STARS Academic Course Inventory Template

Summary

Total number of undergraduate courses offered by the institution 3957

Number of undergraduate courses offered that are sustainability-focused 656

Number of undergraduate courses offered that are sustainability-inclusive 789

Total number of graduate courses offered by the institution 2872

Number of graduate courses offered that are sustainability-focused 117

Number of graduate courses offered that are sustainability-inclusive 89

Percentage of courses offered that are sustainability-focused or sustainability-inclusive 24.18

Total number of academic departments that offer courses 92

Number of academic departments with sustainability course offerings 66

Percentage of academic departments that have sustainability course offerings 71.74

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Required DocumentationInstitution must provide an inventory conducted during the previous three years to identify its sustainability course offerings and describe for current and prospective students how each course addresses sustainability. For each course, the inventory must include: - The title, department (or equivalent), and level of the course (e.g., undergraduate or graduate). - A brief course description or rationale explaining why the course is included that references sustainability, the interdependence of ecological and social/economic systems, or a sustainability challenge. - An indication of whether the course qualifies as sustainability-focused or sustainability-inclusive (or equivalent terminology).

A course may be sustainability-focused or sustainability-inclusive; no course should be identified as both. Courses for which partial or incomplete information is provided may not be counted toward earning points for this credit. This credit does not include continuing education and extension courses, which are covered by the Continuing Education credit in Public Engagement.

An institution that has developed a more refined approach to course classification may use that approach as long as it is consistent with the definitions and guidance provided.

Course Title Department(s) Course Sections Level Course Description Type Goal 1. End Goal 2. End Goal 3. Ens Goal 4. Ens Goal 5. Ach Goal 6. Ens Goal 7. Ens Goal 8. Pro Goal 9. Bu Goal 10. Re Goal 11. M Goal 12. En Goal 13. Ta Goal 14. Co Goal 15. Pr Goal 16. Pr Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Technology for Environmental and Natural Resources Engineering

AGSM 337 1 UG concentrates on the application of technology for solving local environmental problems while considering global issues; reduction of water, air and hazardous waste pollutants; legislative issues and modeling

Focused

yes

Peoples and Cultures of the World

ANTH 205 2 UG

Describe the basics of cultural anthropology and how it helps us understand cultural diversity. Discuss how human cultures vary within different dimensions of life. Comprehend how culture changes over time. Illustrate how knowledge of cultural diversity and change applies to everyday life and domestic and global issues.

Focused

yes yes

Introduction to Bioenvironmental Sciences

BESC 201 1 UG Introduction to Bioenvironmental Sciences (3cr) provides students with a broad survey of environmental science with an emphasis on scientific literacy, current events, global and international issues, and historic context.

Focused

yes yes yes yes yes yes yes

International Perspectives on Environmental Issues

BESC 311 1 UG

Hold respectful discussions and discourse on difficult topics. 2) Understand self, including personal bias and prejudices. 3) Understand how power or authority is distributed within organizational systems, including recognizing potential forms of privilege, oppression, and discrimination. 4) Understand, as an overarching goal, how to use and promote informed dialogue to overcome issues dividing, not uniting, individuals and humankind. 5) Understand tolerance and intolerance and have knowledge of when it is appropriate to be intolerant of specific behaviors/activities that violate our core values. 6) Understand how to function effectively in a multicultural and global society. 7) Understand conflict from multiple viewpoints 8) Incorporate the understanding of Chinese culture gained through activities within and outside the classroom into reflections about the course topics.

Focused

yes yes yes yes yes yes yes yes yes yes

Germany Sustainable Communities

CARC 311 3 UG

Understand key theoretical concepts that frame sustainability. • Recognize the organizational and planned dimensions to communities and housing developments, transportation and energy infrastructure, as well as unit spacing and configuration. • Understand the role of physical facilities and infrastructure in promoting sustainable development. • Identify urban contexts and infrastructure such as transit networks that promote sustainability. • Differentiate between approaches to transportation and land use development in Germany and the United States.

Focused

yes yes yes yes yes yes

Globalization and Diversity in the Workplace

EHRD 408 1 UG

This course will help learners identify and understand current globalization and diversity issues, theories, trends and policies in learning, work and communities, emphasizing the need to appreciate different forms of bias, diversity and globalization

Focused

yes yes yes yes

Insects in Human Society

ENTO 322 1 UG

This is an entomology course emphasizing the roles insects have played in the development of human society. This includes roles in human health, food production & storage, ecological processes, green technologies, art, and music. The historic, present day, and future roles that insects will have on sustainability in underdeveloped, developing, and developed societies will be discussed

Focused

yes yes yes yes

Healthy Lifestyles

HLTH 231 1 UG

introduces a variety of health issues that affect college students, including mental health, stress management, injury prevention, conflict resolution, alcohol/drug use and abuse, physical activity, nutrition, spirituality, and environmental health. Students will explore how these concepts interconnect and develop a holistic understanding of what it means to live healthfully

Focused

yes yes

Race Ethnicity and Health

HLTH 236 2 UG

explore in-depth the racial, ethnic, and cultural dimensions that underlie health and health disparities. Special attention will be paid to culture, social economic status, and governmental policies as they influence the adaptation of health practices. The aim of this course is to introduce students to important health issues that face individuals of different racial and ethnic backgrounds. This course will address and explore a range of issues related to the health status of various racial and ethnic groups

Focused

yes

Women's Health

HLTH 334 2 UG

Describe current and historical trends, theories, and events, which influence(d) the progress in the promotion of women’s health 2. Identify issues related to women’s health risks, health research, health maintenance, and health promotion 3. Separate myth from fact regarding women’s health 4. Analyze the cultural, social, economic, and political state of affairs of women’s health 5. Determine the relationship between values, lifestyle, socioeconomic status and education in the healthcare and behaviors of women 6. Identify & evaluate a variety of resources that contribute to promotion of women’s health 7. Develop strategies for improving the health of women

Focused

yes yes yes

Global Health

HLTH 407 1 UG

provide an overview of global health issues from a synthesis of historical, cultural, environmental, economic, and political perspectives. Students will be challenged to examine their pre-existing beliefs and attitudes towards global health and to consider world views other than their own about health issues and resolutions.

Focused

yes yes yes yes

Environmental Health

HLTH 429 1 UG

During the semester, the course lectures and readings will include topics such as environmental stewardship, population growth, food-borne disease, toxicology, pesticides, global warming, pollution, and hazardous waste. Specific emphasis will be placed upon a comprehensive discussion of the social-ecological factors that impact health and quality of life.

Focused

yes yes yes yes yes

Understanding Special Populations

INST 210 3 UG

Define and identify individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. 2. Identify and explain the major pieces of legislation, judicial proceedings, political and socio-cultural movements, and historical events that led to the creation of special education and disability awareness as it exists today and to the provision of services to individuals with disabilities across the lifespan. 3. Describe the rights and responsibilities of students, parents, teachers, and other professionals and schools related to exceptional learning needs.

Focused

yes

Foundations of Education in a Multicultural Society

INST 222 1 UG

Define multicultural education and explain its relevance to the educational process. Become familiar with the educational and social experiences of various American ethnic groups. Review the status of changing demographics of students and teachers in schools. Examine the interaction, social context, management, and organization of culturally, linguistically, ethnically, and economically diverse classrooms. Discuss and examine the legal mandates related to equity and excellence issues in education. Explore the various views on cultural diversity in the U.S. as related to schools. Recognize and examine the influence of social and cultural factors on the American core culture and opportunities for success. Understand and develop diversity consciousness.

Focused

yes

Community Nutrition

NFSC 430 1 UG

Community nutrition examines the interrelationships between nutrition and health in community settings. The effect of social, economic, environmental, cultural, and political factors on the health and nutritional status of population groups is examined. Food and nutrition policies and programs designed to enhance the wellbeing of population groups are discussed. U.S. food policy, behavior change theory, and program planning for health promotion and disease prevention are emphasized.

Focused

yes yes

Social Dynamics of Population Health

PHLT 303 1 UG

This course explores social determinants of population health and the socio-cultural roots of health improvement and health disparities. Topics include socio-cultural and socio-economic definitions and perceptions of health, wellness, and healing; cultural, social, and individual values and their impact on choices and behaviors; macro and community dynamics; cross-cultural and global comparison case studies; social context of public health policy; cultural competency; social biases and institutional discrimination; equity and social justice; the balance between individual and social benefits, rights, and restrictions; basics of social behavioral change theories; impact of social networks, leadership structures, opinion leaders, and change agents.

Focused

yes yes 10

Optional. These columns may be used to track each course's connections to the SDGs.This information is required to count a course as a sustainability course offering in the Academic Courses credit.

The Environment and Public Health

PHLT 330 1 UG

This public health core knowledge course addresses factors that pose risks and hazards to population health in the environment and in specific contexts such as homes, workplaces, consumer products, and in natural and man-made disasters. Topics include the methods for defining environmental contamination; identifying contaminants, pathogens and toxins; assessing risks and causality; determining health impact; ameliorating hazards; and protecting the population through waste management, regulatory programs, environmental inspections, food and product safety, and environmental policy. Includes interaction with professionals in public health practice.

Focused

yes yes yes yes

Conservation of Natural Resources

RENR 375 1 UG

Exploration of science and management principles associated with the sustainable development and use of natural and environmental resources and the ecological, economic, ethical and social implications inherent in sustainable management.

Focused

Introduction to SociologySOCI 205 1 UG Multiple lessons (about half the class) on class, gender, race, poverty, health,

etc.Focused

yes yes

Introduction to Gender and Society

SOCI, WGST 207 1 UG

1) Define “gender” from a sociological perspective. 2) Utilize theoretical and scientific evidence to critically discuss (in verbal and written form) the social construction of gender and social factors that affect the formation of gender identities. 3) Explain the process of gender socialization through different social institutions from a sociological perspective. 4) Analyze the individual, economic and political consequences of gender. 5) Apply the principles presented in class to current, daily, and potentially global interactions outside of the class.

Focused

yes

Diversity in Sports

SPMT 336 2 UG

Discuss and explain the definitions and tenets of diversity, diversity management, inclusion, and related terms (e.g., affirmative action, equality, equity, stereotypes, prejudice, discrimination, etc.), and the various reasons for the emphasis on diversity in society and sport (Chapter 1 and 3) 2. Outline and compare the three major classes of theories or frameworks that are typically used to study and understand diversity (i.e., managerial, sociological, and social psychological), and apply them to practical sport management issues or problems (Chapter 2) 3. Identify, examine, compare, and assess the categorical effects of diversity, including how people differ based on race and ethnicity; sex and gender; age; mental and physical ability; physical appearance; religious and spiritual beliefs; sexual orientation, gender identity, and gender expression; social class; and discuss how these and other differences might intersect to impact people in sport organizations and beyond. (Chapter 4-11) 4. Identify and discuss how the equal employment opportunity laws and other relevant legislation relates to the various surface- and deep-level diversity dimensions people bring to sport organizations, and impacts the management of diversity in the workplace.

Focused

yes yes

Women Writers

WGST, ENGL 374 1 UG

History of literature by women in English; emphasis on continuity of ideas and on literary contributions; study of a variety of genres with particular attention to the significance of gender in the racial, social, sexual, and cultural contexts of women writing in English

Focused

yes

Special Topics in Air Pollution Control Technologies

AGSM 489 1 UG

Successful completion of this class should enable students to operate their agricultural or industrial facilities in compliance with applicable environmental regulations. U.S. and European practices will be compared. Introduce students to the Clean Air Act, National Ambient air quality standards, New Source Performance standards and the permitting process. Students should gain an understanding of pollution emissions and state of the art control equipment and best operating practices

Inclusive

yes yes yes

Communication in Popular CultureCOMM 340 1 UG Critically analyze how popular culture artifacts construct our social

knowledge about race, gender, identity, ethnicity, etcInclusive

yes yes yes

Family Owned Business- The Impact of Culture on Human Resource Development Practices

EHRD 485 1 UGDevelop an awareness of cultural differences and an understanding of culture’s role in shaping beliefs, practices and perceptions • Outline and discuss the laws in Spain governing human resource practices such as wage and hour, discrimination, hiring practices, etc.

Inclusive

yes yes

Health Promotion in the Workplace

HLTH 410 1 UG

designed to provide students with an overview of how to design, implement, and evaluate health education, health promotion, and disease prevention programs that have employees and worksites as the population of interest. This course will include a discussion of key processes and documents used to support the design of health education, health promotion, and disease prevention programs

Inclusive

yes yes

Professional Practice in Health EducationHLTH 445 1 UG Describe health issues and influencing factors for specific populations in the

United States by age, gender, and ethnicityInclusive

yes yes yes

The Science of Basic Health and Fitness

KINE 120 5 UGA general overview of the human body. Scientific fundamentals of stress, exercise, nutrition, disease, and drug use. Interdisciplinary focus on wellness and longevity. Integrated physical activity experiences centering on principles and applications of the scientific basis of conditioning.

Inclusive

yes

Yoga

KINE 223 4 UG

Overview of the human body systems. Interdisciplinary focus on wellness, exercise, nutrition, disease, and drug use. Integrated physical activity experiences centering on principles and applications of the scientific basis of conditioning.

Inclusive

History of Rock

MUSC 226 1 UG

Students will consider how issues of race, gender, class, technology, globalization, and inequalities of power conjoin with musical expression. We will study and listen to a vast array of music and explore the various political, cultural, social, and economic influences that have shaped the history of rock music in the United States.

Inclusive

Fundamentals of Human Nutrition

NFSC 202 1 UGDiscuss the impact of diet and lifestyle on weight management and other biometric health indicators and the consequences of being overweight. 7. Evaluate personal dietary adequacies and inadequacies and formulate strategies to improve nutrient intake based on DRIs and MyPlate guidelines.

Inclusive

Understanding Obesity: A Social and Scientific Challenge

NFSC 320 1 UGPerspectives of obesity in food science, nutrition, health and psychology; study of obesity factors in relation to genetics, exercise physiology, and sociology with emphasis on food and nutrition.

Inclusive

Introduction to OceanographyOCNG 251 1 UG

Identify reasons why sustainable practices regarding ocean resources (e.g. fisheries, hydrocarbons) are important and affect students present and future life and the world economy.

Inclusive

Recreation, Parks, and Diverse Populations

RPTS 340 1 UG This course will examine the impact of social class, ethnicity and race, gender, age, and a disability on the leisure/tourism patterns of people in the United States, and implications for recreation, park, and tourism delivery.

Inclusive

Tourism ImpactsRPTS 426 1 UG Evaluate the positive and negative environmental, socio-cultural, and

economic impacts of tourism-related activity in a variety of contextsInclusive

Thailand Global One Health

VIBS 489 1 UG

This onsite/online study abroad course explores aspects of Global One Health—the connections between human, animal, and environment health. During the four-week study abroad component in Thailand, students explore Thai food and culture, work with elephants and other species, and help restore coral reefs at a sea turtle sanctuary. They also engage in a community development project in a rural village by learning about elephant tourism and welfare

Inclusive

Course Title Department(s) Course Sections Level Course Description Type Goal 1. End Goal 2. End Goal 3. Ens Goal 4. Ens Goal 5. Ach Goal 6. Ens Goal 7. Ens Goal 8. Pro Goal 9. Bu Goal 10. Re Goal 11. M Goal 12. En Goal 13. Ta Goal 14. Co Goal 15. Pr Goal 16. Pr Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Multicultural Counseling in Schools CPSY 601 1 GR

The Multicultural Counseling in Schools course is designed to provide students with knowledge and understanding of how the intersecting role of ethnicity, cultural background, gender, and sexual orientation shape the psychosocial development of children and adolescents and impact their educational trajectories. Students will develop an understanding and appreciation of cultural and ethnic differences among individuals, groups, and families to enhance school counseling service delivery

Focused

yes yes yes yes yes

Cultural Foundations of Education EDCI 602 1 GR

This course examines and analyzes sociocultural forces in American history that influence our educational system, including historical, philosophical, political, and social perspectives; the influence of race, class, culture, ethnicity, gender, and power to our education system; educational issues, problems, and solutions in an ever-changing pluralistic society; and culturally relevant and responsive curriculum and instruction as it relates to providing all children with an equitable and quality education

Focused

yes

Society and Education in World Perspective

EDCI 645 1 GR

This course is designed to examine socio-cultural, economic, and political forces that impact educational systems, particularly systems of teacher education, around the world. The content will be presented from socio-cultural, historical, philosophical, political, and economic perspective. The class will assess how different countries address issues related to differences in terms of race, class, culture, ethnicity, gender, power and how these factors influence the structure of educational systems,

Focused

yes yes yes yes yes

Environmental Issues of Energy Systems ICPE 610 2 GR

Discuss the environmental issues involved in extracting, converting, transporting, and using different sources of energy 4. Understand the difference between renewable and nonrenewable energy resources and be aware of the importance of sustainable energy 5. Provide an overview of the main sources of renewable energy

Inclusive

yes yes yes yes yes yes

This information is required to count a course as a sustainability course offering in the Academic Courses credit. Optional. These columns may be used to track each course's connections to the SDGs.

Course Title Department(s) Course Sections Level Course Description Type Goal 1. End Goal 2. End Goal 3. Ens Goal 4. Ens Goal 5. Ach Goal 6. Ens Goal 7. Ens Goal 8. Pro Goal 9. Bui Goal 10. Re Goal 11. Ma Goal 12. En Goal 13. Ta Goal 14. Co Goal 15. Pr Goal 16. Pr Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Blacks in the United States AFST 300 1 UG

This course examines, through significant topics, individuals, and issues, the collective experience of African-Americans. The course’s scope is the historical continuum from African origins to the end of Reconstruction; its focus, the people of the African continent, uprooted and enslaved, who continually grappled with the problem of how to preserve their dignity and identity in a hostile environment. The African-Americans’ adjustment to American society, their struggle against political oppression, the dynamic nature of their group life, the development of black institutions, the status of free blacks, and the impact of the American Revolution, Civil War, and Reconstruction are some of the topics that the course will explore.

Focused

YES YES

Psychology of Women of Color AFST, PSYC, WGST 303 1 UG

This course is an introduction to the psychological issues that affect women of color. Topics that will be discussed include central concepts in the psychology of women of color, gender stereotypes and other gender biases, gender development from infancy through adolescence, gender comparisons in cognitive, social and personality characteristics, women of color in the workplace, women of color issues related to love, sexuality, pregnancy, motherhood, psychological and physical health, issues related to aging, and violence against women of color.

Focused

YES YES

Racial and Ethnic Relations AFST 317 1 UG

Racial and Ethnic Relations is a Sociology course cross-listed with Africana Studies. The purpose of the course will be to provide greater insight into the social construction of race and its real social, economic, and political impact on U.S. society. This course will be challenging, but the process should develop critical thinking and build upon our sociological imagination. We will examine aspects of agency and structure. It is my goal that this course will help us to understand and strategize how best to improve race relations in our society.

Focused

YES YES

Racial and Ethnic Relations AFST, SOCI 317 1 UG

The objective of this course is to get you to think critically about race and ethnicity, racial categories, and racial inequality in the United States. The course will examine the concept and meaning of race and ethnicity and the dynamics of racial oppression and privilege. We will discuss dominant sociological theories on U.S. race relations and critically explore the sociological meanings of terms that get used in popular discourse like prejudice, discrimination, and racism. We will also look at historical and legal constructions of race and racial hierarchy in the U.S., and analyze the historical experiences of different racial groups through the lens of the theoretical frameworks we discuss. Finally, we will explore the institutional dynamics of race and racial inequality in various United States institutions, examining the ways in which different racial groups have experienced racial oppression vis-àvis structural and institutional racism. Throughout the course we will critically engage with issues of race privilege, and we will examine the ways that racial privilege has been negotiated and contested throughout U.S. history.

Focused

Sociology of Africans Americans AFST 323 1 UG

This course examines sociological perspectives as they pertain to Black Americans. We will explore the nexus between historical and contemporary situations of African Americans in the United States in an attempt to unearth the various ways in which these strands of thought intersect at both individual and institutional levels. The ultimate goal of this course is to expose the student to scholarly research and thinking in order to undergird their understanding of Black Americans in the 21st Century. We will achieve this goal through a variety of lectures, discussion, and readings.Topics include: Civil Rights Movement, discrimination, racism and race relations, slavery, Jim Crow laws, etc.

Focused

YES

Sociology of Sport AFST 324 1 UG

This course will explore the structural and cultural relationship of sport to society. Particular attention will be given to issues of race, gender, sexuality, economics, and politics as they relate to sport. We will explore the historical development of sport in America and the ways in which it parallels the growth and development of other social institutions (e.g., schools). Throughout the course we will also explore contemporary issues in sport and society. The ultimate goal of this course is to provide students a sociological understanding of sport that will complement their everyday knowledge of sport. This goal will be achieved through a mixture of lectures, discussions, and written examinations.

Focused

YES YES

Africana Philosophy AFST, PHIL 352 1 UG

In this course we will examine the relatively new subfield of philosophical inquiry called Africana Philosophy. We consider the term "Africana" in the modern orientation and set of questions that emerge from the historical and socio-political situation of colonization, chattel slavery, and their legacy. In the last 500 years or so, philosophy produced the Enlightenment and the European moment of Modernity, birthing the ideals of Reason, Freedom and Equality, and a universal Humanism. Yet, concurrent and consistent with this moment, there also occurred the violent subjugation and institutional enslavement and dehumanization of numerous members of the African diaspora. Moreover, and most importantly for our purposes, the logic and language of Modernity provided justifications and rationalizations for these occurrences and institutions. Africana Philosophy, thus, emerges from the “underside of Modernity” (Dussel 1996), and as a “philosophy born of struggle” (Harris 2000), that is, a response to this philosophically paradoxical, historical situation and its legacy

Focused

YES YES

Postcolonial Literatures AFST 379 1 UG

This course examines the literatures that arise from the European colonial project and with the cultural expression of formerly colonized or occupied peoples. While this broad category applies to nearly every country across the globe, it also unites disparate cultures with the shared concerns that derive from an imperial experience. Central issues we examine include: the colonial construction of the Other; the practices of colonial occupation; the politics of language and religion under colonial regimes; structural violence; gender, sexuality and modernity; (post)colonial nationalism; globalization and globalized culture; migration and diasporas; and indigenous culture as popular resistance. The course draws on the classics of this rapidly changing field as well as introducing students to emerging literatures and theories of the postcolonial as the substructure of current globalization.

Focused

YES YES YES YES

Rhetoric of the Civil Rights Movement AFST, COMM 425 1 UG

Course Description: “Rhetorical evaluation of theoretical literature and pragmatic episodes that shaped the U.S. Civil Rights Movement; examination of significant speeches, documents, and protest activities in their historical, political, and social contexts.” Learning Outcomes: - Describe post-Reconstruction context for U.S. Black Freedom Movements. - Identify, analyze, and evaluate rhetorical strategies of U.S. Black Freedom activism.

Focused

YES YES YES

Environmental and Resource Economics AGEC 350 1 UG

Inspection of issues such as environmental degradation, population growth, recycling, water use and depletion, natural habitat protection, water and air pollution, acid deposition, fishery management, and climate change, using economically derived principles and tools.

Focused

YES YES YES YES YES

Water and Soil Management AGSM 335 1 UG

The course, AGSM 335 Water and Soil Management, will address elementary principles of surface and ground water supply, flood control, water distribution systems and irrigation systems; principles of drainage, soil conservation and erosion control; elementary surveying, leveling and mapping applied to agricultural and natural resource needs; illustrated by practical examples of terracing and farm pond design.Topics include: soil and water conservation, soil pollution, tillage practices for conserving soil, land management, vegetating drastically disturbed areas, and water conservation practices.

Focused

YES YES

This information is required to count a course as a sustainability course offering in the Academic Courses credit. Optional. These columns may be used to track each course's connections to the SDGs.

Technology for Environmental and Natural Resources Engineering

AGSM 337 1 UG

State of the art environmental engineering systems will be studied in this class with a focus on biological systems used for water and waste treatment. Best management practices (BMPs) for treatment of wastes containing biosolids, including biological treatment processes and land application, and constructed wetlands for wastewater treatment and groundwater protection will be presented.

Focused

YES YES YES

Global Agricultural Issues ALEC 350 1 UG

Review of global agricultural issues (products, environment, people, and culture) affecting international agricultural development; concepts and principles underlying the processes of teaching, research, and service opportunities in international agricultural development and education situations.Learning Outcomes:1. Develop an awareness of global agricultural issues affecting agricultural developmentinitiatives especially as they relate to women and youth.2. Increase knowledge of global agricultural products.3. Discover cultural similarities and differences worldwide especially as they relate to women and youth.

Focused

YES YES YES YES

Cultural Leadership and Exploration for Scholars

ALED 222, 324 1 UG

Through readings, class lectures, films, group projects, and discussions we will consider social theories and historical perspectives of leadership, particularly in terms of class, gender, race, ethnicity, and nationality. This course will take a multidisciplinary approach to the study of leadership with a special emphasis on culture.Learning Outcomes: To enable students to apply leadership and professional development competencies. To assist students with the integration of their lived experiences into their leadershipdevelopment process. To encourage students to create an action plan to progress towards their personal andprofessional goals. To demonstrate ways in which social identities such as race, class, and gender intersect in order to influence individual life experiences and/or perspectives. To provide students with the skills and knowledge needed to be confident and effective young leaders in their communities.

Focused

yes yes yes

Cultural Pluralism in Agriculture ALED 422 1 UG

Selected topics on the diversity of human resources in agriculture; emphasis on working in a multicultural society and developing a sensitivity toward different cultures; explores the interrelationships between the contributions of diverse individuals and the state, nation and global success of agriculture.Topics include: Texas populations and agriculture

Focused

yes yes YES

Peoples and Cultures of the World ANTH 205 9 UG

The course explores four topics from an anthropological perspective. First we will discuss some aspects of the similarities and differences among human cultures, and discuss some cultural aspects that characterize human beings. Second, we will examine the role of colonialism and try to understand why inequities continue to plague the world today. Third, we will examine the victors and the vanquished that resulted from the Age of Discovery and how that period affected traditional societies around the world. Fourth, we will look at a range of global problems and crises that are affecting different cultures in various ways: globalization, terrorism, overpopulation, disease, poverty, warfare, and world debt. The overriding objective throughout the course will be to discuss these topics in a way that will demonstrate how an understanding of culture, history, environment, colonialism, and global problems will help us build a better perspective and understanding of why the world is the way it is today. This is an introductory course and thus there are no prerequisites for taking it

Focused

yes yes yes yes

SOCIAL AND CULTURAL ANTHROPOLOGY ANTH 210 1 UG

The course will provide students with an introduction to the fields of Social and Cultural Anthropology. We will examine the numerous dimensions by which human cultures vary, including economy and subsistence, family formation, religion, language, political structure, gender relationships, and many more. We will also explore different schools of thought that attempt to explain how and why cultures vary the way they do along these dimensions around the world.Topics include: Culture, Race and Racism, Ethnicity and Nationalism, and Gender.Learning outcomes: Recognize and appreciate the breadth of variation in the human condition and the power of culture to shape individual experience. Critically evaluate the strength of different theories concerning this variation and why such variation exists as it does across the globe. Demonstrate an understanding of the major concepts and methods of cultural anthropology. Develop abilities to discuss potentially provocative topics in a culturally respectful manner. Develop a cultural awareness that can be applied to future evaluations of domestic and global issues.

Focused

yes yes yes yes yes

Cultural Diversity & Ethics ANTH 370 1 UG

Examination of the cultural construction of ethical values and how cultural diversity, including beliefs, values and ways of doing business, impacts human technological innovation. Focuses on developing a holistic mindset and application of critical thinking skills.Topics include Diversity, inclusion and learned ignorance

Focused

yes yes yes

Medical Anthropology ANTH 435 1 UG

Medical anthropology is a subfield in anthropology that draws from the four main subfields of anthropology – cultural, biological, linguistic, and archaeology – to examine the biological and cultural basis of health and disease, and to understand the influence of culture on the illness experience and treatment. This is an introductory course designed to provide an overview of the main theoretical perspectives and key areas of research currently employed in the subfield. The course material is divided into five main sections: (1) Theories, applications and methods; (2) Contexts and conditions; (3) Health and behavior; (4) Health care, treatment, and communication; and (5) Looking ahead.Topics include: health disparities in race and ethnicity, Water and health, Ecology and disease, Culture change and stress, reproductive health and sexuality, and emerging issues.

Focused

yes yes yes yes yes

Architectural Design IV ARCH 405 6 UG

A comprehensive design studio focused on the integration of design theory with functionally sustainable environmental and structural systems; consideration of a project from site analysis and programming through design detailing

Focused

yes yes yes

Energy and Sustainable Architecture ARCH 421 1 UG

Understanding the various design decisions impacting sustainability and energy efficiency; includes participation in an “academic” LEEDNC rating project; interdisciplinary team approach with a design studio architect to perform the LEEDNC rating on the architect’s building; application of reference material, standards, and USGBC material. Prerequisite: Junior and senior classification or approval of instructor.

Focused

yes yes yes yes

Integrated Systems ARCH 435 8 UG

Understanding how to integrate sustainable environmental systems into a building through good design; lectures support studio; systems faculty participate in studio critiques throughout the project.Heavy emphasis on integrating sustainable systems

Focused

yes yes yes yes

Cultural & Ethical Considerations for Global Practice

ARCH 458 1 UG

The course will introduce you to the contextual peculiarities of different cultures and places. Architecture, as a place-making activity, is a process requiring an understanding of the significance of space and time. This significance is the result of cultural practices. By cultural practices are meant social activities that reproduce social systems, and that provide meaning in everyday life. In this sense understanding each cultures’ social and behavioral rituals and systems are seen as the means for, and outcome of, social activities. In addition to reinforcing the concepts of basic inquiry, research and problem solving, the course will encourage you to think critically about the social and cultural consequences of practicing in a global environment. An emphasis will be placed on navigating cultural differences, body language, personal space, rituals and taboos in the design in the interaction with other cultures in a global context. Global cultures and practices apply to every discipline. A businessperson cannot do business globally without understanding, appreciating, and respecting the culture with which they plan to practice. A businessperson must adapt and filter their interpersonal behavior to complement each particular culture. By the end of the semester, a student will understand differences between and have the ability to operate in different cultures as an informed citizen of the world. A student will be able to demonstrate his/her sensitivity to navigating and operating in other cultures through assigned projects. Students will have the ability to research any culture for optimal interpersonal communications.

Focused

yes yes

Internship Companion Course ARCH, ENDS 485 1 UG

This course is linked to ENDS 494 and supplements the internship experience. While ethical issues exist in every business, interns are rarely included in these discussions. If you are in an alternative placement (not an architectural firm), perform the exercises as they relate to your selected work experience.Objectives include:- Be able to identify, recognise and analyze ethical issues and problems in professionaldesign practice- Develop an individual perspective and conduct an informed discussion on ethical issues related to social issues confronting design such as sustainability

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Gender in Asia ASIA, SOCI, WGST 463 1 UG

In this course, we will examine these gender issues from a comparative perspective that goes beyond dichotomies of East and West. We will discuss women’s relationship to the state, politics, economy, and local and global processes of cultural production. Our goal is not only to gain insights into women and gender relations in Asia but also to extend our understanding of the dynamics of gender in the contemporary world.

Focused

yes yes yes

Introduction to Atmospheric Chemistry and Air Pollution

ATMO 363 1 UG

Descriptive introduction to the composition and chemistry of Earth’s atmosphere: transport, cycling, and reactivity of natural compounds and anthropogenic pollutants; atmospheric measurements, air quality, atmospheric chemistry, public health and pollutant trends; global warming

Focused

yes

RENEWABLE ENERGY CONVERSIONS BAEN 414 1 UG

This course deals with the engineering and technical aspects of quantifying, designing and evaluating the suitability of several alternative and renewable energy conversion systems utilizing biomass, solar, wind, hydro power and others. This course will open new insights into the vast resources that future engineers and those in related disciplines can harness to augment diminishing supplies of man's non-renewable energy and power source. At the end of the course, the student should be able to identify the different sources of sustainable energy, fuel and power, know their applications, recognize their limitations, and demonstrate the capability to manage and design the energy and power systems.

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Air Pollution Engineering BAEN, MEEN 477 1 UG

Design of air pollution abatement equipment and systems to include cyclones, bag filters, and scrubbers; air pollution regulations; permitting; dispersion modeling; National Ambient Air Quality Standards. At the end of this course, the following outcomes are expected:1. Function as permit engineers with consulting firms, SAPRAs or industrial sources of air pollutants.2. Design air pollution abatement systems and solve air pollution related engineering problems.3. Have basic working knowledge of the air pollution regulatory process and dispersion models.4. Determine economic impact of air pollution controls.

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Introduction to Bioenvironmental Sciences BESC 201 2 UG

Introduction to Bioenvironmental Sciences provides students with a broad survey of environmental science with an emphasis on scientific literacy, current events, global and international issues, and historic context. Topics include science and sustainability, environmental policy, ethics & sustainable development, conservation biology, building sustainable cities, global climate change, fossil fuel impact, and energy alternatives.

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yes yes yes

Pathogens, the Environment, and Society BESC 314 1 UG

A survey of the impact of microorganisms on the development of modern culture and society. This course emphasizes the role pathogens have played in the history of mankind and the influence of the changingenvironment on emerging diseases.Topics include: Social Inequalities & Environment, Food and Climate, Bees, Viruses, and the Environment, and Antibiotics and Agriculture, and how its use negatively affects the health of its workers.

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U.S. Environmental Regulations BESC 367 2 UG

In this course students will investigate our nation’s legal and political infrastructure associated with regulating environmental impacts. Following a brief introduction to the American policy generation and legal systems, major U.S. environmental statutes associated with air and water quality, toxic substances, waste and hazardous substance releases, energy, natural resources, emergency planning, and environmental systems management will be examined. Additionally, students will consider the role of U.S. in the inhibition or catalysis of international environmental regulations.

