Christianity as a healing modality, they must take activist stances.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Bell, Shamell: Ethnography of Christian Religion: Black Feminist and Afrofuturistic Approaches invites students to use ethnographic methods to make connections between Black feminist writings, Black science fiction (i.e., Afrofuturistic) writings, and Christianity. The course materials, including the life and work of Black feminist scholars like our own bell hooks, and Black science fiction authors like Octavia Butler, provide examples for imagining and enacting Christianity as a healing modality. Marrying these authors’ lessons with present-day phenomena like young(er) Black culture's relationship to Christianity, students learn that in order to enact Christianity as a healing modality, they must take activist stances."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Broadhead, Edwin: <\\/strong>Global Christianity<\\/em>. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Broadhead, Edwin: Global Christianity. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Brown, Kennaria<\\/strong>: Christian Narrative from Below. <\\/em>Just as history is written by \\u201cthe winners,\\u201d so are mainstream religious narratives, especially Christianity \\u2013 the dominant Western religion. However, not all of its practitioners are from the dominant culture. How do women and people from cultures that are marginalized in the West make a faith that historically has been an instrument of domination actually work for them? They develop their own Christian narratives. This section explores Christian narratives \\u201cfrom below,\\u201d emphasizing African American, Latinx, and Women\\u2019s perspectives, with some international exploration as well.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Brown, Kennaria: Christian Narrative from Below. Just as history is written by “the winners,” so are mainstream religious narratives, especially Christianity – the dominant Western religion. However, not all of its practitioners are from the dominant culture. How do women and people from cultures that are marginalized in the West make a faith that historically has been an instrument of domination actually work for them? They develop their own Christian narratives. This section explores Christian narratives “from below,” emphasizing African American, Latinx, and Women’s perspectives, with some international exploration as well."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Buchanan, Terry<\\/strong>: What are mystics? Are you a mystic? Can a Christian be a mystic? This course is designed to explore mysticism by looking at the lives of mystics and learning about how they developed into who they became. What was it about their development, their family, their culture, or their context that led them to live the kind of lives that we read and think about hundreds and thousands of years later?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Buchanan, Terry: What are mystics? Are you a mystic? Can a Christian be a mystic? This course is designed to explore mysticism by looking at the lives of mystics and learning about how they developed into who they became. What was it about their development, their family, their culture, or their context that led them to live the kind of lives that we read and think about hundreds and thousands of years later?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310: Burrows, Patrick:<\\/strong> Christianity and Place. <\\/em>Christianity is a placeless religion, so one common story goes. Whether in early Christian rejections of the temple or Protestant denunciations of local shrines, Christianity seems to float free of geographical context, universal in its scope. But far from having put an end to spatial thinking, Christian religious reflection and practice has consistently taken place (literally) over the course of its history. This section of GSTR 310 will explore the history and present-day dynamics of Christianity and geographical space and place. After surveying Biblical debates over the relevance of place, we explore key theological works engaging with real and imagined geographies\\u2014including heaven and hell, the monastery, and the colony. Flowing from these imaginations of place, we examine concrete example of how Christianity forms and is formed by place, including architecture, gentrification, cemeteries, even Dollywood. Students are also invited to consider the dance of Christianity and geography in their own places.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Burrows, Patrick: Christianity and Place. Christianity is a placeless religion, so one common story goes. Whether in early Christian rejections of the temple or Protestant denunciations of local shrines, Christianity seems to float free of geographical context, universal in its scope. But far from having put an end to spatial thinking, Christian religious reflection and practice has consistently taken place (literally) over the course of its history. This section of GSTR 310 will explore the history and present-day dynamics of Christianity and geographical space and place. After surveying Biblical debates over the relevance of place, we explore key theological works engaging with real and imagined geographies—including heaven and hell, the monastery, and the colony. Flowing from these imaginations of place, we examine concrete example of how Christianity forms and is formed by place, including architecture, gentrification, cemeteries, even Dollywood. Students are also invited to consider the dance of Christianity and geography in their own places."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Elston, Ashley: <\\/strong>The Image in Christianity. <\\/em>This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Elston, Ashley: The Image in Christianity. This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Gowler, Steve: <\\/strong>Christianity in Context. <\\/em>Sociologist of religion Linda Woodhead calls Christianity \\u201cone of the world\\u2019s most successful religions\\u201d because it has been around for 2000 years and continues to grow and evolve in various ways across the globe. She ascribes this to Christianity\\u2019s adaptability to diverse contexts. This idea will serve as a framework for our class. We begin by exploring the historical Jesus and the diverse responses to his life and teaching during the first three centuries of the Common Era. We then turn to ways Christianity was shaped in selected historical eras and in response to contemporary issues, including poverty, racism, gender, pluralism, and environmental degradation. In addition to excerpts from primary sources that will be provided to each student, required texts include Richard Bauckham\\u2019s Jesus: A Very Short Introduction<\\/em>, Elizabeth Johnson\\u2019s Quest for the Living God: Mapping Frontiers in the Theology of God<\\/em>, and Howard Thurman\\u2019s Jesus and the Disinherited<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Gowler, Steve: Christianity in Context. Sociologist of religion Linda Woodhead calls Christianity “one of the world’s most successful religions” because it has been around for 2000 years and continues to grow and evolve in various ways across the globe. She ascribes this to Christianity’s adaptability to diverse contexts. This idea will serve as a framework for our class. We begin by exploring the historical Jesus and the diverse responses to his life and teaching during the first three centuries of the Common Era. We then turn to ways Christianity was shaped in selected historical eras and in response to contemporary issues, including poverty, racism, gender, pluralism, and environmental degradation. In addition to excerpts from primary sources that will be provided to each student, required texts include Richard Bauckham’s Jesus: A Very Short Introduction, Elizabeth Johnson’s Quest for the Living God: Mapping Frontiers in the Theology of God, and Howard Thurman’s Jesus and the Disinherited."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Pardon, Mireille:<\\/strong> Obedience, Authority, and Reform in the History of Christianity.<\\/em> From medieval monastic reform movements to the Protestant Reformation, and from unauthorized translations to antipopes, asking questions about authority and obedience has led to great changes within the Catholic Church as well as groups splintering away from it. This section of GSTR 310 explores power structures within Christian communities in Late Antiquity, medieval Europe, and today, with a focus on how heretical beliefs and popular religion challenged institutional authority, both inspiring change and inviting persecution. Students will explore how different groups addressed questions relating to Christian leadership: Who has religious authority? Popes, congregational leaders, church councils, an individual believer, or the Bible? But who has the authority to interpret the Bible? How does obedience to the institutional Church relate to obedience to a higher power?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Pardon, Mireille: Obedience, Authority, and Reform in the History of Christianity. From medieval monastic reform movements to the Protestant Reformation, and from unauthorized translations to antipopes, asking questions about authority and obedience has led to great changes within the Catholic Church as well as groups splintering away from it. This section of GSTR 310 explores power structures within Christian communities in Late Antiquity, medieval Europe, and today, with a focus on how heretical beliefs and popular religion challenged institutional authority, both inspiring change and inviting persecution. Students will explore how different groups addressed questions relating to Christian leadership: Who has religious authority? Popes, congregational leaders, church councils, an individual believer, or the Bible? But who has the authority to interpret the Bible? How does obedience to the institutional Church relate to obedience to a higher power?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Pimienta-Bey, Jose\\u2019:<\\/strong> \\u201cOf one blood, God has made all the peoples of the earth,\\u201d<\\/em> is the creed of Berea College. A creed whose basis is verse 17:26 of \\u201cActs\\u201d from the Holy Bible, and referenced to the Apostle Paul himself. Yet, much of the history of the \\u201cChristian\\u201d world is plagued with clear examples of the worst acts of \\u201cracism\\u201d which one could imagine. Little surprise that a U.S.-terrorist organization (the KKK) born shortly after the Civil War, would dare to define itself as a \\u201cChristian Brotherhood,\\u201d presumably dedicated to upholding the teachings of \\u201cChrist\\u201d Jesus. Our class will explore how the divine and noble ideals of \\u201cthe Christ\\u201d have been corrupted over time, in the interest of ego, power and \\u201cracism.\\u201d But we will only begin this important discussion after having first provided a historical introduction to Christianity\\u2019s origins within the ancient lands of Asia, Africa, and Europe.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Pimienta-Bey, Jose’: “Of one blood, God has made all the peoples of the earth,” is the creed of Berea College. A creed whose basis is verse 17:26 of “Acts” from the Holy Bible, and referenced to the Apostle Paul himself. Yet, much of the history of the “Christian” world is plagued with clear examples of the worst acts of “racism” which one could imagine. Little surprise that a U.S.-terrorist organization (the KKK) born shortly after the Civil War, would dare to define itself as a “Christian Brotherhood,” presumably dedicated to upholding the teachings of “Christ” Jesus. Our class will explore how the divine and noble ideals of “the Christ” have been corrupted over time, in the interest of ego, power and “racism.” But we will only begin this important discussion after having first provided a historical introduction to Christianity’s origins within the ancient lands of Asia, Africa, and Europe."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Sergent, Tyler: <\\/strong>Christianity as a Western Monotheism.<\\/em> <\\/strong>After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art, & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze critically the historical, ideological, and practical commonalities Christianity shares with these other two monotheistic religions.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Sergent, Tyler: Christianity as a Western Monotheism. After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art, & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze critically the historical, ideological, and practical commonalities Christianity shares with these other two monotheistic religions."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Smith, Duane: <\\/strong>This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life\\u2019s purpose and meaning that remains important for many around the world. This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models. The seminar portion of this section addresses Christianity\\u2019s encounter with diverse religious traditions of the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Smith, Duane: This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models. The seminar portion of this section addresses Christianity’s encounter with diverse religious traditions of the world."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"modified":"2024-04-01T09:56:38","parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NDk4MA==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/","modified":"2024-04-01T09:54:58","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"GSTR 210","databaseId":94980,"slug":"gstr-210","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 210 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 210","opengraphDescription":"Writing Seminar II – Identity & Diversity in the U.S. This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College—race, gender, Appalachia, and class. Each section initially explores the story of Berea, including … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-01T14:54:58+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":22,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/\",\"name\":\"GSTR 210 - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-03T18:51:41+00:00\",\"dateModified\":\"2024-04-01T14:54:58+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"},{\"@type\":\"ListItem\",\"position\":7,\"name\":\"GSTR 210\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-210/","text":"GSTR 210"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Writing Seminar II - Identity & Diversity in the U.S.<\\/strong>\",\"level\":2,\"anchor\":\"h-writing-seminar-ii-identity-amp-diversity-in-the-u-s\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-writing-seminar-ii-identity-amp-diversity-in-the-u-s","content":"Writing Seminar II - Identity & Diversity in the U.S."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College\\u2014race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College—race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"write competently at the college-level, using a multi-stage process approach to writing, including formation of a supportable, narrow topic, drafting, revision, and editing;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be proficient in properly documenting sources and recognizing and avoiding plagiarism;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be adept at using a wide variety of sources for research and seeing how different types of source work together;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrate thoughtful engagement with ideas, experiences, issues, and texts in various types of writing, including sustain an argument in a research paper;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"be able to demonstrate enhanced oral communication skills;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"employ reasonably well basic critical thinking concepts describing, analyzing, and synthesizing materials;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"understand issues related to race, gender, class and Appalachia in a national context.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Anderson, Broughton: <\\/strong>The Archaeology of Berea: The Archaeology of Us. <\\/em>Does our stuff define who we are \\u2013 as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea\\u2019s identity as it influences ours.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Anderson, Broughton: The Archaeology of Berea: The Archaeology of Us. Does our stuff define who we are – as humans, as Americans, as Bereans, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence Berea’s identity as it influences ours."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Arms Almengor, Rochelle:<\\/strong> Culture, Identity and Conflict.<\\/em> First and foremost, this course will build on your learning in GSTR 110 \\u2013 its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that \\u201cthe mere existence of cultural differences is usually not the primary cause of conflict between groups\\u2026however, culture is always the lens through which differences are refracted and conflict pursued.\\u201d This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how<\\/em> to do (or not do) conflict and with whom<\\/em> to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Arms Almengor, Rochelle: Culture, Identity and Conflict. First and foremost, this course will build on your learning in GSTR 110 – its main goal is to support your research and writing skills. I will spend significant time on helping you formulate a solid research paper about a topic that moves you. Secondly, as we work to hone your research and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that “the mere existence of cultural differences is usually not the primary cause of conflict between groups…however, culture is always the lens through which differences are refracted and conflict pursued.” This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how to do (or not do) conflict and with whom to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the Berea story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at Berea or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Barton, Adanma: <\\/strong>What You See is What You Get?<\\/em> Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican<\\/em>, True Meaning of Pictures: Shelby Lee Adams\\u2019 Appalachia<\\/em>, and Images That Injure: Pictorial Stereotypes in the Media<\\/em>. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Barton, Adanma: What You See is What You Get? Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through research we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican, True Meaning of Pictures: Shelby Lee Adams’ Appalachia, and Images That Injure: Pictorial Stereotypes in the Media. Students should be prepared to engage in intelligent discussions, write researched essays, and conclude with a final research paper."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Broadhead, Edwin: <\\/strong>The Berea Story in a national Context<\\/em>. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Broadhead, Edwin: The Berea Story in a national Context. This section of GSTR 210 explores the Berea story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, research, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a research paper that develops one of the central themes of the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Brown, Jarrod:<\\/strong> Identity and Knowledge.<\\/em> Berea College\\u2019s historical mission has been dedicated to education of four \\u201cclasses\\u201d of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn<\\/em>. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Brown, Jarrod: Identity and Knowledge. Berea College’s historical mission has been dedicated to education of four “classes” of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn. In exploring the intersection of identity and our status as knowers, and through the history of Berea College as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Burnside, Jackie: <\\/strong>Being Different, Becoming Distinctive<\\/em>. