Character notes for "An Unconditional Acceptance of Life"
These are the character notes for "An Unconditional Acceptance of Life."
Dixon Southfield -- He has ruddy skin, brown eyes, and brown hair buzzed short. His heritage is American. He speaks English. He is 45 years old in 2016. Dixon lives in San Diego, California. He works in swimming pool construction where he runs the popular company Opulent Oasis. He actually is good at building spectacular poolyards. He also loves watersports like boating and swimming. Dixon prefers practical menswear in shades of black, gray, and blue. He collects Christian T-shirts too. He doesn't bother with anything fancy. Dixon is prejudiced against many groups including the poor, soups, people of color, and the whole QUILTBAG. Unfortunately he has a knack for convincing others to pick on them too. In school he was a bully with a large pack of cronies. Dixon and Arnold Johnson dislike each other, but often get stuck working on the same projects, as when a developer wants to counterbalance the environmental footprint of a water feature by using xericulture elsewhere.
Qualities: Good (+2) Kinesthetic Intelligence, Good (+2) Rabble-Rousing, Good (+2) Strength, Good (2+) Swimming Pool Construction, Good (+2) Watersports
Poor (-2) Bigot
Arnold Johnson -- He has ruddy skin, brown eyes, and short dark hair with a white mustache. He wears glasses. His heritage is American. He speaks English and Spanish. He is 55 years old in 2016. His first wife Catalina was Hispanic but died giving birth to their daughter Maurita (30). He also has two sons, considerably younger, by his second wife Eulabee (48) who owns the art gallery Boho Diego. They live in San Diego, California. Arnold runs Amazing Desertscapes, a landscaping company that specializes in beautiful xericultures and permacultures. He also enjoys gardening. Arnold favors practical menswear, usually in dull colors, and he loves gardening T-shirts. He likes smart casual when not grubbing in the dirt. He vehemently opposes the many people who waste water. Arnold and Dixon Southfield dislike each other, but often get stuck working on the same projects, as when a developer wants to counterbalance the environmental footprint of a water feature by using xericulture elsewhere.
Qualities: Expert (+4) Landscaping Manager, Good (+2) Father, Good (+2) Naturalistic Intelligence
Poor (-2) Fucking Golf Courses, Fucking Pools, Motherfucking Nestle
Xericulture is designing landscapes for dryland conditions.
Maurita Johnson -- She has caramel skin, brown eyes, and long straight hair streaked in lighter and darker shades of brown. She is tall and slim, very athletic. She is quasiromantic metasexual. Her heritage is American and Hispanic. She speaks English, Esperanto, German, and Spanish. She is 30 years old in 2016. She is the daughter of Arnold and his first wife Catalina. Maurita grew up in San Diego, California. She is a wild bohemian girl with a cosmopolitan flair. Her high existential intelligence makes her good at seeing the big picture, and she is fascinating by esoteric or expansive topics. Maurita enjoys a variety of activities including yoga, dancing, hiking, and watersports. She is engaged to marry Madigan Gorman and looks forward to starting a family. She wears warm neutrals and hot colors in bohemian styles, and she loves big funky jewelry. She enjoys yoga tanks that can be worn as dresses or tops.
Maurita earned a Bachelor of Arts in Big Picture Thinking with a double minor in Human Rights and Inequality, Social Problems, and Change at the University of Chicago in Onion City, Illinois. She belonged to the clubs Feminist Forum, Kitchen Sink (art), The Organization of Latin American Students at the University of Chicago, Outdoor Adventure Club, Rhythmic Bodies in Motion, and UChicago Queers & Associates. After that, she took a Get a Life Year visiting countries known for their activism: Canada, Mexico, Brazil, Basque Country, Arabia, Ghana, India, Pakistan, the Maldives, the Philippines, Bhutan, and Australia. She spent several years working for various charities and activist groups. One of them offered free tuition at Brandeis University in Massachusetts, so Maurita earned a Bachelor of Arts in Creativity, the Arts, and Social Transformation with a minor in Studio Art. That got her more interested in activist art. Maurita went on to get a Master of Arts in Interdisciplinary Studies with a Social Justice and Human Rights Concentration at George Mason University in Fairfax, Virginia. After that, she went traveling again and became a World Citizen. Finally Maurita earned a Doctor of Philosophy in Leadership Studies with a Specialization in Nonprofit and Philanthropic Leadership at the University of San Diego in California. Settling back in her hometown, she launched the organization Interstitial Stitch'n'Bitch to promote connections among diverse activists through creative activities. Her goal is to help people find allies for a current cause, and to prevent animosity high enough that they refuse to work together. Maurita also sells things through the art gallery Boho Diego, run by her stepmother Eulabee. Boheme was how they bonded when first forming a blended family, and it stuck.
Qualities: Master (+6) Leader, Expert (+4) Activist, Expert (+4) Cosmopolitan, Good (+2) Artist, Good (+2) Athletic, Good (+2) Big Picture Thinking, Good (+2) Wild Bohemian Girl
Poor (-2) Ignoring Injustice
Quasiromantic - Is someone who identifies as quasiromantic may see their attraction as non-traditional or may feel it differs from crushes, perhaps a mix between platonic, romantic, aesthetic, or somewhere completely different and/or it involves other non-traditional aspects, such as rare attraction, or attraction but non-physical, non-platonic but romantic, etc.
Metasexual: the term I eventually coined for myself after outgrowing omni/pan. Meta means "beyond." I'm attracted to people, not bodies, and other terms just seem too limiting. By the time I stack up all the factors, my sexuality is a tesseract.
Activism by Country
Activism in Bhutan
Activism in Canada
Activism in Ghana
Activism in India
Activism in Pakistan
Activism in the Philippines
Terramagne-UC offers a major in Big Picture Thinking, based on the Big Problems classes offered by local-UC. In Terramagne, this is basically a variation of the Generalist major, a type of interdisciplinary program that teaches creative problem-solving by combining multiple resources and perspective. This version also capitalizes on existential intelligence, which encourages people to think on large scales.
The University of Chicago College curriculum has three components: general education requirements (1500 units), a major (1000–1900 units), and electives (800–1700 units). A minimum of 4200 units of credit (forty-two 100-unit courses) is required for the undergraduate degree. Of all credits earned, at least 3800 must be earned via course enrollment, as opposed to credit earned via examination.
Bachelor of Arts in Big Picture Thinking
at the University of Chicago in Onion City, Illinois
Underclass Core Courses
Students fill these using General Education requirements useful to the major. These units are counted as GE rather than as the major.
1. Humanities, Civilization Studies, and the Arts (total: 600 units/6 quarter courses)
Students take a total of six quarter courses in this category, distributed in the following way: at least two quarters in the humanities, at least two quarters in civilization studies, and at least one quarter in the arts. The remaining (sixth) course may be taken in any one of these categories.
Humanities
Choose one sequence (2+ quarters).
HUMA 12300-12400-12500. Human Being and Citizen I-II-III 300
Civilization Studies
Choose one sequence (2+ quarters) OR study abroad.
HMRT 10100-10200. Human Rights in World Civilizations I-II. 200 units.
Arts
Choose one course (1 quarter).
TAPS 10900. Moving and Thinking / Thinking and Moving 100
2. Natural Sciences (Biological Sciences and Physical Sciences) and Mathematical Sciences (total: 600 units/6 quarter courses)
Students take a total of six quarter courses in this category, distributed in the following way: at least two quarters of physical sciences, at least two quarters of biological sciences, and at least one in mathematical sciences. The remaining (sixth) course may be taken in any one of these categories, unless calculus is being used to satisfy the requirement in mathematical sciences. In that case, the student must take two calculus courses for the general education requirement.
Physical Sciences
Choose one sequence (2+ quarters).
PHSC 12200. The Chemistry of Food and Cooking. 100 Units.
PHSC 12400. The Chemistry of Big Problems. 100 Units.
PHSC 13600. Natural Hazards. 100 Units.
Biology
Choose one sequence (2+ quarters).
BIOS 10130. Core Biology. 100 Units.
Choose a section:
F. Ecology and Evolution.
AND a topical course:
BIOS 13142. From Fossils to Fermi's Paradox: Origin and Evolution of Intelligent Life. 100 Units.
Mathematical Sciences
Choose 1-2 courses.
CMSC 11000 Multimedia Programming as an Interdisciplinary Art I 100
3. Social Sciences (total: 300 units/3 quarter courses)
Choose one sequence.
SOSC 11400-11500-11600 Power, Identity, Resistance I-II-III 300
(Maurita grew up speaking English and Spanish. She learned German in school and picked up Esperanto in college. Bilingual or multilingual students can still earn extra credit for acquiring another language in this major. If they already know another world language besides English, they may choose a heritage language related their family or field of study.)
Language Competence
Students in the College are required to possess understanding of more than one culture and to demonstrate competence in a language other than English. The language competence requirement must be met by demonstrating linguistic proficiency equivalent to one year of college-level study.
Students may choose any world language: Arabic, English, Esperanto, French, German, Italian, Spanish.
Upperclass Core Courses
All majors of Big Picture Thinking take these 3 courses.
BPRO 21500. What is Civic Knowledge? 100 Units.
BPRO 23500. The Organization of Knowledge. 100 Units.
BPRO 27600. Creation and Creativity. 100 Units.
Concentration
Students choose a concentration for additional courses.
Broad Horizons: 1 course from each of the seven sections below.
Creative Arts
BPRO 25500. Art and Human Rights. 100 Units.
Health and Safety
BPRO 28500. Sex and Ethics. 100 Units.
Justice and Human Rights
BPRO 25800. Top-10 and Bottom-10 Countries for Soup Rights. 100 Units. (T-American)
Science and Technology
BPRO 27200. Sensing the Anthropocene. 100 Units.
Self and Society
BPRO 29400. Superpowers and Society. 100 Units. (T-American)
Philosophy and Religion
BPRO 24000. Understanding Wisdom. 100 Units.
Psychology
BPRO 28400. Thinking Psychoanalytically: From the Sciences to the Arts. 100 Units.
Grounding
To counterbalance the often esoteric content of the major, students are required to choose a physical activity. This can be a course, sport, club on campus. Students whose activity customarily takes place outside of school (e.g. skiing, horseback riding) may petition to count that instead. Terramagne-UC grants course credit for all courses, but activity classes typically count less because they do not have homework; those that include academic study as well as physical effort count normally. Students wishing to fill their requirement with workshops get a tracking sheet that allows them to tally the time spent until they have enough to earn the equivalent course credit.
FitChicago Program
Body Positive Exercise Classes
Creative Writing Workshops
Nutrition for Everybody Workshops
Yoga
Electives
The number of courses required for a major primarily determines the number of general electives required for an individual student. A student needs at least forty-two 100-unit courses to graduate: fifteen toward general education and twenty-seven more split between the major and electives. Programs that specify thirteen courses require fourteen electives; twelve-course majors require fifteen electives, and so on.
Students taking 13 courses (3 upperclass core plus 10 Double Vision) choose 2 electives from Big Problems courses listed above and 12 from other departments.