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Bioenvironmental Microbiology BESC 401 1 UG

The course is structured to acquaint the student with the interaction of microorganisms in diverse environments. Using the understanding of what affects microbial interactions and growth, the students will be acquainted with the applied aspects of environmental microbiology; to include biodeterioation, pathogen control, pollution control and the use of microorganisms as biosensors.Topics include: Ecological Aspects of Biodeterioration, Waste Management, and Toxicology.

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Environmental Sampling and Monitoring BESC 403 1 UG

Introduction to environmental sampling and methodology; strategies and analyses of sampling data; overview of current applications of sampling and monitoring in the environmental sciences; emphasison practical aspects of sampling from air, soil and water; detection and quantification of microbial and chemical unknowns in environmental media. Students learn about contamination, hazardous waste, and environmental regulations.

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Water: Issues Facing the U.S. and the World

BESC 481 3 UG

This seminar is a capstone course required for BESC/ENST/USAL majors. The intent of the course is to individually analyze and present topics related to critical water issues within Texas, the U.S. and the world. The theme of water will be introduced, followed by students selecting, researching, organizing and presenting presentations (8-10 min.) on their subtheme. A final paper on the subtheme is required. The course meets weekly, but the research and preparation will occur outside of the classroom. This course format is designed to enable students to master the ability to select a water topic of environmental relevance and to perform sufficient research to organize the complex topic into a short logical presentation, complete with data slides.

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Strategic Philanthropy BUSN 432 1 UG

To best accomplish this task, we will hear from multiple philanthropic leaders, engage in vibrant classroom discussions, and experience a unique process that is the first of its kind at Texas A&M. While much of the semester will operate in team settings, a primary goal for you as an individual, is to learn about how you can best respond to community needs as a philanthropic leader. Whether you have $1, $1,000,000, or 5 hours to volunteer on a Saturday afternoon, you will examine and further develop your own personal philanthropic autobiography. It is my hope that you leave this class with a comprehensive understanding of the intricacies of philanthropy and the nonprofit sector and a personal plan to engage this sector in the future.

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Business Solutions to Social Problems BUSN 481 1 UG

The purpose of this class is to change the world! It is a lofty goal, but it is our goal. We want to change the world by presenting future business leaders with the opportunity to consider how businesses exacerbate or help resolve social problems. The world is becoming more complex and more globalized and the role of businesses in these complexities is expanding. Examples of social problems include domestic violence, human trafficking, income disparity, racial and gender discrimination, scarcity of clean water, education in urban areas, and many others of interest. Class discussions will focus on how business can help address social problems and how nonprofit organizations can develop solutions that will fund themselves rather than relying on donations. The course will with a project through which students propose best way to use their future company resources to address a social problem. This is an excellent opportunity for students to learn more about the world and themselves, while making a difference.

Focused

yes yes yes yes yes

Business Solutions to Social Problems BUSN 481 1 UG

The purpose of this class is to change the world! It is a lofty goal, but it is our goal. We want to change the world by presenting future business leaders with the opportunity to consider how businesses exacerbate or help resolve social problems. The world is becoming more complex and more globalized and the role of businesses in these complexities is expanding. Examples of social problems include domestic violence, human trafficking, income disparity, racial and gender discrimination, scarcity of clean water, education in urban areas, and many others of interest. Class discussions will focus on how business can help address social problems and how nonprofit organizations can develop solutions that will fund themselves rather than relying on donations. The course will with a project through which students propose best way to use their future company resources to address a social problem. This is an excellent opportunity for students to learn more about the world and themselves, while making a difference.

Focused

Social Issues in the Natural, Built, and Virtual Environment

CARC 101 4 UG

Introduction to cultural and social issues in planning, design, construction, creativity, and the visual arts. Exploration of how individual and collective values and beliefs are expressed in the practice of architecture, landscape architecture, urban planning, construction science, and the arts; how these fields internalize and reify these values while creating the natural, built, and virtual environments. Emphasis on civil discourse to help students recognize their own positionality and work collaboratively in a multicultural society.Learning OutcomesUpon successful completion of the course, students should be able to:1. Articulate a personal understanding of values and beliefs that influence creative activities and the construction of the natural, built, and virtual environment2. Distinguish between culture, race, and ethnicity and recognize bias, prejudice, privilege, and discrimination in the practice, research, and pedagogy of architecture, landscape architecture, urban planning, construction science, and the arts3. Identify multicultural perspectives and inclusive practices in design, planning, construction, and visualization4. Discuss contentious issues respectfully5. Articulate a personal understanding of inclusion and tolerance, including defining when intolerance is justified

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Communication, Religion, and the Arts COMM, RELS 257 2 UG

Introduction to artistic, religious communication; survey of communication art and media art practices across religious contexts; consideration of communication aesthetics that mediate the religious experienceHas topics on cultural crossing and pluralismLearning outcomes include:Learning Outcomes• Recognize and identify diverse forms of art from a variety of cultures and time periods in order to develop intercultural responsibility.• Recognize and analyze social inequalities, prejudices, power structures, and conflict as they present themselves in visual culture and works of art.• Distinguish and apply the personal and social responsibility needed for living in a diverse world.• Participate in difficult discourses respectfully and thoughtfully.

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InterculturalCommunication

COMM 335 1 UG

This course examines communication variables in intercultural contexts, including culture and meaning, nonverbal styles across cultures, patterns of symbolic transfer, culture shock and communication, values in intercultural dialogue. (From the TAMU Undergraduate Catalog) Learnings include stories from the LGBTQ+ community. Course objectives include:- Recognize the influence of their own cultural groupson intercultural communication interactions- Describe communication sensitivity to the complexity of intercultural interactions- State the importance of the roles of context and power in studying intercultural communication- Develop a willing, flexible, and open communication style in intercultural communication interactions

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Critical Race Discourse COMM, AFST 338 1 UG

Critical Race Discourse. (3-0). Credit 3. Critical analysis of communication anddialogue on race; causes and symptoms of structural racism; social/racialhierarchies as they influence and are influenced by communication anddialogue. Prerequisites: Junior or senior classification or approval of instructor.Cross-listed with AFST 338.

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Communication and Popular Culture COMM 340 1 UG

This course focuses on the role popular culture has played throughout history in rhetorically shaping our understandings about the elements of American identity — race, power, ethnicity, gender, class, and other cultural markers —from the 18th century to the present day. We will study various rhetorical theories and then apply them to both historical and contemporary popular artifacts — such as television shows, films , sports, advertising, comic books, posters, and other works of art —to understand how we use them, and are used by them, to construct our cultural knowledge.

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Gender, Race, & Media COMM, WGST 407 2 UG

The contributions of women and ethnic groups to the evolution of the media; the portrayal of women and ethnic groups in the mass media; issues resulting from the recognition of women and ethnic groups as media audiences.Has topics on 4 Race, Privilege, and Stereotypes; Whiteness & Model Minorityl Race and Representation, etc.

Focused

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Gender and Communication COMM, WGST 420 1 UG

Survey of the role of gender in communication processes; focus on communication differences between men and women in contexts such as the family, school and work organizations; discussion of media influence in gender stereotypes.Topics include: LGBT Identity and Language, and Gendered verbal communication, power and violaence, and competing images of men and women.

Focused

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Propaganda COMM 438 1 UG

We will examine issues relevant to the public sphere, citizenship, and democracy by examining propaganda in American political discourse. Our readings and discussions will focus on four topics: 1) understanding how propaganda works; 2) propaganda message creation and analysis; 3) propaganda circulation and amplification; and, 4) whether or not it is possible to debunk propaganda. Our course readings, class discussions, and written work will examine the importance of propaganda in American political discourse.Topics include: “Donald Trump voters: We like the president’s lies,” “How much ‘fake news’ can we identify on Twitter?”, “The NaziSpeaker’s Rhetoric,” “How YouTube Builta Radicalization Machine for the Far Right", etc.

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Collaborations in Feminism and Technology

COMM, WGST 460 2 UG

This course examines the mutually constitutive nature of gender and technology – or the way that gender and technology define and redefine each other – from a feminist perspective. ... In this class we will learn the tools of feminist theory to explore the multifaceted, socio-cultural interactions between technology, ourselves and local, national, and international contexts through themes including gender, race, difference, sexuality, the body, labor, place, and surveillance. We will approach these topics from a historical perspective as well as a critical, cultural perspective.

Focused

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Facility Management Principles and Practices

COSC 450 1 UG

Principles of facility management; the life cycle of a project; strategic planning; performance measurements; life cycle cost approach; building sustainability; maintenance management; and industry practices.Topics on sustainability and facility management; and includes guest lecture #15 – Mr. Benjamin KALSCHEUR, TAMU Office of Sustainability

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INTRODUCTION TO ENVIRONMENTAL ENGINEERING

CVEN 301 2 UG

This course aims to familiarize students with environmental problems an environmental engineer is expected to solve, provide a broad overview of today’s environmental challenges, and prepare students for future environmental engineering courses. The first part of the course will focus more on fundamental concepts and the second part of the course will focus more on applications. By the end of the course you should be able to (1) prepare selected mass balance equations and solve selected steady state environmental engineering problems, (2) identify and describe different properties of selected environmental engineering reactors, (3) describe the impact of oxygen content on water bodies, (4) describe a typical treatment train in a drinking water or wastewater treatment plant, and (5) identify sources and impact of aqueous and air pollution.

Focused

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Engineering Hydrogeology CVEN 462 1 UG

Groundwater in the hydrologic cycle; aquifer properties; well hydraulics, testing, and design; groundwater quality; and groundwater management and sustainability.

Focused

yes yes

The Economics of Gender and Race ECON, WGST 318 1 UG

The student will understand the reasons for the past and current measured gender and race differences in economic outcomes in the U.S. labor market. The primary focus of this course is on the economic behavior of women and men, on economic institutions, and on economic outcomes, with a particular emphasis on race differences. We will seek answers to questions such as: Why are men paid more than women, and whites paid more than non-whites? Why do women and men work in different occupations? What explains the rise in labor force participation of women in the post World War II era? What explains the decline in labor force participation of black men in recent decades? Why do men and women marry? Why are there now more women than men enrolled in college? We will apply economic models of comparative advantage and specialization, supply and demand, consumer choice, human capital, and discrimination to explore the answers to these questions. Economic theory will frame our discussion.

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Globalization and Diversity in the Workplace

EHRD 408 2 UG

The overarching purpose of the course is to influence learners to make more intentional choices toward Globalization and Diversity in the Workplace. This course will help learners identify and understand current globalization and diversity issues, theories, trends and policies in learning, work and communities, emphasizing the need to appreciate different forms of bias, diversity and globalization. The course is intended to help educators in HRD/TCM contexts, as well as trainers, employees and managers, effectively identify and understand diversity issues in their own personal values and beliefs, work, and community settings. Students will focus on issues of globalization, diversity, individual bias, workplace bias, the impact of biases, oppression, and social justice. It is designed to prepare students to be knowledgeable of their own and others’ biases based on race, ethnicity, culture, religion, age, sex, sexual orientation, social economic status, disability, and how these contribute to discrimination and oppression.

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Conflict Management and Dialogue EHRD 413 2 UG

In this course the many ways that individuals think about and practice conflict management and effective dialogue will be explored. Additionally, an aim of this course is to assist learners in the identification and learning of the importance of effective conflict management in the workplace and to develop skills to effectively engage in meaningful conflict using effective modalities for the situation presented. The emphasis in this course is the appreciation of conflict management from a social justice perspective. Class materials will reflect a variety of contexts from the workplace, including interpersonal, global, and cross-cultural interactions. Students will: Practice personal and social responsibility (LO7) through critical dialogues engagement and social justiceunderstanding

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LITERATURE BY WOMEN OF COLOR ENGL 338 1 UG

In this class, we will explore the narrative practices of Latina, African American, Native American, and Asian American women. We will pay special attention to the ways in which their writing has given voice to their differential locations within the discourses of national identity and the ways they carve out racialized identities beyond US borders. We will explore the cultural, linguistic, and familial traditions that have informed their respective approaches to gender, race, nationhood, and oppositional politics.

Focused

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Latina/o/x Literature ENGL, HISP 362 2 UG

Literature by U.S.-based Latina/o writers writing mostly in English; examination of historical and social contexts of cultural production; may include novels, poetry, short stories, plays and films to gain understanding of aesthetic expression of diverse Latino/a authors, including but not limited to Mexican Americans, Puerto Ricans, Cuban Americans, and Dominican Americans. Prerequisite: Junior or senior classification.

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STUDIES IN WOMEN WRITERS:ASIAN AMERICAN WOMEN’S LITERATURE

AND MEDIAENGL, WGST 474 1 UG

In this upper division course, we will examine a range of literary and cultural production by Asian American women produced after the passage of the 1965 Immigration Act, which marked a significant rise in the numbers of Asians immigrating to the U.S. We will explore the ways in which these artists’ various cultural forms--novels, short stories, poetry, memoirs, film, performance, and digital media--serve as sites for the formation of subjectivities and communities within and beyond the national borders of “America.” This course will challenge you to think critically about categories that might otherwise be taken for granted (such as race, gender, nationality, sexuality, and citizenship) and to try to see the world from the perspective of someone who is located in a different body, situation, place than perhaps your own.

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ENGINEERING LAB I: COMPUTATION ENGR 102 58 UG

Introduction to the design and development of computer applications for engineers; computation to enhance problem solving abilities; basic concepts of software design through the implementation and debugging of student-written programs; introduction to engineering majors, career exploration, engineering practice within realistic constraints, e.g. economic, environmental, ethical, health and safety, and sustainability; pathways to success in engineering

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Ethics and Engineering ENGR, PHIL 482 47 UG

Development of techniques of moral analysis and their application to ethical problems encountered by engineers, such as professional employee rights and whistle blowing; environmental issues; ethical aspects of safety, risk and liability, and public welfare; conflicts of interest; emphasis on developing the capacity for independent ethical analysis of real and hypothetical cases.Topics include: Utilitarianism, Ethics, Engineering and Inclusivity, Engineering and Sustainability, and International Egnineering: Working Between and In Diverse Cultures

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Building Energy Management System ESET 444 1 UG

The course includes the essential elements of energy management from understanding energy production to consumption, identify the major components energy management of buildings, energy audit to business (strategy), Heating Ventilating Air Conditioning (HVAC), Control systems, Building Internet of Things (BIOT), economics (ROI, simple payback), and engineering system integration. The course objectives will be: - Explain energy from production to consumption - Discuss social and political issues involved in energy management - Identify the major components and considerations involved in of energy efficiency and effective management of buildings - Identify and describe the technology and propose a technical solution for saving energy - Develop and deliver a technical proposal on energy saving building modifications to TAMU facilities and private industry

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Introduction to Natural Resources and Ecosystem Management

ESSM 102 1 UGIntroduction to Natural Resources and Ecosystem Management, approach to Wildland Management and survey of the field of natural resources and related industries. No prerequisites.

Focusedyes yes yes

Forest Trees of North America ESSM 203 1 UG

Taxonomy, phylogeny, and identification of the important forest trees of North America and their ecological and social uses and benefits.Course objectives include: Environmental ethics, civic and global responsibility: Demonstrate environmental stewardship, professional ethical behavior, civic responsibility, and global citizenship

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Watershed Analysis and Planning ESSM 305 1 UG

This course provides an integrated framework for watershed planning that addresses the biophysical, social, and economic issues affecting water resources. The comprehensive scope and approach used here will introduce students to the fundamental issues related to water planning and water resources. Students will (1) master fundamental concepts in hydrology and watershed management (2) become acquainted with water problems across the globe and apply this understanding to address specific water issues.

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Forest Ecology ESSM 309 1 UG

This course will introduce students to the general principles of ecology using forest ecosystems as the example. Students will learn the life history and general characteristics of trees, structure and function of forest ecosystems, fundamental principles of forest biogeochemistry and ecology applied to an analysis of tree growth in relation to environmental factors and present day forest management, global change (environmental and climate change), and disturbance.

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Biogeochemistry and Global Change ESSM 311 1 UG

The biogeochemical cycles of carbon, nitrogen, phosphorus, and other elements such as sulfur have tremendous contemporary significance due to their critical roles in determining the structure and function of ecosystems, and their influence on atmospheric chemistry and the climate system. Human impacts on these biogeochemical cycles are now responsible for a multitude of global changes that threaten the sustainability of ecosystem services essential to mankind. This course provides a framework for understanding biogeochemical cycles, their significance at global and ecosystem levels of organization, and their contemporary relevance to ecosystem science and management.

Focused

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Principles of Forestry ESSM 319 1 UG

This course covers the theory and practices in forestry as these pertain to controlling forest establishment, composition, structure and growth; and natural and artificial regeneration. We will examine intermediate cultural operations, silvicultural systems, use and control of fire in forests. Principles of sustainable stand management for a broad array of ecosystem values and social and ecological benefits include forest products, ecological restoration, wildlife, biodiversity, and ecosystem services.

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Ecological Restoration of Wetland and Riparian Systems

ESSM 420 1 UG

This course examines wetland and riverine restoration, within ecological and social contexts. A major focus is on developing applied project management skills, while using the latest techniques and strategies to restore these ecosystems.

Focused

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Philosophy and Film FILM, PHIL 376 1 UG

The aim of this course is to provide students with the opportunity and expertise needed toapply philosophical methods and analyses to the medium of film.Course objectives include:• Ability to hold respectful discussions and discourse on difficult topics;• Ability to understand self, including personal bias and prejudices;• Ability to understand how power or authority is distributed within and across organizational systems, especially pertaining to expressions of privilege, oppression,and discrimination;• Ability to assess the value of informed dialogue to overcome issues dividingindividuals and humankind;• Ability to reflect on tolerance and intolerance and assess when it is appropriate to be intolerant of specific behaviors/activities;• Ability to reflect on how to function effectively in a multicultural and global society;• Ability to analyze and understand conflict from multiple viewpoints

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Studies in Film Genre/Gender and Genre FILM 394 1 UG

This course will explore and analyze the ways in which a single literary and/or film genre resonates with gendered perspectives and sexual subjectivity. This semester we will focus on the horror film as it has been used to allegorize struggles related to male/femalesubjectivity and hetero/homosexual/queer desire, specifically through the idea of the “abject Other” and “monstrous-feminine,” asking ourselves how horror allows people to address the deepest and most profoundfears and fantasies associated with gender and sexuality. Learning outcomes:• Analyze film and/or literary genres according to the influential theoretical tools provided by feminist theory, queer theory, and other theories of gender and sexuality in the humanities and social sciences.• Use those theories to articulate the ways in which gender and sexuality affects one’s understandings of works of literary and cinematic genres.• Evaluate the ways in which genre conventions and tropes reinforce or challenge traditional or alternative forms of gendered and sexual subjectivity.

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Planet Earth GEOG 203 3 UG

The goal of this course is to provide each student with a well-rounded understanding of planet Earth. All of Earth’s geosystems, from the solid Earth to the atmosphere, the hydrosphere and the biosphere, are examined through case studies such as hotspot volcanism, hurricane formation, glacial landscape evolution, and carbon-climate feedbacks. Short lectures, interviews, videos, texts, and exercises will also allow you to explore and investigate the complex interactions between these systems as well as how they affect, and are affected by, humans.

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Environmental Change GEOG 205 1 UG

The objective of this course is to apply a systems perspective on attributes, elements, and connections within the earth’s physical environment and to learn how and why the environment changes at multiple spatial and temporal scales. A systems approach is used to structure our approach to the atmosphere, cryosphere, hydrosphere, lithosphere and biosphere.

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GLOBAL CLIMATIC REGIONS GEOG 324 1 UG

To examine climatological processes at all scales (e.g., micro to macro) and obtain an understanding of how and why climate varies spatially and temporally. We will investigate the characteristics of the global climate system, and the climate of the Northern Hemisphere and North America will be given special attention.Topics include: • Describe the processes that are responsible for the world’s climates• Describe the spatial distribution of each climate type and why they are distributed in this manner• Discuss the major sources of climate variability and climate change, both natural and anthropogenic• Discuss some of the contemporary issues in climatology. What are climatologists researching? Why are these issues important?

Focused

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Resources and the Environment GEOG 330 1 UG

This course explores drivers and impacts of resource use around the world, with particular attention to the social, economic, and political processes that shape demand for and utilization of natural resources. In order to understand the geographies of resource use and its impacts, we will examine several key themes, spanning population-resource interactions, environmental governance, political economy, and conservation practices. We will focus on four key resource systems: water, energy, food/land, and rare earth minerals. The course will draw heavily from case study examples around the world to explore these themes and resources.

Focused

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Environmental Justice GEOG 430 1 UG

Communities of color and working-class communities bear a disproportionate impact and cost of environmental hazards where they work, live and play. A history of unequal protection, often based on the spatial configurations of communities, proximity to unwanted hazards, and narrow definitions of “nature” in broader environmental movements, has contributed to the systematic exposure and marginalization of these communities. This course will explore the concepts of environmental justice and racism in terms of major debates about environmental quality, poverty, race and social justice in domestic and international contexts. We examine several themes in depth: Resource Extraction, Vulnerability and Disasters, Toxic Trading and Waste, Climate and Water.

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Sustainability Outreach Specialist Internship

GEOG 484 1 UG

Sustainability is a growing field that uses a holistic lens to investigate and problem solve the environmental, social, and economic problems that our world faces. The goal of the Office of Sustainability’s Internship Program is to bring people from a variety of backgrounds and perspectives together to create a dynamic team that works to create a culture of sustainability at Texas A&M University. The team focuses on educating the campus community about topics such as: energy and water use, environmental degradation, transportation, food, construction and built environment, purchasing, recycling, and social justice through the development of outreach initiatives and event coordination. Additionally, interns support assessment and planning efforts prioritized by the office.

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ENGINEERING GEOLOGY FOR CIVIL ENGINEERS

GEOL 320 1 UG

Geology for Civil Engineers presents the principles of physical and engineering geology; properties of minerals, rocks and soils; active surface and subsurface processes; applications to the siting, design, construction, operation and maintenance of engineered works and the protection of the environment."Today the only permanent home that the human race has is Earth. On the surface of this planet, are built homes,neighborhoods, skyscrapers, highways, dams, reservoirs, waterways, landfills, harbors, slums, and cities. In additionto constructing a built environment, humans have forced change on Nature in many different ways. We, as humans, have been doing this for thousands of years."

Focused

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Environmental Geology GEOL 420 1 UG

While humans have always lived with natural hazards, the exploding population and infrastructure in the 20th and 21st centuries have caused the growth in size and number of natural disasters. Natural hazards such as flooding, volcanic eruptions, earthquakes, and landslides have affected humanity throughout its history. But, beyond those natural hazards, humans have also dramatically changed and shaped the environment around them, creating other environmental issues such as air and water pollution, groundwater depletion, and human-caused climate change. This class will explore how humans interact with their environment, how these issues are triggered, and the geologic processes that contribute to these issues

Focused

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Energy & Climate: Past, Present & Future GEOL 489 1 UG

• Gain a basic understanding of: + The History of the Global Energy Industry + Humans Energy Choices & their ramifications + How the earth’s climate/sea levels/plates have changed/moved over geologic time + How the earth’s evolving climate/plate positions/sea-level variations effected life on earth + The environment has impacted man & man has impacted the earth’s environment • Become informed about: + Energy types and mix over recorded time + History, geography, and geopolitics of Energy + The role of energy and natural resources in recorded history + The global & domestic impact of the US unconventional revolution

Focused

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Global Biogeochemical Cycles GEOL 489 1 UG

Biogeochemistry is an integrated discipline that has been rapidly developing over the last two decades. A biogeochemical, in conjunction with an Earth System Science (ESS), approach have been instrumental in developing our understanding of all aspects of anthropogenic global change, such as chemically-forced global climate change.

Focused

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Natural Hazards and Resilience GEOS 101 1 UG

This two-semester course will introduce students to the science of natural hazards, disasters and the science of recovery and resilience. Students will learn and discuss the following: (1) the geologic record of environmental change, (2) the causes and consequences of natural hazards, (3) the impact of natural disasters on human communities , and (4) how to improve recovery and resilience of human communities.

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INTRO TO ENVIRONMENTAL GEOSCIENCES GEOS 105 1 UG

This freshmen course is an introductory survey of some of the major environmental issues pertinent to the geosciences. Special emphasis placed on understanding such key themes as sustainability, ecosystems, global environmental changes, air and water pollution, land degradation, wind and soil erosion, as well as issues related to energy and biodiversity, among others. Many of the above themes will be illustrated through case studies to highlight the significant challenges presented by the variety of environmental issues that affect our lives.

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Climate Change GEOS 210 1 UG

Examination of the science of climate change; how greenhouse gases warm the planet; scientific evidence that the earth is warming; scientific evidence that humans are causing this warming; what warming we can expect in the future and impacts of that warming.

Focused

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Environmental Geosciences GEOS 405 1 UG

Dynamics and human interactions with near-surface environments including land, atmosphere and oceans through problem-based learning; interdisciplinary environmental problem topics, for example, water quality, urbanization, coastal development, or environmental pollution; geoscience techniques used for monitoring human-geosphere interaction; application of environmental laws, regulations, and policies to protect against or mitigate impacts of human activities on ecosystems. In this course, students will investigate environmental change using a problem-based learning exercise to analyze and solve a "client-based" environmental problem.

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Introduction to Atmospheric Chemistry and Air Pollution

GEOS 405 1 UG

Descriptive introduction to the composition and chemistry of Earth’s atmosphere: transport, cycling, and reactivity of natural compounds and anthropogenic pollutants; atmospheric measurements, air quality, atmospheric chemistry, public health and pollutant trends; global warming.

Focused

yes yes yes

Environmental Geosciences GEOS 405 1 UG

Dynamics and human interactions with near-surface environments including land, atmosphere and oceans through problem-based learning; interdisciplinary environmental problem topics, for example water quality, urbanization, coastal development, or environmental pollution; geoscience techniques used for monitoring human-geosphere interaction; application of environmental laws, regulations, and policies to protect against or mitigate impacts of human activities on ecosystems.

Focused

yes yes yes yes yes

GLOBAL CHANGE GEOS 410 1 UG

The interaction of the earth, atmosphere, oceans, cryosphere and life, including the impact of human society on the environment and climate; global change modeling; politics, policy and decision making; and personal awareness.Global change refers to planetary-scale changes in the Earth system. More completely, the term “global change" encompasses: planetary scale changes to atmospheric circulation, ocean circulation, climate, the carbon cycle, the nitrogen cycle, the water cycle and other cycles, sea-ice changes, sea-level changes, food webs, biological diversity, pollution, health, fish stocks, and more. Civilization is now a large driver of global change so the term includes population, the economy, resource use, energy, development, transport, communication, land use and land cover, urbanization, globalization.

Focused

yes yes yes yes yes

0 Global Science and Policy Making GEOS 430 1 UG

Central to many of the most pressing contemporary issues facing our nation and the world is the need for knowledge of how our planet functions and responds to stresses and forcing of various types. Whether it be climate change, relative sea level rise, the search for and ultimate depletion of fossil fuels, development of renewable energy resources, the status of water resources now and in the future, ecosystem-based management of marine fisheries, the loss of biodiversity, or myriad other environmental issues, understanding of the co-dependent living and non-living systems that make up our planet is critical for a healthy planet...In this course, we will explore various aspects of how science and technology are used to inform decision-making.

Focused

yes yes yes yes

THE HISTORIAN’S CRAFT: Trampling Out the Vintage

HIST 280 1 UG

This section of HIST280 is subtitled “Trampling Out the Vintage,” a reference to the Civil War anthem Battle Hymn of the Republic. At the end of the Civil War in April 1865, there was no certainty about what would happen next. The Confederacy that had insisted that slavery was right and necessary was defeated and the United States of America was preserved. But at the war’s end, what were Americans’ hopes and fears about the future? This question had different answers for white Americans and for black Americans, for northern, southern and western Americans, for recent immigrants and for Native Americans, not to mention the range of foreign opinion. Students will choose a perspective for their paper. Readings, discussion, and research examine the United States in the immediate aftermath of the Civil War.

Focused

yes yes

The Historian's Craft: American Indians and the 19th-century U.S. Press

HIST 280 1 UG

This course will examine the ways that American Indians were represented and represented themselves in the newspapers and periodicals of the 19th -century United States. Students will become familiar with relevant secondary sources and then develop a project based on their individual primary source research. Understanding the place of American Indians in the 19th -century U.S. press will illuminate issues of race, gender, popular culture, and religion among many others. It will also open conversations about how and why certain stories become newsworthy and empower students to approach mass media critically

Focused

yes yes yes yes

U.S. IMMIGRATION & ETHNICITY HIST 319 1 UG

This course explores the sources and persistence of ethnic identity from the colonial era to the present; its interaction with issues of race, religion, politics, language, education, and social mobility; various nativist and anti-immigrant movements; contrasts and continuities between contemporary immigration patterns and those of earlier eras. The format combines discussion and lecture, with an emphasis on comparisons across time and between different ethnic groups.

Focused

yes yes yes

The History of American Women HIST, WGST 461 1 UG

This course surveys relevant religious, legal, political and cultural factors which helped shape the role and character of women in American society from colonial times to the present. Women’s historical role in the nation’s development will be examined along with their continuing attempt to achieve economic, social, and political equality. Many women challenged the traditional distribution, and accessed avenues, of power to construct identity and status. In studying the intersections of gender, race and class to illustrate diverse female experiences and actions, a greater understanding emerges that helps to more accurately explain the American past. The objective of this course is to be neither comprehensive, nor definitive, but to introduce students to key issues, events, and actors. Has many topics throughout the semester surrounding intersectional feminism.

Focused

yes yes yes

Race, Ethnicity, & Health HLTH 236 3 UG

This course will explore in-depth the racial, ethnic, and cultural dimension that underlie health and health disparities. Special attention will be paid to culture, social economic status, and governmental policies as they influence the adaptation of health practices. The aim of this course is to introduce students to the important health issues that face individuals of different racial and ethnic backgrounds. This course will address and explore a range of issues related to the health status of various racial and ethnic groups.

Focused

yes yes yes yes yes

Global Health HLTH 407 2 UG

Global Health is a three credit hour course designed to provide an overview of global health issues from a synthesis of historical, cultural, environmental, economic, and political perspectives. Students will be challenged to examine their pre-existing beliefs and attitudes towards global health and to consider world views other than their own about health issues and resolutions. Content areas will include (but are not limited to): cultural, social, and political impacts on health and health care behaviors health indicators: how to gather and understand global health statistics indicators of health for populations versus indicators of health for health care systems impact of deforestation, population density, and history on global health health impacts on refugees and other displaced populations, as well as their host communities child growth and nutrition status as indicators of global health food security versus nutrition security, and the challenges of achieving both globally ethical issues implicit in conducting health-related programs and research in the developing world

Focused

yes yes yes yes yes yes

Environmental Health HLTH 429 3 UG

Environmental Health is a 3-credit course that will cover topics such as health aspects of environments, health problems related to food and water, air and noise pollution, pest control and pesticides, healthy communities, healthy buildings, nature contact, investigating various environments and whether they promote or hamper our health and well-being, and utilization of human resources.

Focused

yes yes yes

GARDEN SCIENCE HORT 301 2 UG

Identification, propagation, soil management, fertilization, growth control, and protection of common garden plants: indoor ornamentals, landscape ornamentals, fruits, and vegetables; special topics include home landscaping, container gardens, bonsai, herbs and medicinal plants and hobby greenhouse management. The effects of organic and non-organic practices on the garden ecosystem will be presented.Course objectives include: Describe the “garden ecosystem,” the biotic and abiotic factors that influence plant health, and how to modify them to optimize plant productivity in an environment-friendly way.

Focused

yes

Trees and Shrubs for Sustainable Built Environments

HORT 306 1 UG

Better known woody ornamental trees and shrubs; identification, morphology, classification, nomenclature and adaptability for use in landscape environments.Course objectives entail Critically evaluating options for sustainable plant management, including natural, urban and engineeredhorticultural systems.

Focused

yes yes

ISSUES IN HORTICULTURE HORT 315 1 UG

Issues in Horticulture is a 3-credit-hour course taught in a pseudo-hybridized internet-based format. The course describes and analyzes factors that impinge on modern horticultural systems, including technological, environmental, economic, societal and ethical issues...Course objectives include: Demonstrate personal and social responsibility:• Build professional skills and awareness through special projects and/or class projectsrelated to sustainable and/or holistic horticultural systems• Critically evaluate the role of globalization in sustainable horticultural systems andsustainable business practices• Recognize and practice ethical standards in personal and professional interactions

Focused

yes yes yes

SOCIOHORTICULTURE HORT 335 1 UG

This course facilitates inquiry into the complex sociohorticultural environment while developing an awareness and appreciation of the economic, environmental, and social benefits of plants.Topics/course objectives include:- Differentiate between various food movements such as organic, local, and sustainable food/farming.- Identify the milestones behind different food production movements and potential environmental and economic implications - Distinguish between primary uses of horticulture internationally and surmise possible cultural and socioeconomic reasons for these differences. - Distinguish between rural and urban environments and associated environmental concerns.- Evaluate the impact of green spaces on built environments in terms of ecosystems services.

Focused

yes yes yes yes

Greenhouse Technology & Sustainable Crop Production Systems

HORT 428 1 UG

Technology used to operate and manage energy efficient greenhouses for sustainable production of crops; greenhouse structures, equipment, and automation; heating, cooling, and ventilating systems; environmental computerized controls; environmental inputs as they affect plant physiological processes and influence plant growth and development including temperature and light, root substrates, water quantity and quality, irrigation efficiency, fertilization sources and integrated pest management; sustainable crop production systems and practices for hydroponics, plug production, photoperiodic crops, vernalization, and lighting technology to produce vegetative and reproductive plant products; scheduling, controlling growth, harvesting and marketing practices for commercially important, high quality, high value crops.