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky\\u2019s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Burnside, Jackie: Being Different, Becoming Distinctive. When Berea reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky’s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the Berea saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final research paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Crachiolo, Beth: <\\/strong>American Identities: How do you know?<\\/em> This section will explore the definitions of \\u201cAmerican,\\u201d beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and\\/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban\\/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you\\u2019ll learn a lot about yourself, as well as about this country.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Crachiolo, Beth: American Identities: How do you know? This section will explore the definitions of “American,” beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban/rural American. Since GSTR 210 has a research paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you’ll learn a lot about yourself, as well as about this country."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Dickerson, Jacob: <\\/strong>Media & Appalachian Identity. <\\/em>This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Dickerson, Jacob: Media & Appalachian Identity. This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Drewek, Douglas:<\\/strong> My Music, My Identity\\u2026<\\/em> People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that \\u201cmusic does not exist in a vacuum,\\u201d we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Drewek, Douglas: My Music, My Identity… People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that “music does not exist in a vacuum,” we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Edelman, Adam:<\\/strong> Writing About Visual Art and Community.<\\/em> We often look at visual art as individuals, focusing on how it makes us feel, or whether we \\u201clike\\u201d an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students\\u2019 choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Edelman, Adam: Writing About Visual Art and Community. We often look at visual art as individuals, focusing on how it makes us feel, or whether we “like” an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a research paper on a topic of students’ choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Elkins, Ansel:<\\/strong> The Literature of Place.<\\/em> \\u201cIf you don\\u2019t know where you are you don\\u2019t know who you are,\\u201d wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we\\u2019re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks\\u2019 Bone Black,<\\/em> Sandra Cisneros\\u2019 The House on Mango Street<\\/em>, Jaquira D\\u00edaz\\u2019s Ordinary Girls<\\/em>, the poems of Wendell Berry, and Patricia Smith\\u2019s Blood Dazzler<\\/em>, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Elkins, Ansel: The Literature of Place. “If you don’t know where you are you don’t know who you are,” wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with place. We will ask questions like: How does where we’re from shape us? How do writers explore an intimacy with place and landscape? How can that intimacy create a sense of belonging? How does place convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and place? We will read a wide variety of works such as bell hooks’ Bone Black, Sandra Cisneros’ The House on Mango Street, Jaquira Díaz’s Ordinary Girls, the poems of Wendell Berry, and Patricia Smith’s Blood Dazzler, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and place, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feagan, Beth: <\\/strong>In our own words: exploring identity.<\\/em> How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we\\u2019ll explore issues of identity and diversity by reading, discussing, and writing about peoples\\u2019 accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We\\u2019ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feagan, Beth: In our own words: exploring identity. How do you write a long research paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming research projects into bite-sized chunks. In this class, we’ll explore issues of identity and diversity by reading, discussing, and writing about peoples’ accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We’ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained research paper in a systematic, thoughtful way."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feifer, Megan:<\\/strong>\\u00a0Coming to Voice: Making Sense of Self and Place.<\\/em>\\u00a0In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \\\"the struggle to create self and identity distinct from and yet inclusive of the world around me\\\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feifer, Megan: Coming to Voice: Making Sense of Self and Place. In Bone Black: Memories of Girlhood, feminist scholar and cultural critic bell hooks intimately discusses \"the struggle to create self and identity distinct from and yet inclusive of the world around me\" as a black girl-child growing up in the Appalachian South. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism, function in her life. Through close readings of her text, we will work toward a better understanding of how place and intersectional experiences influence the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Heyrman, John: <\\/strong>America Imprisoned<\\/em>. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Heyrman, John: America Imprisoned. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Hill-Zuganelli, Dee: <\\/strong>Kinship, Solidarity, and Social Change<\\/em>. This section will expand our understanding of \\u201ckinship\\u201d in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Hill-Zuganelli, Dee: Kinship, Solidarity, and Social Change. This section will expand our understanding of “kinship” in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of Berea College, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a research project around a kinship theme of their choice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Howard, Jason: <\\/strong>Exile in American Literature<\\/em>. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities\\u2014artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and\\/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Howard, Jason: Exile in American Literature. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities—artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and/or gender. In this course, students will analyze the experience of exile and displacement in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mack, Felicia:<\\/strong> Help or hinderance?: Exploring historical and present themes of coal\\u2019s impact on Appalachia.<\\/em> This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain<\\/em> (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mack, Felicia: Help or hinderance?: Exploring historical and present themes of coal’s impact on Appalachia. This course is designed to build upon the reasoning, writing, research, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a research topic after viewing Blood on the Mountain (2016). The primary focus in this section is instruction in the writing process resulting in the production of a research paper and presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKee, Lauren: <\\/strong>Dolly Parton\\u2019s America: Exploring Appalachian \\u201cDolitics\\u201d in Contemporary America.<\\/em> The hit 2019 podcast Dolly Parton\\u2019s America<\\/em> from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKee, Lauren: Dolly Parton’s America: Exploring Appalachian “Dolitics” in Contemporary America. The hit 2019 podcast Dolly Parton’s America from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKiernan Gonzalez, Eileen: <\\/strong>Art and Identity in America.<\\/em> The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^{th<\\/sup>century, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the \\u201cmainstream\\u201d of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKiernan Gonzalez, Eileen: Art and Identity in America. The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^thcentury, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the “mainstream” of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mishra, Amrita: <\\/strong>Where are you \\u201creally\\u201d from? Migration, Borders, and Belonging. <\\/em>In his 2017 Man Booker Prize short-listed novel, Exit West<\\/em>, British Pakistani author Mohsin Hamid muses, \\u201cand when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can\\u2019t help it. We are all migrants through time.\\u201d In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they \\u201cbelong\\u201d? What histories and memories of settlement and displacement do we carry\\u2014within our families, communities, and collectively\\u2014and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we\\u2019ll turn to Hamid\\u2019s Exit West<\\/em> alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we\\u2019ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mishra, Amrita: Where are you “really” from? Migration, Borders, and Belonging. In his 2017 Man Booker Prize short-listed novel, Exit West, British Pakistani author Mohsin Hamid muses, “and when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can’t help it. We are all migrants through time.” In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they “belong”? What histories and memories of settlement and displacement do we carry—within our families, communities, and collectively—and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we’ll turn to Hamid’s Exit West alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we’ll map these questions onto the history of Berea College and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, historically, has had the privilege of belonging here? What about now?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College\\u2019s archives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final research paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary research materials at the College’s archives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Montgomery, Jesse:<\\/strong> I\\u2019m Set Free: Popular Music and American Culture.<\\/em> In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of \\u201cthe popular.\\u201d It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Montgomery, Jesse: I’m Set Free: Popular Music and American Culture. In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and place, individual and community identities, and our understanding of this idea of “the popular.” It also places a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial research paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, research, and revision."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nerenberg, Daniel:<\\/strong> Resist!<\\/em> A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities \\u2013 those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups \\u2013 be that along class, gender, race lines, or beyond \\u2013 resist unjust policies and practices. We\\u2019ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we\\u2019ll dig into the College\\u2019s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we\\u2019ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nerenberg, Daniel: Resist! A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities – those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups – be that along class, gender, race lines, or beyond – resist unjust policies and practices. We’ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we’ll dig into the College’s archives to see how Berea College students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our research, we’ll learn how to craft a clear and effective research paper step-by-step, discovering how to uncover a research question, formulate a thesis, and draft a compelling argument backed by thorough research."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nichols, Amy McCleese:<\\/strong> \\u201cBad Grammar\\u201d: Language Diversity and Discrimination in the Academy.<\\/em> Berea College\\u2019s motto, \\u201cGod has made of one blood all peoples of the earth,\\u201d sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are \\u201cformal\\u201d and \\u201cinformal,\\u201d and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English\\u2019s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nichols, Amy McCleese: “Bad Grammar”: Language Diversity and Discrimination in the Academy. Berea College’s motto, “God has made of one blood all peoples of the earth,” sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are “formal” and “informal,” and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard English’s tumultuous academic relationship with African American Language and Appalachian English, but World Englishes, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on research, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative research paper on a language issue of your choosing."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Ortquist-Ahrens, Leslie:<\\/strong> Great Migrations<\\/em>. In this section, we\\u2019ll look at two massive 20^{th<\\/sup>-century movements of people that profoundly shaped U.S. cultural, social, and political history, the \\u201cGreat Migration\\u201d of African Americans from the South and the \\u201cOutmigration\\u201d of people from Appalachia. We\\u2019ll consider what these events had and have to do with the course\\u2019s broad themes of identity and diversity in the U.S. We\\u2019ll also explore what the transition of moving can mean for an individual\\u2019s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in research, sharing what they learn with each other first in class, and, finally, in a documented research paper and a presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Ortquist-Ahrens, Leslie: Great Migrations. In this section, we’ll look at two massive 20^th-century movements of people that profoundly shaped U.S. cultural, social, and political history, the “Great Migration” of African Americans from the South and the “Outmigration” of people from Appalachia. We’ll consider what these events had and have to do with the course’s broad themes of identity and diversity in the U.S. We’ll also explore what the transition of moving can mean for an individual’s sense of identity, how migrations can affect communities, and how people relate in powerful ways to place. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in research, sharing what they learn with each other first in class, and, finally, in a documented research paper and a presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- patrick, dp:<\\/strong> Abolition Now! <\\/em>In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: \\u201cAbolition requires that we change one thing: everything.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- patrick, dp: Abolition Now! In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: “Abolition requires that we change one thing: everything.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course challenges both caricatures and misunderstandings of abolitionist movements while considering Berea\\u2019s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly research. Some of the core questions we will explore are: What does it mean to (re)activate Berea College\\u2019s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right<\\/em> now<\\/em> change everyday and institutional life at\\u2013\\u2013and, indeed, beyond\\u2013\\u2013Berea? Throughout the semester, we will develop activist research projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate Berea\\u2019s legacy of abolition here and n\\u00ad\\u00adow.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course challenges both caricatures and misunderstandings of abolitionist movements while considering Berea’s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly research. Some of the core questions we will explore are: What does it mean to (re)activate Berea College’s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right now change everyday and institutional life at––and, indeed, beyond––Berea? Throughout the semester, we will develop activist research projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate Berea’s legacy of abolition here and now."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sergent, Tyler:<\\/strong> Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea\\u2019s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for Berea College, Appalachian culture, society, and activism.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sergent, Tyler: Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own Berea story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to Berea’s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for Berea College, Appalachian culture, society, and activism."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Seroka, Laura: <\\/strong>Destination Berea.<\\/em> Both Berea College and the larger town are committed to sustainability and conservation efforts drawing many \\u201cecotourists\\u201d to the area each year, earning designations from the Arbor Day Foundation, and drawing donor\\/grant support, yet there are many interpretations of what \\u201csustainability\\u201d and \\u201cconservation\\u201d look like. This course explores Berea and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an \\u201cenvironmental destination\\u201d. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, critically thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into research related to their topic.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Seroka, Laura: Destination Berea. Both Berea College and the larger town are committed to sustainability and conservation efforts drawing many “ecotourists” to the area each year, earning designations from the Arbor Day Foundation, and drawing donor/grant support, yet there are many interpretations of what “sustainability” and “conservation” look like. This course explores Berea and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an “environmental destination”. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, critically thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into research related to their topic."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sirianni, Lucy:<\\/strong> Education as Liberation?<\\/em> In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them\\u2014and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about Berea's history as an institution premised on the link between learning and equity\\u2014and about how you as present-day Bereans can use the education you're receiving to help work toward a more just world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sirianni, Lucy: Education as Liberation? In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them—and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about Berea's history as an institution premised on the link between learning and equity—and about how you as present-day Bereans can use the education you're receiving to help work toward a more just world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sowers, Nancy:<\\/strong> Living the American Dream\\u2014Understanding how the past shapes the future and our fortunes.<\\/em> The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens \\u201ca chicken in every pot, a car in every garage.