Students taking 10 courses (3 upperclass core plus 7 concentration) choose 5 electives from Big Problems courses listed above and 12 from other departments.
BPRO 25300. Illustrating Loss: Drawing Endangered and Extinct Species. 100 Units. (T-American)
BPRO 26800. How Literature Thinks: Contemporary Writers on Big Problems. 100 Units.
BPRO 26880. Border Crossings: Reading and Making the Literature of Migration. 100 Units.
BPRO 24500. Language and Globalization. 100 Units.
BPRO 28200. Narrating Migration. 100 Units.
HIST 2931. Deep Time. 100 Units. (T-American)
This course teaches students how to think in deep time. It touches on the origins of the universe, the evolution of life on Earth, paleontology and archaeology, the span of hominid and human history, remains of ancient cultures and what that tells us about them, a comparison of communication methods across long timespans and which work best, the space program and its efforts to communicate with other species, nuclear and toxic waste disposal and the challenges of indicating danger over long timespans, the future of our solar system, and the debate over the eventual fate of the universe. The ability to think in deep time is essential for many careers in history, politics, the sciences, and the arts.
HIST 29535. Witches, Shrews, and Whores: Transgressive Women in the Early Modern Period. 100 Units.
What did it mean to be a "bad" woman in the early modern world? In this course, we will explore the lives of transgressive women from around the world whose behavior did not conform to traditional expectations of femininity. From late imperial China to Victorian England, we will study the representation and lived experience of non-conforming women in history throughout the early modern period. We will read scholarly texts and primary sources, learning how to view history from a feminist lens as we analyze the concept of woman as "witch," "shrew," and "whore" in patriarchal societies. We will use gender theory to investigate and analyze the different ways women challenged and subverted gender norms. Some of the women we encounter will include murderers, prostitutes, pirates, cross dressers, rebellious slaves, feminists, and their stories speak to themes of love, sex, violence, family, and law. Exploring the interactions between gendered relationships of power and other social categories, like religion, class, race, and sexuality, we will learn how women navigated traditional gender systems in defiance of the social norms in which they lived.
Instructor(s): Painter, Stephanie Terms Offered: Autumn
Note(s): This course counts as a Concepts course for GNSE majors.
Equivalent Course(s): GNSE 23131
Minor in Human Rights (7 courses)
Minor in Inequality, Social Problems, and Change (7 courses)
Undergraduate Minor in Human Rights
at the University of Chicago in Onion City, Illinois
Undergraduate Minor in Human Rights
College students in any field of study may complete a minor in Human Rights. The minor is an interdisciplinary plan of study that provides students the opportunity to become familiar with the theoretical, historical, and comparative perspectives on human rights. The flexibility of this course of study complements majors in any of the disciplines. A minor in Human Rights will provide a background for graduate study in many disciplines or for careers that incorporate human rights analysis or advocacy, including medicine, law, film-making, social work, public policy, teaching, journalism, or government service.
The Human Rights minor requires a total of five courses, including:
1. One introductory course. Choose from one of the following:
HMRT 20101 Human Rights I in Vienna: Philosophical Foundations of Human Rights 100
2. Four approved Human Rights (HMRT) courses or cross-listed courses.
It is recommended but not required that students who minor in Human Rights take HMRT 10100-10200 Human Rights in World Civilizations I-II to fulfill their general education requirement in civilization studies.
Summary of Requirements for the Minor in Human Rights
One of the following: 100
HMRT 20201 Human Rights II in Vienna: History and Theory
HMRT 20301 Human Rights III in Vienna: Contemporary Issues in Human Rights
Four approved HMRT courses or cross-listed courses
HMRT 23083. A Latin American Anthropology of Violence and Conflict in Latin America. 100 Units.
HMRT 23114. A Kind of Wild Justice: Vengeance, Justice, and the Law. 100 Units.
HMRT 25002. Queer and Trans Mutual Aid for Survival and Mobilization. 100 Units.
HMRT 29130. Superpowers and Human Rights. 100 Units. (T-American) 400
Total Units 500
Minor in Inequality, Social Problems, and Change
at the University of Chicago in Onion City, Illinois
The Inequality, Social Problems, and Change minor offers students the opportunity to deepen their understanding of the nature of inequality as it takes shape in pivotal societal institutions and to formulate feasible pathways for reducing inequality and improving quality of life. The minor prepares students to effect change by learning how to move from theory to action on social challenges related to their chosen profession. Course work in the minor is designed to complement the knowledge base students gain in their majors across disciplines. The minor provides students with foundational knowledge about the causes and consequences of social inequality in its various forms, including economic, racial, gender, and class. All courses attend to social change, ranging from offering hands-on experience in addressing inequality on the ground level to interrogating the relative merits of concrete avenues for effecting change. Students will transform conceptual knowledge into action by learning about a range of strategies that can be used to address disparities. The minor facilitates multilevel, multisystem thinking, with the explicit goal of effecting change to reduce social inequality and social problems.
Program Requirements
Students must take a total of five approved courses to complete the minor in Inequality, Social Problems, and Change, including one foundation course and four elective courses.
1. One foundation course. Students are required to take one of two foundation courses: Either SSAD 25810 Social Problems, Social Policy, and Social Change or SSAD 25002 Social Welfare Policy and Services. Both of these foundation courses provide students with an understanding of the historical context giving rise to different forms of inequality and strategies for change. Students are strongly encouraged to take one of these courses before taking elective courses in the minor.
2. Four elective courses: Students will take four approved elective courses. The list of approved electives changes every year. Examples of approved electives are listed below. The full list of approved courses for the current academic year can be found at crownschool.uchicago.edu/college-minor. Elective courses are organized into specific domains of inequality (e.g., communities and cities; global and migration; law and social justice; poverty, family, and work; and health and mental health). In consultation with the faculty director, students may choose to take several courses in one domain to deepen their knowledge in a particular topic or take courses across several domains to broaden their understanding of inequality and social change across multiple areas.
Summary of Requirements
SSAD 25810 Social Problems, Social Policy, and Social Change 100
Four SSAD electives * 400
Total Units 500
* One of these electives may be an SSAD graduate course.
Elective Courses
Communities and Cities Domain
SSAD 28112 Community Organizing 100
PBPL 24756 Exploring the Resilient City 100
Global and Migration Domain
CCTS 21009 Justice, Solidarity, and Global Health 100
Poverty, Family, and Work Domain
SOCI 20292 The Social Psychology of Inequality 100
Law and Social Justice Domain
PBPL 25860 Crime, Justice, and Inequality in the American City 100
Health and Mental Health Domain
GNSE 23132 Activist Survival Kits: Feminism, Race, and the Politics of Movement Health 100
Student Clubs
at the University of Chicago in Onion City, Illinois
Feminist Forum
While many feminists are well intentioned, the feminist movement has a long history of prioritizing only some voices and needs - particularly those of white, cisgendered, straight, middle class, thin, able-bodied women. Feminist Forum is a UChicago RSO dedicated to recentralizing feminist discussion on people of marginalized identities and groups. Our goal to uplift the voices of BIPOC, LGBTQA+, and disabled people within this movement and do active work for the women and people of marginalized gender who need the most support.
We hold discussion meetings, host professor talks and dinners, and organize events to support the women and people of marginalized genders in our community, here in Hyde Park, and beyond. Our discussion meetings are informal opportunities to talk about media (articles, podcasts, movies, etc) about a given feminist topic. They are an opportunity to take a second to listen and engage with what these communities are saying. Educating oneself by listening to community leaders must always be the first step to activism.
Kitchen Sink
Kitchen Sink holds weekly painting sessions at the Great Hall in Logan Art Center, in which we provide all sorts of paint media, supports, etc. to any student who comes. Other than the painting sessions, we hold quarterly events and workshops that focus on collaboration between art and other disciplines, including Fab Lab workshops at the CIE, an annual mental health pop up museum in collaboration with Active Minds, among others. For the few years (before the pandemic), we have been realizing quarterly pop-up museums exhibiting student artwork on- and off-campus.
A note about Blueprint membership: Kitchen Sink does not have a membership system. We have a small board and open sessions that do not require affiliation. We do have a Facebook page you can like/follow to stay updated on our projects:
The Organization of Latin American Students at the University of Chicago is the official Latin-American student organization that recognizes that cohesiveness and true power comes from diversity.
We endeavor to promote awareness, within and beyond the Latin American community, that incorporates all facets of our culture rooted in Indigenous, African, and European ancestry.
It is our mission to promote political, social, cultural and ethnic awareness that furthers the progression of the community on both collegiate and community planes.
We aim to accomplish this through the union of all Latinos and students interested in Latino culture. We firmly believe that through our collaborative efforts we can ensure the appreciation, promotion, and furthering of our diverse Hispanic heritages.
Outdoor Adventure Club
The Outdoor Adventure Club is an RSO dedicated to connecting members of the UChicago community who share an appreciation of nature and a passion for the outdoors! We have weekly bonfires at the point, camping trips, and other awesome opportunities to get outside!
We aim to hike, camp, kayak, climb, and spelunk our way through the academic year while building friendships in a non-library setting. Previous destinations include:
• Isle Royale, Grand Canyon, Great Smoky Mountains, Mammoth Cave, Canyonlands, and Zion National Parks
• Shawnee and Huron-Manistee National Forests
• The Ozarks
• The U.P.
• Devil's Lake State Park
• Kayaking through Downtown every spring
• Reykjafell, Hveragerdi Hot Spring River, Burfell Crater, and Thorbjorn Trails (in and around Reykjavik, Iceland)
• The Red River Gorge
• Queen Creek Canyon
• A-Basin, Loveland, and Copper Mountain Ski Resorts (in Colorado)
• Kinkaid Lake
• Starved Rock
• and the Indiana Dunes!
Students of all levels of experience are encouraged to learn new skills and utilize already acquired skills to educate their peers while enjoying the great outdoors. Our listhost is a great way for those interested in the outdoors and awesome adventures to connect with like minded souls. The club typically plans four or five trips a quarter along with half a dozen grand Spring Break adventures, and hosts outdoor-themed movie nights, slacklining/BBQs on the Quad, and bonfires at Promontory Point. We also own and rent outdoor equipment to the greater UChicago community. Anyone can propose a trip or adventure idea; given sufficient interest, the club is often able to facilitate funding and planning. Join our listhost and stop by a meeting to see what we're all about!
Rhythmic Bodies in Motion
The largest dance RSO at the University of Chicago.
All dancers welcome.
A club for everyone and anyone.
We are dedicated to providing a space for people of all backgrounds to express themselves through dance. Whether you have no experience or more than a decade of dance experience, we have something for you. We offer dances at a variety of difficulty levels to suit all dance abilities.
UChicago Queers & Associates
Q&A is UChicago's largest LGBTQ+ and Allied Affirming group on campus. We meet weekly to talk, sometimes eat, and mostly serve as a social/support resource for LGBT folks on campus.
Get a Life
Maurita visited countries known for their activism: Canada, Mexico, Brazil, Basque Country, Arabia, Ghana, India, Pakistan, the Maldives, the Philippines, Bhutan, and Australia.