Focused

yes yes yes yes

FOUNDATIONS OF EDUCATION IN A MULTICULTURAL SOCIETY

INST 222 7 UG

Course on the cultural, historical, and philosophical foundations of education in a multicultural society via popular culture review and constructivism.Course objectives: 1. Explore discrimination and oppression by examining the history of education in theUnited States.2. Define multicultural education and explain its relevance to the educational process.3. Investigate the educational experiences of various cultural groups in the Unites States.4. Review the status of changing demographics of students and teachers in schools. ...6. Examine the legal mandates related to equity and excellence issues in education.7. Explore the various views on cultural diversity in the U.S. as related to schools.8. Recognize and examine the influence of social and cultural factors on the teaching andlearning process.9. Review recent research studies on students of color and students in at-risk situations.10. Develop culturally responsive teaching and learning strategies.

Focused

yes yes yes yes yes yes yes

Theories of Globalization INTS 301 1 UG

This course explores various aspects and theories of globalization and development. We consider how nation states have been influenced by globalization, and the debates surrounding the effective governance of globalization. It explores theories from different academic disciplines: economics, political science, sociology and history. This course provides students with an understanding of the costs and benefits of globalization, as well as with a basis for considering the challenges that economic openness poses to governments, especially to those in emerging markets. It also seeks to discover the relation between democracy and capitalism, national sovereignty versus national interdependence, the implications of technological revolution, media, ecological risk, the cultural dimensions of globalization and modernity, U.S. hegemony, the shift to a multi-polar world from a theoretical perspective. Most importantly, this course allows students to conduct a research of their own on an important issue regarding the implications of globalization for economic and political stability of nation states in the world.

Focused

yes yes yes yes yes

Diversity in a Globalized World INTS 407 2 UG

Examination of the cultural constructs that arise through the encounters with colonialism from the conquest of the Americas to the present; cultural studies and literary analysis to identify and interrogate the common principles of human interaction in the face of cultural diversity.

Focused

yes yes

Culture, Neoliberalism and Globalism INTS 409 1 UG

This interdisciplinary course will explore life under the regimes of neoliberalism and globalization in postcolonial and other settings where, since the 1980s, formerly colonized countries in the developing world have undergone radical processes of economic liberation and transnationalism . Through close reading and written analyses, we will investigate a variety of examinations of and responses to the massive transformations motored by neoliberalism and globalization. The key areas of attention that will organize our semester are Defining Neoliberalism; Theorizing Neoliberalism: World Risk and Neoliberal Rationalities; The Anthropocene and the Neoliberal Climate Crisis; Extraction Ecologies in Postcolonial Africa.

Focused

yes yes yes

Gender and the Global Modern: International Perspectives

INTS 410 1 UG

Relationship of the concepts of gender and modernity in the 20th and the 21st centuries from an international perspective; global theories of gender and sex across genres.Has topics on LGBTQ+ issues and women's rights on the global scale.

Focused

yes yes

Seminar: Social Movements INTS 481 1 UG

The purpose of this course is to equip the students with the theoretical and empirical knowledge necessary to understand the social movements, popular uprisings in the post-modern, post globalization world. In this course, we will analyze essential factors that led to the current public revolts and try to define whether current social movements are revolution or popular unrest. It will address set of important issues such as the definition of revolution in a comparative manner; the role of social media in these uprisings, socio-economic roots and explanation of the uprisings, as well as its historical, cultural, sectarian dynamics. We will also look at internal and external factors that instigated these uprisings.Has topic on the Green Movement and how it started.

Focused

yes

Senior Seminar in International Studies: International Human Rights Since 1945

INTS 481 1 UG

This senior seminar in international studies addresses the development of human rights norms and institutions in the post-World War II world. We will specifically be examining historical, cultural, political, and philosophical dimensions of “human rights.” By implication, we will also explore ideas about human nature and a better society. As a multidisciplinary course, this seminar surveys some of the backgrounds required to understand modern human rights, in both theory and practice.

Focused

yes yes

Sexual Economies INTS 481 1 UG

This seminar looks at the confluence of the spread of global capitalism and a growing commodification of intimacy worldwide. We will examine how romance and finance, desire and demand intersect. ...

Course goals: speak with nuance about the intersection of sexuality, inequality, and economics; understand the concepts of a sex-work spectrum, asexscape, structural violence, emotional labor and other key terms; critically evaluate claims about the sex industry, how they impact international policy and domestic law, and how they intersect with race, gender, class.

Focused

yes yes yes

Special Topics in International Studies: Global Futures

INTS 489 1 UG

This class will look at the way that we have thought about automation across the 20th century and how that thinking is manifest in the contemporary social, economic, political, cultural, and environmental issues that we face in the context of globalization. We will explore, investigate, and evaluate contemporary claims in global studies regarding our collective future through work, automation-technologies, political power, and socio-structural change through four contemporary texts: Four Futures: Life After Capitalism, Rise of the Robots: Technology and the Threat of a Jobless Future, Bullshit Jobs: A Theory, and Inventing the Future: Postcapitalism and a World Without Work. We will also explore some key historical and analytical work on automation, labor, skill, occupations, social organization, and social struggles as they relate to the introduction of automated technologies into daily working life across the 20th century.

Focused

yes yes yes

Microclimatic Urban Design: Cool Solutions for Hot Cities

LAND 210 1 UG

Introduction to methods of designing thermally-comfortable urban microclimates to reduce negative impacts of hot cities on human health and well-being: includes methods of collecting, analyzing and illustrating climate data; human thermal comfort modeling; and application to urban design and landscape architecture.

Focused

yes yes

LANDSCAPE ARCHITECTURE THEORY LAND 301 1 UG

Relevant theoretical discourse in landscape architecture, urban planningand urban design; urban theory, social and cultural theory; critical and creative thinking; ecological planning and design; design process and sustainable development; environmental philosophy and environmental aesthetics. Topics consider: Inhabiting-the physical factors in design-such as microclimate, green infrastructure, ecological design

Focused

yes yes

Intro to Latinx and Mexican American Studies

LMAS 201 1 UG

The purpose of this course is to provide a comprehensive introduction to Latinx and Mexican American Studies. In this class, we will explore the major ideas, movements, and events that have defined the Latinx experience in the United States. We will consider how gender, race, class, and ethnic identities have been constructed, transformed, and contested. We will interrogate the ways in which migration, religion, social movements, resistance and adaptation, and popular culture have served as critical arenas in (re)shaping Latinx identity. This course will take a comparative approach to Latinx studies whereby we will examine how Latinx communities have interacted and collaborated with other communities of color in the U.S. and beyond.

Focused

yes yes

Alternative Energy Conversion MEEN 469 1 UG

Design and analysis of alternative energy conversion processes and systems that are based on converting energy directly (e.g., fuel cells, photovoltaics), utilizing non-combustible heat sources (e.g. geothermal, ocean gradients, solar, and nuclear fission and fusion) and obtaining energy from the environment (e.g. wind, hydroelectric, ocean tides and waves).

Focused

yes yes

Understanding Obesity: A Social and Scientific Challenge

NFSC 320 2 UGPerspectives of obesity in food science, nutrition, health and psychology; study of obesity factors in relation to genetics, exercise physiology, and sociology with emphasis on food and nutrition.

Focusedyes

COMMUNITY NUTRITION NFSC 430 1 UG

Principles of assessing nutrition problems in populations and planning nutrition programs to promote health in communities...Community nutrition examines the interrelationships between nutrition and health in community settings. The effect of social, economic, environmental, cultural, and political factors on the health and nutritional status of population groups is examined. Food and nutrition policies and programs designed to enhance the wellbeing of population groups are discussed. U.S. food policy, behavior change theory, and program planning for health promotion and disease prevention are emphasized.

Focused

yes

Care of Community Health Clients NURS 421 2 UG

The nursing process is utilized in the study of community/public health nursing practice and common health problems encountered in community settings. Health promotion, maintenance, counseling and coordination of care are utilized in providing care to individuals, families, aggregates and populations in community settings. Principles and skills of public health nursing practice are used to assess a community’s health and diagnose community health needs.Has range of topics on diverse populations/cultures, vulnerable populations, poverty, population health, Screening, Health Promotion and Disease Prevention in Individuals, Groups, Communities, and Populations, and ethics in communities.

Focused

yes

Oceanography OCNG 251 7 UG

This course will provide a basic background on the properties of the ocean and its interactions with the atmosphere, continents and seafloor in a largely descriptive manner.Topics include climate, marine life, Air-sea interactions, and marine pollution.

Focused

yes yes

Marine Pollution OCNG 350 1 UG

This course will provide a basic background for understanding the sources and fates of marine pollutants. Different types of pollutants including but not limited to plastics, oil, and sound will be discussed. The impact of this pollution on society will be addressed. Special emphasis will be placed on the interdisciplinary nature of the topics discussed.

Focused

yes

Environmental Ethics PHIL 314 1 UG

The primary goal of this course is to prepare students to understand and to critically evaluate various ethical perspectives on human beings’ interactions with nature and these perspectives’ applications to environmental issues. A secondary goal of the course is to familiarize students with the historical sources of these perspectives and with contemporary manifestations of them in the political arena. The principal ethical perspectives are: 1. anthropocentrism, 2. sentientism (animal welfare and animal rights views), 3. biocentric individualism, and 4. environmental holism.

Focused

yes

Public Health Concepts PHLT 301 2 UG

This 1-credit course is designed to help students to become familiar with public health, including aspects such as different disciplines within the profession and local, national and international agencies that have interest in public health, and public health code of ethics.Program objectives include:Describe socioeconomic, behavioral,biological, environmental and other factors that impact population health and contribute to health disparities.5. Determinants of Health: Address the socio-economic, behavioral, biological, environmental, and other factors that impact human health and contribute to health disparities5.1 Socio-economic Impacts on Human Health and Health Disparities5.2 Behavioral Factors Impacts on Human Health and Health Disparities5.3 Biological Factors Impacts on Human Health and Health Disparities5.4 Environmental Factors Impacts on Human Health and Health Disparities

Focused

yes yes

Social Dynamics of Population Health PHLT 303 2 UG

This course explores social determinants of population health and the socio-cultural roots of health improvement and health disparities. Topics include socio-cultural and socio-economic definitions and perceptions of health, wellness, and healing; cultural, social, and individual values and their impact on choices and behaviors; macro and community dynamics; cross-cultural and global comparison case studies; social context of public health policy; cultural competency; social biases and institutional discrimination; equity and social justice; the balance between individual and social benefits, rights, and restrictions; basics of social behavioral change theories; impact of social networks, leadership structures, opinion leaders, and change agents.

Focused

yes yes yes

Public Health in the Global Context PHLT 307 2 UG

This course provides the frameworks for understanding public health issues and population health improvement at the global scale, emphasizing the physical, social, cultural, geographic, political and economic interactions and interdependencies that contribute to health status nationally and globally. Students will analyze current and emerging global health priorities, such as emerging infectious diseases and chronic diseases; poverty, health inequity, health systems reforms, major global initiatives for disease prevention and health promotion; impact of globalization, trade, and multinationals on health outcomes; human rights and ethics in global health; culture in health and healing, cultural competence; the burden of morbidity and mortality; science and technological innovation for global health; and global institutions and partnerships.

Focused

yes yes

Population Health Promotion PHLT 309 1 UG

The purpose of this course is to discuss major issues and concepts in population health promotion. Topics include an application of social determinants of health such as the socio-economic, behavioral, and other factors that influence population health promotion. It also introduces public health planning models and how they can be used for health promotion. The course will help students identify and address major health-related needs and concerns of populations.

Focused

yes yes

The Environment and Public Health PHLT 330 1 UG

This public health core knowledge course addresses factors that pose risks and hazards to population health in the environment and in specific contexts such as homes, workplaces, consumer products, and in natural and man-made disasters. Topics include the methods for defining environmental contamination; identifying contaminants, pathogens and toxins; assessing risks and causality; determining health impact; ameliorating hazards; and protecting the population through waste management, regulatory programs, environmental inspections, food and product safety, and environmental policy.

Focused

yes yes

Diversity and Public Administration POLS 306 2 UG

The United States has become a multiracial, multicultural, and multilingual country. ... These demographic changes pose a number of tremendous challenges for Texas and American society in general and the public sector in particular. The challenges for the public sector include maintaining a delicate balance between quality, human well-being and public service policy and programming, and public service delivery. ... Yet, diversity has not been accepted by everyone. An increased number of various hate groups and white supremacy groups have recently come into the spotlight.

Focused

yes yes yes yes

Multicultural and Interdisciplinary Literature for the Middle Grades

RDNG 371 1 UG

Focuses on multicultural and interdisciplinary literature appropriate for middle grades students; implements and evaluates effective multicultural, interdisciplinary instruction through selection, use, and development of literature in middle grades classroom. Topics like recognizing microaggressions, social identities, languages, relationships, courageous conversations, etc.

Focused

yes yes

FUNDAMENTALS OF ECOLOGY RENR 205 2 UG

The primary objective of this course is to explore ecology, its applications, and scientific inquiry and communication.Learning outcome includes: use ecological concepts and principles to interpret and resolve contemporary issues in natural resource management and conservation

Focused

yes yes yes

CONSERVATION OF NATURAL RESOURCES RENR 375 2 UG

Exploration of science and management principles associated with the sustainable use of natural and environmental resources and the ecological, economic, ethical and social implications inherent in the sustainable management.

Focused

yes yes

NATURE, VALUES, & PROTECTED AREAS RENR, RPTS 460 1 UG

Parks and protected areas serve many roles. They preserve wild lands and historical or sacred spaces/ They provide places for recreation, tourism, and respite in nature. They ensure wildlife and endgangered species have space to move and access to critical habitats and resources for their survival. They maintain the integrity of critical ecosystems around the world. Yet parks are the focus of many debates among conservationists. ... Topics on environmental justice, conservation, coexistence, gardening, etc.

Focused

yes yes yes yes

Recreation Management of Wildlands RPTS 316 1 UG

This course is an introduction of the recreation management of wildlands. The material and assignments from this course will familiarize the student with systems and techniques for dealing with management problems and understanding visitor use, the agencies/organizations that are involved in recreational management and factors that can influence it.Focuses on conservation throughout course.

Focused

yes yes yes

RECREATION, PARKS, TOURISM AND DIVERSE POPULATIONS

RPTS 340 2 UGThis course will examine the impact of social class, ethnicity and race, gender, age, and a disability on the leisure/tourism patterns of people in the United States, and implications for recreation, park, and tourism delivery

Focused

yes yes yes

Tourism Impacts RPTS 426 2 UG

The course will examine the consequences and impacts of various kinds of tourism development for host communities and regions; evaluate case studies; understand economic, environmental, social, cultural and political impacts associated with tourism proposals, development, tourist activity, industry expansion and industry decline.This course is focused on sustainable tourism.

Focused

yes

U.S. Mexico Border SOCI 203 1 UG

The U.S. Mexico border is more than just a geographical divide—it is shaped by narratives of migration, xenophobia, violence, and militarization. We will use sociological understandings to explore the demographic realities, political and economic shifts, and the cultural exchanges that characterize the U.S. Mexico border. This course will connect historical anti-Mexican/anti-Latin@ sentiment within the United States to current events.

Focused

yes yes yes yes

Introduction to Gender & Society SOCI, WGST 207 3 UG

In this course, we will approach sex and gender as social categories. We will critically examine how ideas about gender (women, men, masculinity, femininity) organize our social life in important ways that we often do not even notice. These ideas are either invisible to us as we take them for granted as “normal” or explained away as they seem like the “natural” way life works. In the process of understanding gender as a social category we will also examine how it intersects and interacts with other social inequalities such as race, class, sexuality, nation etc.

Focused

yes

Introduction to Race and Ethnicity SOCI 217 2 UG

In this course, we will focus on (1) how sociologists define and use the concepts of “race” and “ethnicity,” (2) how sociologists use theories and data to learn about and explain race and ethnicity, and (3) how race and ethnicity relate to other social processes. This course will introduce you to the sociology of race and ethnicity, providing you with the resources needed to investigate the issues more fully.

Focused

yes

Social Problems SOCI 314 1 UG

This course is designed to survey common social problems related to race and ethnicity, class and poverty, gender, education, health, environment, work, war, and more in the U.S. and globally. We will study the causes, structural and individual level reproductions of, and potential solutions to, several major social problems. In doing so, we will utilize an intersectional and interdisciplinary approach.

Focused

yes yes

Sociology of Gender SOCI, WGST 316 2 UG

This course will explore the social and cultural construction of gender and gender differences. We will examine the dynamics of gender in empirical studies of varied sites of social life, including the constitution of experiences of embodiment; immigration; families, work sexuality, intimacy; and in the contexts of globalization. Gender is also a “troubled” category, seemingly fixed but unstable, and impacted by other dimensions of difference and inequality. Throughout the semester we will attend to these issues as well as to situated articulations of gender and social class, racial ethnicity, nationality, sexuality, and other lines of power-laden differences.

Focused

yes yes

Sociology of Africans Americans SOCI 323 1 UG

This course examines sociological perspectives as they pertain to Black Americans. We will explore the nexus between historical and contemporary situations of African Americans in the United States in an attempt to unearth the various ways in which these strands of thought intersect at both individual and institutional levels. The ultimate goal of this course is to expose the student to scholarly research and thinking in order to undergird their understanding of Black Americans in the 21st Century.Topics center race relations in the US.

Focused

yes yes

Environmental Sociology SOCI 328 1 UG

Environmental sociology is the study of the interactions between society and the environment. This statement seems simple enough until we begin to examine the blurry, socially defined edges of either of those concepts. In this course, we will explore those edges in great detail, especially as they correlate to conceptions of the human and the non-human and power and justice. We will ask questions about how society defines the environment (or the nonhuman) and how conceptions of environmental problems shape our understanding of the boundary between society and the environment as well as boundaries between humans.Topics heavily center environmental justice.

Focused

yes yes

Sociology of Nutrition SOCI 330 1 UG

Course on sociology of nutrition. Topics include: Impacts of Meat Production on the Human Health and Environmental Health; Poverty, welfare, and obesity; foodies; Poverty and Food Insecurity; Race, Ethnicity, and Food; Gender Roles in food; and Obesity as a social problem.

Focused

yes yes

Latinx Immigration SOCI 338 1 UG

This course will examine migration primarily through the case of the U.S. by scrutinizing the way immigration policy developed historically to include and exclude specific racial and ethnic groups at different points in time. The course is designed to provide theoretical and empirical background to understand current debates on immigration, which have focused almost exclusively on Latin American migration. Thus, we will examine theories, patterns, causes, and effects of authorized and unauthorized migration to the U.S. with a focus on Latin America. Comparative studies of immigration from Europe, Africa, and Asia may be used to gain a clearer understanding of immigration.

Focused

yes yes

Social Entrepreneurship SOCI 450 1 UG

This is a capstone course on social entrepreneurship in which you and your team create a proposal for a financially viable business that is mission driven to target positive social, economic, or environmental outcomes in underserved markets. You may already be in the process of developing this business and use this class to further develop its progress. Social entrepreneurship applies business innovations to solve social, economic, and environmental problems. It addresses...the application of business theory and practice to reduce poverty, hunger, inadequate housing, homelessness, unemployment, under-employment, illiteracy, disease, environmental degradation, disability, or other issues.

Focused

yes yes

Race, Ethnicity, Crime and Justice SOCI 489 1 UG

Race, Ethnicity, Crime, and Justice is designed to provide you with an overview of the historical and contemporary responses to race and crime in the United States. The study of race and crime must be grounded in a critical, reflexive framework that allows for—and encourages—rigorous debate, particularly about social inequality, its origins, and its consequences. This area of study must also be inclusive of a variety of other dimensions of social inequality (including inequalities by gender and class). Such a class encompasses a social justice goal of eradicating racism.

Focused

yes yes

Diversity in Sport Organizations SPMT 336 2 UG

Examines an encompassing perspective of diversity and inclusion within North American and international sport organizations. Specifically, the course provides students with an analysis and understanding of the various ways that people within sport organizations can differ, and how power differences based on this diversity impact life and work experiences, opportunities, and outcomes. The course treats issues of the nondominant, historically underrepresented elements of U.S. society, with a particular emphasis placed on racial, ethnic, and gender issues.

Focused

yes yes yes yes

Introduction to Culture, Community, Society, and Schools

TEFB 273 7 UGThis course introduces the culture of schooling and classrooms for analysis within the scope of language, gender, racial, socio-economic, ethnic and academic diversity, and educational equity.

Focusedyes yes yes yes

Dynamics and Management in Multicultural/Inclusionary Learning

EnvironmentsTEFB 371 5 UG

Field-based course focusing on communication, methodology and management perspectives that lead to democratic classrooms; organizational structures that focus on transformative, inclusionary learning; interventions for students with disabilities; analysis of systemic conditions placing children from diverse backgrounds and representing diverse abilities in positions of “risk” for incomplete success in school.

Focused

yes yes yes yes

Building Better Cities URPN 202 5 UG

Determinants of land use patterns; classification of uses; idealized conceptual alternatives; location and size criteria; mapping; comprehensive planning process, relationship to circulation planning.In particular, URPN 202 will address the following skills through in-class, out-of-class, and online activities: ... social responsibility (including intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities). Has module on: Housing; Global Issues, Sustainability and Beyond

Focused

yes yes yes yes

Issues in Environmental Quality URPN 360 1 UG

This course will focus on issues in environmental quality; storm water and ecosystem qualities influenced by land development; design and planning principles and techniques (e.g. low impact development) for sustainable storm water management in urban and suburban watersheds; environmental disparity.

Focused

yes yes yes yes

URBAN ISSUES URPN 361 2 UG

The world is becoming increasingly urban. In the United States 3 out of 4 people live in urban areas, and in the rest of the world numbers are increasing. How did cities emerge? What makes cities grow? How cities work? Are they sustainable? These are introductory themes that we expect to answer in this class: the evolution and development of cities; the socioeconomic, cultural and physical development of urban areas; and their contemporary problems such as, unemployment and poverty, crime, public health, racial tension, environment (pollution, disasters, desertification, and degradation) and other quality of life issues.

Focused

yes yes yes yes

Planning Healthier Communities URPN 471 1 UG

This class explores the relationship of health, planning, and design and how the dynamics of this relationship shapes our communities. It addresses issues such as physical activity, food systems, vulnerable populations, sustainability, and resilience as it relates to healthy communities.

Focused

yes yes yes yes

One Health and Ecology in the Tropics VTPB 411 1 UG

This course will mix traditional lectures, guest lectures, field excursions, field laboratories, discussions, readings, student oral presentations and case studies to introduce students to the fields of One Health and Tropical Ecology. The course will introduce students to the form and function of healthy ecosystems, the various forms of ecosystem perturbation, and how these perturbations influence ecosystem, animal, and human health.Learning outcomesBy the end of this course students will be able to do the following:1. Identify and describe key topical ecosystems, organisms and ecological processes and describe the threats that they face2. Describe the leading environmental threats and explain how they can affect human health,animal health and biodiversity conservation3. Be able to use smartphone technology to identify nearby environmental opportunities and challenges4. Describe how management and mitigation actions can be used to reduce and respond toenvironmental threats at the local, national and international scales

Focused

yes yes yes yes

Wildlife & Fisheries Conservation WFSC 304 1 UG

Ecological principles used to conserve and manage wildlife and fisheries resources at the individual, population and community levels; topics include conservation biology, species interactions, animal-habitat relationships, population dynamics and harvesting, habitat management and restoration and human dimensions of fish and wildlife conservation.

Focused

yes

ANIMAL ECOLOGY WFSC 403 1 UG

The objective is for students to thoroughly understand, and be able to explain in their own words, the key ecological concepts and terms encountered in those chapters of their textbook covered during the course. The expected outcome is for students to be able to apply these key ecological concepts to address specific practical problems related to wildlife conservation and management.

Focused

yes

Wildlife Habitat Management WFSC 406 2 UG

Students will understand general concepts and principles of wildlife habitat management. Specifically, students will be acquainted with major land use practices on public and private lands, how these practices influence wildlife populations, and alterations or manipulations of habitat used to achieve specific wildlife management goals. Ultimately, this information will be used to develop plans to manage wildlife populations and their habitat.Topics throughout course focus on conservation. Has topics on prescribed burning, climate change resources, etc.

Focused

yes yes yes

Wildlife Ecotoxicology WFSC 457 1 UG

This course provides a basic understanding of the impacts of environmental contaminants on wildlife and fisheries populations. Students will acquire a good understanding of the potential impacts of environmental contaminants on aquatic and terrestrial wildlife. They will learn how to conduct field evaluations, ecological risk assessments, and research in wildlife ecotoxicology. They will also participate in class discussions and will write a term paper on an ecotoxicology topic of relevance for wildlife conservation.

Focused

yes yes yes

Introduction to Women’s and Gender Studies

WGST 200 1 UG

This course will introduce you to the core concepts of women’s and gender studies. We will be particularly focused on “social construction,” or how ideas about gender are produced by social practice, and intersectionality, or how experiences of sex and gender are informed by other dimensions of identity, including race, class, ethnicity, and religion. We will also think about women and gender as transnational phenomena, or how they are at once connected across and divided by national borders.

Focused

yes yes

Psychology of Women WGST, PSYC 300 2 UG

This course is an introduction to the psychological issues that affect women. Topics that will be discussed include central concepts in the psychology of women, gender stereotypes and other gender biases, gender development from infancy through adolescence, gender comparisons in cognitive, social and personality characteristics, women in the workplace, women issues related to love, sexuality, pregnancy, motherhood, women’s psychological and physical health, violence against women, and women’s issues related to aging. Learning Outcomes: Explain diversity and differences in women’s experiences due to race, ethnicity, and class. Acquire an awareness of the role that women play in our culture as well as other cultures. Understand the assumptions that individuals often make about women and gender and the impact of these assumptions. Be able to critically analyze the similarities and differences between women and men and recognize that different women face different experiences, challenges, and opportunities. Identify ways in which gender is a social construct. Identify the impact of sexuality and body image on women's lives. Analyze the causes of violence against women.

Focused

yes yes

Gay and Lesbian Literature WGST, ENGL 333 1 UG

This class introduces students to some examples of “gay and lesbian literature” by questioning the adequacy of the moniker “gay and lesbian literature.” To observe the historical and cultural specificity of such concepts as “gay and lesbian,” “LGBT,” “straight,” and “heterosexual”—and, why not, “literature”—we’ll start by looking at texts produced in times and places that differ, sometimes radically, from what we claim as our own culture(s). In turning to the more contemporary examples, we’ll pay particular attention to the ways in which histories of race, migration, and globalization are being negotiated in our class readings. We’ll familiarize ourselves with the texts’ social and historical contexts; we’ll also consider how the literary texts are responses to—inventive ways of negotiating—particular historical problems and issues

Focused

yes

EMPLOYMENT DISCRIMINATION LAW WGST, MGMT 430 2 UG

This course has three major content-related goals: 1. To provide you with an overview of the law concerning employment discrimination and other relevant employment-related issues. 2. To introduce you to a variety of philosophical and social policy considerations regarding employment (discrimination) law. 3. To provide you with an opportunity to examine your own beliefs concerning employer-employee relationships, individual and structural discrimination, and the role of regulation in changing individual and societal behavior.

Focused

Queer Theory WGST 445 1 UG

This course examines the origins of theories of gender and sexual diversity and their intersections with feminist theories; considers foundational and contemporary texts that address queer theory. ...Learning Outcomes:• understand queer theory and its emergence from Psychoanalysis, Post-WW II European Critical Theory, and Western LGBTQ+ activism• be able to negotiate the relationship between queer theory and LGBTQ+ political and social activism• be able to appreciate the relationship between queer theory and other LGBTQ+ discourses in the arts, literature and popular culture• understand the intersections between queer theory and other contemporary theories of subjectivity

Focused

Aerospace Vehicle Design AERO 401 1 UG

This course is intended to familiarize aerospace engineering students with the Systems Engineering method, by which they will apply the methodology and decision making processes to the synthesis of aerospace systems. ... The impact of civil and military regulations on the response to a given mission specification is particularly highlighted, as is environmental and societal factors. Learning outcomes include: Recognize the role of civil and military regulations and the importance of considering safety, reliability, and maintenance considerations in aerospace system design, and societal and environmental considerations;Incorporates engineering standards and realistic constraints and considers economic, environmental, sustainability, systems engineering, manufacturability, ethical, health and safety, social and political considerations in the design process.

Inclusive

INTRO TO AFRICANA STUDIES AFST 201 1 UG

Every student should know about the unparalleled and unmatched contributions African and the African Diaspora people have made to human civilization. In addition to learning aspects of human history that have been hidden and/or stolen, they learn how to recognize and challenge intellectual hegemony and racist science. The course not only provides students with the experience of challenging traditional Western orthodoxy, but also gives them an opportunity to explore new and alternative paradigms and theories.Topics include the African diaspora, racism, and emancipation to independence in the Caribbean and Latin America.

Inclusive

Food and Agricultural Law AGEC 344 1 UG

Course objective includes to: Become familiar with emerging global, national, state, and local legal issues such as climate change, food security, agricultural bio-security, biotechnology, water, and land resources.Topics include survey of environmental laws and water laws. One overriding focus of this course is the building of personal and social responsibility.

Inclusive

First Year Experience: Putting the AG in AGgies

AGLS 125 2 UG

Orientation class for Ag majors. One of the course objectives is to: Contribute to a diverse and inclusive environment.➢ Understand learning community expectations and each student’s responsibility for ensuring a safe and supportive learning environment for all members.➢ Understand values/identity and articulate how these shape perspectives and relationships with people who are similar to and different from themselves.Topics include:- Healthy Relationships & Bystander Intervention- Physical & Mental Well-Being- Culture & Identity- Aggie Ring Discussion; Aggie Core Values; & Personal Values

Inclusive

CLINICAL PROFESSIONAL EXPERIENCE IN AGRICULTURAL SCIENCE

AGSC 302 1 UG

Clinical professional experience is designed for students preparing to teach agricultural science in public schools of Texas; through first-hand observation, critical thinking, and reflective journaling, students will study learning theories, individual differences, teaching methods, classroom management, curriculum, school climate and culture, and teacher roles and responsibilities. Learning outcomes include: Describe characteristics of special populations, including students with special needs. One of the topics include: Understanding Diverse Students and Special PopulationsGuest lecture: Understanding Diverse Students andSpecial PopulationsDr. Lakshmi Mahadevan

Inclusive

CURRENT ISSUES IN ANIMAL AGRICULTURE ANSC 351 1 UG

College graduates entering the workforce for the first time are expected to be knowledgeable of the technical subject-matter in their field. In addition, they should exhibit awareness and understanding of the concerns of some in the general public about specific elements of their profession. The field of animal agriculture has, of late, been a lightning rod for skeptics and critics with both real and inaccurately perceived criticisms of what, how, and why certain things are done. This course is intended to prepare graduates to project a professional image while using their communication skills to describe animal agriculture and to discuss its strengths and weaknesses with others.Discuss The Differences In Consumption Of Animal-Based Food Products By Vegans, The Two Kinds Of Vegetarians, Reducetarians, Flexitarians, And Lessitarians.(6) Wed, SEP 11 What’s The Future For Plant-Based And/Or Cell-Cultured Alternative Food Products?(7) Mon, SEP 16 How Important Is “Food Waste” And The “Green Revolution” In Determining Food Security In The USA And Globally?(8) Wed, SEP 18 How Important Is Concentration, High-Yield Agriculture, And Biotechnology In Animal Agriculture?(9) Mon, SEP 23 Where Will We Find Sites And Workers For New Facilities That Will Produce And Process Animal-Based Food Products?(10) Wed, SEP 25 What Is The Role Of Animal Agriculture In Current And Future Water Shortages?(11) M SEP 30 I A i l A i l S i bl ?

Inclusive

Introduction to Anthropology ANTH 201 3 UG

An introduction to the discipline of anthropology through the examination of threesub-fields, including socio-cultural anthropology. The students will be able to explain the subfields of anthropology; ... understand the nature of culture in the context of the emergence of fully modern humans; describe and understand theories of the rise of social complexity; appreciate the diversity of human lifeways.

Inclusive

Ice Age Archaeology and Natural History of the Rocky Mountains

ANTH 304 1 UG

This is an introductory field course designed to give students a high-impact learning experience in the topic of Ice Age archaeology and natural history of the Rocky Mountains. Learning outcomes:• Appreciate the varied types of archaeological and paleoecological data that can be collected in the field and brought together for an interdisciplinary study of our past. • Learn the major artifact types and lithic raw materials types for the region. • Learn the major plants for the region. • Know and understand the ways in which past environments changed from the late Pleistocene to the Holocene and how these changes have affected humans. • Appreciate how the archaeological record can also contribute to paleoenvironmental reconstruction. • Gain an appreciation for the complex relationship between humans and their environment

Inclusive

Music in World Cultures ANTH, MUSC 324 1 UG

A growing globalized society demands the exploration of new ways of understanding our musical surroundings. Musical traditions in the twenty-first century maintain their inherent complexities while traveling and evolving in ways that would have been impossible in another age. This course focuses on the cultural process through which people around the world engage in music. It provides a means to deepen our understanding of complex aspects of our human experience while integrating Western and Eastern musical traditions.Course objectives include:- Develop an appreciation for local and distant cultures, musical practices and traditions.- Explore the ways in which music generates significance and contributes to the construction of identity.

Inclusive

INDIANS OF TEXAS ANTH 419 1 UG

Anthropological and human-ecology research data illustrate diverse lifeways of Native Peoples of Texas and vicinity; study of ethnically diverse native/immigrant Texas Indian lifeways/cultures from late pre-European to contemporary times; exploration of traditional cultures, especially land-use patterns, historical underpinnings and cultural/heritage effects of Euro-American territorial conquests; assessment of tribal relationships with colonial powers, including U.S., and Texas governments, as evidenced in ethnographic, ethnohistoric, archaeological, and historical records.