\\u201d A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use Berea College\\u2019s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sowers, Nancy: Living the American Dream—Understanding how the past shapes the future and our fortunes. The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens “a chicken in every pot, a car in every garage.” A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use Berea College’s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a research project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Strange, Jason:<\\/strong> This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle \\u2013 it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Researchers have found that these struggles have been created mostly by ordinary people \\u2013 and that these people arm themselves for that struggle by learning how to write well, speak in public, and do research. Writing a research paper might be boring, it might keep you up all night, it might make you sweat \\u2013 but it will also change your life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Strange, Jason: This course is about two things: how to write a research essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle – it cannot be understood without reading some of the best research-based writing available. For example, many people think that class is not important in the US. Careful research shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, research shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Researchers have found that these struggles have been created mostly by ordinary people – and that these people arm themselves for that struggle by learning how to write well, speak in public, and do research. Writing a research paper might be boring, it might keep you up all night, it might make you sweat – but it will also change your life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Webb, Althea:<\\/strong> Emerging Adulthood and the College Experience. <\\/em>This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity\\/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and\\/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a research paper on a selected topic related to course content. Students will need to interpret the interview responses based on research articles and explain how the responses are\\/are not supported by the research articles.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Webb, Althea: Emerging Adulthood and the College Experience. This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a research paper on a selected topic related to course content. Students will need to interpret the interview responses based on research articles and explain how the responses are/are not supported by the research articles."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NDk2MQ==","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/","modified":"2024-05-13T11:03:24","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"GSTR 110","databaseId":94961,"slug":"gstr-110","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 110 - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 110","opengraphDescription":"Writing Seminar I – Critical Thinking and Liberal Arts This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-05-13T16:03:24+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":24,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/\",\"name\":\"GSTR 110 - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-04-03T15:52:50+00:00\",\"dateModified\":\"2024-05-13T16:03:24+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"GSTR Section Descriptions\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/\"},{\"@type\":\"ListItem\",\"position\":7,\"name\":\"GSTR 110\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/","text":"GSTR Section Descriptions"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-110/","text":"GSTR 110"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Writing Seminar I - Critical Thinking and Liberal Arts\",\"level\":2,\"anchor\":\"h-writing-seminar-i-critical-thinking-and-liberal-arts\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-writing-seminar-i-critical-thinking-and-liberal-arts","content":"Writing Seminar I - Critical Thinking and Liberal Arts"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, written and non-written. All sections initially address students\\u2019 questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, written and non-written. All sections initially address students’ questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Student Learning Outcomes\",\"level\":3,\"anchor\":\"h-student-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-student-learning-outcomes","content":"Student Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will learn:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will learn:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to develop, compose, and complete college-level essays that are documented, that engage and use various kinds of texts, and that are expository (i.e., develop reasons, evidence, support for a thesis);\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to identify and use properly some common modes of reasoning (e.g. analogy, argument), patterns of reasoning, and basic critical thinking concepts such as consistency, ambiguity and vagueness, and general criteria in thinking well about a variety of topics and texts;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to use the Hutchins Library facility and it resources, including the Library Home Page and library web resources;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to research, read, and evaluate a variety of sources, to assemble an appropriately diverse bibliography, and to appreciate different types of sources can work together;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to understand how preparation, engaged attentiveness, reflection, and thinking with appropriate criteria leads to learning from experiences beyond the formal classroom.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 110. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 110. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Adams, Sarah:<\\/strong> Interesting People Are Interested People.<\\/em> Alan Watts, extremely funky English philosopher and counterculture guru, wrote \\u201cIt is obvious that the only interesting people are interested people.\\u201d In other words, Watts suggests that the people you want to be around, who you can\\u2019t wait to talk to, who challenge, engage, and excite you, are usually folks who are deeply curious about the world\\u2014and people\\u2014around them. In this course, we will try our best to become those kinds of interesting and interested people.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Adams, Sarah: Interesting People Are Interested People. Alan Watts, extremely funky English philosopher and counterculture guru, wrote “It is obvious that the only interesting people are interested people.” In other words, Watts suggests that the people you want to be around, who you can’t wait to talk to, who challenge, engage, and excite you, are usually folks who are deeply curious about the world—and people—around them. In this course, we will try our best to become those kinds of interesting and interested people."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To cultivate interest, we\\u2019ll explore a number of different kinds of texts, presentations, and performances on campus, like Hus Hsu\\u2019s college memoir Stay True<\\/em>, a musical put on by the Theatre Department, and talks given by visiting speakers for Convocation. Along the way, we\\u2019ll ask ourselves a number of questions: What does it feel like to be curious? Why can it be difficult to stay interested in a subject, text, or event? How can we get interested when we might not automatically feel interested? How might we think of curiosity as a practice not a personality trait?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To cultivate interest, we’ll explore a number of different kinds of texts, presentations, and performances on campus, like Hus Hsu’s college memoir Stay True, a musical put on by the Theatre Department, and talks given by visiting speakers for Convocation. Along the way, we’ll ask ourselves a number of questions: What does it feel like to be curious? Why can it be difficult to stay interested in a subject, text, or event? How can we get interested when we might not automatically feel interested? How might we think of curiosity as a practice not a personality trait?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To work through these texts, presentations, performances, and questions as well as to spur on our curiosity, we will write\\u2014a lot. We\\u2019ll write for a variety of purposes: to question, to wonder, to observe, to reflect, to analyze, to evaluate, and to propose. And we\\u2019ll write in a variety of forms: notes, lists, poems, paragraphs, essays, and creative projects. Moreover, we\\u2019ll write for a variety of readers: ourselves, our classmates, and people we\\u2019ve never met. We\\u2019ll be so curious and we\\u2019ll write so much in this course that by December we\\u2019ll all be more interesting, more interested, and more confident writers and people.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To work through these texts, presentations, performances, and questions as well as to spur on our curiosity, we will write—a lot. We’ll write for a variety of purposes: to question, to wonder, to observe, to reflect, to analyze, to evaluate, and to propose. And we’ll write in a variety of forms: notes, lists, poems, paragraphs, essays, and creative projects. Moreover, we’ll write for a variety of readers: ourselves, our classmates, and people we’ve never met. We’ll be so curious and we’ll write so much in this course that by December we’ll all be more interesting, more interested, and more confident writers and people."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Bates, Rebecca:<\\/strong> Unmapped Territories: Journeys and Knowledge.<\\/em> Travel is generally understood to be an excellent way of learning about new people and places. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions, including: what happens when you are a stranger in a place? How do you understand the difference between yourself and others? How does your previous knowledge, ignorance, or expectations and fantasies about a place affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Bates, Rebecca: Unmapped Territories: Journeys and Knowledge. Travel is generally understood to be an excellent way of learning about new people and places. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions, including: what happens when you are a stranger in a place? How do you understand the difference between yourself and others? How does your previous knowledge, ignorance, or expectations and fantasies about a place affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Broadhead, Edwin: <\\/strong>Human Nature.<\\/em> <\\/strong>This section fulfills the goals of GSTR 110 through readings and reflection on the ways in which humans construct a sense of identity and of social location. Primary texts, focused upon varying theories of what it means to be human, will illustrate these developments. Readings will be taken from various areas of human inquiry, among which are religion and the secular, science and technology, and social and political life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Broadhead, Edwin: Human Nature. This section fulfills the goals of GSTR 110 through readings and reflection on the ways in which humans construct a sense of identity and of social location. Primary texts, focused upon varying theories of what it means to be human, will illustrate these developments. Readings will be taken from various areas of human inquiry, among which are religion and the secular, science and technology, and social and political life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Bouma, Jill:<\\/strong> Walking: Pilgrimage of the Personal and Political. <\\/em>\\u201cTell me who you walk with, and I\\u2019ll tell you who you are,\\u201d a quote by Esmeralda Santiago, provides an invitation to discover who we are and understand the experiences that shape us. In this course, we\\u2019ll write about and engage in various walks as we explore a history of walking and its myriad benefits. We\\u2019ll begin by discussing how walking and other forms of exercise can help us deal with stress. Next, we\\u2019ll explore paths to personal pilgrimage, from walking our way through problems to discovering new passions. We\\u2019ll end by exploring the power of mass movement for political solidarity, from Civil Rights marches to recent social movements important to you. Throughout the course, we\\u2019ll examine the physical, emotional, and spiritual benefits of walking to inspire our writing and the ways we engage the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Bouma, Jill: Walking: Pilgrimage of the Personal and Political. “Tell me who you walk with, and I’ll tell you who you are,” a quote by Esmeralda Santiago, provides an invitation to discover who we are and understand the experiences that shape us. In this course, we’ll write about and engage in various walks as we explore a history of walking and its myriad benefits. We’ll begin by discussing how walking and other forms of exercise can help us deal with stress. Next, we’ll explore paths to personal pilgrimage, from walking our way through problems to discovering new passions. We’ll end by exploring the power of mass movement for political solidarity, from Civil Rights marches to recent social movements important to you. Throughout the course, we’ll examine the physical, emotional, and spiritual benefits of walking to inspire our writing and the ways we engage the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Brown, Jarrod: <\\/strong>Thinking about Thinking: Brains, Zombies, and Intelligent Machines. <\\/em>To be a rational thinking being has been considered the essence of what it is to be human for at least two millennia. But as we gaze across human history, it seems hard to believe that something that is essentially rational could do so many stupid things! In our contemporary world, the seeming inevitability of artificial intelligence creates the possibility of an artificial rational, thinking being. If computers were \\u201cintelligent\\u201d would they make these same sorts of mistakes? This media-rich course will explore the very idea of thinking and learning: What is the structure of rational thought? How does deductive and inductive reasoning work? How do the structures of your brain determine how you think and learn? Given what we know about the way the brain works, how can we learn more efficiently and retain information better? How do we make decisions? What ways do the languages we speak influence how we see the world? Could we tell the difference between people who think and thoughtless zombies that just acted <\\/em>like they think? What would count as an \\u201cintelligent machine\\u201d? Are you your mind, or do you even have a mind? In exploring these questions about what it is to be a rational thinking being, participants will acquire skills to think more rationally, communicate more logically, and learn more effectively.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Brown, Jarrod: Thinking about Thinking: Brains, Zombies, and Intelligent Machines. To be a rational thinking being has been considered the essence of what it is to be human for at least two millennia. But as we gaze across human history, it seems hard to believe that something that is essentially rational could do so many stupid things! In our contemporary world, the seeming inevitability of artificial intelligence creates the possibility of an artificial rational, thinking being. If computers were “intelligent” would they make these same sorts of mistakes? This media-rich course will explore the very idea of thinking and learning: What is the structure of rational thought? How does deductive and inductive reasoning work? How do the structures of your brain determine how you think and learn? Given what we know about the way the brain works, how can we learn more efficiently and retain information better? How do we make decisions? What ways do the languages we speak influence how we see the world? Could we tell the difference between people who think and thoughtless zombies that just acted like they think? What would count as an “intelligent machine”? Are you your mind, or do you even have a mind? In exploring these questions about what it is to be a rational thinking being, participants will acquire skills to think more rationally, communicate more logically, and learn more effectively."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Butler, Jim:<\\/strong> Ethics and Democracy.<\\/em> The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual\\u2019s actions? and b) What responsibilities does the individual have to his\\/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill\\u2019s \\u201cOn Liberty,\\u201d Plato\\u2019s \\u201cApology,\\u201d and \\u201cCrito\\u201d), popular essays (\\u201cCivil Disobedience\\u201d), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange<\\/em>). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Butler, Jim: Ethics and Democracy. The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual’s actions? and b) What responsibilities does the individual have to his/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill’s “On Liberty,” Plato’s “Apology,” and “Crito”), popular essays (“Civil Disobedience”), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Carlevale, John<\\/strong>: Warning: Education Can Ruin Your Life.<\\/em> A preview of the pros and cons, ups and downs, rewards and frustrations, and pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing\\u2014dramatic and discursive, fiction and non-fiction\\u2014about education going right and wrong, including Aristophanes\\u2019 Clouds<\\/em> and David Mamet\\u2019s Oleanna<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Carlevale, John: Warning: Education Can Ruin Your Life. A preview of the pros and cons, ups and downs, rewards and frustrations, and pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing—dramatic and discursive, fiction and non-fiction—about education going right and wrong, including Aristophanes’ Clouds and David Mamet’s Oleanna."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Clifton, Teresa:<\\/strong> Writing on Trees.<\\/em> The human imagination has long been captivated by nature and compelled to express it in art. In an age of a global environmental crisis, we turn to our own creativity to make sense of nature, to wonder if we can survive it, or if it can survive us. Literature explores whether humans can achieve harmony with nature, questions what, if any, of our most human, most artificial trappings can coexist with the natural world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Clifton, Teresa: Writing on Trees. The human imagination has long been captivated by nature and compelled to express it in art. In an age of a global environmental crisis, we turn to our own creativity to make sense of nature, to wonder if we can survive it, or if it can survive us. Literature explores whether humans can achieve harmony with nature, questions what, if any, of our most human, most artificial trappings can coexist with the natural world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this course, we will trace the depiction of nature and environmental issues in global literature and other art forms and witness how human expression can attempt to categorize, control, use, improve, or advocate for nature. Using the framework of ecocriticism, we will read, listen, and look to ask what authors and artists contribute to environmental understanding and action. Grounded in explorations of Berea\\u2019s natural setting\\u2014and human interventions in it\\u2014we will respond to nature and to art about nature through creative and ecocritical writing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this course, we will trace the depiction of nature and environmental issues in global literature and other art forms and witness how human expression can attempt to categorize, control, use, improve, or advocate for nature. Using the framework of ecocriticism, we will read, listen, and look to ask what authors and artists contribute to environmental understanding and action. Grounded in explorations of Berea’s natural setting—and human interventions in it—we will respond to nature and to art about nature through creative and ecocritical writing."