The Get a Life program assists creative youth in personal development. It offers tour guides and travel programs at two levels, one for people who want to travel between high school and college, the other for those who want to do it after college; and participants may do both if they wish. It includes many options ranging from two to three month summer sessions on up to full year sessions. About 10% of high school graduates do not immediately go into higher education or employment, and taking a travel year is a popular option. Some travelers choose a regional destination and meander within it; others cover the whole globe. In the year-long package, it's common to choose three or four different continents and move from one to another. Themed packages are available for people who wish to study particular subjects such as architecture, crafts, literature, or the environment. Another popular option is to visit multiple countries all sharing a world language, such as Spanish or French. The formal packages customarily include at least one "serendipity" stop, and travelers may choose more if they wish, up to selecting the entire itinerary at random. Get a Life also offers support for people 18+ who wish to backpack or otherwise travel on their own but still have access to the group's hostels, maps, lesson plans, and other resources.
The program attracts primarily writers, artists, and musicians but also dancers, sculptors, computer programmers, and various other creative types. It upholds the principle that in order to make great art, you need to experience life. Traveling around the world is a terrific way to cram a lot of experience into a relatively short span of time. Often participants find a culture or career they love, which shapes the rest of their life and work. College-age travelers are more likely to find a life partner. (Participants are encouraged, but not required, to use a long-term form of birth control while traveling, so that is available to everyone at no extra cost.) The program also supports travelers in finding places to live and work after returning home, with ties to a wide range of publishers, galleries, and performance art companies.
Prices vary depending on destination and length of session. However, Get a Life is heavily subsidized both by the National Foundation for the Arts and the Department of Education. Another major source of funding comes from their own graduates. Most successful graduates fund at least one new traveler; many have set up ongoing scholarships. Those who can't afford to contribute such sums can choose between a general scholarship fund supported by graduates, or one open to the public at large, both of which offer a variety of categories in which applicants can qualify.
Get a Life is so effective at improving maturity, tolerance, diversity, and excellence in its participants that many high schools recommend it to creative seniors instead of going directly to college. Conversely, most colleges -- and almost all fine arts schools -- view it more as alternative education than as a vacation in terms of accepting applicants. Often they let high school seniors apply and then defer enrollment in college until after completing their Get a Life tour. College seniors may announce plans to travel after college, and use that to gain admission to classes that will help them in that endeavor. This results in a higher level of artistic quality and cultural awareness in Terramagne.
(T-Brandeis offers this as a major with 12 classes, not just a minor.)
Bachelor of Arts in Creativity, the Arts, and Social Transformation Program (CAST)
at Brandeis University in Waltham, Massachusetts
Learn about art-making. Learn to harness community power. Collaborate with teams of people from diverse backgrounds and disciplines. Become aware of yourself as a listener, and listen with qualities of presence that elicit difficult-to-tell stories. Identify sources of resilience.
The Creativity, the Arts, and Social Transformation Program is open to all Brandeis undergraduates.
Major Requirements
Completion of the major in Creativity, the Arts and Social Transformation requires the successful completion of 13 courses.
A. The core course, CAST 150b Introduction to Creativity, the Arts, and Social Transformation. Ideally, this should be the first course taken for the minor, since it offers students an overview of the contributions of arts and cultural work to social justice and to the creative transformation of conflict, and frameworks that will help them bring subsequent courses into relationship. In any case, students are urged to take this course as early in their academic program as feasible.
B. Ten elective courses, according to the following distribution:
1. Three courses from the creative arts.
CA 125a Provocative Art: Outside the Comfort Zone
FA 69b Inventing Tradition: Women as Artists, Women as Art
THA 156a Making Mirth: Building Resilience and Creating Balance
2. Three courses from the humanities.
AAAS 125b Caribbean Women and Globalization: Sexuality, Citizenship, Work
ENG 87b Queer Readings: Beyond Stonewall
ENG 161a Literature and Counterculture
3. Three courses from the social sciences.
ANTH 130b Visuality and Culture
ANTH 140a Human Rights in Global Perspective
SOC 155b Protest, Politics, and Change: Social Movements
4. One additional elective from any of the three schools associated with CAST (CA, HUM, SS). Note that at least one of the ten electives must be a "core elective." Core electives are courses that strongly link theory and practice and are offered in all of the three schools. See Courses of Instruction below for the elective listings.
CAST 110b Dance and Migration (core elective)
(Maurita did her Community Engagement practicum with the local police department, assisting their efforts to recruit more diverse applicants.
She did her Project Design practicum by creating a multicultural Bohemian Art Exhibit with indoor and outdoor installations including photography, drawing and painting, fibercrafts, ceramics, and junkyard art.)
C. Students may take two approved 2-credit electives to satisfy an elective requirement.
A two-credit capstone practicum, either CAST 181b Ethics of Community Engagement Capstone Practicum, offered every fall semester, or CAST 189a Capstone Project Design Practicum, offered every spring semester.
1. The capstone practicum is normally taken after completing all five required four-credit courses for the minor, or in the same semester that the students will complete those requirements.
2. Supervised projects in both practicums provide opportunities for minors to reflect on and integrate learning from the five required courses; to propose, design, and implement projects in the field of arts, culture, and social transformation; to work in and engage community ethically; to provide and learn from peer feedback; and to develop skills in documenting and evaluating projects.
3. CAST majors take both practicums. CAST 181b Ethics of Community Engagement Capstone Practicum, offered each fall semester, may be of interest especially to students planning to work in community as researchers, activists, documentarians, artists, and other practitioners, and who would benefit from a group process of developing and evaluating projects. While it explores similar issues and offers a similar group process, CAST 189a Capstone Project Design Practicum, may be of interest especially to students already in the process of undertaking a significant individual project.
4. Students enrolling in either practicum are required to speak with the instructor prior to enrolling in the course and will submit a preliminary project concept note to the instructor before the beginning of classes, indicating the central themes, media, and mode of presentation of the project. In addition to the practicum instructor, a member of the CAST affiliated faculty with relevant expertise will mentor student projects.
5. All students will be required to present on their capstone experience in a setting open to members of the campus community.
Minor in Studio Art
at Brandeis University in Massachusetts
Six courses are required for the minor in Studio Art.
A. Four studio courses (to be picked in sequence with advisor) selected from FA 3a-FA 28a or a cross-listed course with approval of advisor.
FA 3a Introduction to Drawing I
FA 4a Sculpture Foundation: 3-D Design I
FA 5a Sculpture: Utilizing Waste Stream Materials
FA 7a Drawing Under the Influence (In T-America this class features
altered states of consciousness via meditation, hypnosis, legal
substances, and other methods.)
B. Two semesters of Senior Studio: FA 110a and FA 110b.
FA 110a Senior Studio: Bohemian Activist Art
FA 110b Senior Studio II Bohemian Activist Art
Social Justice and Human Rights Concentration
Master of Arts in Interdisciplinary Studies
at George Mason University in Fairfax, Virginia
Imagining and applying strategies for creating and sustaining a more equitable, just, and humane world
Other Concentrations
Catalog Year: 2021-2022
The MA in interdisciplinary studies is for students who seek a master's degree that integrates knowledge from several disciplines. It addresses the rapidly evolving demand for unique graduate study by promoting advanced scholarship that transcends traditional disciplinary boundaries. Students can pursue one of the following structured interdisciplinary concentrations and also have the opportunity to design an individualized concentration to meet the special needs of their careers.
The MAIS in Interdisciplinary Studies with a concentration in Energy and Sustainability is a Green Leaf program.
The University Catalog is the authoritative source for information on program requirements and courses. The Schedule of Classes is the authoritative source for information on classes scheduled for this semester. See the Schedule for the most up-to-date information and see Patriot web to register for classes. Requirements may be different for earlier catalog years. See the University Catalog archives.
Degree Requirements
Total credits: 36
Concentration in Social Justice and Human Rights (SJHR)
The social justice and human rights concentration is designed to cultivate a deep theoretical understanding of the social, political, cultural, historical, and economic implications of a wide array of social injustices and human rights issues. Students are engaged in the applied process of imagining and actualizing holistic and complex strategies for creating and sustaining a more equitable, just, and humane world.
Required Course of Proseminar
Code Title Credits
MAIS 696 MAIS ProSeminar 1
Total Credits 1
Core Courses
Code Title Credits
Foundational Course
INTS 540 Contemporary Issues in Social Justice Human Rights 3
Social Justice and Human Rights Courses
INTS 537 Critical Race Studies 3
Choose one of the following: 3
WMST 602 Queer Theory
Social Justice and Human Rights Issues and Movements
Select one course from the following: 3
WMST 508 Gender, Sexuality, and Human Rights
other relevant course chosen in consultation with the concentration head
SOCI 623 Racial and Ethnic Relations: American and Selected Global Perspectives
Total Credits 12
Emphasis Courses
Code Title Credits
Select 6 credits of courses with an emphasis on a specific social justice or human rights issue or context or a specific region, chosen in consultation with the concentration head. The theme of the emphasis courses should be reflected in the student's experiential learning project. 1
CONF 658 Diversity and Difference in Conflict Analysis and Resolution
SOCW 687 Empowering Communities for Change 6
Total Credits 6
1 Examples of issue emphases include racial justice, human trafficking, or children's rights. Context emphases examples include the education, corporate, or government sector. Regional emphases examples include the Middle East, Latin America, or Southeast Asia.
Experiential Learning
Students will seek out and/or create an opportunity for experiential learning that deepens their understanding of social justice and/or human rights. Experiential learning opportunities can include internships, service-learning, consulting projects, and field studies or research (including overseas). The experiential learning requirement should be met through an opportunity that advances the student's understanding of their chosen emphasis. Because the intention is to develop and apply newly acquired skills, students may not use work done previously or their current employment to fulfill this requirement. All experiential learning projects must be approved by the social justice and human rights concentration head in the semester before registering for the course. Students may register for an individualized section of MAIS 695 Experiential Learning or another graduate-level internship or practicum course to fulfill this requirement.
Code Title Credits
MAIS 695 Experiential Learning 3
Total Credits 3
Electives
Code Title Credits
Students complete 6 or 9 elective credits from the following or other relevant courses chosen in consultation with the concentration head. Students who do a project for the capstone will complete 9 credits. Students who do a thesis for their capstone will complete 6 credits. 6-9
PUBP 765 Human Smuggling and Trafficking
SOCI 624 International Migration in the Age of Globalization
SOCI 803 Institutions and Inequalities
Total Credits 6-9
Research Methods Course
Code Title Credits
Select one course from the following 3
GLOA 605 Interdisciplinary Research Methods
Proposal
Code Title Credits
MAIS 797 Interdisciplinary Studies Proposal 1
Total Credits 1
Project or Thesis
Code Title Credits
Select one from the following: 1-4
MAIS 798 Interdisciplinary Studies Project (take 1 credit)
Intersectional Activism in Community
Total Credits 1-4
Doctor of Philosophy in Leadership Studies with a Specialization in Nonprofit and Philanthropic Leadership
at the University of San Diego in California
Doctor of Philosophy Degree Program
I. Core - 33 units
These foundational courses are required for all students; courses taken at other institutions may not be substituted.