Inclusive

Ethnobotany ANTH 437 1 UGEthnobotany is an interdisciplinary field focused on the study of the complex and dynamic relationships that exist between people and plants. This course emphasizes conservation.

Inclusive

Social and Behavioral Factors in Design ARCH 212 1 UG

Social and behavioral factors in the built and natural environment; environmental perception and spatial cognition; socialenvironmental processes such as privacy and crowding; setting-oriented discussion on residences, education, and the workplace; the psychology of nature and natural resource management; social design and social science contribution to architectural design.Topics include: stress, health, and the environment, healthy and livable communities, and design for healthy eating, Also emphasizes why nature is good for humans.

Inclusive

Weather and Climate (Non-Majors: Essentials of Meteorology)

ATMO 201 5 UG

One of the learning objectives is to talk intelligently about climate change and human roles. (Communication and Critical Thinking)Topics include: air pollution, earth warming/cooling, global climate, climate change, and severe weather conditions.

Inclusive

Effective Instruction for Hispanic Students of Diverse Abilities

BEFB 426 2 UG

this course will prepare you to become areflective teacher and a problem-solver asyou use research, theories, observations,and analysis to evaluate instructionaleffectiveness, behavior management, andbest practices for working with elementarystudents in bilingual, dual-language, andESL settings.

Inclusive

Seminar in Teachers as Effective Communicators

BEFB 482 1 UG

The learner will master the depth of knowledge by synthesizing and conveying pedagogical information to diverse constituents in educational settings. The learner will demonstrate critical thinking by developing critical, reasoned positions when analyzing case studies related to communication in school settings. The learner will communicate effectively as evidence by the use of effective oral, written, and non-verbal communication skills required in all the respective assignments for this. The learner will present work effectively to a range of audiences as evidenced in letters to parents, lesson delivery, and mini-workshop. The student will practice personal and social responsibility by demonstrating the process of applying ethical and legal consideration when making decisions and conveying information in the case studies related to students, parents, colleagues, and stakeholders. The student will demonstrate cultural competence by adapting communication (written and verbal) to address diverse populations in responding to the case studies, parent letters, and presentations. The student will prepare to engage in lifelong learning by creating and maintaining a teacher’s toolkit (in Evernote) in which they will collect ideas, notes, resources, and more to help them in their profession. The student will work collaboratively in the case studies and role-plays.

Inclusive

Ecology BIOL 357 1 UG

This course concerns ecological principles at an intermediate level, building upon factual knowledge developed in the core courses. Professor is interested in physiological ecology and how this relates to species distributions and responses to climate change. Has topics on climate and ecological populations. Learning outcome includes increased acumen in understanding the earth’s climate system and its relationship to patterns in species distributions and other ecological properties.

Inclusive

Nonprofit Perspectives BUSN 302 1 UG

Course on nonprofits.Nonprofit organizations play a critical role in solving problems in ourcommunities. It is important to understand the unique culture and structure of the “third sector” while recognizing that a multitude of voices for this diverse environment.Has topics on: Sustainable Development Goals - Corporate Perspective, Ethics & Accountability, and has field trip to Brazos Valley Food Bank.

Inclusive

Seminar in Energy Industry BUSN 481 1 UG

Course on Energy Industry.Topics include:Energy Regulation and TaxationCoal / Nuclear / Renewable SourcesClimate Change

Inclusive

The Business of Healthcare BUSN, PHLT, MKTG, PHPM 489 1 UG

Preparation for contributing to the healthcare system by gaining an understanding of selected business of healthcare topics such as the role of healthcare in the economy, the cost of healthcare, the patient experience, technology and ethics.Learning outcomes include:- Describe socioeconomic, behavioral, biological, environmental and other factorsthat impact population health and contribute to health disparities.- Explain fundamental characteristics and organizational structures of health systems in the US and throughout the world. Describe the health care ecosystem from multiple perspectives, including provider and patient.

Inclusive

Process Integration, Simulation and Economics

CHEN 425 2 UG

CHEN 425 introduces students to the fundamentals and applications of process design. These problems cover general classes of topics in the areasof mass integration, heat-integration, separation processes and environmentally-benign and inherently-safe designs. Topics include: sustainability and sustainable designTheir textbook is: Sustainable Design through Process Integration: Fundamentals and Applications to Industrial Pollution Prevention, Resource Conservation, and Profitability Enhancement

Inclusive

yes yes

Engineering Learning Community & Student Success Seminar

CLEN 289 25 UG

The purpose of the seminar is towelcome first year engineering students to Texas A&M University and assist with their transition and integration into the College of Engineering. Students will be exposed to opportunities and resources available to them during their undergraduate career at Texas A&M. Course topics include: Diverse & Inclusive Leadership, Introduce Students to the Benefits of Diverse Perspectives & Opinions, and Wellness and Self-Care

Inclusive

New Media & Civil Society COMM 415 1 UG

This course focuses on the relationships between newer media technologies (digitaland social media), civic participation, and social capital in democratic, non-democratic, and nascent civil societies around the world. In addition, we will examine how these technologies have different effects, depending on a host of contextual factors such as democratization, press freedom, political regime type, region of the world, development, economics, and media systems, and individual level factors such as education, socio-economic status, race, ethnicity, gender, age and sexual and political orientations.Topics include digital inequality, media bias,

Inclusive

WATER RESOURCES ENGINEERING CVEN 339 1 UG

This course is the gateway to solving many of the problems relating to water that civil engineers take on. These problems include flooding, droughts, water supply and distributions, fire protection, pollution control, and others. We will build on your knowledge of fluid mechanics with some new theory on the subject that will lead us into basic design issues. We will also begin studying “hydrology."Topics include: watershed hydrology, groundwater hydrology, watershed runoff, streamflow,quantitative hydrology, precipitation, hydrographanalysis, reservoir and stream routing; well design; probability concepts in design; water law; dams; reservoirs; spillways; urban stormwater drainage; flood damage mitigation.

Inclusive

yes

CIVIL ENGINEERING PROFESSIONAL PRACTICE

CVEN 424 2 UG

Course learning objectives include:Students will be able to identify and explain the global, economic, environmental, and societal impacts of specified civil engineering systems.Students will be able to identify and demonstrate knowledge of contemporary issues and how they affect the identification, formulation, and solution of civil engineering problems.

Inclusive

yes

Dance Appreciation DCED 202 5 UG

Dance Appreciation provides an introduction to dance including its cultural, social and artistic aspects. Special emphasis is given to the appreciation and understanding of the role dance plays in various societies and how society influences the development of dance as an art form. This course will explore various artistic dance genres, the cultural influence of dance and then turn to contemporary culture and current issues in dance.1. Students will be able to compare and contrast dances from various cultures and understand their cultural significance.2. Students will be able to explain scientific, political and sociological factors affecting the evolution of dance.3. Students will be able to analyze formal criticism of singular dance works and evaluate.4. Students will develop a knowledge base and understanding of dance within society as it relates to art, entertainment and culture.5. Students will be able to identify and distinguish between various cultures based on writings, music and video.

Inclusive

yes

Electric Energy Conversion ECEN 340 2 UG

Fundamental topics in power and energy systems; phasors; three-phase circuits; self and mutual inductance; transformers; electromechanical systems; synchronous and induction machines. Advanced concepts in electric energy conversion; DC-DC converters; inverters and rectifiers; solar and wind energy systems; DC and single-phase machines.Topics include solar energy, wind energy, and how to integrate them into the existing electric grid.

Inclusive

yes

Economic Development ECON 330 2 UG

This course surveys the economics of development. We will study developing countries which constitute most of the world and share some commonalities. We will identify the problems that developing countries face and focus on the policies that governments have pursued. The course style follows lectures with discussions and plenty of applications to real world issues.Topics include: inequality and poverty, developing countries, trade impact on workers, immigration, and refugees.

Inclusive

yes

Antitrust Economics ECON 426 1 UG

In this course you will learn about contemporary issues in antitrust and economic regulation, and the detriments of monopoly. We will use theoretical models and tools from industrial organization to assess the relationship between market structure, economic efficiency, and social welfare.Topics include Environmental Regulation, and segments on Tesla vs. State Vehicle Franchise Laws, Predatory Pricing in the Airline Industry, and Collusion in College Sports.

Inclusive

yes yes

Energy Markets and Policy ECON 433 1 UG

This course uses basic economic theoryas a framework to analyze the real-world operation of energy sectors including gasoline, oil, electricity, and natural gas.The theory and empirical analysis will explore the optimal design of energy policy in areas such as gasoline taxes, fuel economy regulations, wholesale and retail electricity markets, new development of shale plays, cap-and-trade programs to reduce CO2 emissions, and policies to address energy challenges in developing economies. Has topics on Optimal Pollution Control.

Inclusive

yes yes

Economics of Crime ECON 489 1 UG

There is widespread interest across the political spectrum in reforming criminal justice policy in the United States. The challenge for policy-makers and practitioners is finding cost-effective strategies to reach their policy goals. In this course we consider the latest research on a variety of topics related to the criminal justice system, with the intention of understanding how economists think about criminal behavior and what works to reduce crime.Topics include: racial bias in police investigations, how bans on public assistance measures like SNAP does not decrease criminal drug use, the correlation between desegregation in schools and crime, and gun violence.

Inclusive

yes

Early Childhood Through Adolescent Education

EDCI 353 6 UG

Focuses on early childhood approaches and instructional materials appropriate for early childhood school programs, kindergarten and primary grades. During the course of study students will demonstrate knowledge of the transactional contributions of biological and environmental features and the influence of culture on the processes of development.Topics include social and emotional development, biocultural foundations of development, culturally diverse outcomes od development, and social contexts of development.

Inclusive

yes

Early Childhood and Adolescent Curriculum and Lesson Design

EDCI 354 5 UG

Examination of curriculum models used in educational environments designed for young children through adolescents and the organization of the curriculum; investigation of state-adopted curriculum knowledge and skills standards and materials as well as their use and expansion. Includes ESL certification.High impact practices include: • Diversity and global learning in courses or programs that examine "difficult differences"

Inclusive

Foundations of Human Resource DevelopmentA Learning Community

EHRD 203 4 UG

The primary goal of this course is to equip learners with the technical knowledge they will need to be both effective employees as well as effective managers of employees.Topics include Employee Counseling and Wellness Services and Diversity Training and Beyond.

Inclusive

Legal and EthicalEnvironment of Human Resource

Development EHRD 210 1 UG

Learning outcomes include:1. Develop an objective and intellectual approach to employment related issues.2. Understand the legal hierarchies and their impact on the employment setting.3. Articulate the basic principles of an employment relationship.4. Develop an acute awareness for workplace discriminatory treatment and prevention.5. Describe the basic principles of the hiring process.6. Develop skills and knowledge for creating inclusive workplaces.7. Appreciate the ethical complexity inherent in leading complex and diverse organizations.

Inclusive

Applied HRD in the Workplace EHRD 315 2 UG

The primary goal of this course is to equip students with the technical knowledge they will need to be both effective employees as well as effective managers of employees. A secondary – but equally important – goal is to provide students opportunities to develop professional competencies. Topics include: Providing Equal Employment Opportunity and a Safe Workplace;

Inclusive

YES YES YES YES

Design Process ENDS 101 3 UG

Introduces participants to fundamental design processes, issues and theories relevant to design resolution and the creation of new ideas; creative thought processes from the formation of ideas through incubation to final product and future impact on the physical environment and society. Goals of this course include: - Practice personal and social responsibility- Demonstrate social, cultural, and global competence This course fulfills core curriculum requirements Humanities & International and Cultural Diversity for COSC group 2; Core Creative Arts (KCRA), Non-traditional Format Approved, and Univ ReqInt'l&Cult Div (UICD). Topics include: Intercultural Communication, Gender Spectrum, Public Health.

Inclusive

YES YES YES YES

Foundations of Cultural Studies ENGL, INTS 211 1 UG

Introduction to history, influence and major ideas of Cultural Studies; use of culture as a means to critique social problems and understand social forces; analysis of culture in its relationship to power.Has topics on Gender, Globalization, Pop Culture, Labor, Debt, and Tech, and Environment and Energy. Discusses works: Chandra Mohanty, “Under Western Eyes: Feminist Scholarship and Colonial Discourses,” Bronze Screen: 100 Years of the Latin Image in Hollywood , Muslims in Bollywood,

Inclusive

MUSIC AND LITERATURE ENGL 219 1 UG

This course goes into depth about the origins of American music and how it is rooted in European and African traditions.Topics include: Jazz and Hip HopWorks discussed: Autobiography of an Ex-Colored Man, specifically its chapter called ‘Johnson’s Near Lynching’

Inclusive

YES YES YES

American Literature: Beginnings to Civil War

ENGL 227 1 UG

This course introduces students to major texts, figures, genres, movements, and themes of American writing, focusing on the literature and culture of North America (primarily within the current borders of the United States), from the Columbian and British colonial eras to the U.S. Civil War. The diverse body of work included in the course addresses a range of themes such as settler colonialism, national identity, captivity, slavery, revolution, indigeneity, women’s rights, and political violence. Students will acquire a broad foundation in pre-Civil War American literature, familiarity with the broader cultural contexts under which that literature was produced, and the ability to engage in critical conversations about this material.Topics include "Slavery, Race, and the Making of American Literature", "Native Americans: Removal and Resistance"

Inclusive

YES YES YES

The American Renaissance ENGL 323 1 UG

This course will consider the full breadth of U.S. literary production in the decades leading up to the U.S. Civil War. When F.O. Matthiessen defined the “American Renaissance,” he sought to characterize American literature of the period from 1830 to 1860, specifically writings by Ralph Waldo Emerson, Henry David Thoreau, NathanielHawthorne, Walt Whitman, and Herman Melville. This era of cultural production was, in fact, even more vibrant than Matthiessen’s characterization indicates. Beyond these five men, a much wider multiracial array ofliterary women and men were both explicitly and implicitly part of the same national conversations that dominated that era, and sought to engage questions of reform, resistance, colonialism, slavery, gender, andrevolution.

Inclusive

YES

Global Engineering Design ENGR 410 1 UG

A study of intercultural models and their application to engineering design in diverse, multinational and multidisciplinary settings. Students carry out an engineering design project working in international teams of students, faculty and industry experts. In addition to applying engineering skills in the project, topics also include the study and application of intercultural models, global enterprise fundamentals, and remote collaboration technologies.Learning outcomes include: • Be aware of intercultural differences and similarities, and their relevance to effectiveness in theworkplace (Cognitive competence).• Apply intercultural knowledge for self-improvement (Intrapersonal competence).• Apply intercultural knowledge for effective teamwork (Interpersonal competence).

Inclusive

YES

Technology Company Management, Leadership, and Corporate Culture

ENGR 421 1 UG

This course will explore the strategic challenges associated with enterprise management and leadership, establishing and maintaining a sustainable brand, developing an effective corporate culture, and dealing with global competition.Topics include: Environmental Consciousness, Ethics, and Corporate Culture

Inclusive

YES

GLOBAL PUBLIC HEALTH ENTOMOLOGY ENTO 210 1 UG

This course provides an overview of the ways in which arthropods impact global public health and well-being, either directly or through the diseases they transmit. The course aims to provide a broad perspective, covering pertinent public health issues from a local to global scale. A historical perspective will be integrated throughout the course, and the impact of globalization, migration, poverty and culture on disease transmission by arthropods will be discussed.Course objectives include: - Evaluate impacts of vector-borne disease on socio-economic development in differentworld communities.- Assess how human actions can impactvector-borne disease transmission

Inclusive

YES

Honey Bee Biology ENTO 320 2 UG

This is an introductory course on honey bee biology, evolution, management, and preservation. ENTO 320 uses honey bees as a model organism to learn about the scientific process, as well as basic and applied concepts in biology, entomology, sociobiology, and the evolution of communication. Topics include: Honey Bee Health—Environmental Stresses

Inclusive

YES

Insects in Human Society ENTO 322 2 UG

This is an entomology course emphasizing the roles insects have played in the development of human society. This includes roles in human health, food production & storage, ecological processes, green technologies, art, and music. The historic, present day, and future roles that insects will have on sustainability in underdeveloped, developing, and developed societies will be discussed.

Inclusive

Circuit Analysis I ESET 210 2 UG Course on DC and AC Voltage, Current, and Power. Has topic on the energy efficiency of batteries.

InclusiveYES

Engineering Leadership ESET 319 1 UG

Leadership seminar class that explores and discusses emotional intelligence, Emotional & Somatic Awareness, Empathy, and verbal and non-verbal communication. Course objective includes: An understanding of and a commitment to address professionaland ethical responsibilities including a respect for diversity - journals, reports, and class discussions

Inclusive

YES

Seminar in Ecosystem Science and Management

ESSM 201 1 UG

Learning Outcomes include:- Demonstrate environmental stewardship and professional and ethical behavior (Service Learning) - Demonstrate civic responsibility and global citizenship (Service Learning

Inclusive

YES

Rangeland Management around the World: Principles and Practices

ESSM 314 2 UG

Rangeland management around the world will present an overview of the history and development of rangeland management for the many different kinds of rangelands (climates, soils, plants, animals, and products) found around the world, and the different cultures associated with rangelands around the world. It considers the impacts of rangeland management on the ecology of plants and animals. We will evaluate practices used to inventory rangelands and the different management strategies used to maintain healthy rangelands and to restore degraded rangelands to produce the many different goods and services rangelands provide to societies.

Inclusive

YES

Range Ecology ESSM 316 1 UG

Organization and distribution of rangeland ecosystems of the world, with emphasis on North America; community dynamics and functions stressed including biotic history, succession, disturbance regimes, competitive interactions, herbivory, energy flow and nutrient cycling; conservation of rangeland resources.

Inclusive

Natural Resource Policy ESSM 406 4 UG

Course on how to apply theories about environmental policy & human-environment interactions to solving practical problems in ecosystem management and how to communicate the application of these theories clearly in writing. Topic includes environmental justice, including reading on "Living with More Pollution: Why Race and Place Still Matter."

Inclusive

Range Analysis and Management Planning ESSM 415 1 UG

This course has been designed to address the resource assessment and decision making skill requirements of grazing lands managers worldwide.course objectives inlcude:- Demonstrate environmental stewardship and professional and ethical behavior- Interpret socio-economic and business environments relevant to ecosystem management- Design management strategies for restoring and sustaining ecosystem goods and services and adaptive management concepts.- Assess past, present and future policy options relevant to ecosystems

Inclusive

Fire Ecology & Natural Resource Management

ESSM 416 1 UG

The goal of this course is to introduce you to the major aspects of wildland fire science including theoretical, empirical and practical components of fire research and management in a variety of ecosystems. Course objectives include:- Describe the coupled socio-ecological systems that are relevant to managing ecosystems prone to fire and/or periodically burned as part of a management plan.- Identify fire-sensitive or dependent organisms, populations, and communities at the landscape and global levels.- Design prescribed fire and wildfire management strategies for restoring and sustaining ecosystem goods and services.

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GLOBAL CINEMA FILM, INTS 215 1 UG

History and theory of global cinema; historical, socio-political, national and international contexts of film production and reception; transnational film. Learning outcomes include: - live and work effectively in a diverse and global society - articulate the value of a diverse and global perspective - recognize diverse opinions and practices (including but not limited to economic, political, cultural, gender, and religious opinions) and consider different points of view

Inclusive

History of Film FILM 299 3 UG

This course is designed to outline the significant historical figures, movements, andtechnological innovations that advanced the art of cinema in regional, national, and globalcontexts.Course objectives include:Build connections between films and their historical, social, cultural, and/or technicalcontexts.Understand how films use their audiovisual characteristics to convey certainsocial/political/historical themes.And has multiple assignments that must meet the social responsibility criteria: "Social Responsibility: Intercultural competence, knowledge of civic responsibility, andthe ability to engage effectively in regional, national, and global communities."

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INTRODUCTION TO HUMAN GEOGRAPHY GEOG 201 1 UG

Introduction to Human Geography. Survey of the major systems of manland relations of the world and their dissimilar developments; the processes of innovation, diffusion, and adaptation stressed with regard to changingrelationships between people and their environment.Has topics on Feminist Geographies, Cultural Geography Race and Racialization, globalization, imperialism and colonialism, post-colonialism, segregation, gentrification, and global slums.Has class field trip to Brazos Valley African-American Museum.

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Geography of the Global Village GEOG 202 1 UG

This course surveys majorworld regions by systematically considering five themes: physical geography and environmental issues; population and settlement patterns; cultural coherence and diversity; geopolitical framework; and economic and social development. Learning objectives: - To be able to name similarities and differences among regions regarding: physical geography and environmental issues; population and settlement patterns; cultural coherence and diversity; geopolitical framework; and economic and social development. - To link course concepts to historical events and current global problems and solutions.- To recognize the processes behind the creation of diverse, interconnected spaces and places

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Economic Geography GEOG 304 1 UG

This course covers various aspects of economic phenomena and their impacts at local, national, and global scales. The first half of the course provides an overview of key concepts from human geography that areused to study the economy and describes major economic trends. The second half of the course discusses consumption and consumer culture, ending with a special focus on issues in urban and rural economicdevelopment.Has topics on: Consumption and the environment, Ethical consumption, Suburbanization, Gentrification

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INTRODUCTION TO URBAN GEOGRAPHY GEOG 306 1 UG

Geography 306 is an introductory urban geography course. The purpose of this course is to acquaint the students with the basic principles of urban geography.Has topics on Residential land-use patterns; Housing and gentrification, Vulnerability of cities to natural and man-made hazards, Urban sustainability: challenges and future prospects.

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GEOGRAPHY OF THE MIDDLE EAST GEOG 320 1 UG

This course is a survey of the regional geography of the Middle East, including the geomorphic setting,environmental issues, socio-political development and the historical evolution of the landscapes andcultures. Special emphasis placed on understanding the physical geography and the historical backgroundsto current geopolitical issues, such as the Arab-Israeli conflicts in the 20th century; the ongoing “ArabSpring/Winter”; ISIS; and some of the environmental and societal concerns facing the ME in the early 21stcentury.Has topics on Water resources, environmental issues, and hydrocarbons: geography of oil, gas, and petrochemicals and how they are exploited.

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HYDROLOGY AND ENVIRONMENT GEOG 434 1 UG

Water is fundamental for life on earth. This course will focus on water in the atmosphere, water on the earth’s surface and water in the root zone of the soil. We will investigate all of the hydrologic processes affecting surface and groundwater resources, including precipitation, evapotranspiration, infiltration & storage, and runoff. This includes investigation of the impact of climate, soils, vegetation, land-use practices and human activities on hydrologic processes. Specifically, we will investigate the: ... 4) issues related to how humans manage each component and how it is influenced by human activities.

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YES YES

Physical Geology GEOL 104 1 UG

Earth materials, structures, external and internal characteristics; physical processes at work upon or within the planet. A working knowledge of high school chemistry and mathematics is required.. Has topics on Human Impact on Environment

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YES YES YES

Introduction to the Solid Earth GEOL 150 1 UGPhysical and chemical nature of the Earth and dynamic processes that shape it; introduces physical and chemical principles applied to the Earth. Has topics on Earth's Atmosphere and Climate.

InclusiveYES

Environmental Programs First Year Learning Community

GEOS 101 1 UG

Environmental programs seminar class. Topics include: OPUS Cultural Event, Well-Being – Physical & Mental Stress in College: What EveryoneShould Know, 2 guest speakers on Environmental Programs, Title IX in universities and STEM workplaces, Healthy Relationships & BystanderIntervention

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YES

TEACHING SCHOOL IN MODERN SOCIETY HEFB, KNFB, HLTH 222 1 UG

In this course, you and your classmates will develop an understanding of teaching and learning in multiple settings, including school, community, and coaching venues. Using reflection, defined as a calm, lengthy intent consideration, you will explore the development, structure, management, and finance of modern schools; philosophical, historical, ethical, legal, and moral dimensions of teaching; the role of schooling in a democratic society; contextual issues in schools such as race, class, sex, sexual orientation, ethnicity, language, learning styles, physical abilities, and culture; and teaching as a profession.

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Great Scientists History HIST 376 1 UG

A scientifically literate society is the ideal most advanced nations seek to achieve. But how does society become scientifically literate?... An alternative approach, and the object of this course, is to promote scientific literacy through the study of scientific biography. ...We shall investigate the validity of the argument in this course, Great Lives in Science. Great Lives in Science examines the lives of scientists and their ideas and opinions, on topics such as the age of the Earth and its location in the universe, the origin of species, Einstein’s worldview, nuclear energy and the environment, and DNA.Has topics on Acid Rain, Energy and the Environment, Conflict or Compatibility: Global Warming, Energy and the Environment, Conflict or Compatibility: Fossil Fuels, Nuclear, Wind, Solar

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YES YES

HISTORY OF THE HOLOCAUST HIST 405 1 UG

During the years between the invasion of Poland in 1939 and the end of the Second World War in 1945, nearly 6 million Jews and millions of other Europeans were deliberately murdered by Hitler’s Germany and its allies. This course explores the causes, course, and consequences of that campaign, which was embedded within and inseparable from a massive global war that killed millions and displaced tens of millions more around the world.Learning outcomes include:3. Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities).4. Personal Responsibility (to include the ability to connect choices, actions, and consequences to ethical decision-making).

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YES

AMERICAN SOCIETY AND CULTURE HIST, FILM 459 1 UG

This course examines major themes, issues, and interpretationsrelated to the development of American society and culture from the 1600s to mid-1800s. Topics include: Radical & Nativist Voices (John Humphrey Noyes, “Bible Communism” in DOC); Samuel Morse, Maria Monk in Main Problems in American Immigration; Women & Reform(Carroll Smith Rosenberg, “Sex Roles and Social Stress in Jacksonian America”; Slave Culture (Irwin Unger, These United States, ch 13; Harriet Jacobs, “Trials of a Slave Girl” in DOC.

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YES YES

COLLECTIVE PROTEST AND VIOLENCE HIST 469 1 UG

History 469 is an examination of collective protest and violence on a case study basis, in comparative and historical context. This semester, we will examine case studies from the United States in the 1960s and early 1970s, placing these case studies within their proper historical context. Throughout our examinations of these case studies, we will seek to explore and understand causes, the nature of participation, the assumptions and goals, the character of repression, and interactions among protestors, the targets of grievances, and the state. Discusses many protests throughout American history that have shaped our social reforms today.

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YES YES

The Sanctuary Movement HIST 481 1 UG

This course will examine the history of the Sanctuary Movement from the 1980s to the 1990s. Started by John Fife and Jim Corbett in Tucson, Arizona, this course seeks to analyze factors such as U.S. foreign policy, refugee policy, undocumented immigration, religion, and churches that gave rise to a national wide movement that worked to protect refugees from Central America seeking asylum in the United States. We will explore the factors that eventually strengthened the movement in the 1980s, the U.S. government’s intent to stop it, and the theology of radical hospitality that emerged out of this movement of religious organizations. Utilizing primary documents from the University of Arizona archives, we will begin the process of piecing together the important histories of not only Jim Corbett and John Fife, but lesser known leaders such as Lydia Lopez and Father Luis Olivares in Los Angeles and the movement’s power in Texas, Illinois, and across the northeast.

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YES

Women in the Nineteenth-Century U.S. West

HIST 481 1 UG

The U.S. West of the nineteenth and early twentieth centuries was a complex historical space, a landscape of shifting meanings and cultural productions. Mythology of the West focuses, almost exclusively, on the male experience. Yet, women travelled and settled in the western reaches and played central roles in the process of expansionism. This course will examine the intersectionality of gender, class, race, and ethnicity to better understand both the travel and settlement processes. In considering female encounters and experiences it is hoped that students will more fully understand how transported national social and cultural practices became re-negotiated and redefined. Many women challenged the traditional distribution, and accessed avenues, of power to construct a new social reality, identity, and status. In studying diverse female experiences, a greater understanding emerges that helps to more accurately explain the American past.

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YES YES YES

CIVIL RIGHTS, COLD WAR POLITICS, AND DECOLONIZATION, 1940-1975

HIST 481 1 UG

This course will examine the ways in which Asian and African decolonization served as psychological, intellectual, and political inspiration for civil rights activists in the United States, and how African Americans also organized and agitated for human rights and an end to racial discrimination in other countries. We will pay close attention to the ways in which the Cold War framed and informed the African American freedom struggle, exploring the roles of American rhetoric and international opinion on the strategies of civil rights activists and on the actions of the federal government. We will delve into the ways in which the Cold War restrained civil rights activists, and how it also created openings for change. We will ask questions about how the strategies, gains, and losses of the civil rights movements might have been different in another international context. Through all of these explorations, we will address issues of how local, national, and international histories are intertwined. We will discuss concepts and ideas of Pan-Africanism and diasporic consciousness, explore definitions of race, citizenship, and American-ness, and examine the meanings of civil rights and human rights.

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YES

Healthy Lifestyles HLTH 231 2 UG

Healthy Lifestyles, introduces a variety of health issues that affect college students, including mental health, stress management, injury prevention, conflict resolution, alcohol/drug use and abuse, physical activity, nutrition, spirituality, and environmental health. Students will explore how these concepts interconnect and develop a holistic understanding of what it means to live healthfully.

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Community Health HLTH 331 3 UG

Aspects of the community that relate to health; identification and analysis of community health programs; organizational pattern and functions of voluntary and governmental health agencies; organizing the community for health action; and coordination of school and community health programs.Course objectives include: Analyze the various personal and social factors that affect personal and community health

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YES YES

Spirituality and Health HLTH 333 1 UG

• Exploration of the relationship between spirituality, religion, health, health education, and spiritual health;• Identification of techniques to measure spiritual health/wellness and enlighten healthcare professionals to the role spiritual health plays in healing; and• Identification of spirituality topics important to healthcare professionalsTopics include: Spirituality and OtherDimensions of Health/Wellness, including guest lecturer from SKY@TAMU; Spiritual Health Diversity and Inclusion in a GlobalSociety

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YES

Women’s Health HLTH 334 2 UG

Course on women's health with objectives to:1. Describe current and historical trends, theories, and events, which influence(d) the progress in the promotion of women’s health2. Identify issues related to women’s health risks, health research, health maintenance, and health promotion3. Separate myth from fact regarding women’s health4. Analyze the cultural, social, economic, and political state of affairs of women’s health5. Determine the relationship between values, lifestyle, socioeconomic status and education in the healthcare and behaviors of women6. Identify & evaluate a variety of resources that contribute to promotion of women’s health7. Develop strategies for improving the health of women

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YES YES

Human Sexuality HLTH 342 3 UG

Many aspects of human sexuality; physiology and function of human reproductive system, factors involved in learning sex roles, biological and emotional motivations associated with the sexual aspects of life and their relationship to marriage and family planning.

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YES YES

Exercise and Health Programs HLTH 410 3 UG

“Exercise and Health Programs in the Workplace” is designed to provide students with an overview of how to design, implement, and evaluate health education, health promotion, and disease prevention programs that have employees and worksites as the population of interest.Heavy emphasis on wellness.

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YES YES

Processing Coffee and High-Value Horticultural Crops

HORT 450 1 UG

The course will examine the principles behind coffee processing and other high-value food crops including cultivation; different unit processing operations; methods for preservation; packaging and marketing strategies; and a processing plant visit. Topics include: Socio-economic importance of coffee Objectives include: Critically evaluate the role of globalization in sustainable horticultural systems and sustainable business practices

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YES YES

Understanding Special Populations INST 210 11 UG

Referral, assessment and categorization of special populations including physical, cognitive and affective characteristics; cultural, ethnic, economic and linguistic differences; giftedness; special education and compensatory programs; awareness of legislative history that results in rights for special populations.Learning Outcomes1. Define and identify individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.2. Identify and explain the major pieces of legislation, judicial proceedings, political and sociocultural movements, and historical events that led to the creation of special education and disability awareness as it exists today and to the provision of services to individuals with disabilities across the lifespan.

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YES YES

ESL Methods INST 362 9 UG

Basic principles of language acquisition, multiple approaches to second language acquisition; individual differences and second language acquisition; stages of second language development; multiple approaches to assessment.Topics and objectives on: Multiculturalism and Diversity Diverse Learners (DL) Rubric Cultural Diversity and Societal Impact (CDSI) Rubric; The Multilingual & Multicultural Classroom, History of Bilingual/ESL Education; Family Involvement; Demystifying Culture &Applications for English Language Learners

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YES

Introduction to International Studies INTS 201 2 UG

This course is an introduction to the interdisciplinary field of International Studies. It provides students with core conceptsand fundamental theoretical frameworks to understand present global reality, orient themselves into current internationalstate of affairs, and analyze the most relevant issues and events of the contemporary world. The course offers a survey of the debate surrounding the concept of globalization, its interpretations, and its implications throughout current social,political, economic, cultural world reality. It also engages students in the analysis and discussion of relevant internationalissues and news. Topics include: Genocide, Human Rights, Humanitarianism, Race and Ethnicity Extract from Cultural Anthropology, Cultural Diversity, etc

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YES

Quality Engineering ISEN 350 2 UG

Quality Engineering is a strategic approach to implementing quality, process and business improvement methods using statistical and other data analysis tools. Total Quality Management (TQM) and Six Sigma approaches are utilized to define, measure, analyze, improve and control processes. Principles of lean engineering and Six Sigma methods are used to achieve meaningful quality impact and waste reduction. Control charts, process capability analysis and determining sigma quality levels are covered. Lean and Six Sigma methods coupled with quality engineering software are used to reduce waste and provide variance reduction strategies.