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Crachiolo, Beth: <\\/strong>The Stories We Tell<\\/em>. This section explores the very human habit of storytelling. Every day we read, listen to, watch, and tell a variety of stories, from the day\\u2019s news, to literature, to videos and television, even to the gossip we tell one another over dinner. We\\u2019re going to explore the history of storytelling (as we can piece it together) and write our own stories in the forms of journals, personal narratives, and analytical essays.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Crachiolo, Beth: The Stories We Tell. This section explores the very human habit of storytelling. Every day we read, listen to, watch, and tell a variety of stories, from the day’s news, to literature, to videos and television, even to the gossip we tell one another over dinner. We’re going to explore the history of storytelling (as we can piece it together) and write our own stories in the forms of journals, personal narratives, and analytical essays."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Crum, John:<\\/strong> The American Essay<\\/em>. This course explores the craft of persuasive writing through a genre that has shaped, and been shaped by, American history: the essay. From eighteenth-century pamphlets calling for revolution to twenty-first century critiques of the attention economy, Americans have used essays to test new ideas, make impassioned arguments, and envision new worlds. Students in this course will read a wide variety of essays from throughout the American past, sampling the best of the genre and tracing its evolution. Learning from these authors, they will hone the craft of developing, drafting, and revising essays on a variety of topics. Along the way, they will also obtain new skills that apply to academic writing generally and reflect on how the essay represents the best of a liberal arts education has to offer.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Crum, John: The American Essay. This course explores the craft of persuasive writing through a genre that has shaped, and been shaped by, American history: the essay. From eighteenth-century pamphlets calling for revolution to twenty-first century critiques of the attention economy, Americans have used essays to test new ideas, make impassioned arguments, and envision new worlds. Students in this course will read a wide variety of essays from throughout the American past, sampling the best of the genre and tracing its evolution. Learning from these authors, they will hone the craft of developing, drafting, and revising essays on a variety of topics. Along the way, they will also obtain new skills that apply to academic writing generally and reflect on how the essay represents the best of a liberal arts education has to offer."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Feagan, Beth: <\\/strong>Freedom to Read. <\\/em>America is a contradictory place. We say we believe in freedom of speech, but every year hundreds of books are challenged, censored, and banned. And Tango Makes Three, Captain Underpants, Harry Potter, The Hunger Games, Looking for Alaska, The Perks of Being a Wallflower:<\\/em> from picture books to novels, these books have been banned right here in the USA. What does that mean? Why does that happen? What can we learn from these books? We will read a variety of banned books and wrestle with these questions. It\\u2019s a complicated conversation, and it\\u2019s been going on for a long time. Censorship is nothing new. Freedom of expression has been under attack since the founding of our country. We\\u2019ll learn how to unpack arguments, do thoughtful research, and make smart arguments of our own. We\\u2019ll also work on overcoming procrastination. Does writing freak you out? It\\u2019s actually just thinking on the page. That sounds abstract until you put it like this: I think something, I go find out what others think about it (reading and research), and then I let them know what I think (writing). Good writing is always in conversation with others. The conversation we will explore and join is about freedom of expression and the power of your voice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Feagan, Beth: Freedom to Read. America is a contradictory place. We say we believe in freedom of speech, but every year hundreds of books are challenged, censored, and banned. And Tango Makes Three, Captain Underpants, Harry Potter, The Hunger Games, Looking for Alaska, The Perks of Being a Wallflower: from picture books to novels, these books have been banned right here in the USA. What does that mean? Why does that happen? What can we learn from these books? We will read a variety of banned books and wrestle with these questions. It’s a complicated conversation, and it’s been going on for a long time. Censorship is nothing new. Freedom of expression has been under attack since the founding of our country. We’ll learn how to unpack arguments, do thoughtful research, and make smart arguments of our own. We’ll also work on overcoming procrastination. Does writing freak you out? It’s actually just thinking on the page. That sounds abstract until you put it like this: I think something, I go find out what others think about it (reading and research), and then I let them know what I think (writing). Good writing is always in conversation with others. The conversation we will explore and join is about freedom of expression and the power of your voice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Foster, Rob:<\\/strong> Civilization.<\\/em> What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Foster, Rob: Civilization. What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Gardner, Kevin: <\\/strong>Artistic Inquiry, Dialogue, and Interpretation. <\\/em>This course will investigate the extended conversation between various sources along the theme of what is discovered through studying and responding to works of art. In particular, through films and readings we will study examples of people succeeding or failing to understand themselves within artistic contexts. Students will explore their own reactions and interpretations of specific works of art through reflective and analytical writing, supported by critical essays, discussions, and materials on art interpretation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Gardner, Kevin: Artistic Inquiry, Dialogue, and Interpretation. This course will investigate the extended conversation between various sources along the theme of what is discovered through studying and responding to works of art. In particular, through films and readings we will study examples of people succeeding or failing to understand themselves within artistic contexts. Students will explore their own reactions and interpretations of specific works of art through reflective and analytical writing, supported by critical essays, discussions, and materials on art interpretation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Gray, Gordon: <\\/strong>From Disney Princesses to the Dark Knight: Popular Culture and Society. <\\/em>This seminar explores how the relationship between popular culture and the society in which it is produced. In particular, we will focus on animated storytelling genres from the USA and Japan to analyze and discuss the ways in which various animated films, books, and television series both produce and represent the societies in which they are created and viewed. This course is designed to encourage students to develop critical methods for evaluating examples of the types of entertainment they consume on a daily basis. At the same time, students will be expanding their ability to communicate that critical analysis, as well as learning and developing skills in critical reading, note taking, argumentation, essay structure, revision, proper documentation, and gaining skills in research and familiarity with library resources.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Gray, Gordon: From Disney Princesses to the Dark Knight: Popular Culture and Society. This seminar explores how the relationship between popular culture and the society in which it is produced. In particular, we will focus on animated storytelling genres from the USA and Japan to analyze and discuss the ways in which various animated films, books, and television series both produce and represent the societies in which they are created and viewed. This course is designed to encourage students to develop critical methods for evaluating examples of the types of entertainment they consume on a daily basis. At the same time, students will be expanding their ability to communicate that critical analysis, as well as learning and developing skills in critical reading, note taking, argumentation, essay structure, revision, proper documentation, and gaining skills in research and familiarity with library resources."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110 - Green, Chris:<\\/strong> Just Community Stories<\\/em>. How do people who belong to different communities within the same location (say a city or county) understand each other and get along? Whose voices and stories are heard? By whom? Who is silenced? Let\\u2019s just say not everyone\\u2019s story is heard and that those gaps\\u2014often caused by codifications in the law and how systems have been structured\\u2014manifest in conflict (some intentional, some not) as people in a location make decisions, such as where a park or road might go or what happens to victims of overdose. Those decisions other further increase the gaps that results in a lack of knowledge and care for one another, exacerbating inequalities and silences. Among the many ways people to work change those structures of silence, this class focuses the sharing of stories: how a community has arisen, their experiences and values, and what they see in their futures. Students will learn ways to express their own stories, help a community build and express its story through public projects (a play, a set of photos, etc.), and facilitate the sharing of that story across communities.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110 - Green, Chris: Just Community Stories. How do people who belong to different communities within the same location (say a city or county) understand each other and get along? Whose voices and stories are heard? By whom? Who is silenced? Let’s just say not everyone’s story is heard and that those gaps—often caused by codifications in the law and how systems have been structured—manifest in conflict (some intentional, some not) as people in a location make decisions, such as where a park or road might go or what happens to victims of overdose. Those decisions other further increase the gaps that results in a lack of knowledge and care for one another, exacerbating inequalities and silences. Among the many ways people to work change those structures of silence, this class focuses the sharing of stories: how a community has arisen, their experiences and values, and what they see in their futures. Students will learn ways to express their own stories, help a community build and express its story through public projects (a play, a set of photos, etc.), and facilitate the sharing of that story across communities."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Green, Chris: <\\/strong>Minds, Thinking, Emotions, and Life.<\\/em> How do our minds work? What short cuts do they take and why? How can we help them, when needed, take a more careful path? How does brain development shape your emotions, your desire to connect, to find novelty, and to create? And what the heck do the Liberal Arts at Berea\\u2014in other words, your college experience\\u2014have to do it with all? You can find out by joining with others in class as we exploring those questions in our lives and surroundings, essays, and diverse contemporary short-stories. Looking forward to meeting you!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Green, Chris: Minds, Thinking, Emotions, and Life. How do our minds work? What short cuts do they take and why? How can we help them, when needed, take a more careful path? How does brain development shape your emotions, your desire to connect, to find novelty, and to create? And what the heck do the Liberal Arts at Berea—in other words, your college experience—have to do it with all? You can find out by joining with others in class as we exploring those questions in our lives and surroundings, essays, and diverse contemporary short-stories. Looking forward to meeting you!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Heyrman, John: <\\/strong>The Future of Higher Education. <\\/em>Constantly-changing computer and Internet technology and the upheavals of the globalized workplace have led many to question what college and university education will or should look like in the future. Indeed, some wonder whether traditional colleges, especially liberal arts colleges, even have a future in a world filled with easily-accessible information and the often very high cost of college education. These are the kinds of questions that this section will consider, along with many related political, social, cultural, and technological issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Heyrman, John: The Future of Higher Education. Constantly-changing computer and Internet technology and the upheavals of the globalized workplace have led many to question what college and university education will or should look like in the future. Indeed, some wonder whether traditional colleges, especially liberal arts colleges, even have a future in a world filled with easily-accessible information and the often very high cost of college education. These are the kinds of questions that this section will consider, along with many related political, social, cultural, and technological issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Hill-Zuganelli, Dee: <\\/strong>Emerging Adulthood. <\\/em>Coined by Jeffrey Jensen Arnett, emerging adulthood is the phase in human development at which individuals begin launching from their families of origin, seeking greater independence in daily life, and navigating deep and existential challenges to identity and sense of self. Students may experience both liberation and high anxiety; it is a time of dramatic change, uncertainty, but also immense freedom and self-discovery. This section will guide students through an exploration of tensions and triumphs through the first-year college experience. We will also investigate the role that family members play in helping us through this time or potentially holding us back. News, current events, films, and lived experience provide context for discussion and learning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Hill-Zuganelli, Dee: Emerging Adulthood. Coined by Jeffrey Jensen Arnett, emerging adulthood is the phase in human development at which individuals begin launching from their families of origin, seeking greater independence in daily life, and navigating deep and existential challenges to identity and sense of self. Students may experience both liberation and high anxiety; it is a time of dramatic change, uncertainty, but also immense freedom and self-discovery. This section will guide students through an exploration of tensions and triumphs through the first-year college experience. We will also investigate the role that family members play in helping us through this time or potentially holding us back. News, current events, films, and lived experience provide context for discussion and learning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Hoffman, Megan:<\\/strong> The Most Intelligent Animal. <\\/em>\\u201cIf a rabbit defined intelligence the way man does, then the most intelligent animal would be a rabbit, followed by the animal most willing to obey the commands of a rabbit.\\u201d \\u2013Robert Brault, writer\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Hoffman, Megan: The Most Intelligent Animal. “If a rabbit defined intelligence the way man does, then the most intelligent animal would be a rabbit, followed by the animal most willing to obey the commands of a rabbit.” –Robert Brault, writer"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"What is intelligence? How can we best measure it? Should we even try to measure it? Is it an \\u201cit\\u201d (intelligence) or a \\u201cthey\\u201d (intelligences)? How does intelligence relate to education, especially a liberal arts education? How does intelligence relate to the structure and function of the brain? We will consider these and many more questions and will investigate intelligence through reading, research, discussion, and writing. We will strengthen our ability to see both sides of an issue, to make and substantiate strong arguments, and to find our own stances and voices on controversial issues. Will we become more intelligent? That remains to be seen. Join us and find out.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"What is intelligence? How can we best measure it? Should we even try to measure it? Is it an “it” (intelligence) or a “they” (intelligences)? How does intelligence relate to education, especially a liberal arts education? How does intelligence relate to the structure and function of the brain? We will consider these and many more questions and will investigate intelligence through reading, research, discussion, and writing. We will strengthen our ability to see both sides of an issue, to make and substantiate strong arguments, and to find our own stances and voices on controversial issues. Will we become more intelligent? That remains to be seen. Join us and find out."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Huck, Dan: <\\/strong>Crime, Law, and Justice. <\\/em>This course will examine the concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. To begin the term, students will be presented with a crime scene, including witnesses who have viewed a portion of the crime or who know background concerning the incident. Actual faculty members and staff play the roles of these witnesses, and real physical evidence (weapons, fingerprints, etc.) are made available to students as they work as \\u201clawyers\\u201d on the case. As the semester develops, students use writing assignments and group work to apply the substance and procedures of criminal law to investigate the evidence of the crime and then to develop their legal theories of the case. The course concludes with students preparing their cases, as either prosecutors or defense attorneys, for a mock trial presented in front a jury which also consists of faculty member and staff professionals who volunteer to serve as jurors and deliver a verdict.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Huck, Dan: Crime, Law, and Justice. This course will examine the concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. To begin the term, students will be presented with a crime scene, including witnesses who have viewed a portion of the crime or who know background concerning the incident. Actual faculty members and staff play the roles of these witnesses, and real physical evidence (weapons, fingerprints, etc.) are made available to students as they work as “lawyers” on the case. As the semester develops, students use writing assignments and group work to apply the substance and procedures of criminal law to investigate the evidence of the crime and then to develop their legal theories of the case. The course concludes with students preparing their cases, as either prosecutors or defense attorneys, for a mock trial presented in front a jury which also consists of faculty member and staff professionals who volunteer to serve as jurors and deliver a verdict."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110 - Litzau, Mike:<\\/strong> Thinking About What Artists Think About<\\/em>. Why do artists make the artwork they do?\\u00a0 What do they hope to communicate to themselves and others?\\u00a0 We will look at contemporary visual artists like Kara Walker, Roger Shimomura, and William Kentridge to name a few.\\u00a0 We will also investigate short animations and literature.\\u00a0 This\\u00a0GSTR\\u00a0110\\u00a0section will investigate the connection between the visual arts and ideas, culture, and ourselves.