Code Title Units
LEAD 602 Competing Conceptions of Knowledge and Research 3
LEAD 607 Applied Statistics and Quantitative Research Methods 3
LEAD 608 Qualitative Research Methods 3
LEAD 610 Dissertation Seminar 3
LEAD 611 Leadership Theories: Past, Present and Future 3
LEAD 612 Advanced Qualitative Research Methods 3
LEAD 619 Applied Leadership Practices: Integral Self and Systems Approach 3
LEAD 609 Evaluation: Theory and Practice 3
LEAD 695 Dissertation 9
Total Units 33
II. Area of Specialization/Electives - 24 units
With the assistance and approval of their advisors, students select electives to acquire an area of specialization. Students may select from 500 and 600 level classes at USD.
After completing all required units of LEAD 695, candidates must register for 1 unit each semester to maintain candidacy until the final, approved dissertation is submitted to the Office of the Registrar.
(Maurita traveled around South America helping activists in diverse countries connect with each other on common interests.)
III. International Experience
At SOLES, all masters and doctoral students participate in an international experience designed to support the growth of cultural competency. Our goal is to inform best practices in working with culturally diverse populations locally, nationally and globally. International experiences are approved by each student's faculty advisor and can be credit based or non-credit based activities.
IV. Advancement to Candidacy - Part A
Part A of this process involves the preparation of a qualifying paper that normally relates to a student’s dissertation topic.
V. Advancement to Candidacy - Part B
Part B of the Advancement to Candidacy process involves preparing and successfully defending a dissertation proposal.
(Maurita did her dissertation on "An Analysis of Activist Techniques in Determining Best Practices.")
VI. Dissertation
Successful written and oral defense of dissertation is required for graduation.
Specialization in Nonprofit and Philanthropic Leadership
Curriculum
Course Number Course Title Graduate Units
LEAD 501* Nonprofit Sector: Theory and Practice 3
LEAD 630 Seminar: Overview of Research in Nonprofit/Philanthropic Studies 3
LEAD 631 Contemporary Issues in the Third Sector 3
*Students with an academic background in the nonprofit field may substitute another nonprofit related elective for LEAD 501 in consultation with their advisors.
The following courses are highly recommended for students seeking research careers:
Course Number Course Title Graduate Units
LEAD 500 Reasearch, Design and Evaluation of Nonprofit Programs 4
Other courses may be developed. Students should consult with their advisors.
LEAD 510 Leadership and Followship (T-American) 3
LEAD 515 Guiding Society (T-American) 3
LEAD 631 Seminar: Developing Programs (T-American) 3
LEAD 632 Seminar: SPOON: A Case Study of Nonprofit Development (T-American) 3
Madigan Gorman -- He has fair skin and brown eyes. His hair started out dark, but now his mustache and beard are turning white while his head hair is turning bright blue. He wears a mohawk. He is sapioromantic pansexual. His heritage is Irish-American. He speaks English and Spanish. He is 36 years old in 2016. His first marriage failed because his wife wanted him to be the big breadwinner with a prestigious job, and that just wasn't him. Madigan is currently engaged to Maurita Johnson and looks forward to starting a family with her. Since he raises dogs, he is also a househusband. They live in San Diego, California. Madigan loves many activities including frisbee, watersports, and hiking.
Madigan earned a Bachelor of Science in Companion Animal Science at the American College of Applied Science in Crescent City, Florida. For several years, he worked at various jobs in the animal care field. Then he got a Dog Breeding Certificate from an online school. Madigan moved to San Diego, where he began breeding Chihuahuas with a goal of improving their health rather than trying to meet show standards. This allowed him to purchase healthy but slightly off-type breeding stock at bargain rates.
Origin: His last company job involved working at a lab that was trying to develop safe, temporary dyes for small animals such as used in shows or competitions. One of the dyes turned out to be zetetic; Madigan, several other lab employees, and a large number of dogs developed superpowers.
Uniform: Madigan wears practical menswear, usually in shades of black, gray, and blue. He likes dog T-shirts. He doesn't care much about clothing. It's just going to wind up covered in dog hair and pawprints anyhow.
Qualities: Good (+2) Athletic, Good (+2) Chihuahua Breeder, Good (+2) Extrovert, Good (+2) Naturalistic Intelligence, Good (+2) Teamwork
Poor (-2) Fitting In
Powers: Average (0) Animal Intuition, Average (0) Crayon Hair
Motivation: Animal welfare.
Sapioromantic - Is someone who is attracted to intelligence or human minds.
Pan: the feeling of attraction towards any gender or all genders; similar to omni-
The American College of Applied Science is currently the only U.S. based institution of higher learning to offer graduate and undergraduate degree programs, and non-degree professional development diploma programs, in companion animal science and behavior based upon a foundation of applied behavior analysis and a working relationship with the veterinary community. ACAS has been licensed as a degree granting institution by the State of Florida, Department of Education, Commission for Independent Education, licence no. 3145 since January 2005.
Bachelor of Science in Companion Animal Science
at the American College of Applied Science in Crescent City, Florida
60 Credit Hours
Program Description
This undergraduate degree program is designed to prepare individuals with an interest in working with animals for graduate study and positions in the field of animal science and animal welfare with specific emphasis on domesticated companion animals including cats, dogs, birds, pleasure horses, and small mammals/reptiles. Enrollment in this program requires an Associate’s degree or a minimum of 60 credits including the required general education courses from another college or university. Almost all of the Bachelor of Science degree courses can be completed in online classrooms anytime, night or day. Students may also choose academic residency and field study courses as electives to qualify for board certification as a certified Canine Behavior Counselor (CBC) with the Association of Companion Animal Behavior Counselors.
Students will study foundation and upper level courses in biology, psychology, learning and behavior, animal anatomy/physiology, welfare, nutrition, reproduction, endocrinology, pharmacology and behavioral ecology. A field study project is also a requirement. The Department of Animal Science continuously reviews its curriculum to ensure that courses offered are relevant for employment in current animal-related fields and industries. Students are assigned an academic adviser in the Department to assist in managing their plans of study and future goals in the scientific field.
Graduates may work for academic institutions, animal training organizations, animal shelter and welfare organizations, law enforcement agencies, the government, or veterinary practices. Graduates may also choose to continue with their higher education by applying to veterinary school or to graduate programs with the goal of becoming animal scientists, consultants, managers, companion animal behavior counselors, or educators.
In addition to being a major health benefit for humans, companion animals are also trained to assist humans in living richer and fuller lives. Graduates may wish to apply to work in the field of animal assisted therapy or with non-profit organizations that train therapy animals, services dogs, search & rescue dogs, alert dogs, and guide dogs for the blind.
Elective Module I– Multi Species and Community Service can be completed online and in the student’s community.
Elective Module II – Canine Behavior Analysis and Counseling requires a 5-day academic residency lab course.
This program requires an Associate’s degree or 60 credits to apply. The required amount of general education credits (GENED) must also accompany the transfer of credit or GENED courses may be taken at ACAS.
Bachelor of Science – Companion Animal Science
Course No. Course Title Credit Hrs
*** Core Online Courses *** (8 Courses)
ANSC 4005 Companion Animal Husbandry and Nutrition 3
ANSC 4007 Companion Animal Genetics 3
ANSC 4009 Animal Ethics and Welfare 3
ANSC 4011 Companion Animal Physiology 3
ANSC 4013 Principles of Animal Behavior 3
ANSC 4015 Companion Animal Reproduction 3
ANSC 4017 Comparative Cognition 3
ANSC 4020 The Human/Animal Bond 3
***General Education Courses*** (5 Courses)
SCIN 4007 Biology I 3
SCIN 4009 Biology II 3
SCIN 4011 Principles of Animal Science 3
ENGL 4009 Communication Skills 3
MATH 4012 Principles of Statistics 3
*** Elective Module II – Canine Behavior Analysis and Counseling ***
ANSC 3001 Principles of Learning and Behavior Analysis 3
ANSC 3003 Behavior Assessment, Intervention and Counseling 3
ANSC 3004 Canine Phylogeny and Behavior 3
ANSC 3701 Canine Behavior Academic Residency Lab (5-day course) 3
ANSC 3900 Externship Practicum 3
*** Undergraduate Thesis ***
ANSC 4301 Undergraduate Thesis I 3
ANSC 4302 Undergraduate Thesis II 3
TOTAL CREDIT HOURS 60
ANSC 4999 Continuing Project * –
* This course is available for students who need more time to complete their undergraduate thesis. There is no credit given for this continuing project.
Dog Breeding Certificate (online school)
The Origin and History of Dogs
Dog Organizations
Dog Shows, Competitions, and Awards
Theory and Philosophy of Dog Breeds
Goals and Ethics of Dog Breed Development
Landrace Dogs
Canine Anatomy and Health
Canine Behavioral Biology
Canine Nutrition and Reproduction
Kennel Design and Practices
Common Kennel Diseases and Problems
Dog Breeding I: Introduction
Dog Breeding II: Genetics and Defects
Dog Breeding III: Breeding Systems
Dog Breeding IV: Pedigrees
Dog Breeding V: Selection of Breeders
Dog Breeding VI: Interpreting Estrous in a Bitch
Dog Breeding VII: Ovulation Timing in the Bitch
Dog Breeding VIII: Whelping and Veterinary Intervention
Dog Breeding IX: Neonatal Care
Puppy Imprinting and Bonding
Puppy Behavior and Socialization
Entrepreneurship I: The Kennel as a Business
Entrepreneurship II: Business Math
Entrepreneurship III: Business Communication
Due to decades of irresponsible breeding, many dog breeds have changed dramatically and often for the worse. Chihuahuas have a number of genetic issues, particularly an inability to give birth naturally.
Amapola (Adoncia Soto) -- She has caramel skin and brown eyes. Her long wavy hair started out dark brown with reddish highlights, but has developed red streaks framing her face. Vividly colored tropical plant images cover much of her torso, trailing out to her upper arms and legs. These include banana leaves, bird-of-paradise flowers, hibiscus flowers, and vines. Amapola is slender and graceful. Her heritage is Cuban and Mexican. She speaks English and Spanish. She is 18 years old in 2016. Amapola lives in San Diego, California. She recently started an apprenticeship with Arnold Johnson, owner of the landscaping company Amazing Desertscapes. Her naturalistic intelligence and Plant Powers make her a great asset. Unfortunately, she also attracts bigots.
Origin: Her parents are migrant workers, and got sprayed with agrochemicals, which they blame. Her powers emerged at puberty.
Uniform: Amapola prefers practical women's wear. Her base colors are khaki and sage, accented with bright pink, red, yellow, green, and blue. She also collects Mexican embroidered blouses and dresses.
Qualities: Good (+2) Graceful, Good (+2) Hispanic Culture, Good (+2) Landscaping Apprentice, Good (+2) Naturalistic Intelligence, Good (+2) Serene
Poor (-2) Bigot Magnet
Powers: Good (+2) Plant Powers
Motivation: Make it grow!