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YES

CONTEMPORARY ITALY ITAL 456 1 UG

Examination of changes in Italian society and culture since World War II, with focus on their narration and interpretation by representative authors and filmmakers, and on multicultural literary production in present-day Italy.Learning outcomes:- live and work effectively in a diverse and global society - articulate the value of a diverse and global perspective - recognize diverse opinions and practices (including but not limited to economic, political, cultural, gender, and religious opinions) and consider different points of view; - an understanding of the idea of contemporary Italian society and life; - an awareness of the main issues arising from the relationship between Italian actuality and its literary and/or cinematic representation; - a deeper knowledge of contemporary Italian authors and filmmakers concerned with societal issues;

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YES YES

Communication Law and Policy JOUR 301 2 UG

Law and policy that create the context and consequences for communication via mass media, social media, organizational, group and interpersonal communication, free speech, free press, libel, privacy, copyright, cybersecurity, constitutional principles, international law and human rights, fairness, equity and diversity in communication.

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YES

The Science of Basic Health & Fitness KINE 120 45 UGA general overview of the human body. Scientific fundamentals of stress, exercise, nutrition, disease, and drug use. Interdisciplinary focus on wellness and longevity.

InclusiveYES

Dance Appreciation: The Art of Movement KINE 210 1 UG

Appreciation of rhythms and dance movements in a cultural context; analysis of dance performance; basic understanding of the various dance components.Core objectives include: Social Responsibility:• Reveal intercultural significance by participation in traditional/ritualistic global dance styles.

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YES

Introduction to Kinesiology KINE 213 2 UGThe primary objective of this course is to acquaint students with the foundations of the study of human physical activity and its implications for healthy living.

InclusiveYES

Health and Physical Activity for Children KINE 214 1 UG

The purpose of this course is to introduce pre-service teachers and others to coordinated school health and physical activity programs appropriate for elementary aged children. The focus is on curriculum development and the philosophical underpinnings of programming for children related to health and physical activity.Topics centered around encouraging wellness for elementary aged children, Inappropriate Practices, Safety and Behavioral Management, and Advocating for a Healthy, Active School.

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YES YESIntroduction to the Science of Health and

FitnessKINE 223 48 UG Overview of the human body systems. Interdisciplinary focus on wellness,

exercise, nutrition, disease, and drug use.Inclusive

YES

Landscape Design I LAND 211 1 UG

Landscape architecture is "the art of design, planning or management of the land, arrangement of natural and man-made elements thereon through the application of cultural and scientific knowledge, with concern for resource conservation and stewardship, to the end that the resultant environment serves a useful and enjoyable purpose." This course helps ... develop your artistic and scientific skills and abilities for the creation of meaningful, useful and ecologically-sound places for people.

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YES YES

History of Landscape Architecture I LAND 240 2 UG

LAND 240/630 course is designed to provide knowledge on the history of landscape architecture and urbandesign. The subject matters covered in this class offer a better understanding of the international and culturaldiversity and an opportunity to think critically. This course examines the... cultural and environmentalfactors in landscapes. Course objectives include: ...2. Understand the impact that human alteration has had on natural systems through time ...7. Become well versed in historical multicultural nomenclature ...9. Demonstrate a clear understanding of the geographical/spatial distribution of philosophies and perspectives of diverse cultures10. Understand that American culture as well as global ideologies are not static or homogeneous

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YES

Cross Cultural Competency LBAR 181 1 UG

Part of understanding others involves understanding ourselves. In this one-hour active and reflexive seminar, in addition to providing you a gateway into college life, we will collaboratively explore the impact of culture on our thinking, and critically challenge our assumptions. Applicable to any academic major or discipline, these skills are vital for good citizenship in an increasingly diverse and interconnected world.

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YES

Communication and Identity LBAR 181 1 UG This one-hour course examines the popular culture construction of identities. InclusiveYES

Education and Power LBAR 181 1 UG

This seminar addresses the relationship between education and power. While education is a fundamental means for emancipation and empowerment, it is also a mighty tool for governing people, preserving social order, and maintaining existing hierarchies.Topics include: Pedogogy of the Oppressed by Pauo Freire.Learning Outcomes- Students will be able to explain the complexity of the relationship between education and power.- Students will be able to articulate the importance of looking at issues from multiple perspectives.- Students will be able to recognize assumptions and bias interfering with a thorough understanding of issues.- Students will be able to analyze, compare, and contrast different ideas and perspectives.- Student will learn how to organize synthetic and complete written answers to open questions of diverse ranges.

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YES YES

Language & Culture LING 307 1 UG

This course introduces topics relating to language and culture from the overlapping perspectives of linguistic anthropology and sociolinguistics. ... Major topics include the relationship between language and thought, the ethnography of communication, culture in conversational interaction, and language and culture in a globalizing world.

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YES

Inquiries in Life and Earth Science MASC 371 4 UG

Integration and connections among topics in life and earth sciences and inquiry processes– systems, characteristics of life, ecosystem development, earth’s features and weather systems; inquiry emphasizing experimental design, data analysis, and collection; use of models in the life and earth sciences.Course Objectives:1. Discuss science as a way of knowing and describe the purpose of scientific inquiry, the recursive nature of scienceand the importance of community in science.2. Understand scientific phenomena related to ecology, climate change, earth’s cycles, molecules, cells, ...

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YES YES YES

INTERMEDIATE MECHANICAL ENGINEERING DESIGN

MEEN 402 2 UG

MEEN 402 is the second of the two-semester capstone design that addresses the engineering product design and development process from need definition to embodiment, and the development of innovative solutions to real-world, industry-provided design challenges. Students who successfully complete this course should be able to design a system, component or process to meet desired performance requirements within realistic constraints that include economic, social, political, environmental, ethical, health and safety, as well as manufacturability and sustainability.

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YES YES YES

Principles of Building Energy Analysis MEEN 437 1 UG

Analysis of building energy use by applying thermodynamics and heat transfer to building heating and cooling load calculations; ... indoor air quality, effect of solar radiation on heating and cooling of buildings. Course objectives include: ...10. Identify and determine those actions that can be taken to reduce building energy consumption.11. Understand the differences and determine the efficiency of processes, components and systems ...13. Apply basic knowledge of solar energy principles to buildings. Topics include: Fossil Fuels, Environment and Conservation Equations, Solar Irradiation and Energy, Health, etc.

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YES

Bio-Inspired Engineering Design MEEN 440 2 UG

This course covers the current state of the art in bio-inspired engineering design and biomimetics. The purpose of this course is to expand the design space available to engineering students by developing an understanding of how nature solves problems. Course goals include an overall enhanced concept generation potential through the use of bio-inspired design, the ability to use current state of the art methods in bioinspired design, and the ability to view nature’s solutions to different problems from an engineering perspective.

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YES

Entrepreneurship in Nano and Energy Systems

MEEN 489 1 UG

This technical elective will explore the various aspects of entrepreneurship (from discovery to commercialization) with a focus on nanotechnology and the energy sector. Fundamental nanoscale phenomena are introduced and their use in a wide range of industries, including the energy sector, are explored.LOs include:4. Delineate opportunities and challenges of solar PV energy systems and Li-Ion battery storage with nanoscale adaptations/refinements to meet economic, environmental, and societal constraints.5. Evaluate potential for nanomaterials in the emerging renewable energy sector...

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YES YES

Planning & Development for Middle Grade Curriculum

MEFB 452 3 UG

Study of educational theory and instructional strategies appropriate to middle grades education including planning and development of interdisciplinary and multidisciplinary curricula; student-centered learning and methodologies. Objectives are to prepare all middle-level teacher candidates to facilitate diverse approaches to instructional strategies that support all areas of development (physical, cognitive, intuitive, social, emotional, moral) and represents a variety of global and multicultural perspectives.

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YES

NONMETALLIC MATERIALS MMET 206 1 UG

Course on nonmetallic materials. One of the main objectives of this course is to "understand the environmental impact, life cycle assessment, and carbon footprint of a product". There are multiple lectures based on environmental impact and one of the two objective academic achievement listed for the course is environmenetally focused.

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YES YES YES

Materials in Society MSEN 205 1 UG

Introduction to the study and practice of materials science and engineering; current topics in materials research and development, focusing on the impact of advanced materials on engineering fields and society; application of scientific engineering principals to guiding materials engineering process, with examples drawn from real-life case studies.Learning Outcomes: ...4. Relate how resource availability, sustainability, toxicity, and reliability affect the selection of materials for different applications. ...6. Relate ethical implications of materials selection and development in engineering design.

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YES YES

Guitar Heroes MUSC 221 1 UG

This course is an investigation of the socio-cultural significance of the guitar. The course will introduce students to new trends in organology (the study of musical instruments) and expand our understanding of the guitar as a social thing by drawing from material culture studies and science and technology studies (STS), in addition to (ethno)musicology. We are going to cover the origins of the guitar and its development in Western Art music before exploinge other acoustic and electric styles, connecting organological developments to the repertoire and performance styles as embedded within a range of issues, including nationalism and racial, ethnic, and regional identity; gender and sexuality; and performing “tradition” and “modernity.”

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YES

History of Jazz MUSC 225 2 UG

History of Jazz is a survey course that explores the origins and development of jazz music. We will review famous jazz composers, jazz performers, harmonic and formal creations found in jazz music, influences of blues style, recording media and the impact jazz had on American culture. Furthermore, the course will examine how jazz embodies communication and how this original American music style has overcome some of the fundamental contradictions and paradoxes of modern life. Topics extensively cover famous Black jazz artists.

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YES

History of Rock MUSC 226 3 UG

This course focuses on the evolution of rock music. We begin in the nineteenth century by examining the musical predecessors to rock ‘n’ roll and proceed through its emergence and development to the present day. Students will consider how issues of race, gender, class, technology, globalization, and inequalities of power conjoin with musical expression. We will study and listen to a vast array of music and explore the various political, cultural, social, and economic influences that have shaped the history of rock music in the United States. As a result of this course, you should gain critical thinking and listening skills as well as an historical knowledge and cultural awareness of the way you interact with music on a daily basis.

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YES

History of Electronic Music MUSC 228 2 UG

Historical survey of electronic music, including key technological advancements, people, and musical works; exploration of electronic music from different genres and countries. Has major assignments on social competence.

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YES

Religious and Ethnic Foods NFSC 300 3 UG

Understanding religious and ethnic foods with application to product development, production, and nutritional practices; emphasis on different cultures, food rules and priorities with attention given to different religious and ethnic groups within the US and around the world.Has topics on: Religious and Ethnic diversity; Basic concepts of Vegetarian food, Vegetarian foods for ChineseBuddhists; Ethnic food (Societal and cultural factors in development of Various Ethnic Food patterns like African food, Chinse food, Mexican food, etc.)

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YES

FOOD SERVICE SYSTEMS & MANAGEMENT NFSC 304 1 UG

Principles of food service management used in selecting, storing, preparing and serving food in quantity; emphasis on menu planning, quality control, purchasing, production, food service equipment, and layout design; application of basic management principles in food service operations, including financial planning and personnel issues.

Core objective includes: Food science and food systems, environmental sustainability, techniques of food preparation and development and modification and evaluation of recipes, menus and food products acceptable to diverse populations

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YES

Nutrition Assessment and Planning NFSC 404 1 UG

Examines the methods of determining the nutritional status of individuals, dietary assessment techniques, planning nutritional care including diet modification and/or and nutrition counseling.Learning outcomes include:Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.Demonstrate counseling and education methods to facilitate behavior change and enhance wellness for diverse individuals and groups. Learning activities must prepare students to implement the Nutrition Care Process with various populations and diverse cultures, ...

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YES YES

Adult Nursing I NURS 320 1 UG

This course introduces the student to the use of the nursing process in the care of adults with chronic or non-complex illness. ... The course includes clinical laboratory to allow the student the opportunity to apply theoretical concepts to clinical practice in diverse adult populations.Learning objectives include:3. Demonstrate an ability to systematically organize the components of the nursing process in order to assist diverse populations of adults to optimize wellness and compensate for self-care deficits.4. Communicate and collaborate with the health care team in the promotion of wellness and self-care in diverse population of adults.5. Integrate concept of quality and safety when delivering care in a variety of settings to address patient, family, and global health issues.

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YES YES

Care of Mental Health Clients NURS 412 2 UG

Demonstrates the relevance of psychosocial nursing concepts to all areas of professional practice. Provides a conceptual integration of the nursing process, theories, and research from psychosocial sciences and humanities as these relate to the care of persons with mental disorders. Clinical experience provides an opportunity for application of psychosocial concepts and methods in using the nursing process to promote optimal levels of wellness for individuals, families, and target groups.Learning outcome includes: Recognize how human behavior is affected by culture, religion and societal norms.

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YES

Adult Nursing II NURS 420 2 UG

Critical thinking and problem-solving strategies for care of adults with acute or complex illness and injury; examination of effects of acute illnesses in relation to the injury and in relation to the individual’s developmental stage, culture and gender; building on Nursing Care of Adults I, a systems approach is used to analyze and intervene in alterations to the health of the individual and family and to help them reach their optimal level of wellness; includes clinical laboratory to allow the opportunity to integrate theoretical concepts to clinical practice in diverse populations.

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YES

Transition to Professional Nursing Practice NURS 430 1 UG

Senior level course for clinical practicum. Learning outcomes include:Utilize the nursing process in the holistic care of diverse individuals, families, groups, communities and populations in various healthcare settingsCollaborate with other interprofessional health care team members to provide health promotion and disease and injury prevention across the lifespan for ... communities, and populations. Modify care and advocate for patients in reflecting current and changing healthcare systems, health policies and global health care factors. Demonstrate ethical accountability and legal responsibility for professional practice. Integrate professional nursing values of altruism, autonomy, human dignity and social justice in professional nursing practice

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YES YES

Pathophysiology & Pharmacology for the RN

NURS 462 1 UG

Pathophysiological alterations in major regulatory mechanisms of the body will be identified in relation to nursing practice, various diagnostic procedures, and selected therapeutic regimens. Pharmacotherapeutics related to the pathologies will be addressed. In addition to examining systemic disorders, the influence of genetics/heredity, ethnicity, environment, and age on physiological health transition will be explored.Learning outcome includes: Discuss the relationship of ethnicity, socio-cultural practices, and values to the etiology and treatment of diseases

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YES

Health Promotion Across the Lifespan for the RN

NURS 464 2 UG

This course emphasizes the role of the nurse in health promotion across multiple settings with diverse populations. The student will apply principles of teaching/learning, case management, and genetics/genomics to improve the health of general and vulnerable populations.

Inclusive

YES

Leadership and Experience OCEN 399 1 UG

Participation in an approved high-impact learning practice; reflection on professional outcomes from engineering body of knowledge; documentation and self-assessment of learning experience at midcurriculum point.ABET objectives include:• An ability to design a system, component, or process to meet desired needs within realisticconstraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability• An understanding of professional and ethical responsibility• The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

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YES YES YES YES

Capstone Design I OCEN 406 2 UG

This course is the first of a two course sequence. In this first semester course, students will form into teams ... The definition of the team project is to address project incentives, objectives and requirements, design constraints, identification and evaluation of alternative designs and will result in a formal project proposal that sets out the planned design tasks and methods, a project schedule and an analysis of the project’s economics and environmental impacts. Learning outcome includes: Analyze project environmental impacts.

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YES YES

Performance in World Cultures PERF 301 6 UG

Application of the tools of performance studies to explore the enactment of the arts in world cultures and the ways the people of every society express themselves in performance; examination of different genres of performance through music, theatre, verbal art and dress.A core outcome is Social Responsibility.Learning Outcomes:• Understand self, including personal bias and prejudices • Understand how power or authority is distributed within organizational systems, including recognizing potential formsof privilege, oppression, and discrimination• Understand, as an overarching goal, how to use and promote informed dialogue to overcome issues dividing, not uniting, individuals and humankind • Understand tolerance and intolerance and have knowledge of when it is appropriate to be intolerant of specific behaviors/activities that violate our core values as people and Aggies

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YES

History of Performance in the Modern Era PERF 312 1 UG

Development of performance practices and texts in the 19th-21st centuries; performance styles, techniques and genres in and across cultures; application of historical methods in the study of performance.LEARNING OUTCOMES1. Expand their intellectual curiosity, global knowledge, critical thinking, personal responsibility, and ethical and cultural awareness; ...6. Recognize diverse economic, political, cultural, and religious opinions and practices

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YES YES

Dance in World Cultures PERF 325 1 UG

Examination of international relationships among dance, culture, identity, gender, youth and politics; relationships between dancing, gender and politics in specific cultures and in globalization; variety of dance practices around the globe.Course objectives include:- evaluate assumptions and arguments about culture, gender, religion, race, social conditions and politics expressedn in dance- define how dance is produced by and responds to social, political, historical, and personal conditions- engage opinions and perspectives of your fellow students on how dance raises issues around bodies, gender, race, ethnicity, economics, aesthetics, responsibility to self and others- evaluate people’s social and personal experiences of dance

Inclusive

YES YES YES

Ecology and Performance PERF 460 1 UG

In-depth examination of one or more contemporary theories of performance. Emphasis on problems, research, and innovations relevant to performing and analyzing performance; writing intensive.Readings include topics on environmental racism, environmental justice, Ecocriticism, etc.

Inclusive

YES YES

LATIN AMERICAN PHILOSOPHY PHIL 283 1 UG

This course is an introduction to the philosophical thought and experience of Latin America. It explores the relation between philosophy, identity, culture, and history. The emphasis is on contemporary thought and philosophical issues in relation to the "Latino/Hispanic" experience. We will study philosophical writings of some of the most important contemporary Latin American Philosophers as well as get acquainted with the common historical circumstances that have shaped the Latin American experience.Discusses race relations, anti-Blackness in Latin America, Latinx Identity and Feminism, and the ethics of migration.

Inclusive

YES YES

The Last Lecture Series PHLT 270 1 UG

Course on public health. Topics include: Antimicrobial Resistance in Texas and Other Environmental Issues; The Impact of Ecosystem Services on Public Health; and Race and Public Health Disparities.

Inclusive

YES YES YES

Foundations of Public Health PHLT 302 4 UG

This course discusses the history, philosophy and development of public health. Topics include definitions of population health and wellness, determinants of health, health status indicators and measurement, community health, the core functions and essential services, and the theory and practice of health improvement. In addition, public health interventions are explored and explained, with an emphasis on public health practice.Topics include Environmental Health, and Social Justice.

Inclusive

YES YES YES

Biological Basis of Public Health PHLT 304 2 UG

This course provides an introduction to the underlying science of human health and disease, considering biological mechanisms in the individual and in populations. The course covers a broad set of categories of adverse health events: infectious and chronic diseases; exposure to pathogens and toxins; nutritional deficiencies; child and maternal health; biological bases of mental and behavioral health and addiction. It also examines interactions between biologic and sociocultural factors and the biology of epidemics.

Inclusive

YES

Health Care and Public Health Systems PHLT 313 2 UG

This course describes two distinct systems – the health care system (organized around an individual and medical services model) and the public health system (built around prevention and education for healthy population). It also describes systems perspective for analyzing and understanding health care and public health systems. Although this course discusses US health care and public health systems, students will be exposed to contrasting international models of health care and public health systems, especially on health care financing for comparison.Topics include: Cost, Access, and Quality, Populations with Special Needs, and Health Policy & Advocacy.

Inclusive

YES YES

Health Policy and Advocacy PHLT 412 1 UG

This course is designed to help students become familiar with basic concepts of legal, ethical, economic, and regulatory dimensions public health policy, and the roles, influences, and responsibilities of the different agencies and branches of government. It also discusses advocacy for protection and promotion of the public’s health at all levels of society; public policy processes at local, state, and federal levels; stakeholder and interest groups; community mobilization and activism, policy analysis; economic, social justice, ethical, health status and other areas of policy justification; evidencebased policy.

Inclusive

YES YES

Strategies for Population Health Improvement

PHLT 441 2 UG

This course is a case study based course covering the three core functions of public health and strategies for improving population health. This course will focus on case studies exploring multiple types of interventions.Topics include improving community health, Potential strategies for population health, Policy development: handling controversial public health topics and interventions, and public health equity.

Inclusive

YES YES

Physics For Future Presidents PHYS 123 2 UG

Physics is the liberal arts of high technology. If you understand physics then arguments about technology, energy, nuclear (and otherwise) weapons, climate change, space exploration, and even health care will no longer be intimidating. This course teaches the physics needed to be an effective policy maker or world leader, but it is also appropriate for any citizen, since all citizens need to understand the world in which they live and work. This class will make the fundamental principles of physics comprehensible, and indeed usable, by people who are not in science or math related fields.Has big segment on climate change.

Inclusive

YES YES

Foundations of Political Science POLS 200 1 UG

Survey of the scholarly discipline of political science and its theoretical foundations, principal subfields, major research questions, and modes ofscholarship.Has topics on: Representation of historically under-represented groups, poverty, Difficulties in organizing social activity, etc.

Inclusive

YES YES YES

Politics and Policy in the US POLS 233 1 UG

This course provides a survey of institutions of American government, mass political behavior, and policymaking through the lens of liberty, equality and justice. Drawing from the philosophy of individuals such as Aristotle, John Stuart Mill, Rawls, and more, students will develop an understanding of these terms in the context of American history and politics today. To begin, we will explore the degree to which our institutions are guided “by the people, for the people.” Next, we will examine the extent of American liberty, focusing on the domains of speech, press and privacy. To conclude, we will assess liberty in the context of immigration.

Inclusive

YES YES YES YES YES

The Mass Media and Politics POLS 302 1 UG

An examination of mass media impact on politics and political behavior, and governmental impact on the mass media.Has topics on media bias, gatekeeping: Who Gets Reported and Overrepresentation and Underrepresentation of African Americans and Latinos as Lawbreakers on Television News, selective exposure and news choice, fact-checking, etc.

Inclusive

YES

Empirical Democratic Theory POLS 352 2 UG

This course will examine the theoretical and empirical bases for the relationship between economic development and democratization. ...we will learn about the theories that relate development to political regimes, will evaluate the empirical support for these theories, as well as their scientific and policy implications. We will examine modernization theory, which gives, in one form or another, substance to the claims that are made about development and democratization. We will also examine alternatives to modernization theory, considering theoretical arguments and empirical evidence.Topics include: how oil hurts democracy, how development is not related to democracy, income inequality and distribution of wealth, Social mobilization and political development, Modernization, cultural changes, and the persistence of traditional values.

Inclusive

YES YES YES YES

American Political Thought POLS 359 1 UG

This class is a study of the basic concepts that define American political life: democracy, equality, and liberty. Through a close reading of the best texts (and speeches) in the American political tradition, we will attempt to see how these ideals took hold in the US, what arguments were made on their behalf, and what possible pitfalls there are for a society dedicated to those ideals. Along the way we’ll also look at the ethical questions involved when leaders seek to put those ideas into practice. The course will proceed entirely through a close reading of primary sources.

Inclusive

YES

Political Psychology POLS 489 1 UG

Political psychology involves the application of psychological theories and processes to political phenomena. You will be exposed to political psychology scholarship, its application to politics and to the modes of research employed in this field. Our meetings will cover the following topics: The role of personality as a driving mechanism of political behavior; How political knowledge and attitudes are formed and change? The role of emotions in politics; The importance of groups, and leaders, and their impact on the individual; The formation and the effects of stereotypes in intergroup relations (ethnicity, race and gender); Psychological principles underlying political violence and terrorism.Has segment on Stereotypes: Ethnic/Race & Gender.

Inclusive

YES YES

Human Sexuality PSYC 210 2 UG

This course provides an interface between human sexuality, reproductive development, and gender roles across the lifespan; theoretical and research literature promotes understanding of hormonal influences, learning processes, cultural differences, sexual response, and love and attraction. Learning Outcomes: 1. Identify how culture influences sexuality and sexual behavior. 2. Explain biological processes related to sex and reproduction across the lifespan. 3. Identify sex-related health problems and strategies for reducing or treating those problems. 4. Discuss the wide variety of sexual behavior, feelings, attitudes, and identities. 5. Describe sexual violence and “sex for sale” and some of their causes.

Inclusive

YES YES

Teaching Reading Through Children’s Literature

RDNG 373 8 UG

This course is intended to develop preservice teachers’ knowledge of texts through extensive study of the cultural, historical, and literary contexts for the literature of childhood; awareness and understanding of critical issues that frame children’s literature; use of literature to create environments that foster efficacious readers and writers, and; ability to evaluate and select texts for disciplinary integration.Course objectives include:4. Examine equity and representation in children’s literature. Explain characteristics and dimensions which determine the need for, and evaluation of, diverse children’s literature.5. Plan and evaluate literature-related activities that will deepen and extend the meaning of literature for children, particularly as these activities promote attitudes of diversity and equity.

Inclusive

YES

Religious Studies RELS 200 1 UG

Introduction to academic study of religion and some of the world’s major religions; emphasis on the nature of religion, diversity of practice across religious traditions, religious appropriation and functions of religion.Learning outcomes include:3. Develop an informed understanding of the diversity of world religions4. Foster a respectful awareness of the significance of the beliefs and practices for the members of particular faiths5. Understand and interpret religious traditions by examining religion(s) as historical, social, and culturalphenomena6. Develop an understanding of the social dimensions of religion and the impact they have on our everyday public and private lives7. Encourage a global appreciation of the issues surrounding religion and spiritual beliefs, controversies and movements in the world today8. Promote responsible and informed international citizenship

Inclusive

YES YES

Contemplation in the Modern World RELS 312 1 UG

Interdisciplinary approach to examining contemplative practices: origins in philosophy and religious traditions, goals and techniques of contemplation, contemplation in relation to cultural and social problems or needs.Has themes of personal and social responsibility throughout each topic.

Inclusive

YES YES

Sociology of Religion RELS, SOCI 326 2 UG

This course provides an introduction to the sociology of religion. Topics range from race and religion to demographic change in the US.Learning Outcomes:• Students will have an understanding of both classical and contemporary sociological research on religion and social change.• Students will be acquainted with an array of research methods sociologists use in the study of religion.• Students will develop critical thinking skills regarding the relationship between religion and social change.

Inclusive

YES YES

Religious Communication RELS, COMM 480 1 UG

The role of religious communication as manifested in speeches, sermons, debates, campaigns, and social movements throughout history.Learning Outcomes• Analyze diverse approaches to the study of religious communication to develop a more personal and social responsibility needed for living in a diverse world

Inclusive

YES

Leisure and Outdoor Recreation in American Culture

RPTS 301 2 UG

Introduction to the fundamental concepts of leisure and outdoor recreation and how they influence us as individuals, groups and society; critical factors such as self, family, lifespan, ecology, health, work patterns, communications, diversity, popular culture, and consumption are studied in relationship to past, present and future leisure patterns.

Inclusive

YES YES YES YES

Application of Tourism Principles RPTS 302 2 UG

This course will provide a broad introduction to travel and tourism from local and international levels. It is designed to provide an understanding of the travel and tourism industry, theoretical knowledge of the industry and related sectors, including knowledge of travel and tourism products and services, and the infrastructure on which they depend. Knowledge of the essential skills required by individuals working in the service sector, along with an intro to marketing and critical awareness of the physical, social and economic environments in which travel and tourism takes place will be covered.

Inclusive

YES

Event Management & Operations I RPTS 320 2 UG

An introduction to the principles and application associated with the effective management of festivals and special events, including event planning, marketing/promotion, operation logistics, risk management, sponsorship and fund raising. Has topics on how to manage events sustainably and how to incorporate sustainability into events.

Inclusive

YES YES YES

Event Management & Operations II RPTS 321 1 UG

Advanced principles and applications of event management, including practical knowledge relating to contracting, media, fund raising, compliance and oversight, risk management, site logistics, sustainable practices, sponsorship and vendor management.

Inclusive

YES YES YES

TOURISM MANAGEMENT RPTS 323 1 UG

Management issues and tools related to the travel and tourism industry; history, planning, operations, leading, directing and controlling tourism businesses; complexity and scope of tourism systems; issues related to ethics and sustainability; managing tourism in different environments; roles of technology and information technology; future of tourism.

Inclusive

YES YES YES

Understanding and Development of Effective Skills for Youth Development

RPTS 371 1 UG

This course will focus on developing the skills and competencies needed to successfully manage paid and volunteer staff, design youth programs, address safety and risk management issues and build community support of public, non-profit, and for profit or commercial youth programs and agencies. Topics will include: the history and scope of youth serving organizations; programming and staffing strategies; identifying and utilizing staff skills and strengths; managing, mentoring and training staff; diverse approaches to program curriculum and design; behavior management and recognition of youth participants; youth protection; relevant laws and legal mandates; safety, health and wellness; youth advocacy and engagement; and working with parents and community partners; and issues and innovations in youth development.Topics include: Youth Protection - Anti-Discrimination, Bullying, Cyberbullying; Safety, Health and Wellness

Inclusive

YES

HOTEL RESORT OPERATIONS RPTS 421 1 UG

The course materials on Hotel Resort Operation involves evaluating the essential elements required for the successful operation of a hotel or resort, the interrelationship between the departments, understanding and critiquing the operational principles used by the major departments and the challenges faced in their daily operations.Topics include Sustainable and Green Lodging, and addressing "What efforts are made for sustainability?"

Inclusive

YES YES

Special Topics in Cultivating and Managing Student Success

RPTS 489 1 UG

This course will explore the role of recreation and leisure as it pertains to student development through enhancing personal, social, environmental, occupational, and intellectual wellness. Topics include: Creating a Culture of Respect: Diversity & Inclusion; Defining Health and Wellness and Quality of Life; and Student Counseling Services.

Inclusive

YES YES YES

Hullabaloo U - First Year Experience I SCEN 289 34 UG

The purpose of Hullabaloo U is to create a welcoming and affirming environment for each new student. Students will develop self-efficacy, self-awareness, and a sense of purpose; become actively engaged in the learning environment inside and outside of the classroom; and become socially integrated within the university community.One of the course goals includes:III. Contribute to a diverse and inclusive environmenti) Be able to describe the community expectations and their responsibility to ensuring a safe and supportivelearning environment for all members.j) Clarify their values and identity and articulate how these shape their perspectives and relationships withpeople who are similar to and different from themselves.

Inclusive

Weed Management and Ecology SCSC 446 1 UG

This is a senior level course designed to provide a fundamental understanding of the principles and practices related to weed management in various production systems including agronomic, turf, horticulture, range, and forestry systems. Course objectives include: 4.03 Apply and justify precision water, nutrient, carbon, soil, crop, and pest management practices that achieve sustainable crop production. CS94.04 Develop and defend a management plan for sustainable production that benefit the producer, soil, water, air, native species, and other aspects important to stakeholders.4.05 Develop and deliver multi-crop pest management programs that are environmentally sensitive and address resistance management. CS13

Inclusive

Education and Employment Issues in Secondary Special Education

SEFB 420 1 UG

Field-based course involving psychological, social, physical and cognitive development of secondary-age students; career assessment; programmatic options within educational and employment settings; transition models from school to adult settings.Learning outcomes include: Describe the characteristics and effects of the cultural and environmental milieu of the adolescent and the family, including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse.Communicate and collaborate with individuals with exceptionalities, families, school, andcommunity personnel in a culturally responsive manner to plan the transition from school to adult life.Work with students in a confidential and ethical manner.

Inclusive

Introduction to Sociology SOCI 205 13 UG

This course is an introductory sociology class designed to get students asking questions about how we participate in a larger society, howwe as individuals influence others and how others influence us. Course Objectives: ❖ To gain knowledge about prominent theories and theorists in sociology ❖ To gain a better understanding of how individuals connect with society on micro and macro levels ❖ To learn how social scientific research is conducted and how it relates to you ❖ To become critical of the world around you, and learn how sociology can apply to your life, by using your sociological imagination

Inclusive

Yes Yes Yes

SOCIAL CHANGE SOCI 311 1 UG

We focus on different social changes, such as demographic change, cultural change, social movements and collective action, transitional societies, and changes due to technological advances. The course will focus both on changes in the US and elsewhere: you will get a chance to think about social change both in local and in global terms.Course ObjectivesThe objective is to become:• familiar with different sociological perspectives of social change,• able to recognize the diversity of social changes in the society,• to understand the social change that has taken place in US society during the past century,• able to critically analyze social change in the historical context,• aware of data and information sources about social change and be able to use these in your own analyses

Inclusive

Yes Yes Yes

POLITICAL SOCIOLOGY SOCI 412 1 UG

The goal of this course is to examine the variety of ways sociologists study power... In the second half of this course, we will evaluate what each of these theoretical perspectives have to contribute to our understanding of substantive issues such as nationalism, citizenship, democracy, authoritarianism, transnationalization, digitalization, and the climate change.

Inclusive

Yes Yes Yes Yes Yes

SOCIAL MOVEMENTS SOCI 413 1 UG Course on social movements. Has topics on environmental issues, women's rights, immigration, etc.

InclusiveYes Yes Yes Yes

Sociology of Law SOCI 445 1 UG

The course will examine the legal history of the United States, as well as focusing on a Law and Society approach to the understanding of law. ... How is legal change pursued as a strategy of social reform? How does law reflect dominant race, gender, and class ideologies? ...The course treats legal decision-making as an historical and ideological product: the aim is to shed light on the social nature of legal decision-making, at all levels of that process.Topics include food insecurity, intersection of race and gender, and focuses on the impact of food movements, food policy, and food law in Brazos Valley.

Inclusive

Yes Yes Yes Yes Yes

ORAL COMMUNICATION FOR HEALTH PROFESSIONALS

SPAN 318 1 UG

Spanish Oral Communication for Health Professionals is designed to offer advanced oral communication practice in Spanish medical/health communication. It is specifically for students with advanced Spanish who have chosen to pursue a career in the health professions. Health related and cultural issues, topics, illnesses, and concerns relating to the Latino/Hispanic community will be the catalyst for lively discussions, mock interviews, and debates.Topics include Medical Racism

Inclusive

Yes Yes Yes

U.S. Hispanic Writers SPAN 412 1 UGAnalysis of contemporary literature by U.S. Latino/a authors; discussion of prevalent themes including immigration, language, race, gender, identity. Has topics on race relations, decolonialism, feminism, etc.