\\u00a0\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110 - Litzau, Mike: Thinking About What Artists Think About. Why do artists make the artwork they do? What do they hope to communicate to themselves and others? We will look at contemporary visual artists like Kara Walker, Roger Shimomura, and William Kentridge to name a few. We will also investigate short animations and literature. This GSTR 110 section will investigate the connection between the visual arts and ideas, culture, and ourselves. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Mack, Felicia: <\\/strong>No doubt, today we are living through challenging times. The pandemic has led to high unemployment rates, increase in mental illnesses, potential homeless and tons of hopelessness. In the midst of all this upheaval you have decided to further your education by attending Berea College and are now faced with new challenges. As you well know the struggle is ALWAYS real. In this section of GSTR 110 we will read The Skinny House: A Memoir of Family<\\/em> that shares the story of Nathan Seely, an African American man, whose drive and determination led to him becoming a prominent homebuilder in New York. At the height of his fame and fortune he loses everything in the Great Depression; however, he and his family are determined to come out of the depression stronger and more determined than ever. I think we can all relate to feelings of desperation during challenging times and the desire to come out on the other end\\u2013stronger and more determined to make life better for ourselves and loved ones. This is why most attend Berea College. Throughout the course we will engage in numerous writing activities designed to build writing sophistication and the development of academic writing. Coupled with the reading and writing activities you will be introduced to many resources available at the college to support your academic studies and professional aspirations so like Nathan Seely, you too will come out of challenging times and graduate stronger than when you arrived.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Mack, Felicia: No doubt, today we are living through challenging times. The pandemic has led to high unemployment rates, increase in mental illnesses, potential homeless and tons of hopelessness. In the midst of all this upheaval you have decided to further your education by attending Berea College and are now faced with new challenges. As you well know the struggle is ALWAYS real. In this section of GSTR 110 we will read The Skinny House: A Memoir of Family that shares the story of Nathan Seely, an African American man, whose drive and determination led to him becoming a prominent homebuilder in New York. At the height of his fame and fortune he loses everything in the Great Depression; however, he and his family are determined to come out of the depression stronger and more determined than ever. I think we can all relate to feelings of desperation during challenging times and the desire to come out on the other end–stronger and more determined to make life better for ourselves and loved ones. This is why most attend Berea College. Throughout the course we will engage in numerous writing activities designed to build writing sophistication and the development of academic writing. Coupled with the reading and writing activities you will be introduced to many resources available at the college to support your academic studies and professional aspirations so like Nathan Seely, you too will come out of challenging times and graduate stronger than when you arrived."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Martin, Deborah:<\\/strong> This class will explore some of the ways in which citizens have peacefully refused to obey laws and government edicts that are deemed harmful, unethical, and\\/or dangerous. From the Suffrage Marches, to Black Lives Matter, to an examination of the most current events, we will explore how we use our bodies and voices to demand legal and social change in the United States. By exploring the written remnants and commentary of these events, students will be challenged to discover ways in which their personal beliefs are challenged and will create active, written and verbal defenses.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Martin, Deborah: This class will explore some of the ways in which citizens have peacefully refused to obey laws and government edicts that are deemed harmful, unethical, and/or dangerous. From the Suffrage Marches, to Black Lives Matter, to an examination of the most current events, we will explore how we use our bodies and voices to demand legal and social change in the United States. By exploring the written remnants and commentary of these events, students will be challenged to discover ways in which their personal beliefs are challenged and will create active, written and verbal defenses."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cUnjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?\\u201d<\\/em> -Henry David Thoreau\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“Unjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?” -Henry David Thoreau"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- McDonald, Verlaine: <\\/strong>Media, Higher Education, and Identity.<\\/em> <\\/strong>This course will focus on historic and contemporary characterizations of higher education and those who pursue it. What does it or should it mean to be in college? How can we understand the messages about collegians that are conveyed in fiction, nonfiction, film, and other media? And how do these messages shape the perceptions and experiences of those who pursue college degrees? As we explore these and other questions, students will develop and practice essential college (and life) skills including critical inquiry, writing, revision, group discussion, and public speaking.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- McDonald, Verlaine: Media, Higher Education, and Identity. This course will focus on historic and contemporary characterizations of higher education and those who pursue it. What does it or should it mean to be in college? How can we understand the messages about collegians that are conveyed in fiction, nonfiction, film, and other media? And how do these messages shape the perceptions and experiences of those who pursue college degrees? As we explore these and other questions, students will develop and practice essential college (and life) skills including critical inquiry, writing, revision, group discussion, and public speaking."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- McKee, Lauren:<\\/strong> Becoming Your Berea Self.<\\/em> This 110 course will explore various perspectives on college, learning, and work during students\\u2019 first semester at Berea. Together, we will ask questions such as: \\u201cWhat is the value of a liberal arts education? How can I be a successful learner? What kind of work is right for me when I graduate?\\u201d In pursuing answers to these questions, students will learn more about the opportunities they can take advantage of at Berea College and best practices to get the most out of their time here.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- McKee, Lauren: Becoming Your Berea Self. This 110 course will explore various perspectives on college, learning, and work during students’ first semester at Berea. Together, we will ask questions such as: “What is the value of a liberal arts education? How can I be a successful learner? What kind of work is right for me when I graduate?” In pursuing answers to these questions, students will learn more about the opportunities they can take advantage of at Berea College and best practices to get the most out of their time here."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Meadows, Richard: <\\/strong>Fighting Poverty in Appalachia & Inner Cities.<\\/em> At first, rural Appalachia and nearby inner cities don\\u2019t seem to have much in common. Yet, in fact, people from both areas\\u2014including most Berea students\\u2014confront many of the same obstacles, such as poverty, unemployment, poorly-funded schools, inadequate healthcare, substance abuse, and negative stereotypes. Fortunately, many people in Appalachia and nearby inner cities are seeking and finding ways to overcome or help eliminate these obstacles so that their families, friends, and communities can prosper. We\\u2019ll analyze and debate competing attempts to explain these obstacles as well as competing plans to overcome or eliminate them.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Meadows, Richard: Fighting Poverty in Appalachia & Inner Cities. At first, rural Appalachia and nearby inner cities don’t seem to have much in common. Yet, in fact, people from both areas—including most Berea students—confront many of the same obstacles, such as poverty, unemployment, poorly-funded schools, inadequate healthcare, substance abuse, and negative stereotypes. Fortunately, many people in Appalachia and nearby inner cities are seeking and finding ways to overcome or help eliminate these obstacles so that their families, friends, and communities can prosper. We’ll analyze and debate competing attempts to explain these obstacles as well as competing plans to overcome or eliminate them."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Mecham, Neil: <\\/strong>The role of animals in our lives: Where do they fit in? <\\/em>Our lives interconnect with other living creature in a myriad of ways that we take for granted. We bet on horse races, drink milk from cows, eat pigs, keep dogs and cats as pets, and kill mice. What if we bet on dog races, drank milk from horses, ate cats, kept pigs and mice as pets, and worshiped cows? Throughout the world, we do. This course will examine what influences our individual and collective beliefs and actions towards the animals in our lives and in our world? Through reading a variety of materials, viewing visual works, visiting settings where animals and people interact, and engaging in discussion, we will explore the nature of the human-animal relationship. Through expository writing, oral presentations, and interactive dialog, we will develop critical thinking skills, research and analysis skills, and an appreciation for the diversity of experience and thought that surrounds us. In the end, students should be able to express with confidence their beliefs about how humans should treat animals and explain the important roles animals play in our lives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Mecham, Neil: The role of animals in our lives: Where do they fit in? Our lives interconnect with other living creature in a myriad of ways that we take for granted. We bet on horse races, drink milk from cows, eat pigs, keep dogs and cats as pets, and kill mice. What if we bet on dog races, drank milk from horses, ate cats, kept pigs and mice as pets, and worshiped cows? Throughout the world, we do. This course will examine what influences our individual and collective beliefs and actions towards the animals in our lives and in our world? Through reading a variety of materials, viewing visual works, visiting settings where animals and people interact, and engaging in discussion, we will explore the nature of the human-animal relationship. Through expository writing, oral presentations, and interactive dialog, we will develop critical thinking skills, research and analysis skills, and an appreciation for the diversity of experience and thought that surrounds us. In the end, students should be able to express with confidence their beliefs about how humans should treat animals and explain the important roles animals play in our lives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Messina, Troy: <\\/strong>On Certainty. <\\/em>We will explore our world views. These views range from whether Vegemite tastes good to the reality of climate change and its causes. Reading and writing will help us to identify the sources of our views and how they are supported (or not). How resolute are our views? These views often affect how we make decisions, choose friends, find jobs, and where we reside. Do these choices further separate our already politically and socially divided world? We will work to understand how writing, both our own and others\\u2019, may persuade our views. We will reflect on how a liberal arts education plays a role in the way we engage with the world around us.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Messina, Troy: On Certainty. We will explore our world views. These views range from whether Vegemite tastes good to the reality of climate change and its causes. Reading and writing will help us to identify the sources of our views and how they are supported (or not). How resolute are our views? These views often affect how we make decisions, choose friends, find jobs, and where we reside. Do these choices further separate our already politically and socially divided world? We will work to understand how writing, both our own and others’, may persuade our views. We will reflect on how a liberal arts education plays a role in the way we engage with the world around us."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Nakazawa, Mario:<\\/strong> Technology is often viewed as the hopeful panacea that will solve many of the world\\u2019s deepest problems. The progress of computing and other technologies is indeed impressive, and the pace seems to be accelerating with the explosion of apps that one can use in their smartphone to do things such as buy plane tickets, donate to charities and other organizations, and even pay each other. Many people have embraced the opportunities offered by these inventions, but have enough people understood the consequences of what has been developed and unleashed? This section of GSTR 110 aims to tackle the challenging question of whether technology is overall improving or degrading human life, and what decisions and challenges must be overcome by those who choose to join the technology \\u201cbandwagon\\u201d. It is easy to be allured by the dazzle of the latest technological breakthrough, but it is important to take a step back and really think about what it means before becoming an adopter and advocate for it. In this course, we will explore and discuss recent talks and articles about how technology is used, and we will develop our ideas about how to best use technology in our lives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Nakazawa, Mario: Technology is often viewed as the hopeful panacea that will solve many of the world’s deepest problems. The progress of computing and other technologies is indeed impressive, and the pace seems to be accelerating with the explosion of apps that one can use in their smartphone to do things such as buy plane tickets, donate to charities and other organizations, and even pay each other. Many people have embraced the opportunities offered by these inventions, but have enough people understood the consequences of what has been developed and unleashed? This section of GSTR 110 aims to tackle the challenging question of whether technology is overall improving or degrading human life, and what decisions and challenges must be overcome by those who choose to join the technology “bandwagon”. It is easy to be allured by the dazzle of the latest technological breakthrough, but it is important to take a step back and really think about what it means before becoming an adopter and advocate for it. In this course, we will explore and discuss recent talks and articles about how technology is used, and we will develop our ideas about how to best use technology in our lives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Pearson, Eric: <\\/strong>You Are What You Eat<\\/em>. This section will address many questions about food, including food\\u2019s scientific, medical, ethical, and aesthetic dimensions. We will read, write, and think carefully about such issues as the origins of domesticated plants and animals, the morality of killing and eating animals, and the difficult question of what makes some food better than other food.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Pearson, Eric: You Are What You Eat. This section will address many questions about food, including food’s scientific, medical, ethical, and aesthetic dimensions. We will read, write, and think carefully about such issues as the origins of domesticated plants and animals, the morality of killing and eating animals, and the difficult question of what makes some food better than other food."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Sowers, Nancy: <\\/strong>Success: finding and keeping it.<\\/em> In this course we will explore what it means to be a lifelong learner and lay the foundation for a successful career as a student and as a professional. Topics include: recognizing the value of a liberal arts education, identifying meaningful career choices, thinking about current events, and figuring out what is important to you. We will explore these issues thorough regular and substantive writing assignments and seek to enhance college writing skills.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Sowers, Nancy: Success: finding and keeping it. In this course we will explore what it means to be a lifelong learner and lay the foundation for a successful career as a student and as a professional. Topics include: recognizing the value of a liberal arts education, identifying meaningful career choices, thinking about current events, and figuring out what is important to you. We will explore these issues thorough regular and substantive writing assignments and seek to enhance college writing skills."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Starnes, Bobby: <\\/strong> Exploring Concealed and Stock Stories. <\\/em>History is complex. Textbooks, Wikipedia, and information provided at museums, historic sites, and monuments are not. Unfortunately, most of us learn little about the complexities of our history. And even more unfortunately, much of what we do learn is wrong. Information taken out of context, reshaped to support a particular perspective, or carefully-crafted half-truths make up the stock stories we learn in school. These stories present a picture-perfect United States (for example the stock Thanksgiving story or the Columbus \\u2018discovers\\u2019 America story). Behind these stories are the ones we are seldom taught\\u2014stories concealed in most retellings. Using a wide variety of primary documents and artifacts, we will look beyond the stock stories to uncover long-concealed stories. Through inquiry, idea generation and development, prior knowledge and experience, visual and critical thinking, and social construction of knowledge, we will explore three overarching questions:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Starnes, Bobby: Exploring Concealed and Stock Stories. History is complex. Textbooks, Wikipedia, and information provided at museums, historic sites, and monuments are not. Unfortunately, most of us learn little about the complexities of our history. And even more unfortunately, much of what we do learn is wrong. Information taken out of context, reshaped to support a particular perspective, or carefully-crafted half-truths make up the stock stories we learn in school. These stories present a picture-perfect United States (for example the stock Thanksgiving story or the Columbus ‘discovers’ America story). Behind these stories are the ones we are seldom taught—stories concealed in most retellings. Using a wide variety of primary documents and artifacts, we will look beyond the stock stories to uncover long-concealed stories. Through inquiry, idea generation and development, prior knowledge and experience, visual and critical thinking, and social construction of knowledge, we will explore three overarching questions:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"1. What can we learn about connections between historical events, movements, and people and their impact on our lives today?
2. What are the stock stories we are taught, and why might they be taught?
3. What stories are concealed; why might they have been concealed; and how does learning these stories impact our understandings of our histories, our beliefs, and our identity as Americans?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"1. What can we learn about connections between historical events, movements, and people and their impact on our lives today?