Dixon Southfield -- He has ruddy skin, brown eyes, and brown hair buzzed short. His heritage is American. He speaks English. He is 45 years old in 2016. Dixon lives in San Diego, California. He works in swimming pool construction where he runs the popular company Opulent Oasis. He actually is good at building spectacular poolyards. He also loves watersports like boating and swimming. Dixon prefers practical menswear in shades of black, gray, and blue. He collects Christian T-shirts too. He doesn't bother with anything fancy. Dixon is prejudiced against many groups including the poor, soups, people of color, and the whole QUILTBAG. Unfortunately he has a knack for convincing others to pick on them too. In school he was a bully with a large pack of cronies. Dixon and Arnold Johnson dislike each other, but often get stuck working on the same projects, as when a developer wants to counterbalance the environmental footprint of a water feature by using xericulture elsewhere.
Qualities: Good (+2) Kinesthetic Intelligence, Good (+2) Rabble-Rousing, Good (+2) Strength, Good (2+) Swimming Pool Construction, Good (+2) Watersports
Poor (-2) Bigot
Arnold Johnson -- He has ruddy skin, brown eyes, and short dark hair with a white mustache. He wears glasses. His heritage is American. He speaks English and Spanish. He is 55 years old in 2016. His first wife Catalina was Hispanic but died giving birth to their daughter Maurita (30). He also has two sons, considerably younger, by his second wife Eulabee (48) who owns the art gallery Boho Diego. They live in San Diego, California. Arnold runs Amazing Desertscapes, a landscaping company that specializes in beautiful xericultures and permacultures. He also enjoys gardening. Arnold favors practical menswear, usually in dull colors, and he loves gardening T-shirts. He likes smart casual when not grubbing in the dirt. He vehemently opposes the many people who waste water. Arnold and Dixon Southfield dislike each other, but often get stuck working on the same projects, as when a developer wants to counterbalance the environmental footprint of a water feature by using xericulture elsewhere.
Qualities: Expert (+4) Landscaping Manager, Good (+2) Father, Good (+2) Naturalistic Intelligence
Poor (-2) Fucking Golf Courses, Fucking Pools, Motherfucking Nestle
Xericulture is designing landscapes for dryland conditions.
Maurita Johnson -- She has caramel skin, brown eyes, and long straight hair streaked in lighter and darker shades of brown. She is tall and slim, very athletic. She is quasiromantic metasexual. Her heritage is American and Hispanic. She speaks English, Esperanto, German, and Spanish. She is 30 years old in 2016. She is the daughter of Arnold and his first wife Catalina. Maurita grew up in San Diego, California. She is a wild bohemian girl with a cosmopolitan flair. Her high existential intelligence makes her good at seeing the big picture, and she is fascinating by esoteric or expansive topics. Maurita enjoys a variety of activities including yoga, dancing, hiking, and watersports. She is engaged to marry Madigan Gorman and looks forward to starting a family. She wears warm neutrals and hot colors in bohemian styles, and she loves big funky jewelry. She enjoys yoga tanks that can be worn as dresses or tops.
Maurita earned a Bachelor of Arts in Big Picture Thinking with a double minor in Human Rights and Inequality, Social Problems, and Change at the University of Chicago in Onion City, Illinois. She belonged to the clubs Feminist Forum, Kitchen Sink (art), The Organization of Latin American Students at the University of Chicago, Outdoor Adventure Club, Rhythmic Bodies in Motion, and UChicago Queers & Associates. After that, she took a Get a Life Year visiting countries known for their activism: Canada, Mexico, Brazil, Basque Country, Arabia, Ghana, India, Pakistan, the Maldives, the Philippines, Bhutan, and Australia. She spent several years working for various charities and activist groups. One of them offered free tuition at Brandeis University in Massachusetts, so Maurita earned a Bachelor of Arts in Creativity, the Arts, and Social Transformation with a minor in Studio Art. That got her more interested in activist art. Maurita went on to get a Master of Arts in Interdisciplinary Studies with a Social Justice and Human Rights Concentration at George Mason University in Fairfax, Virginia. After that, she went traveling again and became a World Citizen. Finally Maurita earned a Doctor of Philosophy in Leadership Studies with a Specialization in Nonprofit and Philanthropic Leadership at the University of San Diego in California. Settling back in her hometown, she launched the organization Interstitial Stitch'n'Bitch to promote connections among diverse activists through creative activities. Her goal is to help people find allies for a current cause, and to prevent animosity high enough that they refuse to work together. Maurita also sells things through the art gallery Boho Diego, run by her stepmother Eulabee. Boheme was how they bonded when first forming a blended family, and it stuck.
Qualities: Master (+6) Leader, Expert (+4) Activist, Expert (+4) Cosmopolitan, Good (+2) Artist, Good (+2) Athletic, Good (+2) Big Picture Thinking, Good (+2) Wild Bohemian Girl
Poor (-2) Ignoring Injustice
Quasiromantic - Is someone who identifies as quasiromantic may see their attraction as non-traditional or may feel it differs from crushes, perhaps a mix between platonic, romantic, aesthetic, or somewhere completely different and/or it involves other non-traditional aspects, such as rare attraction, or attraction but non-physical, non-platonic but romantic, etc.
Metasexual: the term I eventually coined for myself after outgrowing omni/pan. Meta means "beyond." I'm attracted to people, not bodies, and other terms just seem too limiting. By the time I stack up all the factors, my sexuality is a tesseract.
Activism by Country
Activism in Bhutan
Activism in Canada
Activism in Ghana
Activism in India
Activism in Pakistan
Activism in the Philippines
Terramagne-UC offers a major in Big Picture Thinking, based on the Big Problems classes offered by local-UC. In Terramagne, this is basically a variation of the Generalist major, a type of interdisciplinary program that teaches creative problem-solving by combining multiple resources and perspective. This version also capitalizes on existential intelligence, which encourages people to think on large scales.
The University of Chicago College curriculum has three components: general education requirements (1500 units), a major (1000–1900 units), and electives (800–1700 units). A minimum of 4200 units of credit (forty-two 100-unit courses) is required for the undergraduate degree. Of all credits earned, at least 3800 must be earned via course enrollment, as opposed to credit earned via examination.
Bachelor of Arts in Big Picture Thinking
at the University of Chicago in Onion City, Illinois
Underclass Core Courses
Students fill these using General Education requirements useful to the major. These units are counted as GE rather than as the major.
1. Humanities, Civilization Studies, and the Arts (total: 600 units/6 quarter courses)
Students take a total of six quarter courses in this category, distributed in the following way: at least two quarters in the humanities, at least two quarters in civilization studies, and at least one quarter in the arts. The remaining (sixth) course may be taken in any one of these categories.
Humanities
Choose one sequence (2+ quarters).
HUMA 12300-12400-12500. Human Being and Citizen I-II-III 300
Civilization Studies
Choose one sequence (2+ quarters) OR study abroad.
HMRT 10100-10200. Human Rights in World Civilizations I-II. 200 units.
Arts
Choose one course (1 quarter).
TAPS 10900. Moving and Thinking / Thinking and Moving 100
2. Natural Sciences (Biological Sciences and Physical Sciences) and Mathematical Sciences (total: 600 units/6 quarter courses)
Students take a total of six quarter courses in this category, distributed in the following way: at least two quarters of physical sciences, at least two quarters of biological sciences, and at least one in mathematical sciences. The remaining (sixth) course may be taken in any one of these categories, unless calculus is being used to satisfy the requirement in mathematical sciences. In that case, the student must take two calculus courses for the general education requirement.
Physical Sciences
Choose one sequence (2+ quarters).
PHSC 12200. The Chemistry of Food and Cooking. 100 Units.
PHSC 12400. The Chemistry of Big Problems. 100 Units.
PHSC 13600. Natural Hazards. 100 Units.
Biology
Choose one sequence (2+ quarters).
BIOS 10130. Core Biology. 100 Units.
Choose a section:
F. Ecology and Evolution.
AND a topical course:
BIOS 13142. From Fossils to Fermi's Paradox: Origin and Evolution of Intelligent Life. 100 Units.
Mathematical Sciences
Choose 1-2 courses.
CMSC 11000 Multimedia Programming as an Interdisciplinary Art I 100
3. Social Sciences (total: 300 units/3 quarter courses)
Choose one sequence.
SOSC 11400-11500-11600 Power, Identity, Resistance I-II-III 300
(Maurita grew up speaking English and Spanish. She learned German in school and picked up Esperanto in college. Bilingual or multilingual students can still earn extra credit for acquiring another language in this major. If they already know another world language besides English, they may choose a heritage language related their family or field of study.)
Language Competence
Students in the College are required to possess understanding of more than one culture and to demonstrate competence in a language other than English. The language competence requirement must be met by demonstrating linguistic proficiency equivalent to one year of college-level study.
Students may choose any world language: Arabic, English, Esperanto, French, German, Italian, Spanish.
Upperclass Core Courses
All majors of Big Picture Thinking take these 3 courses.
BPRO 21500. What is Civic Knowledge? 100 Units.
BPRO 23500. The Organization of Knowledge. 100 Units.
BPRO 27600. Creation and Creativity. 100 Units.
Concentration
Students choose a concentration for additional courses.
Broad Horizons: 1 course from each of the seven sections below.
Creative Arts
BPRO 25500. Art and Human Rights. 100 Units.
Health and Safety
BPRO 28500. Sex and Ethics. 100 Units.
Justice and Human Rights
BPRO 25800. Top-10 and Bottom-10 Countries for Soup Rights. 100 Units. (T-American)
Science and Technology
BPRO 27200. Sensing the Anthropocene. 100 Units.
Self and Society
BPRO 29400. Superpowers and Society. 100 Units. (T-American)
Philosophy and Religion
BPRO 24000. Understanding Wisdom. 100 Units.
Psychology
BPRO 28400. Thinking Psychoanalytically: From the Sciences to the Arts. 100 Units.
Grounding
To counterbalance the often esoteric content of the major, students are required to choose a physical activity. This can be a course, sport, club on campus. Students whose activity customarily takes place outside of school (e.g. skiing, horseback riding) may petition to count that instead. Terramagne-UC grants course credit for all courses, but activity classes typically count less because they do not have homework; those that include academic study as well as physical effort count normally. Students wishing to fill their requirement with workshops get a tracking sheet that allows them to tally the time spent until they have enough to earn the equivalent course credit.
FitChicago Program
Body Positive Exercise Classes
Creative Writing Workshops
Nutrition for Everybody Workshops
Yoga
Electives
The number of courses required for a major primarily determines the number of general electives required for an individual student. A student needs at least forty-two 100-unit courses to graduate: fifteen toward general education and twenty-seven more split between the major and electives. Programs that specify thirteen courses require fourteen electives; twelve-course majors require fifteen electives, and so on.
Students taking 13 courses (3 upperclass core plus 10 Double Vision) choose 2 electives from Big Problems courses listed above and 12 from other departments.