Inclusive

Yes Yes Yes

Instructional Design for Students with Disabilities

SPED 302 1 UG

Familiarizes pre-service teachers with research associated with effective teaching; designing and implementation of instruction for students, including those with mild to moderate disabilities; designing and managing environments and materials.

Inclusive

Yes Yes

Instructional Strategies for Students with Disabilities

SPED 310 1 UG

Research-based strategies and techniques in teaching students who are at-risk academically or students with disabilities in a variety of general and special education settings; addresses teaching of academics, teacher strategies for engagement and incorporating the use of technology.

Inclusive

Yes Yes

Effective Reading Instruction for Students with Diverse Abilities

SPED 312 1 UG

Information and competencies in research-based reading instruction for students who have disabilities, are struggling readers, and are bilingual/multilingual; includes reading assessment, dyslexia and effective instruction in phonemic awareness, phonics, reading fluency, vocabulary and comprehension, Response to Intervention (RTI) strategies, and data driven decision-making

Inclusive

Yes

Effective Mathematics Strategies for Students with Disabilities

SPED 314 1 UG

Information and competencies through instruction in effective mathematics instruction for students P-12 with academic learning problems and/or disabilities; effective instruction design and teaching techniques; implementation of research-based methods relevant for active authentic learning; considers state and national standards related to teaching and learning mathematics. Learning Outcomes:1. Demonstrate social, cultural, and global competence the students will explain the process of the Response to Intervention in mathematics and how to serve diverse students with special needs in a variety of public school settings. 2. Demonstrate critical thinking by analyzing and evaluating information from a variety of sources to explain how disabilities impact the learning of mathematics. 3. Communicate effectively in demonstrating the use of mathematics manipulatives, technology, and other instructional methods for the teaching and learning of K-6 concepts to a diverse student population.

Inclusive

Yes

Methods and Issues in Low-Incidence Disabilities

SPED 414 1 UG

This course provides an overview of learning and behavioral characteristics of individuals with low-incidence disabilities such as intellectual disability, autism, physical disabilities, traumatic brain injury, sensory impairments, and multiple disabilities. We will address research-based practices in assessment, instructional strategies, collaboration, and designing educational environments that facilitate active participation, self-advocacy, and independence. Has topics on Inclusive postsecondary education; The power of peers in inclusion

Inclusive

Yes Yes

Classroom Management & Behavioral Interventions

SPED 471 1 UG

Students will be able to describe and define the components of school-wide positive behavior support and its relationship with risk and protective factors and multicultural issues and be able to discuss the importance of using behavior and classroom management techniques that are relevant to students in terms of race, language, economics and culture.

Inclusive

Yes Yes

Sociology of Sport SPMT 319 2 UG

The purpose of this course is to examine the social institution of sport, and its consequences for American society. Throughout the course we will discuss and examine topics such as the social organization of sport from play to professional sport, deviance and violence in sport, sport and other societal institutions, the influence of sport on different social groups, and the socialization implications from participation, and spectatorship, in sport.Topics include: Social class and sport; Race and Ethnicity in sport and physical activity; Gender issues in sport and physical activity; International sport; Power and politics; Sport for social change and development

Inclusive

Yes Yes Yes

INTRO TO WORLD THEATRE THAR 201 3 UG

Non-Western theatre, its origins and continuing influence on society and Western theatre; emphasis on the theatres of India, China, Japan, Africa, the Caribbean and Latin America.Learning outcomes:• Live and work effectively in a diverse and global society.• Articulate the value of a diverse and global perspective.• Recognize diverse opinions and practices (including but not limited to economic, political, cultural, gender, and religious opinions) and consider different points of view.

Inclusive

Yes

Collaborative Performing THAR 322 1 UG

This course is an investigation of the structures of collaboration necessary to the art of theatre.Has topics on: Race, Gender, and Sexuality in Post-Apocalyptic TV and Film; Feminism, Multiculturalism, and the Media: Global Diversities; Political Violence in Contemporary Drama: Classical Models, ContemporaryVariations; etc.

Inclusive

Evolving Cities URPN 201 4 UG

This course introduces students to the history of contemporary urban and regional planning, and how the evolving forms of cities and regions pose opportunities and/or challenges for planners. ...With understanding of key social, economic, political, and technological forces that shape the form and function of the city, students of this course will learn to read spatial patterns and socioeconomic functions of cities and regions.Learning objectives include: Demonstrate foundational knowledge of the key socioeconomic, political, and technological forces that influence the sustainable urban future

Inclusive

Yes Yes

Introduction to GIS in Urban and Regional Planning

URPN 325 3 UG

Provides an understanding of GIS fundamentals; basic concepts, principles and functions; essential skills for applying GIS in various fields such as urban planning, landscape architecture, land development, environmental studies, transportation and hazard management; based on learning through class projects.

Inclusive

Yes Yes

Land Property & Development I URPN 330 1 UG

The course is on land and real estate development process. It is presented as the interface between the physical and financial dimensions in design and development to achieve building and project economies; creating a physical product and a financial venture that are responsive to social and environmental concerns and to market forces. Students will study the specific processes and associated routines that encompass the sequencing and resolution of market segmentation and consumer profiles; site data and suitability analysis; facilities program components and synthesis frameworks; development technical team requirements and leadership needs. Whenever appropriate, concepts will be related to real life applications.Heavily emphasizes sustainability.

Inclusive Yes Yes Yes

Genetics in the News VTPB 212 1 UG

The science of genetics and the broader field of genomics is becoming central to understanding and adapting advances in the life sciences with direct impact on many issues facing society from medical and veterinary advances to food production, biological impact of climate change, ecological conservation and synthetic life forms. As a consequence, discoveries and technological advances in genetics are often in the news. Students in this course will read recent news articles using genetic and genomic technologies and learn about and critically evaluate the underlying science that lead to the news headline.

Inclusive Yes Yes Yes

Ichthyology WFSC 311 1 UG

The goal of this course is to explore the diversity and biology of fishes from an evolutionary perspective. Topics covered include: the history of Ichthyology, Taxonomy, principals of Phylogenetic Systematics, phylogenetic relationships of fishes, morphology, physiology, reproduction, behavior, distribution, evolution, and conservation of fishes. ... After successful completion of this course students will have gained a greater appreciation of our current understanding of the phylogenetic relationships of fishes, their taxonomic diversity, anatomy, and life history, and be aware of general trends in the evolution of fishes and current threats to fishes.

Inclusive Yes

Mammalogy WFSC 401 1 UG

The goal of this course is to explore the diversity and biology of mammals from an evolutionary perspective. Topics covered include a discussion of mammal origins, evolution, phylogeny, paleontology, physiology, behavior, and ecology. LEARNING OUTCOMES:To learn the evolution and biology of mammals such that students can better understand population drivers and evaluate the effect of natural and human changes on animal populations.

Inclusive Yes Yes

ORNITHOLOGY WFSC 402 1 UG Course on birds. Has topics on: Population ecology and structure; Disease, broad-scale impacts; Management and conservation

Inclusive Yes

Urban Wildlife and Fisheries Management WFSC 405 2 UGThis course consists of an in-depth examination of the ecological, cultural, political, and economic consequences of the presence of wildlife in urban communities.

Inclusive Yes Yes

Principles of Fisheries Management WFSC 410 1 UG

The science of managing fishery resources to promote sustainable use exists at the interface among fish biology, fish habitat needs, and human resource uses. This course builds on basic knowledge from ichthyology, biology of fishes, and limnology as they relate to applied aspects of freshwater fisheries science. Management techniques applicable to streams, ponds, reservoirs, estuaries and the oceans are covered, with emphasis on freshwater ecosystems.

Inclusive Yes

Molecular Ecology in Wildlife and Fisheries WFSC 433 1 UG

This course is intended to provide students with the fundamentals of genetics and the application of genetics concepts and techniques relevant to the conservation and management of wildlife and fisheries. The course will be enriched with the presentation and discussion of scientific papers on wildlife and fisheries genetics, covering a variety of topics of genetics research in conservation, management, and aquaculture. Genetics is a crucial aspect that needs to be considered when conserving and managing populations and species.

Inclusive Yes

Women and Anger WGST 481 1 UG

In this seminar we will begin to unpack the social construction of women’s anger.Course Objectives:• Critically examine the social construction of anger, including its inherent intersectionality.• Articulate the causes and consequences of the gendered construction of anger.• Analyze both independently and collectively texts from various media.• Listen.

Inclusive Yes

Course Title Department(s) Course Sections Level Course Description Type Goal 1. End Goal 2. End Goal 3. Ens Goal 4. Ens Goal 5. Ach Goal 6. Ens Goal 7. Ens Goal 8. Pro Goal 9. Bui Goal 10. Re Goal 11. Ma Goal 12. En Goal 13. Ta Goal 14. Co Goal 15. Pr Goal 16. Pr Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

INDIANS OF TEXAS ANTH 619 1 G

Anthropological and human-ecology research data illustrate diverse lifeways of Native Peoples of Texas and vicinity; study of ethnically diverse native/immigrant Texas Indian lifeways/cultures from late pre-European to contemporary times; exploration of traditional cultures, especially land-use patterns, historical underpinnings and cultural/heritage effects of Euro-American territorial conquests; assessment of tribal relationships with colonial powers, including U.S., and Texas governments, as evidenced in ethnographic, ethnohistoric, archaeological, and historical records.

Focused

Statistical Methods in Climate Research ATMO 632 1 G

This course will cover selected basic and advanced topics relevant to climate research. We will begin by reviewing and exploring basic concepts in probability and statistics, with frequent exercises. We will examine frequentist and Bayesian interpretations of probability and statistics. We will then examine several advanced topics that represent common applications of statistics to climate research. Depending on the specific interests of the class, these may include: extreme value analysis, analysis of climate records, space-time analysis and transformations, fingerprinting and attribution, predictability, use of ensembles, and downscaling.

Focused

Culture and Health Communication COMM 670 1 G

The rise of globalization and multicultural society calls for more in-depth understanding of the role of culture in health communication. This seminar will provide an extensive discussion of both cultural sensitive approach and cultural-centered approach to health communication. The former generally examines how differences in the cultures of different nations, regions, or demographic groups affect people’s health beliefs and behaviors and how it can be incorporated in creating more effective health messages. The latter focuses how the discourses of health and illnesses are socially and culturally constructed and how such discourses reflect and reinforce the power inequality in terms of race, gender and sexual orientation.

Focused

SUSTAINALBE ENERGY ECEN 711 1 G

The students will have a clear and precise understanding of energy in all of its forms and the physical laws that apply to it. Further, they will understand the forms of sustainable and unsustainable energy resources and the limits of engineering systems of each. At the end the students will be able to make critical judgments about what forms of energy production and consumption is sustainable what the costs and complexities of each are.

Focused

Instructional Leadership Development Training

EDAD 606 1 G

This course provides a capstone experience for the role of developing school leaders in advocating, supporting, and facilitating culturally responsive leadership, pedagogy, and relationship building in PreK-12 settings. This course follows the guidelines set by the department and the Texas Education Agency under the direction of Region 13.Course objective is to Master knowledge, dispositions, and performances associated with culturally responsive leadership perspectives as a result of racial/ethnic, sociopolitical, socio-cultural, and linguistic factors that influence perceptions of leadership knowledge and skills in the areas of difference, disability, quality of life, and services provided to key stakeholders.

Focused

Foundations of Educational Administration EDAD 639 1 G

This course includes examination and discussion of educational administration and leadership from multiple perspectives within the literature. Students will focus on the relationship between educational leadership and student learning in the past and present, considering the historical, philosophical, socio-political, and developmental foundations of K-12 education in the US. ... We will examine current and past educational practice related to diverse groups within the US and across time and place. Students will gain knowledge of the context of education both past and present, for various racial, cultural and linguistic groups, in order to build culturally responsive pedagogy and effective leadership practices for 21 st century schools.

Focused

Cognition, Culture & Literacies EDCI 606 1 G

This graduate seminar will explore the complex interrelationships between cognition, culture, and various types of literacies. In the first half of the semester, we will study major cognitive and learning theories, examine the role of literacies within these theoretical frameworks, and critically evaluate how the relationship between cognition and literacies may vary across cultures. In the second half of the semester, we will investigate how the complex interrelationships among cognition, culture and literacy inform instruction and policy.

Focused

TEACHING IN URBAN ENVIRONMENTS EDCI 643 1 G

This course is designed to support masters’ level students in developing a knowledge base in urban teaching. This course will enable students to share and discuss theoretical and conceptual frameworks that permeate city classrooms. Students will examine historical perspectives, pedagogical knowledge, and insights concerning the educational experiences of teachers and learners in urban settings. ...Course objectives include:- Become familiar with the status of changing demographics and their educational implications for teaching in urban classrooms.- Conceptualize an equity approach to urban teacher preparation.- Examine the role of pre-service teacher preparation for urban transformation.- Examine culturally relevant pedagogy and advocacy for teachers in urban settings.- Explore the role of deficit thinking and teachers in urban settings.- Locate research-based, effective strategies for urban teachers related to cultural diversity and its educational implications in urban settings.

Focused

Society & Education in World Perspective EDCI 645 1 G

This course is designed to examine socio-cultural, economic, and political forces that impact educational systems, particularly systems of teacher education, around the world. The content will be presented from socio-cultural, historical, philosophical, political, and economic perspective. The class will assess how different countries address issues related to differences in terms of race, class, culture, ethnicity, gender, power and how these factors influence the structure of educational systems, particularly structures of teacher education. In addition, the class will examine and analyze issues, problems, and solutions as they relate to providing all children with high quality education around the world. Important global issues relating to teacher education, global education and consciousness of others’ perspectives will also be examined.

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URBAN SCHOOLS & COMMUNITIES EDCI 648 2 G

This course provides students with a comprehensive understanding of the social forces that affect urban schools and communities. Students in the course will examine the sociological, historical, philosophical, anthropological, and political dimensions of urban schools and community change.

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STRATEGIES FOR TEACHING IN A CULTURALLY PLURALISTIC SOCIETY

EDCI 677 1 G

This course is designed to provide students historical information and pedagogical insights concerning teaching in culturally, linguistically, ethnically, and economically diverse (CLEED) classrooms and working in CLEED environments. In addition, the course will address cognitive, affective, and sociocultural aspects of learning and teaching CLEED learners and issues relative to working with a CLEED workforce.

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This information is required to count a course as a sustainability course offering in the Academic Courses credit. Optional. These columns may be used to track each course's connections to the SDGs.

Fire Ecology & Natural Resource Management

ESSM 626 1 G

The goal of this course is to introduce you to the major aspects of wildland fire science including theoretical, empirical and practical components of fire research and management in a variety of ecosystems. Through formal lectures, multi-media presentations, assigned readings and group discussions we will cover a broad spectrum of the classic and current scientific fire literature. We will also attempt to provide you with a prescribed burning experience, if weather permits. Following successful completion of this course, you should be able to discuss the ecological effects of fire in different ecosystems, identify the factors that influence wildland fire behavior, justify the use of prescribed burning, conduct a search for pertinent fire literature, and critically review and analyze research and management endeavors utilizing fire.

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Outreach: From Theory to Practice ESSM 689 1 G

Successful conservation outcomes, environmental health, and human capital development are just a few of the benefits of effective communication between scientists and the general public. Many major funding agencies evaluate research proposals' broader impacts as an integral part of proposal review. This ABS III graduate course, Outreach: From Theory to Practice (ESSM 689), is designed to teach graduate students about informal STEM education (ISE), and how to incorporate ISE methods into outreach efforts to the general population. Students will learn about the role ISE plays in a democratic society and how ISE can impact a wide range of public policies from air quality monitoring to controlling the spread of zebra mussels.

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Physical Geography GEOG 604 1 G

The goal of this course is to provide each student with extended knowledge of processes found across polar terrestrial ecosystems. In the first part of the course, we will study the importance of the cryosphere in regulating Earth’s climate. We will spend a number of weeks discussing papers that present the role of permafrost thaw, sea-ice loss, and glacier retreat on greenhouse gas emissions, ocean circulation, sea level, and energy balance via albedo. Particular focus will be on potential impacts of changes in climate on ecosystem processes and on feedback mechanisms from arctic ecosystems to the climate system. We will then study how the Arctic is changing in the Anthropocene.

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HYDROLOGY AND ENVIRONMENT GEOG 634 1 G

This course will focus on water in the atmosphere, water on the earth’s surface and water in the root zone of the soil. We will investigate all of the hydrologic processes affecting surface and groundwater resources, including precipitation, evapotranspiration, infiltration & storage, and runoff. This includes investigation of the impact of climate, soils, vegetation, land-use practices and human activities on hydrologic processes.Course objective is: To provide you with an understanding of all components of the hydrologic cycle and how these components vary spatially and temporally due to the influence of human activities and the environment.

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Earth Systems Through Deep Time GEOL 658 1 G

History and cause of global change in the Earth System, Archean to Holocene; impact of biotic change on the Earth System; influence of tectonics on paleochemistry and climate change; influence of climate on tectonics; methods and models for evaluating global change.

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Health of Refugees and Displaced Populations

HPCH 625 2 G

This course is designed to provide students with a broad understanding of the health challenges of refugees and displaced populations. This includes: 1) an understanding of the events that create the need for migration, health in refugee camps, 2) health of those settled in the community, and 3) the policies surrounding refugees and displaced persons, which can have an impact on health. The overarching aim of this course is for students to understand the different and unique challenges faced by refugees and displaced persons in a time of large-scale forced migration.

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Community Health Development HPCH 635 1 G

Course Description The purpose of this course is to provide public health and other graduate students with knowledge of and experience in working with a community around improving the health of that community and its population. Material covered includes the theory and practice of community development for health, a comparative study of community development models in diverse communities, and analysis of how to create systematic and sustainable community change related to health and healthy communities, with attention to rural, minority, and underserved communities.

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Environmental Issues of Energy Systems ICPE 601 2 G

This module is aimed at providing a short introduction to energy-related engineering principles and energy conservation and efficiency. Then, it seeks to familiarize students with the basic processes and chemicals/materials used in extraction of primary energy sources and their conversion into energy delivery forms; and discuss their impact on the environment as well as approaches for minimizing contaminants released by extraction and conversion of energy sources. These objectives will be applied to most commonly used energy sources in the World based on their current total use as follows: oil and natural gas, coal, nuclear energy, biomass and biofuel, hydropower, wind energy, solar energy, and geothermal energy.Discusses environmental impacts & impacts of oil and natural gas, coal, nuclear energy, biomass and biofuel, hydropower, wind energy, solar energy, and geothermal energy

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Introduction to U.S. Energy Law & Policy ICPE 609 2 G

This course provides an introduction to energy law and regulation in the United States. It focuses on the basic principles of public utility regulation, the division of jurisdiction between federal and state governments, and the key regulatory statutes and case law governing energy resources such as water, coal, oil, natural gas, nuclear and renewable energy. We will analyze the environmental, regulatory, land use, and economic concerns as they relate to each energy source. Finally, this course will provide an introduction to electricity and electric power competition in the United States

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Alternative Energy Conversion MEEN 669 1 G

Design and analysis of alternative energy conversion processes and systems that are based on converting energy directly (e.g., fuel cells, photovoltaics), utilizing non-combustible heat sources (e.g. geothermal, ocean gradients, solar, and nuclear fission and fusion) and obtaining energy from the environment (e.g. wind, hydroelectric, ocean tides and waves).

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Nature-Based Elements of Engineered Coastal Systems

OCEN 689 1 G

Engineering design applications and outcomes for individual elements typically used in managed marsh environments; elements include built hydraulic and sediment structures, as well as living marine and estuarial features including plants, oyster reefs, and grassy flats; outcomes include design effects of individual elements on hydraulic, bio-chemical, biologic, and sediment processes; the focus of the course is on the selection of individual elements to meet specific design objectives on relatively small spatial- and temporal-scales.Has modules on: flood protection; Selection and placement of replenishment material, Environmental considerations; Manmade (concrete mats, nearshore berms, rock placement) and natural elements (oyster reefs) for shoreline protection; Enhancement and protection of beaches and dunes, Implementation of living windbreaks and breakwaters The primary goal for the course is for students to develop the technical knowledge necessary to specify individual elements of nature-based systems that will enhance a specified infrastructure, and to be able to quantify in engineering terms the short-term effects of these elements. The intent is that by the end ofthe course, students will be able to:• compute the engineering properties of existing natural features at a specified location;• specify appropriate natural-process-based elements that will attain specific short-term engineering outcomes;• identify nature-based elements (plants and animals) likely to be self-sustaining within a specified environmental infrastructure;• apply existing biologic data in a design-engineering context;• quantify the competing short-term design trade-offs of nature-based f t l ti t th i di id l l t l l

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Special Topics in Paleoclimate OCNG 689 1 GThis class will explore the character and causes of past climates and climate change. Each week we will focus on a new time interval and/or methodology in reconstructing climate or aspects of the climate system.

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Introduction to Environmental Health Disparities

PHEO 613 1 G

In this course students will learn about the disproportionate burdens of environmental contamination, whether urban or rural, and about the environmental health inequalities affecting communities of color. The course will review the history and politics of environmental justice movements in the U.S, and other parts of the world with a focus on the methods and materials used in the study of environmental racism, environmental risk, and sustainable development. Further, the course presents empirical evidence on distributions of environmental quality and health, enforcement of regulations, access to resources to respond to urban, rural, and industrial problems, and the broader political economy of decision-making around environmental and health issues.

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Ethics and Value Theory: Ethics of Environment and Conservation

PHIL 662 1 G

This course will introduce students to some of the key concepts, ideas and arguments in environmental ethics, including ideas of intrinsic value, different value positions and different approaches to ethical theory. It will focus in particular on ethical issues related to conservation at a time of global environmental change.

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Managing Workplace Diversity in Public and Nonprofit Organizations

PSAA 616 1 G

Examination of how public policy issues are contested and shaped by the major cleavages in American society, such as race and ethnicity, economic and social class, and gender; strategies for building consensus across these divisions.

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Multicultural Children’s Literature and Literacy

RDNG 613 2 G

Analysis and evaluation of diverse children’s literature; development, implementation and evaluation of research in multicultural literature and literacy; analysis of issues influencing multicultural literature and literacy.Course objectives include:1. To become aware of the value of literature for all children, especially in increasing literacy. ...4. To examine the images of various groups in literature and to become aware of sexism in content and language and to examine children’s literature for the treatment of racial, ethnic, and religious groups.5. To plan and evaluate language arts activities that will deepen and extend the meaning of literature for children and contribute to students’ growth and development, especially as these activities promote attitudes of diversity and equity.

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Heritage Tourism RPTS 646 1 G

The course focuses on the cross-disciplinary study of culture and heritage in tourism, at the local, national and international levels of destination and society. The formal course description in the university catalogue is: “Comprises a transdisciplinary examination of contemporary research and practice in heritage tourism and public culture; encourages to deploy a variety of disciplinary outlooks to explore the representation of peoples, places and pasts in a range of settings from the indigenous/sacred to the post-industrial/post-colonial.”Has topics on heritage conservation.

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YOUTH DEVELOPMENT AND SERVICES RPTS 670 1 G

This course will provide an overview of youth development theories and processes forming the structure of youth services in the United States. The course will examine various theories that have evolved regarding youth development specifically. Emphasis is on how to apply these theories to "real world" issues facing young people. Students will examine social change and its impact on youth development, and they will explore the myriad of governmental, for-profit and not-for-profit programs, resources, and organizations addressing youth development. Course objectives include: Describe the role of gender, socio-economic status, race, and ethnicity in structuring adolescents’ experiences and opportunities.topics include:Diversity: Youth Socioeconomics; Diversity: Youth Race/Ethnicity/Immigration; Diversity: Sexuality, GenderIssues & LGBTQIA+ Youth;Diversity: Youth with Disabilities

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THEORIES OF RACE & ETHNICITY SOCIOLOGY

SOCI 660 1 G

This course is the sociological study of race and ethnicity with an especial focus on contemporary theoretical frameworks. We will review some of the major foundational sociological approaches that seek to explain the emergence and persistence of racial and ethnic differentiation in contemporary society. We will begin the semester with an examination anddiscussion of classic statements on race and ethnicity in sociological thought. Then, we will move on to recentcontributions in the field. Discusses intersectionalism, systemic racism and racialized social systems, migrant labor, etc.

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Seminar in Race: US-Mexico Border SOCI 667 1 G

The US-Mexico Border is nearly 2,000 miles long. Nowhere in the world is there an international boundary that is crossed more times per day or that separates two countries with such large differences in wealth and resources. In this class, we will learn about the key areas of sociological research dealing with the US-Mexico Border. The research to be examined includes historical, social-psychological, political, social, and economic perspectives related to issues of equality, violence, and human rights. In addition to focusing on the intersections of nationalism, race, immigration status, the course will cover information on how researchers are using large data sets to examine the size and characteristics of the undocumented Mexican population residing in the United States.

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Gender in Asia SOCI 685 1 G

In this course, we will examine these gender issues from a comparative perspective that goes beyond dichotomies of East and West. We will discuss women’s relationship to the state, politics, economy, and local and global processes of cultural production. Our goal is not only to gain insights into women and gender relations in Asia but also to extend our understanding of the dynamics of gender in the contemporary world.

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Bilingual Special Education SPED 620 1 G

This course will address the following: (a) background and rationale for bilingual special education, (b) English language learners (ELL) with exceptional needs, (c) bilingual and special education legislation, (d) language development, (e) language acquisition, (f) assessment issues related to ELL, (g) development of Individualized Educational Programs (IEPs), (h) instructional strategies, (i) inclusion, (j) family involvement, and (k) policy development.

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Reading/Early Literacy for Students with Diverse Instructional Needs

SPED 630 1 GResearch-based strategies to teach beginning reading and writing to pre-K through 4th grade students with disabilities and other diverse instructional needs; emphasis on current issues, assessment, prevention, and intervention.

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Transition Education and Services for Individuals with Disabilities

SPED 632 1 G

Current issues and practices related to the transition of students from school to adulthood; foundations of life-long transitions; assessment of post-school goals and identification of effective transition services to promote employment, postsecondary education, and community living; partnerships with parents and service providers.

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Queer Theory WGST 645 1 G

This course examines the origins of theories of gender and sexual diversity and their intersections with feminist theories; considers foundational and contemporary texts that address queer theory. The course requires much reading of sometimes frustratingly difficult texts, but our class discussions and individual writing assignments will explore complex concepts that inform both queer and normalized lives, culture, and politics in ways that will illuminate their meanings.Learning Outcomes: • understand queer theory and its emergence from Psychoanalysis, Post-WW II European Critical Theory, and Western LGBTQ+ activism• be able to negotiate the relationship between queer theory and LGBTQ+ political and social activism• be able to appreciate the relationship between queer theory and other LGBTQ+ discourses in the arts, literature and popular culture• understand the intersections between queer theory and other contemporary theories of subjectivity

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ENVIRONMENT AND HYDROLOGY WMHS 601 1 G

Examination of hydrologic processes affecting surface and groundwater resources; impact of climate, soils, vegetation, land-use practices, and human effects on hydrologic processes; natural-scientific perspectives emphasized.

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Animal Behavior & Welfare Laboratory Research

ANSC 691 1 G

To familiarize students with research techniques and engage students in the science of animal welfare through hands on learning. The main learning outcomes for this course are to 1) understand how to interpret an ethogram, 2) acquire the skills to decode animal behavior and 3) be informed of current animal welfare issues.

Inclusive

Anthropology Proseminar ANTH 670 1 G

The purpose of this class is to introduce new incoming graduate students to the breadth of research being conducted by members of the anthropology faculty. ...the anthropology department has identified four themes that bridge across the four anthropological sub fields. This course will introduce the four bridging themes (Migration, Dispersals, and Diasporas; Material Culture and Technology; Food, Nutrition, and Culture; and Evolution and Ecology.

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DESIGN FUNDAMENTALS ARCH 601 1 G

The course is an introduction to the development of verbal (design vocabulary), graphic, research and critical thinking skills through the design of small-scale projects. It is also an investigation of typologies and precedents as the basis for architectural design. ILEARNING OBJECTIVES Communicate design concepts and solutions with a maximum of simplicity and clarity. Hone skills in methodology, research, drawing, model making and presentation. Use in-depth research and personal experience to better inform design decisions. Become familiar with building materials, construction techniques and structural forces. Be versed in a variety of passive heating and cooling techniques and energy savings strategies.

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ARCHITECTURAL PROGRAMMING ARCH 660 1 G

Study of successful programming approaches to meet user needs in design projects; history and definition of programming, programming techniques, documentation and case studies; applications to buildings, landscape projects and urban design.Course objective includes: Identify clients’ needs and provide space list spreadsheets, programming narratives, adjacency diagrams and sustainability programs

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Seminar in Urban Design for Architect ARCH 664 1 G

Seminar in Urban Design for Architect; investigation of the creative role of architectural ideas in the design process and their manifestation of successful urban design; the identification and evaluation of urban design examples that are at the leading edge of architectural practice and anticipate the future; consideration of neighboring, local, region level, as well as the social and economic factors that influence urban form and fabric; discussion of the works and writings and the case study of livable urban design. Sustainability focuses in objectives.

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Bilingual Education Curriculum Development

BIED 614 3 G

BIED 614 is a graduate-level course that analyzes past and current trends in curriculum development and guided field experiences for English language learners and bilingual students. In this course, participants will be able to discuss, describe, and analyze important characteristics of the following issues: The historical development of major curriculum theories and their influence in how second language learners are educated. The major elements of curriculum design and the importance of curriculum alignment with state and federal policies that address the needs of second language learners. Curriculum theory as an interdisciplinary study of the educational experiences of second language learners. The importance of ethnographic methods in discovering the “hidden” curriculum in public school settings that educate second language learners. How curriculum in general transmits culture and power, and how it reflects a specific philosophy of what it means to be “educated”. The connection between curriculum and assessment and their roles in educating second language learners.

Inclusive

Research in Second Language Education BIED 632 3 G

BIED 632 is a graduate-level course that focuses on reviewing, analyzing research in second language education as it relates to second language learners, teachers, and administrators. Learning outcomes include: ...• To review current research in culturally and linguistically diverse settings that is critical to leading bilingual campuses ... • To develop skills and an understanding of the research process in culturally and linguistically diverse settings. • ...• To become knowledgeable of varied philosophical assumptions of action research and to be able to conduct a qualitative research study that addresses issues faced within the context of bilingual education settings.

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Leading High-Needs ELL Campuses BIED 689 1 G

BIED 689 is a graduate-level special topics course that this semester focuses on reviewing and analyzing programs related to instructional leadership development for teachers and campus leadership that serve English learners on high-needs campuses. Some of its outcomes include: To analyze research studies in English language learning and teaching that are critical for administrators leading high-needs campuses To develop an understanding of culturally responsive leadership for implementation in programs for English learners in high-needs campuses To develop an understanding of critical program components (law, policy, curriculum, instruction, research, leadership) affecting English learners To review current research in culturally and linguistically diverse campus program settings that is critical to leadership in high-needs campuses that serve English learners

Inclusive

Survey in Media Studies COMM 662 1 G

This course will provide graduate students with a broad overview of the field of media studies – the key literature, concepts, questions, topics, and debates – beginning with early foundational texts on mass media and ending with inquiries into the recent explosion of social media. ... In the process we will consider interventions by intersectional and marginalized voices that have reconfigured and reinvigorated the field. We will also look at both traditional notions of audiences, industries, and texts as well as newer concepts, including the network society, Web 2.0, user-generated content, mobile communication, and social media. Has several topics on diversity.

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COUNSELING PRACTICUM IN THE SCHOOLS

CPSY 602 1 G

The school counseling practicum experience is conducted in the schools. It is intended to provide students with the opportunity to develop basic counseling skills, as well as to integrate theoretical understanding into practical counseling application. Supervision and feedback will occur through the on-site supervisor (i.e., certified school counselor), the faculty supervisor, peer review, and by counseling psychology doctoral student supervision.Course objectives include:2. Demonstrate skills in practicing empathetic active listening with accurate reflection ofclient feelings...4. Identify cultural issues that may impact both understanding & intervention in thecounseling relationship...6. Identify developmental tasks and issues of client population7. Identify components of positive mental health and appropriate approaches to use infacilitating the development of these traits...9. Identify and practice the ethical principles of a professional counselor

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Psychopathology CPSY 626 1 G

This course is designed to instruct graduate students admitted to the APA-accreditedcounseling psychology doctoral program in the basic diagnostic systems, research andexplanations of psychopathology. Causes, course, outcomes and treatment of abnormaland maladaptive behavior will be discussed. Topics on: Disparities and cultural, ethnic and class issues in mental health diagnoses and services. Mental health policy. Clinical interviewing and working with diagnoses.

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COUNSELING PRACTICUM I CPSY 639 1 G

Practicum I focuses on counseling techniques and integration of research and theory in counselor interventions. In addition, students will demonstrate the ability to conceptualize client behaviors within a theoretical framework at the level of a beginning doctoral-level counselor. Competencies assessed include: II. Ethics and Legal Standards III. Individual and Cultural Diversity Course objectives include: 12. Exhibit the ability to integrate sociocultural aspects [cultural, organizational, and societal systems] of behavior into case conceptualization and treatment interventions.13. Display the ability to recognize individual differences within a cultural context.