2. What are the stock stories we are taught, and why might they be taught?
3. What stories are concealed; why might they have been concealed; and how does learning these stories impact our understandings of our histories, our beliefs, and our identity as Americans?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Strange, Jason:<\\/strong> Writing is a Superpower.<\\/em> One of the most daunting aspects of college is that it\\u2019s full of writing. Why? Writing is hard, research papers are dull, and many students have no desire to become professors. So why all the writing? In this course, we\\u2019ll take that question seriously. We\\u2019ll see that writing is actually something like a superpower\\u2014it will make you stronger and better and even help you heal faster and live longer. Just as important, we will see that, even though it\\u2019s a superpower, being a skilled writer isn\\u2019t some mysterious gift bestowed only on the talented few. As with learning the guitar or playing basketball, there is only one way to get better at writing: steady practice. And that\\u2019s exactly what we\\u2019ll do.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Strange, Jason: Writing is a Superpower. One of the most daunting aspects of college is that it’s full of writing. Why? Writing is hard, research papers are dull, and many students have no desire to become professors. So why all the writing? In this course, we’ll take that question seriously. We’ll see that writing is actually something like a superpower—it will make you stronger and better and even help you heal faster and live longer. Just as important, we will see that, even though it’s a superpower, being a skilled writer isn’t some mysterious gift bestowed only on the talented few. As with learning the guitar or playing basketball, there is only one way to get better at writing: steady practice. And that’s exactly what we’ll do."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Turner, Lisa: <\\/strong>Zombie Apocalypse: Are We Prepared? <\\/em> The rise in infectious disease outbreaks, such as Zika, Ebola, and measles, have public health experts on high alert. Zombies have been referred to as the viruses of the monster world. As such, when considering readiness for disease outbreaks, it is only logical to prepare for a zombie epidemic. Using a zombie apocalypse to frame the issue, this course will examine how infectious disease outbreaks, epidemics, and pandemics occur, what public health officials do in response to disease outbreaks, and the ethical issues that arise when trying to prevent the spread of disease. Students will explore these topics through various readings, podcasts, and videos\\/movies. Students will sharpen their writing, reasoning, research, and reflective skills through the course assignments.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Turner, Lisa: Zombie Apocalypse: Are We Prepared? The rise in infectious disease outbreaks, such as Zika, Ebola, and measles, have public health experts on high alert. Zombies have been referred to as the viruses of the monster world. As such, when considering readiness for disease outbreaks, it is only logical to prepare for a zombie epidemic. Using a zombie apocalypse to frame the issue, this course will examine how infectious disease outbreaks, epidemics, and pandemics occur, what public health officials do in response to disease outbreaks, and the ethical issues that arise when trying to prevent the spread of disease. Students will explore these topics through various readings, podcasts, and videos/movies. Students will sharpen their writing, reasoning, research, and reflective skills through the course assignments."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Webb, Althea:<\\/strong> Emerging Adulthood and the College Experience. <\\/em>This course centers on the exploration of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity\\/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and\\/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to connect theory and practice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Webb, Althea: Emerging Adulthood and the College Experience. This course centers on the exploration of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and research to practical concerns and current events. We will connect academic research on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to connect theory and practice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Woodward, Andrea: <\\/strong>Seriously Funny: The Power of Humor to Address Social Problems.<\\/em> In this course, we explore the power of humor to address complex social issues. In particular, students will think critically about questions of why, when, and how humor works to bridge understanding on issues that can seem intractable or hopelessly divisive. We\\u2019ll explore the boundaries of humor, asking about what is fair game, what is off-limits, and what makes a topic (or one\\u2019s approach to it) one or the other. In particular, we\\u2019ll explore how comedians, writers, and others have used humor to open up conversations and move the needle on mental health, racism, and gender-based violence.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Woodward, Andrea: Seriously Funny: The Power of Humor to Address Social Problems. In this course, we explore the power of humor to address complex social issues. In particular, students will think critically about questions of why, when, and how humor works to bridge understanding on issues that can seem intractable or hopelessly divisive. We’ll explore the boundaries of humor, asking about what is fair game, what is off-limits, and what makes a topic (or one’s approach to it) one or the other. In particular, we’ll explore how comedians, writers, and others have used humor to open up conversations and move the needle on mental health, racism, and gender-based violence."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Wray, Linda: <\\/strong>\\u201cAre We Doing the Right Thing?\\u201d Ethical Decisions in Healthcare. <\\/em>Increasingly, the healthcare system in the United States has garnered much attention politically, economically and, most importantly, ethically. This course will examine common ethical dilemmas encountered within this dynamic healthcare system. Students will investigate ethical decision making, identify these ethical dilemmas, and then examine the ethics surrounding each situation. Viewing each situation from a variety of viewpoints will be encouraged. Ethical dilemmas examined may include topics such as universal healthcare, the rationing of healthcare, euthanasia and the termination of care. Students will explore these topics using a variety of readings, news media broadcasts, and videos.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Wray, Linda: “Are We Doing the Right Thing?” Ethical Decisions in Healthcare. Increasingly, the healthcare system in the United States has garnered much attention politically, economically and, most importantly, ethically. This course will examine common ethical dilemmas encountered within this dynamic healthcare system. Students will investigate ethical decision making, identify these ethical dilemmas, and then examine the ethics surrounding each situation. Viewing each situation from a variety of viewpoints will be encouraged. Ethical dilemmas examined may include topics such as universal healthcare, the rationing of healthcare, euthanasia and the termination of care. Students will explore these topics using a variety of readings, news media broadcasts, and videos."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo5NDk3OA=="}]}},{"__typename":"Page","id":"cG9zdDo5MTU3NQ==","title_b28e9_bf21a":"General Education Modification (GEM) Committee","uri":"/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/","parentId":"cG9zdDo5MTU1Nw==","modified":"2023-10-02T07:29:37","databaseId":91575,"slug":"general-education-modification-gem-committee","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"General Education Modification (GEM) Committee - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"General Education Modification (GEM) Committee","opengraphDescription":"The General Education Curriculum at Berea College has not undergone comprehensive review since its implementation in 2006. After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal “drift” of a curriculum over time, this move … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-10-02T12:29:37+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":5,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/\",\"name\":\"General Education Modification (GEM) Committee - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T20:16:24+00:00\",\"dateModified\":\"2023-10-02T12:29:37+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"General Education Modification (GEM) Committee\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/","text":"General Education Modification (GEM) Committee"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The General Education Curriculum at Berea College has not undergone comprehensive review since its implementation in 2006. After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal \\u201cdrift\\u201d of a curriculum over time, this move is important, as many faculty members have joined the College since 2006 and have little grounding in the history and rationale behind the current curriculum. Broad and deep campus conversations about the goals, nature, and structure of General Studies at Berea College promise to revitalize the curriculum and develop energizing dialogues among faculty about teaching and learning. The General Education Modification (GEM) Committee was formed to complete this task of a thorough review and modification of the General Education program. To learn more about the charge of our group, please refer to the documents below (note: you may have to log in using Berea.edu credentials to see these documents).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The General Education Curriculum at Berea College has not undergone comprehensive review since its implementation in 2006. After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal “drift” of a curriculum over time, this move is important, as many faculty members have joined the College since 2006 and have little grounding in the history and rationale behind the current curriculum. Broad and deep campus conversations about the goals, nature, and structure of General Studies at Berea College promise to revitalize the curriculum and develop energizing dialogues among faculty about teaching and learning. The General Education Modification (GEM) Committee was formed to complete this task of a thorough review and modification of the General Education program. To learn more about the charge of our group, please refer to the documents below (note: you may have to log in using Berea.edu credentials to see these documents)."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Original College Faculty Assembly Proposal to Create GEM Committee (Spring 2021)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Motion to Amend GEM Committee Formation & Structure (Spring 2021)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM Report to the Faculty College Assembly (Spring 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM PowerPoint Presentation (as given to the Faculty College Assembly, Spring 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM General Education Quantitative Reasoning Presentation (as given to the Faculty College Assembly, Fall 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM General Education Forum Presentation (November, 2022)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"General Education Modification (GEM) Committee Final Report (March 2023)<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Launch Week GEM Presentation (August 2023)<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Members of GEM\",\"level\":2,\"anchor\":\"h-members-of-gem\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-members-of-gem","content":"Members of GEM"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Eileen McKiernan-Gonzalez, Associate Provost\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Kristen Barnard, Representative of Division I; Expert in Quantitative Reasoning\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Nancy Gift, Representative of Division II\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Melody Srsic, Representative of Division III\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Amrita Mishra, Representative of Division IV\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jarrod Brown, Representative of Division V\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jon Saderholm, Representative of Division VI\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Rochelle Arms Almengor, Expert in Diversity, Equity, Inclusion, and Justice\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Rebecca Bates, Advocate for Writing and the Teaching of Writing\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Jarrod Sipple, SGA Student Representative\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Sam Cole, Staff Support\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"GEM Guiding Documents\",\"level\":2,\"anchor\":\"h-gem-guiding-documents\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-gem-guiding-documents","content":"GEM Guiding Documents"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Berea College\\u2019s Great Commitments<\\/a> (from the Berea College Employee Handbook)\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Berea College\\u2019s Aims of General Education and Core Competencies<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Berea College: About the College<\\/a> (from the Berea College Employee Handbook<\\/em>)\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"SACS-COC General Education Requirements and Assessment<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"GEM Presentation from Launch Week 2022\\u00a0<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"New Gen. Ed Curriculum Implementation Teams\",\"level\":2,\"anchor\":\"h-new-gen-ed-curriculum-implementation-teams\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-new-gen-ed-curriculum-implementation-teams","content":"New Gen. Ed Curriculum Implementation Teams"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 1 \\u2013 Learning & Inquiry 1 & 2; Writing Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 1 – Learning & Inquiry 1 & 2; Writing Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Learning & Inquiry 1 (Explorations)<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Learning & Inquiry 1 (Explorations)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Focuses on \\u201cscholarly practices,\\u201d interdisciplinary exploration, and communication skills\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Focuses on “scholarly practices,” interdisciplinary exploration, and communication skills"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Learning & Inquiry 2 (Discoveries)<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Learning & Inquiry 2 (Discoveries)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Focuses on conducting documentary research and writing\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Focuses on conducting documentary research and writing"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Writing Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Writing Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will be required to complete two WR (writing rich) courses. These courses would complement the writing instruction in core courses. These courses may be from any discipline, and may be completed through major courses, values courses, or ways of knowing courses.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will be required to complete two WR (writing rich) courses. These courses would complement the writing instruction in core courses. These courses may be from any discipline, and may be completed through major courses, values courses, or ways of knowing courses."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"XT Hong (MUS \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"XT Hong (MUS – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Maria Taylor (Library)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Maria Taylor (Library)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Chris Lakes (SST)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Chris Lakes (SST)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Amy Nichols (CTL)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Amy Nichols (CTL)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sandy Williams (HHP \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sandy Williams (HHP – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Lauren Ballou (BIO \\u2013 Div. I)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Lauren Ballou (BIO – Div. I)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jesse Montgomery (ENG \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jesse Montgomery (ENG – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sarah Adams (Gen. Ed.)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sarah Adams (Gen. Ed.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 2 \\u2013 Learning & Inquiry 3<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 2 – Learning & Inquiry 3"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course uses Berea\\u2019s Great Commitments as a foundation to orient students toward an understanding of intersectional justice in the United States.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course uses Berea’s Great Commitments as a foundation to orient students toward an understanding of intersectional justice in the United States."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Chris Green (Appalachian Studies \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Chris Green (Appalachian Studies – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"John Heyrman (Political Science \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"John Heyrman (Political Science – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Penelope Wong (EDU \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Penelope Wong (EDU – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Patrick Burrows (REL \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Patrick Burrows (REL – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 3 \\u2013 Learning & Inquiry 4<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 3 – Learning & Inquiry 4"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A course on research-based team problem solving.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A course on research-based team problem solving."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Caryn Vazzana (BUS \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Caryn Vazzana (BUS – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Alison Heck (PSY \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Alison Heck (PSY – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mary Parr (ANR \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mary Parr (ANR – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 4 \\u2013 Beyond The Borders Value; Internationally Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 4 – Beyond The Borders Value; Internationally Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Beyond the Borders<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Beyond the Borders"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courses that promote a deeper understanding of the human world and encourage a sense of global citizenship by exploring the perspectives and ways of life of societies and cultures that extend beyond the national borders of the United States.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courses that promote a deeper understanding of the human world and encourage a sense of global citizenship by exploring the perspectives and ways of life of societies and cultures that extend beyond the national borders of the United States."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Internationally Rich<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Internationally Rich"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each student should be required to take one Internationally Rich (IR) course. This competency can be fulfilled by courses in any discipline (including those that fulfill other competencies or Values) or a Study Abroad experience (college approved experience may be credit or non-credit bearing) whether a course, research project, or experiential learning opportunity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each student should be required to take one Internationally Rich (IR) course. This competency can be fulfilled by courses in any discipline (including those that fulfill other competencies or Values) or a Study Abroad experience (college approved experience may be credit or non-credit bearing) whether a course, research project, or experiential learning opportunity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mireille Pardon (HIS \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mireille Pardon (HIS – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Michael Litzau (ART \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Michael Litzau (ART – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teresa Clifton (Foreign Language \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teresa Clifton (Foreign Language – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mary-Reginal Anibueze (REL \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mary-Reginal Anibueze (REL – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 5 \\u2013 Holistic Wellness Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 5 – Holistic Wellness Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Requires students to take one full-credit holistic wellness-related course, one term, any time during the student\\u2019s (four) years at Berea. The full-credit, single term course will replace the current two-semester sequence. The Health and Human Performance (HHP) department will design a comprehensive holistic course with the intended audience of freshmen and sophomores.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Requires students to take one full-credit holistic wellness-related course, one term, any time during the student’s (four) years at Berea. The full-credit, single term course will replace the current two-semester sequence. The Health and Human Performance (HHP) department will design a comprehensive holistic course with the intended audience of freshmen and sophomores."