Students taking 10 courses (3 upperclass core plus 7 concentration) choose 5 electives from Big Problems courses listed above and 12 from other departments.
BPRO 25300. Illustrating Loss: Drawing Endangered and Extinct Species. 100 Units. (T-American)
BPRO 26800. How Literature Thinks: Contemporary Writers on Big Problems. 100 Units.
BPRO 26880. Border Crossings: Reading and Making the Literature of Migration. 100 Units.
BPRO 24500. Language and Globalization. 100 Units.
BPRO 28200. Narrating Migration. 100 Units.
HIST 2931. Deep Time. 100 Units. (T-American)
This course teaches students how to think in deep time. It touches on the origins of the universe, the evolution of life on Earth, paleontology and archaeology, the span of hominid and human history, remains of ancient cultures and what that tells us about them, a comparison of communication methods across long timespans and which work best, the space program and its efforts to communicate with other species, nuclear and toxic waste disposal and the challenges of indicating danger over long timespans, the future of our solar system, and the debate over the eventual fate of the universe. The ability to think in deep time is essential for many careers in history, politics, the sciences, and the arts.
HIST 29535. Witches, Shrews, and Whores: Transgressive Women in the Early Modern Period. 100 Units.
What did it mean to be a "bad" woman in the early modern world? In this course, we will explore the lives of transgressive women from around the world whose behavior did not conform to traditional expectations of femininity. From late imperial China to Victorian England, we will study the representation and lived experience of non-conforming women in history throughout the early modern period. We will read scholarly texts and primary sources, learning how to view history from a feminist lens as we analyze the concept of woman as "witch," "shrew," and "whore" in patriarchal societies. We will use gender theory to investigate and analyze the different ways women challenged and subverted gender norms. Some of the women we encounter will include murderers, prostitutes, pirates, cross dressers, rebellious slaves, feminists, and their stories speak to themes of love, sex, violence, family, and law. Exploring the interactions between gendered relationships of power and other social categories, like religion, class, race, and sexuality, we will learn how women navigated traditional gender systems in defiance of the social norms in which they lived.
Instructor(s): Painter, Stephanie Terms Offered: Autumn
Note(s): This course counts as a Concepts course for GNSE majors.
Equivalent Course(s): GNSE 23131
Minor in Human Rights (7 courses)
Minor in Inequality, Social Problems, and Change (7 courses)
Undergraduate Minor in Human Rights
at the University of Chicago in Onion City, Illinois
Undergraduate Minor in Human Rights
College students in any field of study may complete a minor in Human Rights. The minor is an interdisciplinary plan of study that provides students the opportunity to become familiar with the theoretical, historical, and comparative perspectives on human rights. The flexibility of this course of study complements majors in any of the disciplines. A minor in Human Rights will provide a background for graduate study in many disciplines or for careers that incorporate human rights analysis or advocacy, including medicine, law, film-making, social work, public policy, teaching, journalism, or government service.
The Human Rights minor requires a total of five courses, including:
1. One introductory course. Choose from one of the following:
HMRT 20101 Human Rights I in Vienna: Philosophical Foundations of Human Rights 100
2. Four approved Human Rights (HMRT) courses or cross-listed courses.
It is recommended but not required that students who minor in Human Rights take HMRT 10100-10200 Human Rights in World Civilizations I-II to fulfill their general education requirement in civilization studies.
Summary of Requirements for the Minor in Human Rights
One of the following: 100
HMRT 20201 Human Rights II in Vienna: History and Theory
HMRT 20301 Human Rights III in Vienna: Contemporary Issues in Human Rights
Four approved HMRT courses or cross-listed courses
HMRT 23083. A Latin American Anthropology of Violence and Conflict in Latin America. 100 Units.
HMRT 23114. A Kind of Wild Justice: Vengeance, Justice, and the Law. 100 Units.
HMRT 25002. Queer and Trans Mutual Aid for Survival and Mobilization. 100 Units.
HMRT 29130. Superpowers and Human Rights. 100 Units. (T-American) 400
Total Units 500
Minor in Inequality, Social Problems, and Change
at the University of Chicago in Onion City, Illinois
The Inequality, Social Problems, and Change minor offers students the opportunity to deepen their understanding of the nature of inequality as it takes shape in pivotal societal institutions and to formulate feasible pathways for reducing inequality and improving quality of life. The minor prepares students to effect change by learning how to move from theory to action on social challenges related to their chosen profession. Course work in the minor is designed to complement the knowledge base students gain in their majors across disciplines. The minor provides students with foundational knowledge about the causes and consequences of social inequality in its various forms, including economic, racial, gender, and class. All courses attend to social change, ranging from offering hands-on experience in addressing inequality on the ground level to interrogating the relative merits of concrete avenues for effecting change. Students will transform conceptual knowledge into action by learning about a range of strategies that can be used to address disparities. The minor facilitates multilevel, multisystem thinking, with the explicit goal of effecting change to reduce social inequality and social problems.
Program Requirements
Students must take a total of five approved courses to complete the minor in Inequality, Social Problems, and Change, including one foundation course and four elective courses.
1. One foundation course. Students are required to take one of two foundation courses: Either SSAD 25810 Social Problems, Social Policy, and Social Change or SSAD 25002 Social Welfare Policy and Services. Both of these foundation courses provide students with an understanding of the historical context giving rise to different forms of inequality and strategies for change. Students are strongly encouraged to take one of these courses before taking elective courses in the minor.
2. Four elective courses: Students will take four approved elective courses. The list of approved electives changes every year. Examples of approved electives are listed below. The full list of approved courses for the current academic year can be found at crownschool.uchicago.edu/college-minor. Elective courses are organized into specific domains of inequality (e.g., communities and cities; global and migration; law and social justice; poverty, family, and work; and health and mental health). In consultation with the faculty director, students may choose to take several courses in one domain to deepen their knowledge in a particular topic or take courses across several domains to broaden their understanding of inequality and social change across multiple areas.
Summary of Requirements
SSAD 25810 Social Problems, Social Policy, and Social Change 100
Four SSAD electives * 400
Total Units 500
* One of these electives may be an SSAD graduate course.
Elective Courses
Communities and Cities Domain
SSAD 28112 Community Organizing 100
PBPL 24756 Exploring the Resilient City 100
Global and Migration Domain
CCTS 21009 Justice, Solidarity, and Global Health 100
Poverty, Family, and Work Domain
SOCI 20292 The Social Psychology of Inequality 100
Law and Social Justice Domain
PBPL 25860 Crime, Justice, and Inequality in the American City 100
Health and Mental Health Domain
GNSE 23132 Activist Survival Kits: Feminism, Race, and the Politics of Movement Health 100
Student Clubs
at the University of Chicago in Onion City, Illinois
Feminist Forum
While many feminists are well intentioned, the feminist movement has a long history of prioritizing only some voices and needs - particularly those of white, cisgendered, straight, middle class, thin, able-bodied women. Feminist Forum is a UChicago RSO dedicated to recentralizing feminist discussion on people of marginalized identities and groups. Our goal to uplift the voices of BIPOC, LGBTQA+, and disabled people within this movement and do active work for the women and people of marginalized gender who need the most support.
We hold discussion meetings, host professor talks and dinners, and organize events to support the women and people of marginalized genders in our community, here in Hyde Park, and beyond. Our discussion meetings are informal opportunities to talk about media (articles, podcasts, movies, etc) about a given feminist topic. They are an opportunity to take a second to listen and engage with what these communities are saying. Educating oneself by listening to community leaders must always be the first step to activism.
Kitchen Sink
Kitchen Sink holds weekly painting sessions at the Great Hall in Logan Art Center, in which we provide all sorts of paint media, supports, etc. to any student who comes. Other than the painting sessions, we hold quarterly events and workshops that focus on collaboration between art and other disciplines, including Fab Lab workshops at the CIE, an annual mental health pop up museum in collaboration with Active Minds, among others. For the few years (before the pandemic), we have been realizing quarterly pop-up museums exhibiting student artwork on- and off-campus.
A note about Blueprint membership: Kitchen Sink does not have a membership system. We have a small board and open sessions that do not require affiliation. We do have a Facebook page you can like/follow to stay updated on our projects:
The Organization of Latin American Students at the University of Chicago is the official Latin-American student organization that recognizes that cohesiveness and true power comes from diversity.
We endeavor to promote awareness, within and beyond the Latin American community, that incorporates all facets of our culture rooted in Indigenous, African, and European ancestry.
It is our mission to promote political, social, cultural and ethnic awareness that furthers the progression of the community on both collegiate and community planes.
We aim to accomplish this through the union of all Latinos and students interested in Latino culture. We firmly believe that through our collaborative efforts we can ensure the appreciation, promotion, and furthering of our diverse Hispanic heritages.
Outdoor Adventure Club
The Outdoor Adventure Club is an RSO dedicated to connecting members of the UChicago community who share an appreciation of nature and a passion for the outdoors! We have weekly bonfires at the point, camping trips, and other awesome opportunities to get outside!
We aim to hike, camp, kayak, climb, and spelunk our way through the academic year while building friendships in a non-library setting. Previous destinations include:
• Isle Royale, Grand Canyon, Great Smoky Mountains, Mammoth Cave, Canyonlands, and Zion National Parks
• Shawnee and Huron-Manistee National Forests
• The Ozarks
• The U.P.
• Devil's Lake State Park
• Kayaking through Downtown every spring
• Reykjafell, Hveragerdi Hot Spring River, Burfell Crater, and Thorbjorn Trails (in and around Reykjavik, Iceland)
• The Red River Gorge
• Queen Creek Canyon
• A-Basin, Loveland, and Copper Mountain Ski Resorts (in Colorado)
• Kinkaid Lake
• Starved Rock
• and the Indiana Dunes!
Students of all levels of experience are encouraged to learn new skills and utilize already acquired skills to educate their peers while enjoying the great outdoors. Our listhost is a great way for those interested in the outdoors and awesome adventures to connect with like minded souls. The club typically plans four or five trips a quarter along with half a dozen grand Spring Break adventures, and hosts outdoor-themed movie nights, slacklining/BBQs on the Quad, and bonfires at Promontory Point. We also own and rent outdoor equipment to the greater UChicago community. Anyone can propose a trip or adventure idea; given sufficient interest, the club is often able to facilitate funding and planning. Join our listhost and stop by a meeting to see what we're all about!
Rhythmic Bodies in Motion
The largest dance RSO at the University of Chicago.
All dancers welcome.
A club for everyone and anyone.
We are dedicated to providing a space for people of all backgrounds to express themselves through dance. Whether you have no experience or more than a decade of dance experience, we have something for you. We offer dances at a variety of difficulty levels to suit all dance abilities.
UChicago Queers & Associates
Q&A is UChicago's largest LGBTQ+ and Allied Affirming group on campus. We meet weekly to talk, sometimes eat, and mostly serve as a social/support resource for LGBT folks on campus.
Get a Life
Maurita visited countries known for their activism: Canada, Mexico, Brazil, Basque Country, Arabia, Ghana, India, Pakistan, the Maldives, the Philippines, Bhutan, and Australia.