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COUNSELING PRACTICUM II CPSY 664 1 G

Practicum II focuses on the refinement of scientist-practitioner skills used in the delivery of interventions in mental health settings. You are expected to cultivate your knowledge of psychological theory and techniques gained from the literature and demonstrate minimum level of counseling competence, commensurate with your expected development in the doctoral program. Competencies assessed include: Section C-8 profession-wide competencies: II. Ethics and Legal Standards III. Individual and Cultural DiversityCourse objectives include: 2. Integrate theoretical orientation and cultural theory into case conceptualizations in individual supervision, case presentations, and treatment interventions. ...5. Formulate a thorough treatment plan, which integrates theoretical orientation and cultural theory, after the third session of meeting with a new client.Has topics on Issues of Cultural and IndividualDiversity

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PRACTICUM IN COUNSELING SUPERVISION CPSY 666 1 G

This course provides supervised experience in directing counseling and guidance activities of students involved in practicum and field experiences. Topics include: Multicultural Awareness; Power Dynamics; Cultural & Feminist Approach

Inclusive

Theories of Counseling and Psychotherapy CPSY 672 1 G

This course is designed to help students to understand theory in counseling and psychotherapy. To this end, the course will: (a) provide an in-depth examination of major therapeutic orientations; (b) incorporate cultural applications of theories and (c) incorporate a positive psychological lens rather than focus on dysfunction.Objectives include: Begin to understand cultural diversity issues in counseling and psychotherapy

Inclusive

Field Practicum in Integrated Assessment CPSY 683 1 G

Supervised experience in professional public and mental health settings in counseling psychology; wide range of practical experiences that are closely supervised by departmental faculty. Learning outcomes include:• Demonstrate the ability to consider assessment data, including developmental, social, cultural, and medical history, and effectively communicate results orally and in written report format that is informative and well-integrated;• Demonstrate an understanding of psychosocial, biological, and cultural considerations in the assessment process and case conceptualization; • Gain additional assessment skills to meet the needs of clients taking into considerationdevelopmental, cultural, and individual differences;

Inclusive

WATER RESOURCES ENGINEERING PLANNING AND MANAGEMENT

CVEN 664 2 G

Managing water resources; the planning process, systems analysis methods; institutional framework for water resources engineering; comprehensive integration of engineering, economic, environmental, legal, and political considerations in water resources development and management. Prerequisite: Graduate classification in engineering or approval of instructor.

Inclusive

EDUCATOR AS RESEARCHER EDCI 636 1 G

This course will help students develop action research skills to enable them to critically analyze insights into the historical, philosophical and social foundations of reflective teaching and leadership in educational environments. The course will include an analysis of theories, methodologies, implications, and actions related to educational action research. COURSE OBJECTIVES - Examine the relevance of action research in educational process as related to teaching and learning in culturally, linguistically, and economically diverse classrooms, schools, communities, and societies.Topics on: Negotiating Culturally Responsive Pedagogy ThroughMulticultural Children's Literature; AR to Develop Culturally Conscious Curriculum; Fostering Inclusivity Through Teaching and LearningAction Research; Social Justice and Teacher Education: A Hammer, a Bell,and a Song; Race, Culture, and Researcher Positionality; etc

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Learning Theories for Teachers of Young Children

EDCI 656 1 G

This course will examine theory and research that has direct implications for educational practices for young learners (birth through age 8). In the course, students will analyze educational applications developed from theory and research on processes of learning including behavioral, cognitive, constructivist and social cognitive perspectives.Course objectives include: Distinguish between definitions of the processes of learning as defined by behaviorist, cognitive and social constructivist and socio-cognitive perspectives.

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PHILOSOPHICAL THEORIES OF EDUCATION EDCI 662 1 G

This survey course will examine selected historical and contemporary theories of education that have impacted schooling as it is practiced today. Topics include: critical theory, feminist theories, queer theory, constructivism, pragmatism, poststructuralism, and postmodernism

Inclusive

Integrating Technology in Learning Environments

EDTC 613 1 G

Develops a broad understanding of what is involved in designing technology rich environments to support active learning; examines the integration of human learning theories with instructional design and development practices in the selection, preparation, evaluation, and ethics of instructional technology implementation.Has topics on Addressing Diversity: Intended & Unintended Consequencesof Educational Technology on SocialInequality; Use of iPads as Assistive Technology for Students withDisabilities; Diverse Learners

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Career Development in Human Resource Development

EHRD 613 1 G

The purpose of this course is to examine classical and contemporary theories and practices of career development in HRD with a particular focus on career issues faced by adults. The class will explore traditional career development, critiques of traditional theories, contemporary career development, alternative theories that are respective of diversity and inclusion, the role of technology in career development, career assessments and plans, and HRD issues related to career development. In addition, the course will introduce and connect coaching to career development theory and practice.Has segment on Diversity and CD.

Inclusive

Conflict Management and Dialogue EHRD 619 1 G

In this course the many ways that individuals think about and practice conflict management and effective dialogue will be explored. Students will have the opportunity to learn more about their own negotiating preferences and its impact on self, the workplace, and their careers. ... The emphasis in this course isthe appreciation of conflict management from a social justice perspective.

Inclusive

Technology Company Management, Leadership, and Corporate Culture

ENGR 621 1 G

This course will explore the strategic challenges associated with enterprise management and leadership, establishing and maintaining a sustainable brand, developing an effective corporate culture, and dealing with global competition.Has topics on Corporate Culture, Environmental Consciousness, etc.

Inclusive

Educational Psychology EPSY 602 3 G

In EPSY 602 Educational Psychology, we will examine theory and research that has direct implications for educational practice and some of the educational applications that have developed from this theory and research. Topics that will be covered over the course of the semester can be separated into five main areas:- Introduction, overview of the terms and methods used in Educational Psychology- Development, which will encompass physical, social, and cognitive realms;- Learning, which will include theories and perspectives on knowledge acquisition;- Motivation, which will involve individual, collective, and social aspects;- Culture & Diversity, which will depict the role of context and individual differences in an educational setting.Has module on Introduction to Culture & Diversity.

Inclusive

Hispanic Literature and Culture HISP 625 1 G

Study of the origins and evolution of U.S. Hispanic literature, culture and folklore, and U.S. Hispanic regional dialects.Topics include: Intersectionality, Identity Politics, and Violenceagainst Women of Color; A critical race theory discussion of communitycultural wealth; Feminism and the Subversion of Identity; etc.

Inclusive

Research in Race, Ethnicity, and Migration HIST 625 1 G

This course focuses on understandings of place, space, identity, history, and the workings of power in the context of colonialism, imperialism, and racial politics. Students will engage with questions of race and ethnicity (primarily in 18th c.-early 20th c. North America) and consider varied research methods, interpretive approaches, and conceptual theories for engaging these questions.

Inclusive

Readings in U.S. History to 1877 HIST 631 1 G

This readings seminar is designed to make students conversant with major methodological, theoretical, and interpretive issues in the historiography of the United States to 1877. ... Key avenues for exploration will include Native American societies pre-contact, the Atlantic world paradigm, empire and expansionism, revolutions and nationalism, slavery and race-based systems of inequality, economic transformation, gender, military history, as well as the origins and impacts of the Civil War. In addition, the class will place heavy emphasis on the transnational or global context within which all of these events unfolded.

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TEACHING SCHOOL IN MODERN SOCIETY HLTH 622 1 G

In this course, you and your classmates will develop an understanding of teaching and learning in multiple settings, including school, community, and coaching venues. Using reflection, defined as a calm, lengthy intent consideration, you will explore the development, structure, management, and finance of modern schools; philosophical, historical, ethical, legal, and moral dimensions of teaching; the role of schooling in a democratic society; contextual issues in schools such as race, class, sex, sexual orientation, ethnicity, language, learning styles, physical abilities, and culture; and teaching as a profession.

Inclusive

Health Program Planning HLTH 630 1 G

A well-designed health program requires well thought out planning before execution and evaluation ofits effectiveness can occur. This course is designed for graduate students with little formal experience in preparation of health programs. This course will provide students with the fundamental of program planning, including educational, theoretical and pedagogical factors for consideration, various techniques of program planning and delivery, understanding of health program models, theories and frameworks.Has Guest Speaker: Kelly Wellman, TAMU Office of Sustainability; Group Presentations

Inclusive

Behavioral Foundations of Health Education

HLTH 639 1 G

This course focuses on the presentation and critical analysis of the role of theory in health promotion, the description of different theories being utilized in health promotion research and interventions, and the application of these theories to intervention and research. Course centered on:2. Targeted Populationa. Discuss the specific population on which you are focusing.b. Provide a demographic description of the population.c. Discuss any relevant social and cultural behaviors of the population.

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PLANTS FOR LANDSCAPE DESIGN HORT 608 1 G

Identification and use of indigenous and introduced plants in landscape designs; plants for special uses in commercial and residential developments; emphasis on ornamental attributes, identification, cultural requirements, limitations and adaptability in urban and suburban environments for important taxa; discussion of current issues, research, and trends in selection, marketing, and utilization of plants for landscape design. Lecture topics will include: ...utilization of trees and shrubs in sustainable built environments.Course objectives include: (9) Demonstrate an awareness of the complexity of aesthetic, societal, ecological, ethical, and economicissues related to sustainable landscape plant utilization in built environment designs

Inclusive

Nanomaterials Engineering and Energy Storage

ICPE 681 1 G

This module will cover the broad area of nanomaterial synthesis and processing with an emphasis on thecreation of materials relevant to energy storage (batteries, capacitors, etc.). Nanomaterials offer unique properties for energy storage applications and are poised to enable a new generation of high capacity batteries, high-power supercapacitors, and flexible power sources. ... This course will introduce students to the basics of nanomaterials in energy storage applications.

Inclusive

Landscape Architectural Site Engineering and Development

LAND 612 1 G

First construction studio course; concepts, theories and techniques of site development; aspects of site engineering and consideration of earth-bound elements in land development; contours, landform, grading design, drainage principles, cut and fill computations, basic hydraulics and hydrology, stormwater management, landscape construction materials

Inclusive

Energy Management in Industry MEEN 662 1 G

Energy systems and components frequently encountered in industrial environments; application of basic principles of thermodynamics, heat transfer, fluid mechanics and electrical machinery to the analysis and design of industrial system components and systems. Improved energy utilization.

Inclusive

Entrepreneurship in Nano and Energy Systems

MEEN 689 1 G

This technical elective will explore the various aspects of entrepreneurship (from discovery to commercialization) with a focus on nanotechnology and the energy sector. Fundamental nanoscale phenomena are introduced and their use in a wide range of industries, including the energy sector, are explored.Topics include: Nanotechnology in the Alternative Energy Sector:Technical Fundamentals of Photovoltaics, Fuel Cells, & Thermoelectrics; Nanotechnology for Energy Storage – Li-ion Battery; Energy Storage continued: Nanostructured Electrodes for Li-Ion Batteries, Supercapacitors

Inclusive

Bio-Inspired Design MEEN 689 1 G

This course covers the current state of the art in bio-inspired engineering design. The course will expand the design space available to engineering students by developing an understanding of how nature solves problems. Conventional design tactics will be compared and contrasted with those employed by Nature. ...The course seeks to broaden students’ concept generation and problem solving skills through the use of bio-inspiration. The ability to view Nature’s solutions to different problems from an engineering perspective has the ability to enhance the novelty of all types of engineering research and development.

Inclusive

Environmental & Occupational Diseases PHEO 630 1 G

Identification, evaluation and quantification of risk factors for environmental and occupational diseases, using classic and current examples of exposures involving chemical, physical and biological agents. Selection of appropriate design and groups. Exposure assessment, including biomarkers and molecular dosimetry, genetics, gender, age, socioeconomic and other factors affecting susceptibility.

Inclusive

Environmental and Occupational Health Communication

PHEO 671 2 G

Topics in environmental and occupational health communication, including risk communication, messages, key audiences, channels, communication plans and assessment of communication interventions; includes case studies of U.S. and global environmental and occupational health communication issues.

Inclusive

Black Aesthetics PHIL 630 1 GBlack Aesthetics is a course to answer questions on Black knowing and Black thinking, or thinking about and articulating Black experiences and Black problems, which entail history, geography, and embodiment.

Inclusive

Transportation in City Planning PLAN 612 1 G

This course provides an overview of the basic concepts of urban transportation as it relates to urban planning. Topics of discussion will include discussions of different modes, including public transportation, bicycle and pedestrian transportation, aviation, and freight; transportation legislation, policy, and funding; current issues in transportation, such as congestion, air quality, energy, social equity, and safety; and basics of transportation planning for real-world use.

Inclusive

TEACHING READING IN THE ELEMENTARY SCHOOL

RDNG 602 2 G

Methods and materials of reading instruction at all levels; past, present and emerging programs; organization and administration of programs and classroom management; teaching reading to special groups; issues in reading. Has many topics and readings on multiculturalism and multilingualism.

Inclusive

Foundations of Reading Instruction RDNG 609 1 G

Psychological, linguistic, and physical factors related to reading performance; implications for content and teaching methods; appraisal of current research and related reading for teachers, supervisors, and reading specialists.Course objectives include: 8. the native and non-native language acquisition processes for communicative and academic purposes; ...11. an awareness of recent research studies pertaining to instruction in emergent literacy, decoding, Englishlanguage learners, and spelling

Inclusive

Literacy and Language RDNG 620 2 G

The main content of the course is to examine the nature of orthography of different languages and its relation to literacy acquisition and failure to acquire the basic literacy skills.Has topics/readings on: multilingualism; cross-culturalism

Inclusive

Doctoral Seminar I SOPH 689 1 G

This course is first of a series of three, designed for new (first year) doctoral students in public health. Content includes exposure to public health equities issues, and preparation for advanced research and evaluation methods. Addresses:- How are sub-areas different from each other, but contribute to the field?- Why are many public health issues considered social justice matter, not merely a health issue?Has topics on: Socioecology of Public Health & Systems Thinking; Inclusion & Equity in Public Health: A Matter of Social Justice

Inclusive

Principles of human health risk assessment of chemicals

VIBS 641 1 G

This course will provide students who already have good knowledge of the basic principles of toxicology and environmental health with the basic concepts and approaches for conducting human health risk assessment of chemicals. Students will learn how to use different types of data and analysis approaches to conduct both qualitative and quantitative assessments of exposure, human health hazard, dose-response, and risk from chemicals in the environment. Students will also be introduced to how risk assessment informs risk management decisions, such as pollution regulations or hazardous waste cleanups.

Inclusive

Gender and Genre WGST 694 1 G

This course will explore and analyze the ways in which a single literary and/or film genre resonates with gendered perspectives and sexual subjectivity. The genre explored may vary semester to semester. This semester we will focus on the horror film as it has been used to allegorize struggles related to male/female subjectivity and hetero/homosexual/queer desire, specifically through the idea of the “abject Other” and “monstrous-feminine,” asking ourselves how horror allows people to address the deepest and most profound fears and fantasies associated with gender and sexuality.Learning Outcomes:• Analyze film and/or literary genres according to the influential theoretical tools provided by feminist theory, queer theory, and other theories of gender and sexuality in the humanities and social sciences.• Use those theories to articulate the ways in which gender and sexuality affects one’s understandings of works of literary and cinematic genres.• Evaluate the ways in which genre conventions and tropes reinforce or challenge traditional or alternativeforms of gendered and sexual subjectivity.

Inclusive

Course Title Department(s) Course Sections Level Course Description Type Goal 1. End Goal 2. End Goal 3. Ens Goal 4. Ens Goal 5. Ach Goal 6. Ens Goal 7. Ens Goal 8. Pro Goal 9. Bu Goal 10. Re Goal 11. Ma Goal 12. En Goal 13. Ta Goal 14. Co Goal 15. Pr Goal 16. Pr Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Global Immersion in Accounting ACCT 430 1 UG

Students will be introduced to international opportunities within the Big 4 public accounting firms, listen to industry experts discuss current issues and gain insight into how sustainability is being incorporated into accounting around the world. Visits include personal meetings with executives and peers at Australian based companies and universities to acquire a global view of business and learn to value the differences in culture and procedures. At the completion of the course, students will be able to:• Articulate the value of a diverse and global perspective.• Recognize diverse opinions and practices and consider different points of view.

Focused Yes Yes Yes Yes

BLACKS IN THE UNITED STATES, 1877-PRESENT AFST, HIST 301 1 UG

This course will examine, through significant topics, personalities, and issues, the collective experience of African Americans in the United States. The course’s scope is the century following the end of Reconstruction to the present; its focus, the African Americans, both former slaves and freedmen, who attempted to maintain their dignity and to improve their lives and the lives of their families after more than two centuries of bondage and racial discrimination.

Focused Yes

Racial and Ethnic Relations ASFT, SOCI 317 1 UG

The objective of this course is to get you to think critically about race and ethnicity, racial categories, and racial inequality in the United States. The course will examine the concept and meaning of race and ethnicity and the dynamics of racial oppression and privilege

Focused Yes Yes Yes Yes

Sociology of African Americans ASFT, SOCI 323 1 UG

This course examines sociological perspectives as they pertain to Black Americans. We will explore the nexus between historical and contemporary situations of African Americans in the United States in an attempt to unearth the various ways in which these strands of thought intersect at both individual and institutional levels.

Focused Yes Yes

Critical Race Discourse AFST, COMM 338 1 UGCritical analysis of communication and dialogue on race; causes and symptoms of structural racism; social/racial hierarchies as they influence and are influenced by communication and dialogue

Focused Yes Yes Yes Yes Yes

BLACKS IN THE UNITED STATES, 1877-PRESENT AFST, HIST 481 1 UG

This course will examine, through significant topics, personalities, and issues, the collective experience of African Americans in the United States. The course’s scope is the century following the end of Reconstruction to the present; its focus, the African Americans, both former slaves and freedmen, who attempted to maintain their dignity and to improve their lives and the lives of their families after more than two centuries of bondage and racial discrimination.

Focused Yes

Food and Agricultural Law AGEC 344 1 UG

To gain an understanding of environmental problems associated with air and water resources. To gain an understanding of the emerging global, national, state, and local legal issues associated with climate change, food security, agricultural bio-security, and energy resources.

Focused Yes Yes Yes Yes Yes

Environmental and Resource Economics AGEC 350 1 UG

Inspection of issues such as environmental degradation, population growth, recycEnglish, water use and depletion, natural habitat protection, water and air pollution, acid deposition, fishery management, and climate change, using economically derived principles and tools

Focused Yes Yes Yes Yes Yes

Life Sciences Learning Community and Mexico Experience AGLS 225 1 UG

In order to be leaders in your respective fields and productive members of an increasingly diverse world, it’s important to have a deep understanding of your own cultural context, the normative behaviors that you’ve adopted, and the ways that your background shapes interactions with others. This course will provide students with a chance to consider their unique backgrounds relative to others living in different places and cultures.

Focused Yes Yes

Global Social Justice Issues in Agriculture ALEC 450 1 UG

Upon completion of this course, students will be able to:• Define global social justice issues in agriculture.• Discern differences between scientific and unscientific information to form fact-based opinions on food,agricultural, and societal issues.• Evaluate empirical data for local and global social issues on hunger, trade, human rights, etc.

Focused Yes Yes Yes Yes Yes Yes Yes

Applying International Development Theories in Agriculture ALEC 460 1 UG

Develop an awareness of global agricultural theories and how they address issues that affect agricultural development initiatives in Namibia especially as they relate to women and youth. 2. Increase knowledge of global agricultural issues especially as they relate to Namibia. 3. Discover cultural similarities and differences within the U.S. and Namibia especially as they relate to women and youth. 4. Investigate Namibia’s agricultural and environmental development issues from an applied perspective.

Focused Yes Yes Yes

Cultural Pluralism in Agriculture ALED 422 2 UG

Selected topics on the diversity of human resources in agriculture; emphasis on working in a multicultural society and developing a sensitivity toward different cultures; explores the interrelationships between the contributions of diverse individuals and the state, nation and global success of agriculture.

Focused Yes Yes

Directed Studies-Costa Rica ALED 485 1 UG

Some full-day cultural immersion field trips are also required. The College of Agriculture and Life Sciences Strategic Plan outlines a goal to “Provideexperiential learning opportunities that foster critical thinking, complex problem solving, strongcommunication skills, community interaction, and social/global awareness” using strategies that“Expand out of classroom learning experiences (e.g. study abroad, service-learning, communityoutreach, internships)” and “Foster real-world interdisciplinary problem solving through servicelearning and community-based projects” (COALS, 2010, p. 11). This course will providestudents opportunities to gain first-hand experiences designing personal learning projects andworking in another culture. Rural communities near the TAMU Soltis Center offer uniqueopportunities to compare cultural aspects between Costa Rica and the United States. Studentswill practice communication skills and broaden their global/intercultural perspectives, whichcannot be replicated on the A&M Campus.

Focused Yes Yes

Current Issues in Animal Agriculture ANSC 351 1 UG

Course Topics: How Important Is “Food Waste” And The “GreenRevolution” In Determining Food Security In The Us And Globally?, WhatIs The Role Of Animal Agriculture In Current And Future Water Shortages?, Is Animal Agriculture Sustainable?, Are There Nutritional, Food Safety, Or Sustainability Advantages To Producing “Local,” “Free Range,” And “Grass-Fed” Food From Animals?, To What Extent Are Solar Events, Human Activities, And/Or Animal Agriculture Responsible For Global Warming?,

Focused Yes Yes

Introduction to Anthropology ANTH 201 3 UG

Learning Outcomes:• Examine the multitude of cultures to develop a greater understanding of the variation in thehuman condition and the power of culture to shape individual experience.• Identify core concepts to the field of Anthropology and its four subdisciplines.• Be able to discuss human evolution and the development of societies from around the world.• Demonstrate a cultural awareness that can inform future evaluations of domestic and globalissues. Topics: Cultural: What is Culture?Film: Race1/30 Gender and Sex

Focused Yes

Peoples and Cultures of the World ANTH 205 8 UG

First we will discuss some aspects of the similarities and differences among human cultures, and discuss some cultural aspects that characterize human beings. Second, we will examine the role of colonialism and try to understand why inequities continue to plague the world today. Fourth, we will look at a range of global problems and crises that are affecting different cultures in various ways: globalization, terrorism, overpopulation, disease, poverty, warfare, and world debt. The overriding objective throughout the course will be to discuss these topics in a way that will demonstrate how an understanding of culture, history, environment, colonialism, and global problems will help us build a better perspective and understanding of why the world is the way it is today

Focused Yes Yes Yes Yes

This information is required to count a course as a sustainability course offering in the Academic Courses credit. Optional. These columns may be used to track each course's connections to the SDGs.

Social and Cultural Anthropology ANTH 210 2 UG

Throughout the course we will examine the many ways by which human cultures vary, including economy and subsistence, family formation, religion, language, ethnicity, political structure, and gender, among others. We will also explore different schools of thought that attempt to explain how and why cultures vary the way they do throughout the world. Learning Outcomes• Recognize and appreciate the breadth of variation in the human condition and the power ofculture to shape individual experience.• Discuss how human cultures vary within different dimensions of line, and evaluate whyvariation exits as it does across the globe.• Describe and critically evaluate cultural anthropology, including key concepts, theoreticalperspectives, and methodologies utilized.• Develop abilities to discuss potentially provocative topics in a culturally respectful manner.• Develop a cultural awareness that can be applied to future evaluations of domestic and globalissues.

Focused Yes

INDIANS OF NORTH AMERICA ANTH 301 1 UG

consequences of Euro-American colonialism. Part IV—Lectures 21-23—reviews and assesses what and how we learn or do not learn about Indians of Texas and the roles therein of learned ignorance and fake-news, including L. S. Ross’s Indian-fighting activates as a Texas Ranger. CORE and COURSE OBJECTIVES To develop, via critical thinking, communication, and social responsibility, anunderstanding of the general nature and diversity of native lifeways in North Americathrough ecological perspectives and in marked contrast to historically stereotypical andprejudicial perspectives. To develop an understanding, via critical thinking, communication, and socialresponsibility, of interactions among Native nations during late pre-European times andthe early post-European era when those nations resisted domination and endeavored tomaintain their material cultures and world views. To develop an appreciation, via critical thinking, communication, and socialresponsibility, of cultural change and survival among North America’s native peoplesduring the 16th- 20th centuries and an understanding of important issues among AmericaIndians in the 21st century. Articulate and debunk common myths, via critical thinking, communication, andsocial responsibility, about the nature and history of American Indians and theircultures through time in North America

Focused Yes Yes

Music and World Cultures ANTH 324 3 UG

Examination of music from an ethnomusicological perspective focusing on musical performance and the complex interrelationship of music to culture, society and daily life; examination of music from a variety of cultures through a series of case studies. This course is an exploration of music from throughout the world, geographically, stylistically and historically. While much of the course will focus on in-depth studies of traditional musical practices, we will examine music as a multifarious and ever-evolving phenomenon. We will explore many issues connected to music such as its interactions with identity, meaning, economics, politics, globalization, media, and power.

Focused Yes

Cultural Diversity and Ethics ANTH 370 1 UG

This course uses real-world examples, experiences and case studies to explore contemporary ethical issues born of the diverse nature of human culture and the consequence of our intellectual pursuits and technological innovations. This course encourages reflection upon one’s personal and professionalresponsibility, values, culture and ethics in relation to regional, national and global contexts. Critically appraise how diversity of ideas, technology,innovations, values, beliefs and other aspects of culture shape thedecisions we make and affect the human experience. Investigate, compare and debate how using a holistic mindset andincorporating different experiences, cultures or ethicalperspectives may change a perceived problem or project. Identify, explain and discuss the concepts of professionalism,social responsibility, personal responsibility, ethnocentrism,critical cultural relativism, worldview,

Focused Yes

The Anthropology of the US-Mexico Borderlands ANTH 489 2 UG

. By centralizing the cultural processes that happen within the US-Mexico border, this course examines the relations between borders, culture, and power through ethnographically based studies to investigate whether we can, in the second decade of the twenty-first century, speak of an emergent Transborder Theory in Anthropology. We will specifically analyze case studies to examine how anthropology can develop projects for social justice in the context of increasing neoliberal exceptions and disempowerment of communities of color. This course will mainly use ethnography as a way to encounter bordered worlds and its distinctive traces. Thus, we will focus primarily on themes/topics such as: race, class, migration, immigration, racism, political climate, crime and criminality, and transnationalism.

Focused Yes Yes

Media Arab ARAB 323 1 UG

The course seeks to develop reading and listening skills by acquiring core vocabulary, grammatical structures and utilizing reading/listening strategies to enhance global comprehension of texts on current events, ranging from politics to entertainment, to business reports. Upon completion of this course, you will be able to: • Understand and use language terminology pertaining to media; • view and interpret news clips on a variety of topics for global comprehension; • view and interpret headlines and short newspaper articles; • understand the role of major Arab news channels, such as Al-Jazeera and Al-Arabiyya, in shaping popular opinion across the Arab world; • apply a variety of strategies to maximize reading and listening comprehension; ARAB 323, Media Arabic, Ayari, Spring 2020 • understand and use complex sentence structures; • identify different news sources in Arabic to gain different perspectives • Expand cultural knowledge about the Arab World

Focused Yes Yes Yes

Modern Arab Culture ARAB 489 1 UG

The goal will be for students to gain exposure to the richness and variety of cultural expression across the Arab world (including the diaspora) while contextualizing rElectrical and Computer Engineeringt socioeconomic and political changes in the region, examining how ideas of culture operate on different levels

Focused Yes

Sustainable Architecture ARCH 213 1 UG

Understand the developmental process of the greening of architecture and urban design and the impacts of incremental changes over time • Articulate key concepts, principles and practices of sustainable architecture and urban design. • Identify major contributing authors, architects and urban designers in the field of contemporary sustainable architectural design • Develop a deeper understanding of the impact of environment and building systems on architectural design • Identify the major design strategies of sustainable design. • Gain the hands-on experience by applying fundamental sustainable techniques to assess the building performance and be prepared for designing sustainable buildings

Focused Yes Yes

Seminar in Contemporary Architecture ARCH 281, 481 1 UGinvestigate the fundamental importance of feminisim in architecture. Topics: Is there a Feminist Analysis of Architecture, A Girls Own Adventure, Women in the Architectural Workplace

Focused Yes Yes Yes

Energy and Sustainable Architecture ARCH 421 1 UG

Understanding the various design decisions impacting sustainability and energy efficiency; includes participation in an “academic” LEEDNC rating project; interdisciplinary team approach with a design studio architect to perform the LEEDNC rating on the architect’s building;

Focused Yes Yes Yes

Cultural and Ethical Considerations for Global Practice ARCH 458 1 UG: Issues and relationships within the cultural, business, legal and political environments of global practice; differences in the cultural, behavioral and social interactions

Focused Yes Yes

Seminar in Contemporary Architecture ARCH 281, 481 1 UGinvestigate the fundamental importance of feminisim in architecture. Topics: Is there a Feminist Analysis of Architecture, A Girls Own Adventure, Women in the Architectural Workplace

Focused Yes Yes Yes

Race and Ethnicity in East Asia and Beyond ASIA 489 1 UG

By examining relations between majority and minority groups within East Asian societies together with the experiences of East Asian diasporas, this course aims to gain a better understanding of what is meant by race and ethnicity and how individuals and groups negotiate their racial and ethnic identities. Part I introduces the concepts of race and ethnicity. We will explore how race means not only apparent physical differences but also how racial and ethnic categories/identities change over time. Part II asks how majorities and minorities are made and marked across cultural, regional, and national boundaries. We will examine issues surrounding major minority groups in East Asia to identify the various ways in which racial, ethnic, and national identities are defined, institutionalized, and reproduced in East Asia. Part III will turn to the analysis of East Asians outside their home countries. We will look at how racial, ethnic , and national identities – the sense of being Japanese, Korean, and Chinese – change in different social, political, and historical contexts.

Focused Yes

Soil and Water Conservation Engineering BAEN 340, 468 1 UG

An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors. Apply engineering principles to prevent and mitigate water erosion and sedimentation.

Focused Yes Yes Yes

Effective Instruction for Hispanic Students of Diverse Abilities BEFB 426 2 UG

Field-based application of effective instructional strategies for teaching Hispanic biEnglishual students of diverse abilities, Convey and use knowledge of the foundations of biEnglishual education, biEnglishualism, and biculturalism and apply this knowledge to enhance instruction.

Focused Yes

Intro to Bioenvironmental Sciences BESC 201 2 UG

provides students with a broad survey of environmental science with an emphasis on scientific literacy, current events, global and international issues, and historic context. Discuss environmental issues related to population growth, land and water use, fishing, agriculture, biodiversity, air and water pollution, global climate change, environmental health and toxicology, energy, and waste management

Focused Yes Yes Yes Yes

Water and the Bioenvironmental Sciences BESC 320 1 UG

the applied aspects such as water use, water problems, and conflicts that arise in water use. We will take a coldly scientific look, an emotional aesthetic look, discuss moral imperatives, and talk about technological and social solutions to conflicts and problems.

Focused Yes

Nonprofit Perspectives BUSN 302 1 UG Includes lessons on the sustainable development goals and encourages giving/volunteer work heavily, including a visit to a local nonprofit

Focused Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Strategic Philanthropy BUSN 432 2 UG

While much of the semester will operate in team settings, a primary goal for you as an individual, is to learn about how you can best respond to community needs as a philanthropic leader. Whether you have $1, $1,000,000, or 5 hours to volunteer on a Saturday afternoon, you will examine and further develop your own personal philanthropic autobiography. It is my hope that you leave this class with a comprehensive understanding of the intricacies of philanthropy and the nonprofit sector and a personal plan to engage this sector in the future. Defend a personal philanthropic ethic that takes serious account of how one’s time,talent, and treasure benefit the public good.1. Understand how an inclusive mindset can be applied as a strategic philanthropicpractice.2. Understand how a social impact mindset can be developed as one notices a problem,learns more, and finds opportunities to act.

Focused Yes

Green Chemistry CHEM 483 1 UG

Green chemistry differs from previous approaches to many environmental issues. Rather than using regulatory restrictions, it unleashes the creativity and innovation of our scientists and engineers in designing and discovering the next generation of chemicals and materials so that they provide increased performance and increased value while meeting all goals to protect and enhance human health and the environment.

Focused Yes Yes

Mass Media and Politics COMM 302 1 UGIncludes lessons and topics on media's inluence on politics, democracy, elections, etc. and aims to help students navigate the political world more effectively and manage media intake as well.

Focused Yes

Intercultural Communication COMM 335 2 UG

This course examines communication variables in intercultural contexts, including culture and meaning, nonverbal styles across cultures, patterns of symbolic transfer, culture shock and communication, values in intercultural dialogue.

Focused Yes Yes

Critical Race Discourse AFST, COMM 338 1 UGCritical analysis of communication and dialogue on race; causes and symptoms of structural racism; social/racial hierarchies as they influence and are influenced by communication and dialogue

Focused Yes Yes

THE RHETORIC OF GENDER AND HEALTH COMM, ENGL, WGST 342 1 UG

How do rhetoric, health, and gender intersect? This course looks at the intersection of gender and health as a rhetorical object—something that is crafted and shaped through specific choices in language, writing, and other modes of discourse

Focused Yes Yes

New Media & Civil Society COMM 415 2 UG

we will examine the various ways in which digital communication technology fosters citizenship, voice, and democratic participation, as well as the features of these technologies that are harmful to democratic and deliberative practices. In addition, we will examine how these technologies have different effects, depending on a host of contextual factors such as democratization, press freedom, political regime type, region of the world, development, economics, and media systems, and individual level factors such as education, socio-economic status, race, ethnicity, gender, age and sexual and political orientations.

Focused Yes

Gender and Communication COMM, WGST 420 2 UG

Critically engage academic scholarship on gender communication. Identify and discuss a variety of theories about sex/gender identity and the relationship between gender and communication from a variety of perspectives. Write well-argued and rhetorically effective analyses of gender theory and media representations.

Focused Yes

Rhetoric of Latin America COMM 434 2 UG

This course provides an overview of Latin American public culture from a rhetorical perspective. The course will focus on works (speeches, essays, poetry, art) that combine intellectual sophistication with literary merit that allows them to make an impact on the development of a unique public culture, born from the roots of European and indigenous traditions.