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Lisa Turner (NUR \\u2013 Div. I)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Lisa Turner (NUR – Div. I)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Neil Mecham (CFS \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Neil Mecham (CFS – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Michael Dalessio (HHP \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Michael Dalessio (HHP – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 6 \\u2013 Power & Equity Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 6 – Power & Equity Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This Value highlights the importance of thinking critically about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. At the same time, this value invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This Value highlights the importance of thinking critically about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. At the same time, this value invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Bobby Starnes (GST \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Bobby Starnes (GST – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Andrea Woodward (SOC \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Andrea Woodward (SOC – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Volker Grzimek (BUS \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Volker Grzimek (BUS – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Michelle Thornton Adler (HHP \\u2013 Div. III)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Michelle Thornton Adler (HHP – Div. III)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 7 \\u2013 Seeking Meaning Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 7 – Seeking Meaning Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Intended to help students develop an appreciation for the variety of human values through the systematic study of the histories, traditions, institutions, ideas, or applications of ethical, religious, and spiritual systems.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Intended to help students develop an appreciation for the variety of human values through the systematic study of the histories, traditions, institutions, ideas, or applications of ethical, religious, and spiritual systems."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Duane Smith (REL \\u2013 Div. VI)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Duane Smith (REL – Div. VI)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jim Butler (PHI \\u2013 Div. V)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jim Butler (PHI – Div. V)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Beth Crachiolo (ENG \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Beth Crachiolo (ENG – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 8 \\u2013 Sustainability Value<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 8 – Sustainability Value"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sustainability is about achieving balance among environment, equity, and economy. It can be approached from multiple fields, even though many people tend to assume that sustainability is just about the environment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sustainability is about achieving balance among environment, equity, and economy. It can be approached from multiple fields, even though many people tend to assume that sustainability is just about the environment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Laura Seroka (COM \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Laura Seroka (COM – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Dan Feinberg (ETAD \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Dan Feinberg (ETAD – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sarah Hall (ANR \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Sarah Hall (ANR – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Suzanne Birner (GEO \\u2013 Div. I)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Suzanne Birner (GEO – Div. I)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Team 9 \\u2013 Quantitatively Rich Competency<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Team 9 – Quantitatively Rich Competency"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We define \\u201cquantitatively rich\\u201d as a course that can create evidence of performance of three or more of the six abilities. (Note: these six abilities are laid out in the Quantitative Reasoning section of the GEM proposal, on pages 20-21.)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We define “quantitatively rich” as a course that can create evidence of performance of three or more of the six abilities. (Note: these six abilities are laid out in the Quantitative Reasoning section of the GEM proposal, on pages 20-21.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Gary Thornsberry (THR \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Gary Thornsberry (THR – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Wei Wu (ETAD \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Wei Wu (ETAD – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Tracy Hodge (PHY \\u2013 Div. I)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Tracy Hodge (PHY – Div. I)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Nancy Sowers (BUS \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Nancy Sowers (BUS – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Want to see other documents or resources on this page? Have any questions or concerns about the work of GEM? If so, please contact Sam Cole (colesa@berea.edu<\\/a>; 859-985-3489).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Want to see other documents or resources on this page? Have any questions or concerns about the work of GEM? If so, please contact Sam Cole (colesa@berea.edu; 859-985-3489)."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MTU3MQ==","title_b28e9_bf21a":"Course Proposal Forms","uri":"/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/","parentId":"cG9zdDo5MTU1Nw==","modified":"2024-04-15T10:18:53","databaseId":91571,"slug":"course-proposal-forms","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Course Proposal Forms - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Course Proposal Forms","opengraphDescription":"Proposing Courses to Meet General Education Requirements Departments may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electronically to Tiffany Lindsey (lindseyt@berea.edu), staff support to COGE. The … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-15T15:18:53+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":3,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/\",\"name\":\"Course Proposal Forms - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T20:14:00+00:00\",\"dateModified\":\"2024-04-15T15:18:53+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Course Proposal Forms\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/","text":"Course Proposal Forms"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Proposing Courses to Meet General Education Requirements\",\"level\":3,\"anchor\":\"h-proposing-courses-to-meet-general-education-requirements\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-proposing-courses-to-meet-general-education-requirements","content":"Proposing Courses to Meet General Education Requirements"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Departments may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electronically to Tiffany Lindsey (lindseyt@berea.edu<\\/a>), staff support to COGE. The request forms ask respondents to indicate how the course will address the faculty-approved learning goals for the requirement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Departments may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electronically to Tiffany Lindsey (lindseyt@berea.edu), staff support to COGE. The request forms ask respondents to indicate how the course will address the faculty-approved learning goals for the requirement."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Requests are promptly reviewed and acted upon by the Committee on General Education (COGE). Department Chairs will receive an email reminder with proposal submission deadlines early each term. Submission of the proposal by the deadline is necessary in order to include information about the General Education requirements in the printed schedule of classes published prior to registration.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Requests are promptly reviewed and acted upon by the Committee on General Education (COGE). Department Chairs will receive an email reminder with proposal submission deadlines early each term. Submission of the proposal by the deadline is necessary in order to include information about the General Education requirements in the printed schedule of classes published prior to registration."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courses may be proposed to meet one or two general education requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courses may be proposed to meet one or two general education requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective credit is approved for courses, not for individual students.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective credit is approved for courses, not for individual students."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The submission deadlines concerning requests for general education requirements during 2024-2025 (ALE, PR, PRQ, Natural Science, Perspectives, and Service-Learning) are as follows:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The submission deadlines concerning requests for general education requirements during 2024-2025 (ALE, PR, PRQ, Natural Science, Perspectives, and Service-Learning) are as follows:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Spring & Summer 2025: Tuesday, October 8th, 2024\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Fall 2025: Tuesday, March 11th, 2025\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please submit all documentation for these requests to Tiffany Lindsey (lindseyt@berea.edu<\\/a>) before these deadlines pass.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please submit all documentation for these requests to Tiffany Lindsey (lindseyt@berea.edu) before these deadlines pass."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you are new to Service-Learning or not sure if your course is a good match for Service-Learning, please contact Ashley Cochrane<\\/a>, Director of The Center for Excellence in Learning Through Service (CELTS<\\/a>) to learn more and brainstorm possibilities. Just as a reminder, courses that are not permanently designated as service-learning courses need to \\u201crenew\\u201d their S-L Course designation each time the course is taught as an S-L course by submitting the S-L Course designation proposal form (Part A only).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you are new to Service-Learning or not sure if your course is a good match for Service-Learning, please contact Ashley Cochrane, Director of The Center for Excellence in Learning Through Service (CELTS) to learn more and brainstorm possibilities. Just as a reminder, courses that are not permanently designated as service-learning courses need to “renew” their S-L Course designation each time the course is taught as an S-L course by submitting the S-L Course designation proposal form (Part A only)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Just as a reminder, here are the ways to go about requesting perspectives for various types of course offerings:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Just as a reminder, here are the ways to go about requesting perspectives for various types of course offerings:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Never before offered Special Topics courses: Department Chairs should submit completed perspective request from and draft syllabus to Tiffany Lindsey by the appropriate deadline.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Catalog Courses requesting new or different perspectives: Department Chairs should submit completed perspective request form and draft syllabus to Tiffany Lindsey by the appropriate deadline.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Special topics courses offered before in previous terms that were granted perspectives during the last offering: Instructor should send a note to Tiffany Lindsey (with Department Chair CC\\u2019ed) by the appropriate deadline verifying that the course offering and content for the course will be the same as it was when previously offered. No extra documentation\\/resubmitted documentation is required.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you have any questions or concerns about this, please feel free to contact Tiffany Lindsey, Eileen McKiernan-Gonzalez, or EJ Stokes.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you have any questions or concerns about this, please feel free to contact Tiffany Lindsey, Eileen McKiernan-Gonzalez, or EJ Stokes."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The request forms, which should be completed and submitted with a course syllabus, are available below:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The request forms, which should be completed and submitted with a course syllabus, are available below:"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Perspectives<\\/strong>\",\"level\":4,\"anchor\":\"h-perspectives\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"h-perspectives","content":"Perspectives"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"AAAW+ Perspective Request Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Arts Perspective Request Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"International Perspective Request Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Religion Perspective Request Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Social Science Perspective Request Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Western History Perspective Request Form<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Practical Reasoning<\\/strong>\",\"level\":4,\"anchor\":\"h-practical-reasoning\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"h-practical-reasoning","content":"Practical Reasoning"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Practical Reasoning (Quantitative) Request Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Practical Reasoning (Non-quantitative) Request Form<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Active Learning Experience<\\/strong>\",\"level\":4,\"anchor\":\"h-active-learning-experience\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"h-active-learning-experience","content":"Active Learning Experience"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Class Based ALE Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Service-Learning Course Designation (ALE) Proposal Form<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Active Learning Experience (ALE) Independent Study Request Form<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Natural Science<\\/strong>\",\"level\":4,\"anchor\":\"h-natural-science\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"h-natural-science","content":"Natural Science"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Natural Science Requirement Request Form<\\/a>\"}","innerBlocks":[]}]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MTU2OA==","title_b28e9_bf21a":"Resources for Instructors","uri":"/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/","parentId":"cG9zdDo5MTU1Nw==","modified":"2023-03-20T19:31:36","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91568,"slug":"resources-for-instructors","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Resources for Instructors - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Resources for Instructors","opengraphDescription":"These documents are provided to help current instructors of GSTR courses, possible future instructors of GSTR courses, and current/future students who are required to complete these courses. Please note that the course primer documents are simply expanded versions of the course documents that have been formally approved by the faculty. Annotations from the course coordinators are … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-03-20T19:31:36+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/\",\"name\":\"Resources for Instructors - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T19:55:43+00:00\",\"dateModified\":\"2023-03-20T19:31:36+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Resources for Instructors\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/resources-for-instructors/","text":"Resources for Instructors"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These documents are provided to help current instructors of GSTR courses, possible future instructors of GSTR courses, and current\\/future students who are required to complete these courses.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These documents are provided to help current instructors of GSTR courses, possible future instructors of GSTR courses, and current/future students who are required to complete these courses."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please note that the course primer documents are simply expanded versions of the course documents that have been formally approved by the faculty. Annotations from the course coordinators are in blue text.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please note that the course primer documents are simply expanded versions of the course documents that have been formally approved by the faculty. Annotations from the course coordinators are in blue text."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"}}}}}
GSTR 110 Course Primer<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Faculty Advising Resources<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
GSTR 210 Course Primer<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
GSTR 210 Research Rubric<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
GSTR 310 Course Document<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
GSTR 332 Course Document<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
GSTR 410 Course Document<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
GSTR 410 Expo Judging Sheet<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
The Berea Early Writing Guide Webpage<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Forms to Propose a Course as Meeting a Particular General Education Perspective or Requirement<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Dr. Sarah Adams<\\/a>, Berea Bridge Director & Writing Program Administrator<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU2NQ==","title_b28e9_bf21a":"Committee on General Education (COGE)","uri":"/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/","parentId":"cG9zdDo5MTU1Nw==","modified":"2024-04-15T11:01:06","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91565,"slug":"committee-on-general-education-coge","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Committee on General Education (COGE) - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Committee on General Education (COGE)","opengraphDescription":"The Committee on General Education (COGE) is the steering committee for the General Education curriculum and is guided by the Aims of General Education. It has responsibility for oversight of the curriculum, including: COGE consists of eight members—the Associate Provost; the Coordinators of the five General Studies core courses; the Coordinator of Perspectives, PR, and … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-04-15T16:01:06+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":2,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/\",\"name\":\"Committee on General Education (COGE) - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T19:48:56+00:00\",\"dateModified\":\"2024-04-15T16:01:06+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Committee on General Education (COGE)\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/committee-on-general-education-coge/","text":"Committee on General Education (COGE)"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Committee on General Education (COGE) is the steering committee for the General Education curriculum and is guided by the Aims of General Education. It has responsibility for oversight of the curriculum, including:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Committee on General Education (COGE) is the steering committee for the General Education curriculum and is guided by the Aims of General Education. It has responsibility for oversight of the curriculum, including:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"consideration of issues that affect the substance of the General Education curriculum, including reviewing and making recommendations on any matters that affect GSTR course guidelines or the General Education curriculum as a whole.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"administration of existing policy within the General Education curriculum. These matters include (but are not limited to) the development, review and approval of new sections of General Education core courses, Perspectives, and other components of the General Education curriculum; and consideration of requests for exceptions within the program.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"systematic and on-going assessment of individual GSTR courses, and of the General Education curriculum as a whole.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"planning for faculty development in regard to the General Education curriculum.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"initiation of proposals for programmatic and\\/or curricular changes to the General Education curriculum, which are forwarded to and acted upon by the Academic Program Council.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"COGE consists of eight members\\u2014the Associate Provost; the Coordinators of the five General Studies core courses; the Coordinator of Perspectives, PR, and ALE; and a student. The Associate Provost serves as a voting member of the Academic Program Council (APC), and functions as a liaison between COGE and APC. Coordinators are appointed by the Associate Provost. Terms will generally be three years, but may range from two to five years. All members have voice and vote.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"COGE consists of eight members—the Associate Provost; the Coordinators of the five General Studies core courses; the Coordinator of Perspectives, PR, and ALE; and a student. The Associate Provost serves as a voting member of the Academic Program Council (APC), and functions as a liaison between COGE and APC. Coordinators are appointed by the Associate Provost. Terms will generally be three years, but may range from two to five years. All members have voice and vote."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Perspective Deadlines for 2024-2025\",\"level\":2,\"anchor\":\"h-perspective-deadlines-for-2024-2025\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-perspective-deadlines-for-2024-2025","content":"Perspective Deadlines for 2024-2025"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Spring & Summer Courses: October 8th, 2024\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Fall 2025 Courses : March 11th, 2025\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective Request Forms: https:\\/\\/www.berea.edu\\/academics\\/departments-programs\\/general-studies\\/gst-department-pages\\/course-proposal-forms<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective Request Forms: https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Members of the Committee on General Education, Fall 2023\",\"level\":2,\"anchor\":\"h-members-of-the-committee-on-general-education-fall-2023\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-members-of-the-committee-on-general-education-fall-2023","content":"Members of the Committee on General Education, Fall 2023"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Abby Houston, Coordinator of Perspectives, the Practical Reasoning Requirement (PR), and the Active Learning Experience Requirement (ALEs)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Mike Dalessio, Wellness Coordinator\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Sarah Adams, Coordinator of GSTR 110\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Beth Feagan, Coordinator of GSTR 210\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Mireille Pardon, Coordinator of GSTR 310\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Suzanne Birner, Coordinator of GSTR 332\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Emmanuel Joshua \\u201cE.J.\\u201d Stokes, Coordinator of GSTR 410; Chair of the Committee On General Education\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"One student representative, selected by the Student Government Association, currently Cooper Cox\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Eileen McKiernan-Gonzalez, Associate Provost\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Tiffany Lindsey, Staff Support to COGE\"}","innerBlocks":[]}]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU2Mw==","title_b28e9_bf21a":"Policies and Guidelines","uri":"/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/","parentId":"cG9zdDo5MTU1Nw==","modified":"2023-03-20T19:31:26","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91563,"slug":"policies-and-guidelines","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Policies and Guidelines - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Policies and Guidelines","opengraphDescription":"Core Classes: GSTR 110, GSTR 210, GSTR 310, GSTR 332, GSTR 410 These courses are required of all Berea College students. There are no transfer equivalencies and these courses do not satisfy other General Education or major requirements. When to take the core courses: GSTR 110: First regular term. GSTR 210: Second regular term, unless student is … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-03-20T19:31:26+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":2,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/\",\"name\":\"Policies and Guidelines - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T18:51:30+00:00\",\"dateModified\":\"2023-03-20T19:31:26+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Policies and Guidelines\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/policies-and-guidelines/","text":"Policies and Guidelines"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Core Classes: GSTR 110, GSTR 210, GSTR 310, GSTR 332, GSTR 410\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Core Classes: GSTR 110, GSTR 210, GSTR 310, GSTR 332, GSTR 410"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These courses are required of all Berea College students. There are no transfer equivalencies and these courses do not satisfy other General Education or major requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These courses are required of all Berea College students. There are no transfer equivalencies and these courses do not satisfy other General Education or major requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"When to take the core courses:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"When to take the core courses:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\nGSTR 110:<\\/strong> First regular term.<\\/li>