The Get a Life program assists creative youth in personal development. It offers tour guides and travel programs at two levels, one for people who want to travel between high school and college, the other for those who want to do it after college; and participants may do both if they wish. It includes many options ranging from two to three month summer sessions on up to full year sessions. About 10% of high school graduates do not immediately go into higher education or employment, and taking a travel year is a popular option. Some travelers choose a regional destination and meander within it; others cover the whole globe. In the year-long package, it's common to choose three or four different continents and move from one to another. Themed packages are available for people who wish to study particular subjects such as architecture, crafts, literature, or the environment. Another popular option is to visit multiple countries all sharing a world language, such as Spanish or French. The formal packages customarily include at least one "serendipity" stop, and travelers may choose more if they wish, up to selecting the entire itinerary at random. Get a Life also offers support for people 18+ who wish to backpack or otherwise travel on their own but still have access to the group's hostels, maps, lesson plans, and other resources.
The program attracts primarily writers, artists, and musicians but also dancers, sculptors, computer programmers, and various other creative types. It upholds the principle that in order to make great art, you need to experience life. Traveling around the world is a terrific way to cram a lot of experience into a relatively short span of time. Often participants find a culture or career they love, which shapes the rest of their life and work. College-age travelers are more likely to find a life partner. (Participants are encouraged, but not required, to use a long-term form of birth control while traveling, so that is available to everyone at no extra cost.) The program also supports travelers in finding places to live and work after returning home, with ties to a wide range of publishers, galleries, and performance art companies.
Prices vary depending on destination and length of session. However, Get a Life is heavily subsidized both by the National Foundation for the Arts and the Department of Education. Another major source of funding comes from their own graduates. Most successful graduates fund at least one new traveler; many have set up ongoing scholarships. Those who can't afford to contribute such sums can choose between a general scholarship fund supported by graduates, or one open to the public at large, both of which offer a variety of categories in which applicants can qualify.
Get a Life is so effective at improving maturity, tolerance, diversity, and excellence in its participants that many high schools recommend it to creative seniors instead of going directly to college. Conversely, most colleges -- and almost all fine arts schools -- view it more as alternative education than as a vacation in terms of accepting applicants. Often they let high school seniors apply and then defer enrollment in college until after completing their Get a Life tour. College seniors may announce plans to travel after college, and use that to gain admission to classes that will help them in that endeavor. This results in a higher level of artistic quality and cultural awareness in Terramagne.
(T-Brandeis offers this as a major with 12 classes, not just a minor.)
Bachelor of Arts in Creativity, the Arts, and Social Transformation Program (CAST)
at Brandeis University in Waltham, Massachusetts
Learn about art-making. Learn to harness community power. Collaborate with teams of people from diverse backgrounds and disciplines. Become aware of yourself as a listener, and listen with qualities of presence that elicit difficult-to-tell stories. Identify sources of resilience.
The Creativity, the Arts, and Social Transformation Program is open to all Brandeis undergraduates.
Major Requirements
Completion of the major in Creativity, the Arts and Social Transformation requires the successful completion of 13 courses.
A. The core course, CAST 150b Introduction to Creativity, the Arts, and Social Transformation. Ideally, this should be the first course taken for the minor, since it offers students an overview of the contributions of arts and cultural work to social justice and to the creative transformation of conflict, and frameworks that will help them bring subsequent courses into relationship. In any case, students are urged to take this course as early in their academic program as feasible.
B. Ten elective courses, according to the following distribution:
1. Three courses from the creative arts.
CA 125a Provocative Art: Outside the Comfort Zone
FA 69b Inventing Tradition: Women as Artists, Women as Art
THA 156a Making Mirth: Building Resilience and Creating Balance
2. Three courses from the humanities.
AAAS 125b Caribbean Women and Globalization: Sexuality, Citizenship, Work
ENG 87b Queer Readings: Beyond Stonewall
ENG 161a Literature and Counterculture
3. Three courses from the social sciences.
ANTH 130b Visuality and Culture
ANTH 140a Human Rights in Global Perspective
SOC 155b Protest, Politics, and Change: Social Movements
4. One additional elective from any of the three schools associated with CAST (CA, HUM, SS). Note that at least one of the ten electives must be a "core elective." Core electives are courses that strongly link theory and practice and are offered in all of the three schools. See Courses of Instruction below for the elective listings.
CAST 110b Dance and Migration (core elective)
(Maurita did her Community Engagement practicum with the local police department, assisting their efforts to recruit more diverse applicants.
She did her Project Design practicum by creating a multicultural Bohemian Art Exhibit with indoor and outdoor installations including photography, drawing and painting, fibercrafts, ceramics, and junkyard art.)
C. Students may take two approved 2-credit electives to satisfy an elective requirement.
A two-credit capstone practicum, either CAST 181b Ethics of Community Engagement Capstone Practicum, offered every fall semester, or CAST 189a Capstone Project Design Practicum, offered every spring semester.
1. The capstone practicum is normally taken after completing all five required four-credit courses for the minor, or in the same semester that the students will complete those requirements.
2. Supervised projects in both practicums provide opportunities for minors to reflect on and integrate learning from the five required courses; to propose, design, and implement projects in the field of arts, culture, and social transformation; to work in and engage community ethically; to provide and learn from peer feedback; and to develop skills in documenting and evaluating projects.
3. CAST majors take both practicums. CAST 181b Ethics of Community Engagement Capstone Practicum, offered each fall semester, may be of interest especially to students planning to work in community as researchers, activists, documentarians, artists, and other practitioners, and who would benefit from a group process of developing and evaluating projects. While it explores similar issues and offers a similar group process, CAST 189a Capstone Project Design Practicum, may be of interest especially to students already in the process of undertaking a significant individual project.
4. Students enrolling in either practicum are required to speak with the instructor prior to enrolling in the course and will submit a preliminary project concept note to the instructor before the beginning of classes, indicating the central themes, media, and mode of presentation of the project. In addition to the practicum instructor, a member of the CAST affiliated faculty with relevant expertise will mentor student projects.
5. All students will be required to present on their capstone experience in a setting open to members of the campus community.
Minor in Studio Art
at Brandeis University in Massachusetts
Six courses are required for the minor in Studio Art.
A. Four studio courses (to be picked in sequence with advisor) selected from FA 3a-FA 28a or a cross-listed course with approval of advisor.
FA 3a Introduction to Drawing I
FA 4a Sculpture Foundation: 3-D Design I
FA 5a Sculpture: Utilizing Waste Stream Materials
FA 7a Drawing Under the Influence (In T-America this class features
altered states of consciousness via meditation, hypnosis, legal
substances, and other methods.)
B. Two semesters of Senior Studio: FA 110a and FA 110b.
FA 110a Senior Studio: Bohemian Activist Art
FA 110b Senior Studio II Bohemian Activist Art
Social Justice and Human Rights Concentration
Master of Arts in Interdisciplinary Studies
at George Mason University in Fairfax, Virginia
Imagining and applying strategies for creating and sustaining a more equitable, just, and humane world
Other Concentrations
Catalog Year: 2021-2022
The MA in interdisciplinary studies is for students who seek a master's degree that integrates knowledge from several disciplines. It addresses the rapidly evolving demand for unique graduate study by promoting advanced scholarship that transcends traditional disciplinary boundaries. Students can pursue one of the following structured interdisciplinary concentrations and also have the opportunity to design an individualized concentration to meet the special needs of their careers.
The MAIS in Interdisciplinary Studies with a concentration in Energy and Sustainability is a Green Leaf program.
The University Catalog is the authoritative source for information on program requirements and courses. The Schedule of Classes is the authoritative source for information on classes scheduled for this semester. See the Schedule for the most up-to-date information and see Patriot web to register for classes. Requirements may be different for earlier catalog years. See the University Catalog archives.
Degree Requirements
Total credits: 36
Concentration in Social Justice and Human Rights (SJHR)
The social justice and human rights concentration is designed to cultivate a deep theoretical understanding of the social, political, cultural, historical, and economic implications of a wide array of social injustices and human rights issues. Students are engaged in the applied process of imagining and actualizing holistic and complex strategies for creating and sustaining a more equitable, just, and humane world.
Required Course of Proseminar
Code Title Credits
MAIS 696 MAIS ProSeminar 1
Total Credits 1
Core Courses
Code Title Credits
Foundational Course
INTS 540 Contemporary Issues in Social Justice Human Rights 3
Social Justice and Human Rights Courses
INTS 537 Critical Race Studies 3
Choose one of the following: 3
WMST 602 Queer Theory
Social Justice and Human Rights Issues and Movements
Select one course from the following: 3
WMST 508 Gender, Sexuality, and Human Rights
other relevant course chosen in consultation with the concentration head
SOCI 623 Racial and Ethnic Relations: American and Selected Global Perspectives
Total Credits 12
Emphasis Courses
Code Title Credits
Select 6 credits of courses with an emphasis on a specific social justice or human rights issue or context or a specific region, chosen in consultation with the concentration head. The theme of the emphasis courses should be reflected in the student's experiential learning project. 1
CONF 658 Diversity and Difference in Conflict Analysis and Resolution
SOCW 687 Empowering Communities for Change 6
Total Credits 6
1 Examples of issue emphases include racial justice, human trafficking, or children's rights. Context emphases examples include the education, corporate, or government sector. Regional emphases examples include the Middle East, Latin America, or Southeast Asia.
Experiential Learning
Students will seek out and/or create an opportunity for experiential learning that deepens their understanding of social justice and/or human rights. Experiential learning opportunities can include internships, service-learning, consulting projects, and field studies or research (including overseas). The experiential learning requirement should be met through an opportunity that advances the student's understanding of their chosen emphasis. Because the intention is to develop and apply newly acquired skills, students may not use work done previously or their current employment to fulfill this requirement. All experiential learning projects must be approved by the social justice and human rights concentration head in the semester before registering for the course. Students may register for an individualized section of MAIS 695 Experiential Learning or another graduate-level internship or practicum course to fulfill this requirement.
Code Title Credits
MAIS 695 Experiential Learning 3
Total Credits 3
Electives
Code Title Credits
Students complete 6 or 9 elective credits from the following or other relevant courses chosen in consultation with the concentration head. Students who do a project for the capstone will complete 9 credits. Students who do a thesis for their capstone will complete 6 credits. 6-9
PUBP 765 Human Smuggling and Trafficking
SOCI 624 International Migration in the Age of Globalization
SOCI 803 Institutions and Inequalities
Total Credits 6-9
Research Methods Course
Code Title Credits
Select one course from the following 3
GLOA 605 Interdisciplinary Research Methods
Proposal
Code Title Credits
MAIS 797 Interdisciplinary Studies Proposal 1
Total Credits 1
Project or Thesis
Code Title Credits
Select one from the following: 1-4
MAIS 798 Interdisciplinary Studies Project (take 1 credit)
Intersectional Activism in Community
Total Credits 1-4
Doctor of Philosophy in Leadership Studies with a Specialization in Nonprofit and Philanthropic Leadership
at the University of San Diego in California
Doctor of Philosophy Degree Program
I. Core - 33 units
These foundational courses are required for all students; courses taken at other institutions may not be substituted.