\\nGSTR 210:<\\/strong> Second regular term, unless student is enrolled in ENG 104, in which case, the student may elect to delay GSTR 210 until their third term. Prerequisite: GSTR 110 (or waiver).<\\/li>
\\nGSTR 310:<\\/strong> Third through seventh regular term. Students should be encouraged to take in their third or fourth semesters, and strongly encouraged not to put this off until their senior year. Prerequisites: GSTR 210 and sophomore standing.<\\/li>
\\nGSTR 332:<\\/strong> Third through seventh regular term. Students should be strongly encouraged not to put this off until their senior year. Prerequisites: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing.<\\/li>
\\nGSTR 410: <\\/strong>Sixth, seventh, or eighth regular term. Prerequisites: WELL 101 & 102, Practical Reasoning, GSTR 310, GSTR 332, International Perspective, and 2 of the 5 remaining General Education Perspectives.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Decisions about summer classes are not made until February. Students should be encouraged to take their core classes in the regular semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Decisions about summer classes are not made until February. Students should be encouraged to take their core classes in the regular semester."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Perspective, PR(Q), and ALE\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Perspective, PR(Q), and ALE"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective, PR(Q), and ALE credit may be earned in any term. In general, it is a good idea for students to plan to complete most, if not all, of their perspectives prior to their senior year. Perspective credit is approved for courses that have been proposed by departments and reviewed by COGE, not for individual students. Students should consult the Schedule of Courses, plus supplements, to find out which courses satisfy General Education requirements in any given semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective, PR(Q), and ALE credit may be earned in any term. In general, it is a good idea for students to plan to complete most, if not all, of their perspectives prior to their senior year. Perspective credit is approved for courses that have been proposed by departments and reviewed by COGE, not for individual students. Students should consult the Schedule of Courses, plus supplements, to find out which courses satisfy General Education requirements in any given semester."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Independent studies or team-initiated studies may be approved for Active Learning Experience credit but not for Perspective or Practical Reasoning credit.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Independent studies or team-initiated studies may be approved for Active Learning Experience credit but not for Perspective or Practical Reasoning credit."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Active Learning Experiences (ALEs)\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Active Learning Experiences (ALEs)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Active Learning Experience credit may be earned by completing:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Active Learning Experience credit may be earned by completing:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
an approved service-learning course;<\\/li>
an approved internship;<\\/li>
an approved labor project;<\\/li>
an approved short term travel course;<\\/li>
structured reflection as part of KIIS or other international study program. (This is not automatic; it requires completion of a journal that will be reviewed by the Director of the International Center.)<\\/li>
designated nursing clinicals;<\\/li>
designated education practicums;<\\/li>
participation in a theatre lab production;<\\/li>
UGR 010 or UGR 020 undergraduate research projects;<\\/li>
an approved independent or team-initiated studies.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Other"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"No single course taken at Berea can fulfill more than two General Education requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"No single course taken at Berea can fulfill more than two General Education requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"No course taken off campus\\u2013at another institution or as part of the KIIS or other program\\u2013may satisfy more than one General Education requirement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"No course taken off campus–at another institution or as part of the KIIS or other program–may satisfy more than one General Education requirement."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTU2MA==","title_b28e9_bf21a":"Aims of General Education","uri":"/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/","parentId":"cG9zdDo5MTU1Nw==","modified":"2023-03-20T19:30:41","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91560,"slug":"aims-of-general-education","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Aims of General Education - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Aims of General Education","opengraphDescription":"[Approved by Faculty in November 14, 2002, and through the GERC Amendment Process in 2003-2004 and 2013-2014] Derived from the learning goals of Being and Becoming and the Great Commitments, the Aims listed below identify the common expectations for all students, which can be met in a variety of ways, including courses, co-curricular activities, residential … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-03-20T19:30:41+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":3,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/\",\"name\":\"Aims of General Education - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T18:49:42+00:00\",\"dateModified\":\"2023-03-20T19:30:41+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Aims of General Education\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/aims-of-general-education/","text":"Aims of General Education"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"[Approved by Faculty in November 14, 2002, and through the GERC Amendment Process in 2003-2004 and 2013-2014]\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"[Approved by Faculty in November 14, 2002, and through the GERC Amendment Process in 2003-2004 and 2013-2014]"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Derived from the learning goals of Being and Becoming and the Great Commitments, the Aims listed below identify the common expectations for all students, which can be met in a variety of ways, including courses, co-curricular activities, residential life programs and experiences, convocations, and labor. These aims outline the specific knowledge, skills, and qualities of mind we would like to see all students develop, and they suggest certain kinds of experience that will enable that development. Thus, Berea College\\u2019s educational program is designed to provide students with opportunities and experiences that will allow them to achieve these Aims.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Derived from the learning goals of Being and Becoming and the Great Commitments, the Aims listed below identify the common expectations for all students, which can be met in a variety of ways, including courses, co-curricular activities, residential life programs and experiences, convocations, and labor. These aims outline the specific knowledge, skills, and qualities of mind we would like to see all students develop, and they suggest certain kinds of experience that will enable that development. Thus, Berea College’s educational program is designed to provide students with opportunities and experiences that will allow them to achieve these Aims."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Knowledge: the General Education program will help students understand:\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Knowledge: the General Education program will help students understand:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
aesthetic, scientific, historical, and interdisciplinary ways of knowing;<\\/li>
religion, particularly Christianity, in its many expressions;<\\/li>
Berea College\\u2019s historical and ongoing commitments to racial (traditionally black and white) and gender equality, as well as to the Appalachian region;<\\/li>
the natural environment and our relationship to it;<\\/li>
the roles of science and technology in the contemporary world;<\\/li>
U.S. and global issues and perspectives.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Skills: the General Education program will help students develop the abilities to:\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Skills: the General Education program will help students develop the abilities to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
read and listen effectively; write and speak effectively, with integrity and style;<\\/li>
think critically and creatively, and reason quantitatively;<\\/li>
develop research strategies and employ appropriate technologies as means to deepen one\\u2019s knowledge and understanding;<\\/li>
work effectively both independently and collaboratively;<\\/li>
resolve conflicts nonviolently.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Habits of Mind: the General Education program will help students:\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Habits of Mind: the General Education program will help students:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
deepen their capacities for moral reflection, spiritual development, and responsible action;<\\/li>
develop an openness to and knowledgeable appreciation of human diversity, in terms of race, gender, class, religion, sexuality, language, and culture;<\\/li>
cultivate their imagination and ability to discern connections, consider alternatives, and think about topics and issues from multiple perspectives;<\\/li>
think and act in ways that promote peace with justice;<\\/li>
develop habits leading to lifetime health and fitness.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The above Aims of General Education will be achieved through a combination of learning experiences designed to help students become independent learners and thinkers. Such learning experiences are likely to include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The above Aims of General Education will be achieved through a combination of learning experiences designed to help students become independent learners and thinkers. Such learning experiences are likely to include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
Discussion and lecture;<\\/li>
Student-initiated learning;<\\/li>
Experiential learning (for example, service-learning, travel, internships, etc.);<\\/li>
Collaborative learning.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Core Competencies\",\"level\":4,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"","content":"Core Competencies"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To determine the extent to which students have attained the Aims of General Education, Berea College will regularly assess student achievement in five areas:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To determine the extent to which students have attained the Aims of General Education, Berea College will regularly assess student achievement in five areas:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
Critical Thinking: Students will use sound reasoning and strong evidence when drawing conclusions or constructing arguments. <\\/em>\\n<\\/li>
Communication: Students will express, develop, and support ideas with awareness of purpose and context.<\\/em>\\n<\\/li>
Research and Information Literacy: Students will locate, evaluate, and accurately cite sources that are appropriate to the goals of their research.<\\/em>\\n<\\/li>
Quantitative Literacy: Students will accurately interpret mathematical information and incorporate relevant quantitative evidence in their work.<\\/em>\\n<\\/li>
Intercultural Competence: Students will accurately and respectfully express or relate the complex interplay of history and experiences that shape the values of diverse communities.<\\/em>\\n<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}}]},"title_b28e9_bf21a":"Department Pages (GST)","uri":"/academics/departments-programs/general-studies/gst-department-pages/","modified":"2023-08-18T10:04:13","databaseId":91557,"slug":"gst-department-pages","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Department Pages (GST) - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Department Pages (GST)","opengraphDescription":"Berea College offers a liberal education by helping students develop the skills, acquire the knowledge, and nurture the habits and attitudes that will enhance their ability to live reflectively and responsibly. This education should result in personal satisfaction as well as in growing awareness of one’s relations and obligations to the larger communities in which … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-08-18T15:04:13+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\",\"name\":\"Department Pages (GST) - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-02-20T18:25:29+00:00\",\"dateModified\":\"2023-08-18T15:04:13+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (GST)\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/gst-department-pages/","text":"Department Pages (GST)"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College offers a liberal education by helping students develop the skills, acquire the knowledge, and nurture the habits and attitudes that will enhance their ability to live reflectively and responsibly. This education should result in personal satisfaction as well as in growing awareness of one\\u2019s relations and obligations to the larger communities in which one participates. Believing that narrow specialization in the undergraduate years can inhibit growth and restrict opportunities, the College emphasizes a broad range of subjects and approaches to learning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College offers a liberal education by helping students develop the skills, acquire the knowledge, and nurture the habits and attitudes that will enhance their ability to live reflectively and responsibly. This education should result in personal satisfaction as well as in growing awareness of one’s relations and obligations to the larger communities in which one participates. Believing that narrow specialization in the undergraduate years can inhibit growth and restrict opportunities, the College emphasizes a broad range of subjects and approaches to learning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The General Education curriculum is where the goals of liberal education are explicitly addressed for all students. It is designed to help students (1) develop their abilities to think critically and to communicate effectively through writing and speaking; (2) deepen their understanding of their cultural heritage, including religion, history, the arts, and the natural and social sciences; and (3) cultivate their appreciation of human diversity and their capacity for moral reflection.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The General Education curriculum is where the goals of liberal education are explicitly addressed for all students. It is designed to help students (1) develop their abilities to think critically and to communicate effectively through writing and speaking; (2) deepen their understanding of their cultural heritage, including religion, history, the arts, and the natural and social sciences; and (3) cultivate their appreciation of human diversity and their capacity for moral reflection."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Classrooms, laboratories, studios, workshops, and libraries are not the only sites of powerful learning. Informal conversations with teachers and labor supervisors; convocation programs; and the day-to-day interaction with fellow members of our diverse student body also contribute significantly to one\\u2019s liberal education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Classrooms, laboratories, studios, workshops, and libraries are not the only sites of powerful learning. Informal conversations with teachers and labor supervisors; convocation programs; and the day-to-day interaction with fellow members of our diverse student body also contribute significantly to one’s liberal education."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo4NTY1NQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Faculty & Staff","uri":"/academics/departments-programs/general-studies/faculty-staff/","databaseId":85655,"slug":"faculty-staff","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Faculty & Staff - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Faculty & Staff","opengraphDescription":"","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":0,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"https://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/\",\"url\":\"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/\",\"name\":\"Faculty & Staff - Berea College\",\"isPartOf\":{\"@id\":\"https://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2022-09-26T21:03:02+00:00\",\"dateModified\":\"2022-09-26T21:03:02+00:00\",\"breadcrumb\":{\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https://www.berea.edu/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Academics\",\"item\":\"https://www.berea.edu/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Departments & Programs\",\"item\":\"https://www.berea.edu/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"General Studies\",\"item\":\"https://www.berea.edu/academics/departments-programs/general-studies/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Faculty & Staff\"}]},{\"@type\":\"WebSite\",\"@id\":\"https://bereafaust.wpengine.com/#website\",\"url\":\"https://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/","text":"Academics"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/","text":"Departments & Programs"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/","text":"General Studies"},{"__typename":"SEOPostTypeBreadcrumbs","url":"https://www.berea.edu/academics/departments-programs/general-studies/faculty-staff/","text":"Faculty & Staff"}]},"blocks":[],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"modified":"2022-09-26T21:03:02"}]},"modified":"2023-08-18T08:53:29"},"menuItems_8d665_0951e":{"__typename":"RootQueryToMenuItemConnection","nodes":[{"__typename":"MenuItem","id":"cG9zdDozNw==","url":"https://www.berea.edu/the-great-commitments/","label":"The Great Commitments"},{"__typename":"MenuItem","id":"cG9zdDo5NDEzNA==","url":"https://www.berea.edu/president/","label":"Leadership"},{"__typename":"MenuItem","id":"cG9zdDozNg==","url":"https://www.berea.edu/campus-maps/","label":"Campus Maps"},{"__typename":"MenuItem","id":"cG9zdDo5NTAyMg==","url":"https://www.berea.edu/news/","label":"News"},{"__typename":"MenuItem","id":"cG9zdDo4OTQ5NA==","url":"http://calendar.berea.edu","label":"Events"},{"__typename":"MenuItem","id":"cG9zdDo4OTQ5Ng==","url":"https://www.berea.edu/human-resources/prospective-employees/","label":"Careers"}]},"menuItems_8d665_9f3bd":{"__typename":"RootQueryToMenuItemConnection","nodes":[{"__typename":"MenuItem","id":"cG9zdDo5NTc1OQ==","url":"https://www.berea.edu/office-of-institutional-research-and-assessment/consumer-information-and-student-right-to-know/","label":"Consumer Information and Student Right-to-Know"},{"__typename":"MenuItem","id":"cG9zdDo5NTc2MA==","url":"https://bereacollege2.app.box.com/s/rcnzep2147g2dyadj1211wp2xnzncrc4","label":"Nondiscrimination"},{"__typename":"MenuItem","id":"cG9zdDo5ODQ2NQ==","url":"https://www.berea.edu/web-accessibility/","label":"Accessibility"},{"__typename":"MenuItem","id":"cG9zdDoxMDExOTE=","url":"https://www.berea.edu/privacy-policy/","label":"Privacy Policy"}]}}}