Code Title Units
LEAD 602 Competing Conceptions of Knowledge and Research 3
LEAD 607 Applied Statistics and Quantitative Research Methods 3
LEAD 608 Qualitative Research Methods 3
LEAD 610 Dissertation Seminar 3
LEAD 611 Leadership Theories: Past, Present and Future 3
LEAD 612 Advanced Qualitative Research Methods 3
LEAD 619 Applied Leadership Practices: Integral Self and Systems Approach 3
LEAD 609 Evaluation: Theory and Practice 3
LEAD 695 Dissertation 9
Total Units 33
II. Area of Specialization/Electives - 24 units
With the assistance and approval of their advisors, students select electives to acquire an area of specialization. Students may select from 500 and 600 level classes at USD.
After completing all required units of LEAD 695, candidates must register for 1 unit each semester to maintain candidacy until the final, approved dissertation is submitted to the Office of the Registrar.
(Maurita traveled around South America helping activists in diverse countries connect with each other on common interests.)
III. International Experience
At SOLES, all masters and doctoral students participate in an international experience designed to support the growth of cultural competency. Our goal is to inform best practices in working with culturally diverse populations locally, nationally and globally. International experiences are approved by each student's faculty advisor and can be credit based or non-credit based activities.
IV. Advancement to Candidacy - Part A
Part A of this process involves the preparation of a qualifying paper that normally relates to a student’s dissertation topic.
V. Advancement to Candidacy - Part B
Part B of the Advancement to Candidacy process involves preparing and successfully defending a dissertation proposal.
(Maurita did her dissertation on "An Analysis of Activist Techniques in Determining Best Practices.")
VI. Dissertation
Successful written and oral defense of dissertation is required for graduation.
Specialization in Nonprofit and Philanthropic Leadership
Curriculum
Course Number Course Title Graduate Units
LEAD 501* Nonprofit Sector: Theory and Practice 3
LEAD 630 Seminar: Overview of Research in Nonprofit/Philanthropic Studies 3
LEAD 631 Contemporary Issues in the Third Sector 3
*Students with an academic background in the nonprofit field may substitute another nonprofit related elective for LEAD 501 in consultation with their advisors.
The following courses are highly recommended for students seeking research careers:
Course Number Course Title Graduate Units
LEAD 500 Reasearch, Design and Evaluation of Nonprofit Programs 4
Other courses may be developed. Students should consult with their advisors.
LEAD 510 Leadership and Followship (T-American) 3
LEAD 515 Guiding Society (T-American) 3
LEAD 631 Seminar: Developing Programs (T-American) 3
LEAD 632 Seminar: SPOON: A Case Study of Nonprofit Development (T-American) 3
Madigan Gorman -- He has fair skin and brown eyes. His hair started out dark, but now his mustache and beard are turning white while his head hair is turning bright blue. He wears a mohawk. He is sapioromantic pansexual. His heritage is Irish-American. He speaks English and Spanish. He is 36 years old in 2016. His first marriage failed because his wife wanted him to be the big breadwinner with a prestigious job, and that just wasn't him. Madigan is currently engaged to Maurita Johnson and looks forward to starting a family with her. Since he raises dogs, he is also a househusband. They live in San Diego, California. Madigan loves many activities including frisbee, watersports, and hiking.
Madigan earned a Bachelor of Science in Companion Animal Science at the American College of Applied Science in Crescent City, Florida. For several years, he worked at various jobs in the animal care field. Then he got a Dog Breeding Certificate from an online school. Madigan moved to San Diego, where he began breeding Chihuahuas with a goal of improving their health rather than trying to meet show standards. This allowed him to purchase healthy but slightly off-type breeding stock at bargain rates.
Origin: His last company job involved working at a lab that was trying to develop safe, temporary dyes for small animals such as used in shows or competitions. One of the dyes turned out to be zetetic; Madigan, several other lab employees, and a large number of dogs developed superpowers.
Uniform: Madigan wears practical menswear, usually in shades of black, gray, and blue. He likes dog T-shirts. He doesn't care much about clothing. It's just going to wind up covered in dog hair and pawprints anyhow.
Qualities: Good (+2) Athletic, Good (+2) Chihuahua Breeder, Good (+2) Extrovert, Good (+2) Naturalistic Intelligence, Good (+2) Teamwork
Poor (-2) Fitting In
Powers: Average (0) Animal Intuition, Average (0) Crayon Hair
Motivation: Animal welfare.
Sapioromantic - Is someone who is attracted to intelligence or human minds.
Pan: the feeling of attraction towards any gender or all genders; similar to omni-
The American College of Applied Science is currently the only U.S. based institution of higher learning to offer graduate and undergraduate degree programs, and non-degree professional development diploma programs, in companion animal science and behavior based upon a foundation of applied behavior analysis and a working relationship with the veterinary community. ACAS has been licensed as a degree granting institution by the State of Florida, Department of Education, Commission for Independent Education, licence no. 3145 since January 2005.
Bachelor of Science in Companion Animal Science
at the American College of Applied Science in Crescent City, Florida
60 Credit Hours
Program Description
This undergraduate degree program is designed to prepare individuals with an interest in working with animals for graduate study and positions in the field of animal science and animal welfare with specific emphasis on domesticated companion animals including cats, dogs, birds, pleasure horses, and small mammals/reptiles. Enrollment in this program requires an Associate’s degree or a minimum of 60 credits including the required general education courses from another college or university. Almost all of the Bachelor of Science degree courses can be completed in online classrooms anytime, night or day. Students may also choose academic residency and field study courses as electives to qualify for board certification as a certified Canine Behavior Counselor (CBC) with the Association of Companion Animal Behavior Counselors.
Students will study foundation and upper level courses in biology, psychology, learning and behavior, animal anatomy/physiology, welfare, nutrition, reproduction, endocrinology, pharmacology and behavioral ecology. A field study project is also a requirement. The Department of Animal Science continuously reviews its curriculum to ensure that courses offered are relevant for employment in current animal-related fields and industries. Students are assigned an academic adviser in the Department to assist in managing their plans of study and future goals in the scientific field.
Graduates may work for academic institutions, animal training organizations, animal shelter and welfare organizations, law enforcement agencies, the government, or veterinary practices. Graduates may also choose to continue with their higher education by applying to veterinary school or to graduate programs with the goal of becoming animal scientists, consultants, managers, companion animal behavior counselors, or educators.
In addition to being a major health benefit for humans, companion animals are also trained to assist humans in living richer and fuller lives. Graduates may wish to apply to work in the field of animal assisted therapy or with non-profit organizations that train therapy animals, services dogs, search & rescue dogs, alert dogs, and guide dogs for the blind.
Elective Module I– Multi Species and Community Service can be completed online and in the student’s community.
Elective Module II – Canine Behavior Analysis and Counseling requires a 5-day academic residency lab course.
This program requires an Associate’s degree or 60 credits to apply. The required amount of general education credits (GENED) must also accompany the transfer of credit or GENED courses may be taken at ACAS.
Bachelor of Science – Companion Animal Science
Course No. Course Title Credit Hrs
*** Core Online Courses *** (8 Courses)
ANSC 4005 Companion Animal Husbandry and Nutrition 3
ANSC 4007 Companion Animal Genetics 3
ANSC 4009 Animal Ethics and Welfare 3
ANSC 4011 Companion Animal Physiology 3
ANSC 4013 Principles of Animal Behavior 3
ANSC 4015 Companion Animal Reproduction 3
ANSC 4017 Comparative Cognition 3
ANSC 4020 The Human/Animal Bond 3
***General Education Courses*** (5 Courses)
SCIN 4007 Biology I 3
SCIN 4009 Biology II 3
SCIN 4011 Principles of Animal Science 3
ENGL 4009 Communication Skills 3
MATH 4012 Principles of Statistics 3
*** Elective Module II – Canine Behavior Analysis and Counseling ***
ANSC 3001 Principles of Learning and Behavior Analysis 3
ANSC 3003 Behavior Assessment, Intervention and Counseling 3
ANSC 3004 Canine Phylogeny and Behavior 3
ANSC 3701 Canine Behavior Academic Residency Lab (5-day course) 3
ANSC 3900 Externship Practicum 3
*** Undergraduate Thesis ***
ANSC 4301 Undergraduate Thesis I 3
ANSC 4302 Undergraduate Thesis II 3
TOTAL CREDIT HOURS 60
ANSC 4999 Continuing Project * –
* This course is available for students who need more time to complete their undergraduate thesis. There is no credit given for this continuing project.
Dog Breeding Certificate (online school)
The Origin and History of Dogs
Dog Organizations
Dog Shows, Competitions, and Awards
Theory and Philosophy of Dog Breeds
Goals and Ethics of Dog Breed Development
Landrace Dogs
Canine Anatomy and Health
Canine Behavioral Biology
Canine Nutrition and Reproduction
Kennel Design and Practices
Common Kennel Diseases and Problems
Dog Breeding I: Introduction
Dog Breeding II: Genetics and Defects
Dog Breeding III: Breeding Systems
Dog Breeding IV: Pedigrees
Dog Breeding V: Selection of Breeders
Dog Breeding VI: Interpreting Estrous in a Bitch
Dog Breeding VII: Ovulation Timing in the Bitch
Dog Breeding VIII: Whelping and Veterinary Intervention
Dog Breeding IX: Neonatal Care
Puppy Imprinting and Bonding
Puppy Behavior and Socialization
Entrepreneurship I: The Kennel as a Business
Entrepreneurship II: Business Math
Entrepreneurship III: Business Communication
Due to decades of irresponsible breeding, many dog breeds have changed dramatically and often for the worse. Chihuahuas have a number of genetic issues, particularly an inability to give birth naturally.
Amapola (Adoncia Soto) -- She has caramel skin and brown eyes. Her long wavy hair started out dark brown with reddish highlights, but has developed red streaks framing her face. Vividly colored tropical plant images cover much of her torso, trailing out to her upper arms and legs. These include banana leaves, bird-of-paradise flowers, hibiscus flowers, and vines. Amapola is slender and graceful. Her heritage is Cuban and Mexican. She speaks English and Spanish. She is 18 years old in 2016. Amapola lives in San Diego, California. She recently started an apprenticeship with Arnold Johnson, owner of the landscaping company Amazing Desertscapes. Her naturalistic intelligence and Plant Powers make her a great asset. Unfortunately, she also attracts bigots.
Origin: Her parents are migrant workers, and got sprayed with agrochemicals, which they blame. Her powers emerged at puberty.
Uniform: Amapola prefers practical women's wear. Her base colors are khaki and sage, accented with bright pink, red, yellow, green, and blue. She also collects Mexican embroidered blouses and dresses.
Qualities: Good (+2) Graceful, Good (+2) Hispanic Culture, Good (+2) Landscaping Apprentice, Good (+2) Naturalistic Intelligence, Good (+2) Serene
Poor (-2) Bigot Magnet
Powers: Good (+2) Plant Powers
Motivation: Make it grow!