Focused Yes

Media, Health, and Medicine COMM 471 1 UG Analysis and evaluation of representations of health in media; examination of gender, class and race as they intersect with health issues.

Focused Yes Yes

Introduction to Environmental Engineering CVEN 301 2 UG describe the primary environmental challenges, and (8) understand the concept of sustainability.

Focused Yes Yes

Harnessing Solar Energy: Optics, Photovoltaics and Thermal Systems ECEN 467 1 UG Class is focused on solar energy and making it more efficient. Focused Yes

Poverty, Inequality, and Social Policy ECON 312 1 UG

This course examines the causes and consequences of inequality and the economic effects of government programs that address poverty. The course investigates income and wealth inequality, economic mobility, poverty, and the government programs and policies that affect the distribution of income and consumption.

Focused Yes Yes Yes

The Economics of Gender and Race ECON 318 1 UG

Theories and evidence on gender and race differences in labor market outcomes; labor supply and the role of family formation, the effect of human capital and discrimination on earnings, analysis of government policies, international comparisons.

Focused Yes Yes Yes

Globalization and Diversity in the Workplace EHRD 408 1 UG

This course will help learners identify and understand current globalization and diversity issues, theories, trends and policies in learning, work and communities, emphasizing the need to appreciate different forms of bias, diversity and globalization. The course is intended to help educators in HRD/TCM contexts, as well as trainers, employees and managers, effectively identify and understand diversity issues in their own personal values and beliefs, work, and community settings. Students will focus on issues of globalization, diversity, individual bias, work place bias, the impact of biases, oppression, and social justice. It is designed to prepare students to be knowledgeable of their own and others’ biases based on race, ethnicity, culture, religion, age, sex, sexual orientation, social economic status, disability, and how these contribute to discrimination and oppression.

Focused Yes Yes

A&M Explores Italy: Rome to Venice EHRD 485 1 UG

This trip is meant to help participants to become more empathetic and supportive toward members of other cultures by learning both verbal and nonverbal intercultural communication skills. Lastly, it is planned that students will expand their interest in learning about other cultures without judgement or bias. A major focus of this class is on critical thinking, which includes the ability of students to analyze different perspectives on issues as well as the competence to take and defend positions on those issues. A significant part of this process includes the capacity of students to explore how their own personal values, beliefs, and behaviors may limit their ability to do effective work with people from diverse backgrounds.

Focused Yes

Intro to Africana Lit ENGL, AFST 205 1 UG

This course introduces students to works by authors of African descent in the Americas, Europe and Africa. The aim is for students to understand social, political and historical issues and concerns that have traditionally influenced Black writers and Black writing. We will be looking at texts that deal with a variety of themes, but among them how writers critique, and sometimes celebrate, key moments in history such as decolonization; contest the image of Africa in the world and to consider the impact of globalization on the Africans on the continent and in the diaspora.

Focused Yes

Language and Gender ENGL, LING, WGST 403 1 UG

Language and gender from a socioEnglishuistic perspective; gender in the words and structures of language; gender representation and gendered language use in the media and a variety of sociocultural contexts; language use in intimate relationships; computer-mediated discourse; language, sexuality, and sexual orientation. Prerequisite: junior or senior classification.

Focused Yes

History of Islam HIST, RELS 221 1 UGOur goal is to observe, evaluate and think critically about the formation of the Islamic tradition as well as its transformation over time across different regions and cultures, alongside its interaction with other world religions.

Focused Yes

History of Christianity from the Reformation to the Present HIST, RELS 222 1 UG

The class will consider the ways that Christianity influenced and was influenced by the world around it; this task entails not only exploring aspects of social, cultural, political, and economic history as it relates to Christian structures, but also giving due attention to understanding the expressly theological contours of the various movements, conflicts, and developments arising among professing Christian groups during this period. The focus of the class will remain primarily on Christianity in the western world, though we will periodically touch on developments elsewhere. By semester’s end students should demonstrate a broad knowledge of the major people and events covered in the class, their significance, their relationship to larger themes in Christian and world history, and their continuing relevance for today.

Focused Yes Yes

The History of American Women HIST, WGST 461 1 UGThis course surveys relevant religious, legal, political and cultural factors which helped shape the role and character of women in American society from colonial times to the present

Focused Yes Yes

Language and Gender ENGL, LING, WGST 403 1 UG

Language and gender from a socioEnglishuistic perspective; gender in the words and structures of language; gender representation and gendered language use in the media and a variety of sociocultural contexts; language use in intimate relationships; computer-mediated discourse; language, sexuality, and sexual orientation. Prerequisite: junior or senior classification.

Focused Yes

Solar Energy Engineering MEEN 439, 693 1 UG

Introduction to solar energy; solar angles and radiation; solar photovoltaics; solar cell manufacturing; solar thermal systems; solar water heating and space heating; concentrated solar power; solar energy storage; economic analysis; fundamental research.

Focused Yes

Environmental Literature ENGL 202 1 UG

This course foregrounds writings that focus on the relationship of human beings to the rest of the natural world. We will study a range of texts in the genres of fiction, creative non-fiction, film, graphic novel, essay, video games and poetry that examine this relationship between humans, other animals, and the natural world, We’ll also study the relationship of indigenous peoples with the natural world as expressed by writers Linda Hogan, Robin Wall Kimmerer, and in the video game Never Alone (2014). We will read and analyze the course texts, making connections with contemporary environmental issues and attending to different approaches of eco-criticism.

Focused Yes Yes Yes

Race, Literature, and Medicine ENGL 303 3 UG

What this Course is About: Race has been one of the fundamental organizing principles of post-Enlightenment Western society. It is inevitable, therefore, that ideas about race, racial identity, and racial differences should have affected medical concepts and medical practice. This course will use literature and selected texts from or about the history of medicine and/or disease to explore some of race’s effects on medicine, medical practice, particular groups of patients, the experience of doctors from underrepresented groups, and questions of medical ethics. Specifically, we will read stories by or about patients and doctors whose experience or health is impacted by the ideas about race, or about the relationship between race and disease, in the society around them.

Focused Yes Yes Yes

Texas Literature ENGL 305 1 UG

Examination of Texas literature, culture and multi-media; exploration of the development of Texas identities and responses to the rich cultural diversity within the state; topics vary from each section We will think about what it means to be a Texan, about thecomponents that construct individual and state identity and about the many cultures that struggle andthrive in Texas. What is the mythos or ideology that contributes to the sense of Texas? How hasTexan identity developed and changed over time? How might Texan stereotypes be both liberatingand oppressive? What power structures might the Texas myths serve?

Focused Yes

American Ethnic Literature ENGL 338 1 UG

Students in this course will read and discuss the works of American authors of different racial and ethnic backgrounds. Major themes explored include: critical whiteness, immigration, assimilation, marginalization, historical memory, and construction of the nation-state. Examining a variety of genres, we will investigate how literature intervenes in and complicates the categorization of American identity. The driving question of this course is: how do we live with unassimilable difference?

Focused Yes

Rhetoric of Gender and Health ENGL 342 1 UG

How do rhetoric, health, and gender intersect? This course looks at the intersection of gender and health as a rhetorical object—something that is crafted and shaped through specific choices in language, writing, and other modes of discourse. We will attend to a variety of texts and moments in cultural discourse, focusing on how literacy, expertise, and knowledge work in relation to one another in the creation of ideas about health and gender. Readings will include health books written for and by women, rhetorical analyses of public documents about health, and foundational texts in the field of the rhetoric of health and medicine

Focused Yes Yes

Native American Rhetoric & Literature ENGL 357 1 UG

Learning Outcomes o Situate conventional literary texts alongside other cultural forms in which Native peoples have exercised self-representation, always being careful to locate writers and texts within their appropriate historical and tribal/cultural contexts. o To be able to closely read a text for its formal aspects –POV, characterization, figurative language, word choice, repetition, genre, symbolism, discourse vs. story, etc. o To be able to contextualize a text using knowledge of political, social, and cultural history o Gain a more complicated understanding of and appreciation for the diversity and complexity of Native American intellectual and cultural production o Develop a historically-nuanced grasp of some of the major issues, questions, and concerns for Native Americans, specifically the relationship between cultural production, federal policies, and contemporary movements toward Native sovereignty and selfdetermination. o Consistently work to hone close, critical reading skills applicable to a variety of textual forms and intellectual/ professional contexts o Develop capacities to engage in thoughtful, collegial and critical debate around questions of race, class, gender, sexuality, nation, citizenship and belonging.

Focused Yes

Latina/o/x Literature ENGL 362 3 UG

, we will examine marginalized perspectives on Texas-Mexican history, such as the lasting impact of the Treaty of Guadalupe Hidalgo and the persecution of Mexican Americans by the Texas Rangers. These works also challenge the general portrayal of Mexican American and Chicano writing as politically homogenous.

Focused Yes

Energy: Resources, Utilization, and Importance to Society ENGR 101 1 UG

What challenges we face to ensure abundant and affordable energy in the future that does not adversely affect the environment. How finding, producing, and using energy resources affect the environment. • The meaning and function of sustainability. • The critical importance of energy to a sustainable world.

Focused Yes Yes Yes Yes

Global Public Health Entomologymology ENTO 210 1 UG

The course aims to provide a broad perspective, covering pertinent public health issues from a local to global scale. A historical perspective will be integrated throughout the course, and the impact of globalization, migration, poverty and culture on disease transmission by arthropods will be discussed.

Focused Yes Yes

Honey Bee Biology ENTO 320 2 UG

Recognize the biological significance of Africanized and other tropical honey bees. • List the major common pests and pathogens of honey bees. • Identify the components that affect honey bee health. • Relate how apicultural practices around the world are closely related to honey bee basic biology. • Analyze the significance of honey bee natural and life history traits on the environment and their impact on human society.

Focused Yes

Insects in Human Society ENTO 322 2 UG

This is an Entomologymology course emphasizing the roles insects have played in the development of human society. This includes roles in human health, food production & storage, ecological processes, green technologies, art, and music. The historic, present day, and future roles that insects will have on sustainability in underdeveloped, developing, and developed societies will be discussed.

Focused Yes

Principles of Integrated Pest Management ENTO 401 1 UG

An introduction to Integrated Pest Management (IPM): Concepts, principles, development and application of IPM. IPM constitutes a series of pest control tactics and strategies aimed towards more sustainable agricultural practices, natural resource management, and urban and rural health and well-being.

Focused Yes Yes

Disease Ecology ENTO 425 1 UG

This course focuses on the ecological interactions (predation, competition, mutualism, etc.) that influence the distribution and abundance of pathogens, vectors, and hosts and the ultimate effect of these ecological interactions on the spread and intensity of disease. Impacts of urbanization, climate change, and other human influenced environmental changes on disease dynamics are also covered. Integrating disease ecology into pathogen and vector monitoring and comprehensive strategies to reduce disease occurrence will be explored.

Focused Yes Yes Yes

Understanding Individual and Cultural Differences EPSY 485 1 UG

This course is designed for students to come to understand their own cultural heritage and use that as a basis for exploring cultural differences through an international field trip. Students enrolled in this directed studies class will travel to South Africa for a study abroad experience designed to help students discover and draw distinctions between people and practices in foreign country and use this information to further their own cultural awareness, competence, and literacy.

Focused Yes Yes

Building Energy Management System ESET 444 1 UG

Explain energy from production to consumption 2. Discuss social and political issues involved in energy management 3. Identify the major components and considerations involved in of energy efficiency and effective management of buildings

Focused Yes Yes

Fundamentals of Environmental Decision-Making ESSM 308 1 UG

To introduce students to major environmental issues in natural resource management and the environmental decision-making (EDM) process; (2) To instruct principles and analytical methods/tools used in environmental decision-making; and (3) To develop/strengthen students' skills and ability to apply the principles and tools to environmental decision-making.

Focused Yes Yes

Rangeland Management around the World: Principles and Practices ESSM 314 2 UG

Rangeland management around the world will present an overview of the history and development of rangeland management for the many different kinds of rangelands (climates, soils, plants, animals, and products) found around the world, and the different cultures associated with rangelands around the world. It considers the impacts of rangeland management on the ecology of plants and animals. We will evaluate practices used to invEntomologyry rangelands and the different management strategies used to maintain healthy rangelands and to restore degraded rangelands to produce the many different goods and services rangelands provide to societies

Focused Yes Yes

Forest Resource Assessment and Management ESSM 405 1 UG

Ecosystem analysis and planning (capstone course comprised of student-led case studies) to include forests, rangelands, wetlands, and other ecosystems. Integration of biophysical, economic and social factors in ecosystem analysis, management planning and decision making; applications of interdisciplinary knowledge and multiple-use principles to practical ecosystem management problems

Focused Yes Yes

Introduction to Human Geography GEOG 201 2 UG

Define fundamental concepts and key terms in human geography 2. Identify major settlement patterns, economic regions, political divisions, and cultural groups across the world, describe how they developed geographically, and explain how these developments shape political struggle and environmental change 3. Relate global and national demographic changes to economic development, government policy, and cultural change 4. Explain the processes underlying historical trends in urbanization, agricultural production, and their interrelationship 5. Compare and contrast processes of economic development and globalization as they affect various world regions

Focused Yes Yes Yes Yes

Environmental Change GEOG 205 1 UG

Articulate how the differing effects of environmental change to people, communities, society, and governments are influenced by power, bias, and authority. • Demonstrate skills in engaging in small group dialogue, with particular attention to how to do this in the online environment. • Reflect on how bias and prejudice may influence subjective and scientific interpretations of environmental change. • Practice informed dialogue to understand diverse points of view and power imbalances that influence understandings of environmental change.

Focused Yes Yes Yes

Resources and the Environment GEOG 330 1 UG

The course focuses on natural resource systems, emphasizing economic, social and political processes that shape society’s use of natural resources. We will examine themes such as population-resources interactions, discourses of nature, institutions and environmental governance, ethics, political economy, public lands, and conservation. Students will learn key explanations and frameworks, and apply these approaches to examine some key resource systems (wolves, water, agribusiness, energy and rare earth minerals). Students will also improve their reading of scholarly literature pertaining to human-environment issues.

Focused Yes Yes Yes Yes Yes Yes

Natural Hazards GEOG 360 1 UG

This course takes an earth systems approach to studying natural hazards, which includes both the physical and social aspects of natural hazards and natural disasters. The lectures explore the complex interactions between physical and social systems in the context of natural hazards. We will cover the fundamental principles that are necessary for understanding natural hazards in all of their forms (geological, atmospheric, and terrestrial) and investigate what the future of natural hazards (and natural disasters) may look like.

Focused Yes Yes

Political Geography GEOG 401 1 UG

Furthermore, this course will explore world-systems theory, terrorism, Middle East/Orientalism as examples of ideas and realities that confirm or confound our worldviews. The successful outcome of this course, which is my goal, is to (1) facilitate your understanding of political geography from local to global scale analyses, (2) increase your knowledge and proficiency of the various State contexts and political systems operating in the world, (3) develop a dialogue of globalization in regards to culture and politics

Focused Yes Yes

Geography of Terrorism GEOG 420 1 UG

The Geography of Terrorism (GEOG 420) is a course that examines the current and historical geographies of terrorism at various scales, multiple regions, and differing interpretations. Three themes of inquiry are: (1) Defining terrorism across geographical space, (2) Using geographical approaches such as regions and proximity to elaborate a better understanding of terrorism, and (3) Assessing and discussing of individual threats, personal obligations, and collective/citizen responses, which by extension policy ramifications for the American government

Focused Yes

Environmental Justice GEOG 430 1 UG

To understand the basic historical context in which modern public health began and how it evolved to current conditions. Proficient in reading, understanding, and critiquing environmental health, epidemiologic, and environmental science. Appropriately apply and calculate basic measures of effect. Specify approaches for assessing, preventing, and controlEnglish environmental hazards that pose risks to human health and safety.

Focused Yes Yes Yes Yes Yes

Sustainability Outreach Specialist Internship GEOG 484 1 UG

Define sustainability and understand the holistic nature of the environmental, economic, and social components. 2. Develop interactive educational outreach activities to teach campus about sustainability. 3. Enhance communication and presentation skills by planning, designing and delivering outreach mediums. 4. Gain experience learning about sustainability assessment and planning efforts. 5. Understand the importance of equity, diversity, and inclusion to sustainability

Focused Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Environmental Geology GEOL 420 1 UG

Geologic concepts of the nature of geologic environments and the dynamics of geologic processes needed to characterize and quantify human interactions with specific geologic systems including aquifers, watershed, coastlines and wetlands; specific techniques,including geophysical and geochemical techniques, field mapping, geographical information systems and remote sensing used to monitor critical-zone interactions.

Focused Yes Yes

Geology Senior Project GEOL, GEOS 450, 405 3 UG

Dynamics and human interactions with near-surface environments including land, atmosphere and oceans through problem-based learning; interdisciplinary environmental problem topic, for example water quality, urbanization, coastal development, or environmental pollution; geoscience techniques used for monitoring human-geosphere interaction. In this course, students will use a problem-based learning exercise to investigate local environmental change and gain firsthand experience with a number of research techniques

Focused Yes Yes Yes

Introduction to Environmental Geoscience GEOS 105 1 UG

Define sustainability. 2. Describe the role that ecosystems play in directly and indircetly providing resources for humans. 3. Explain the major threats to sustainability posed by human population growth and climate change. 4. Describe the advantages and disadvantages of different sources of energy.

Focused Yes Yes Yes Yes Yes

Climate Change GEOS 210 3 UG

Explain how the climate has changed in the past (Critical Thinking, Empirical and Quantitative Skills) • Explain why adding carbon dioxide warms the climate (Critical Thinking, Empirical and Quantitative Skills) • Explain what future climate change we expect due to human activities (Communication, Empirical and Quantitative Skills, Critical Thinking) • Explain our policy options for deaEnglish with this (Communication, Empirical and Quantitative Skills, Critical Thinking)

Focused Yes

Environmental Geoscience GEOS 405 2 UG

Dynamics and human interactions with near-surface environments including land, atmosphere and oceans through problem-based learning; interdisciplinary environmental problem topics, for example water quality, urbanization, coastal development, or environmental pollution; geoscience techniques used for monitoring human-geosphere interaction. In this course, students will use a problem-based learning exercise to investigate local environmental change and gain firsthand experience with a number of research techniques.

Focused Yes Yes Yes Yes Yes

Global Science and Policy Making GEOS 430 1 UG

Central to many of the most pressing contemporary issues facing our nation and the world is the need for knowledge of how our planet functions and responds to stresses and forcing of various types. Whether it be climate change, relative sea level rise, the search for and ultimate depletion of fossil fuels, development of renewable energy resources, the status of water resources now and in the future, ecosystem-based management of marine fisheries, the loss of biodiversity, or other issues, understanding of the co-dependent living and non-living systems that make up our planet is critical for a healthy planet

Focused Yes Yes Yes Yes Yes Yes

Environmental Regulatory Compliance in Geoscience GEOS 431 1 UG

This course will provide the knowledge and practical experience necessary for analyzing and evaluating environmental protection and stewardship principles for the Earth System and applying the evolving environmental laws and regulations to the human business enterprise

Focused Yes Yes

The Sciences and Politics of Climate Change GEOS 444 1 UG

This course investigates the policy and (pseudo-)scientific debate over Global Warming. It considers climate science history, facts, denialism, and the understanding and perceptions of the public in light of the developing climate situation and the current political debate. It also explores our options for responding to climate change, and how to evaluate them. Finally, the presently deadlocked political debate in the US with respect to the science and the what-to-do about Global Warming will be explored.

Focused Yes Yes Yes

Teaching School In Modern Society HEFB 222 1 UGIdentify issues like racism, sexism, classism, ableism, and social injustice and how they affect students in schools today; § Discuss current events and the impact they have on teachers, students, schools, and communities

Focused Yes Yes

Latino/a/x Literature HISP 362 2 UG

In this course, we will look at the diversity of US Latina/o/x literature. After discussing the variety of labels associated with Latina/o/x communities and the key terms of Latina/o/x studies as well as a brief boot camp on close reading, we will begin with a substantial unit on Tejana/o authors. By reading recovered literary works (a historical romance and coming-of-age novel), we will examine marginalized perspectives on Texas-Mexican history, such as the lasting impact of the Treaty of Guadalupe Hidalgo and the persecution of Mexican Americans by the Texas Rangers. These works also challenge the general portrayal of Mexican American and Chicano writing as politically homogenous.

Focused Yes

American Indian History HIST 258 1 UG

This course addresses Native North America from the earliest human habitation to the present with an emphasis on the indigenous nations located within the present-day boundaries of the United States. Given the diversity of indigenous peoples in North America, our attention will be directed at histories rather than a singular historical vision and experiences rather than a monolithic story. Themes will include but are not limited to: contest and collaboration across cultural and Englishuistic divides, the clash of European and indigenous political economies, and the relationship of American Indians to ethnic and racial groups in the United States.

Focused Yes

BLACKS IN THE UNITED STATES, 1877-PRESENT AFST, HIST 301 1 UG

This course will examine, through significant topics, personalities, and issues, the collective experience of African Americans in the United States. The course’s scope is the century following the end of Reconstruction to the present; its focus, the African Americans, both former slaves and freedmen, who attempted to maintain their dignity and to improve their lives and the lives of their families after more than two centuries of bondage and racial discrimination.

Focused Yes

Mexican American Frontier to 1848 HIST 304 1 UG

This course spans the history of northern New Spain to creation of the new American Southwest. It examines the historical processes that have forged a distinctive identity for the peoples of the Greater Southwest, the region of the present-day U.S. Southwest and northern Mexico. It is a rich and dynamic story of interactions among Indians, European, and American settlers in a largely inhospitable environment. The main topics include Spanish and Mexican expansion northward, formation of a diverse social milieu, persistence of Indian and Hispanic identities, rise of agrarian and commercial economies, the growth of towns and cities, and Hispanic-Anglo accommodation and conflict in the nineteenth century.

Focused Yes Yes

Latino/a Labor in the United States HIST 316 1 UG

This undergraduate advanced seminar examines the history of Latino/a workers in the United States from the nineteenth century through the twentieth century. It pays particular attention to the role of gender, class, race, and ethnicity as well as policy in shaping labor experiences and labor relations. Students will also have the opportunity to explore the causes and consequences of migration and immigration as it relates to labor. The course examines topics such as economic development and inequality; labor organizing and collective protest as well as mobilization in the United States. As we investigate questions of citizenship, class, gender, race and ethnicity within the context of labor, students will work on the craft of research, analysis, and writing through the topic of labor—broadly construed/defined.

Focused Yes Yes Yes

Twentieth Century Eurpoean War and Society HIST 337 1 UGThis course provides a history of war and society in Europe during the 20th century. That includes traditional military history, but also its intersections with social, economic, cultural, and political history.

Focused Yes Yes

History of the Modern Middle East HIST 348 1 UG

The aim of this course is to introduce students to some of the main themes in the history of the Modern Middle East and Islamic history from the time of Prophet Muhammad (ca. 600 C.E.) to ca. 2017. We will begin a general introduction to Islam, and continue with the Gunpowder Empires of the 16th century, including the Ottoman and Safavid Empires and follow a thematic and chronological framework to cover major historical events, socio-political, religious and cultural phenomena including today. Our goal is to investigate and learn to think critically about the formation of the Islamic traditions and their transformation over time across different regions, polities and cultures. In today’s globalized world, we can’t ignore the implications and impact of the Middle East and Islamic traditions in our lives. This class is designed to give students conceptual tools, historical information and analytical skills necessary to contextualize Islam in today’s world to make sure they respond to the events and information they encounter in a critical and knowledgeable manner

Focused Yes Yes

Twentieth -Century Japan HIST 356 1 UG

This course examines the rise and transformation of modern Japan in the “long twentieth century” (1868-1988). To properly assess the dynamic interactions of cultural, social, economic, and political elements in this period, this course starts from the seventeenth century when the so-called “Old Regime” of Tokugawa Japan paved the way for the later developments of Japan. Important themes include: the Edo Renaissance; the ‘opening’ of Japan; the Meiji Restoration; Popular Rights and the Meiji Constitution; the rise of imperialism; the Japanese colonial empire; militarism and the Pacific War; defeat and surrender; and finally the emergence of Japan as a major economic power.

Focused Yes Yes

History of France since 1815 HIST 407 1 UG

This course focuses on the history of modern France since 1815. Through lecture and discussion of primary and secondary source readings (fiction and non-fiction), we will examine social, cultural, and political dynamicsin continental France and around the French empire (the Caribbean, Africa, and Indochina). In the process, we will explore the nineteenth century Bourbon, Orleanist, Bonapartist and Republican regimes; France in World Wars I and II; De Gaulle and the role of France in the 21st century

Focused Yes

Modern American Women's History HIST 473 1 UG

This course explores the histories of women living in the United States from the late nineteenth century to the present. Designed as a course that explores multiple and intersecting narratives, a core goal of this class is to examine the ways women’s identities form their historical experiences (all plural experiences). Students will examine the intersections of power, race, ethnicity, immigration, migration, and sexuality with conceptions of gender, work, family, and citizenship. As a class centered on an intersectional approach to understanding women’s lives, students will investigate how the past informs the present and illuminate why understanding diverse, American women’s histories is essential to understanding the world in which we live today

Focused

Yes Yes

Healthy Lifestyles HLTH 231 3 UG

Healthy Lifestyles, introduces a variety of health issues that affect college students, including mental health, stress management, injury prevention, conflict resolution, alcohol/drug use and abuse, physical activity, nutrition, spirituality, and environmental health. Students will explore how these concepts interconnect and develop a holistic understanding of what it means to live healthfully.

Focused

Yes Yes

Race Ethnicity and Health HLTH 236 3 UG

course will explore in-depth the racial, ethnic, and cultural dimensions that underlie health and health disparities. Special attention will be paid to culture, social economic status, and governmental policies as they influence the adaptation of health practices. The aim of this course is to introduce students to important health issues that face individuals of different racial and ethnic backgrounds

Focused

Yes Yes Yes Yes Yes Yes

Community Health HLTH 331 3 UG

Students can expect to receive an overview of community factors impacting health. Factors to be examined include the community, organizations, policies, and environment. An experiential learning project and activities will help students better understand how health educators can work with communities to identify community issues through data collection strategies and researching evidence based programs

Focused

Yes Yes

Women's Health HLTH 334 3 UG

designed to provide you, the student, with the opportunity to explore the health issues and health care concerns of women by identifying a broad range of health topics that are either unique to women or of special importance to women.

Focused

Yes Yes Yes

Human Sexuality HLTH 342 3 UG

Demonstrate basic knowledge regarding human sexuality (i.e., sex-related anatomy and physiology; methods of contraception; prevention steps regarding sexually transmitted diseases; etc.) CLO2: Identify factors that influence, enhance, or compromise sexual health decision making CLO3: Consider how issues related to sex and sexuality impact the practice of health educators CLO4: Analyze sex education pedagogy and consider how teaching about sex differs from teaching about other subjects CLO5: Discuss sex-related issues that impact health policy, health law, and political thought CLO6: Develop a healthy respect for the differences among individuals and their perspectives

Focused

Yes Yes

Global Health HLTH 407 3 UG cultural, social, and political impacts on health and health care behaviors FocusedYes Yes Yes Yes Yes Yes

Health Programs in the Workplace HLTH 410 4 UG

Three credit class that involves careful examination of strategies to design, implement and evaluate exercise and health programs in worksites; including health risk assessment, marketing protocol, needs assessment, corporate culture issues, policy development, and cost-benefit analysis.

Focused

Yes Yes

Environmental Health HLTH 429 5 UG

l cover topics such as health aspects of environments, health problems related to food and water, air and noise pollution, pest control and pesticides, healthy communities, healthy buildings, nature contact, investigating various environments and whether they promote or hamper our health and well-being, and utilization of human resources

Focused

Yes Yes Yes Yes Yes

Professional Practice HLTH 445 2 UG

The course focuses on information, perspectives, and skills to promote health and quality of life effectively in community, school, workplace and health-care setting. Discussions will be oriented toward boundary-crossing partnerships across health disciplines and emphasize the role of collaborative efforts to better meet community health needs

Focused

Yes Yes

Plants for Sustainable Landscapes HORT 308 1 UG

Identification and use of indigenous and introduced landscape plants; plants for special uses in urban environments; emphasis on plants’ ornamental attributes, cultural requirements, and adaptability in urban and suburban environments

Focused

Yes Yes Yes Yes

Issues in Horticulture HORT 315 1 UG

The course describes and analyzes factors that impinge on modern horticultural systems, including technological, environmental, economic, societal and ethical issues. While a brief overview of current practices and technical background information is presented, the focus is on critical issues that are affecting managerial decision-making in horticultural operations and how graduates can prepare themselves to function in a continuously changing business environment.

Focused

Yes Yes Yes

Sociohorticulture HORT 335 1 UGThis course facilitates inquiry into the complex sociohorticultural environment while developing an awareness and appreciation of the economic, environmental, and social benefits of plants.

Focused

Understanding Special Populations INST 210 1 UG

Referral, assessment and categorization of special populations including physical, cognitive and affective characteristics; cultural, ethnic, economic and Englishuistic differences; giftedness; special education and compensatory programs; awareness of legislative history that results in rights for special populations.

Focused

Yes Yes Yes

Foundations of Education in a Multicultural Society INST 222 7 UG

Explore discrimination and oppression by examining the history of education in the United States. 2. Define multicultural education and explain its relevance to the educational process. 3. Investigate the educational experiences of various cultural groups in the Unites States. 4. Review the status of changing demographics of students and teachers in schools. 5. Examine the interaction, social context, management, and organization of CLEED classrooms. 6. Examine the legal mandates related to equity and excellence issues in education. 7. Explore the various views on cultural diversity in the U.S. as related to schools. 8. Recognize and examine the influence of social and cultural factors on the teaching and learning process. 9. Review rElectrical and Computer Engineeringt research studies on students of color and students in at-risk situations. 10. Develop culturally responsive teaching and learning strategies.

Focused

Yes Yes Yes

Diversity in a Globalized World INTS 407 1 UG

In this course, students will gain an understanding of some of the most pressing issues in refugee/migration and ethnic studies. Students will be able to speak with nuance about terms like multiculturalism, transnationalism, forced migration, diaspora, asylum, sovereignty and citizenship. They will make real-world applications of course materials and be able to contextualize political discourse about migration within larger global political and economic forces, as well as identify key actors in these issues, such as state governments, forces of order, supra-national bodies, NGOs and humanitarian agencies

Focused

Yes Yes

Culture, Neoliberalism, and Globalism INTS 409 3 UG

This course explores the meaning as well as the historical roots of neoliberalism. In the first half of the class, we will examine the history of liberal thought, especially as it is articulated in European political theory. Through such thinkers as John Locke, Jean-Jacques Rousseau, Adam Smith, and Mary Wollstonecraft, we will see how a theory of political freedom can become reduced to one of economic freedom. In readings in Marx and Adorno, we will see how this view becomes subject to critique. In the second half of the class, we will turn to the transformation of liberalism into neoliberalism. The rise of neoliberal politics in the 1970s had worldwide consequences. We will ask, in what does neoliberal ideology consists? What are its global, cultural, and social effects? And how does it adapt tenets of traditional liberalism for new ends?

Focused

Yes Yes Yes

Health and Physical Education for Elementary Classroom Teachers KINE 214 1 UG

Describe the importance and benefits of health and physical education for children’s development and well-being. 2. Define important terminology in health and physical education. 3. Describe key characteristics and components of health and physical education programs. 4. List ideas and tips to advocate for health and physical education. 5. Identify risk factors associated with health and preventive approaches. 6. Plan standards based integrated activities within health and physical education. 7. Identify effective methods of instruction, management, and assessment in health and physical education.

Focused

Yes Yes

Introduction to Landscape Architecture Practice: Design and Planning Foundations

LAND 101 1 UG

The five modules are: Module 1. Ecology and ecosystem services: redefining relationships This module will cover the basics of landscape ecology and ecosystem services, as well as how to evaluate and manage ecosystem services as a planning and design practice. Module 2. Seeking equity and justice: planning and design as social catalysts This module will discuss issues such as segregation, gentrification, environmental justice, and introduce planning, housing and community development strategies toward a just society. Module 3. Forms and functions: the design language and its meanings This module will introduce you to the basic theories and practices of form and shape making, as related to the meaning and functions of a place. Best practices in the profession will be introduced and discussed. Module 4. Promoting health: creating places where people thrive This module focuses on how to create places that encourage active living, enhance mental health, promote social interaction, and reinforce mutually beneficial humanenvironment relationships. Planning and design efforts at multiple scales that promote health will be introduced. Module 5. Sustainability and Resilience: building the future This module will introduce you to sustainability as a transdisciplinary field, describe the different perspectives of and key challenges to sustainability and resilience, and how planning and design play a part in a variety of issues in building a resilient society.

Focused

Yes Yes Yes Yes Yes Yes

Introduction to Latinx and Mexican American Studies LMAS 201 1 UG

The purpose of this course is to provide a comprehensive introduction to Latinx and Mexican American Studies. In this class, we will explore the major ideas, movements, and events that have defined the Latinx experience in the United States. We will consider how gender, race, class, and ethnic identities have been constructed, transformed, and contested

Focused

Yes Yes Yes

Inquiries in Life and Earth Science MASC 371 4 UG

Integration and connections among topics in life and earth sciences and inquiry processes– systems, characteristics of life, ecosystem development, earth’s features and weather systems; inquiry emphasizing experimental design, data analysis, and collection; use of models in the life and earth sciences. Course Objectives: • Discuss the nature of science as a way of knowing and describe the purpose of scientific inquiry, the recursive nature of science and the importance of community in science. • Understand scientific phenomena related to ecology, climate change, earth’s cycles, living organisms, plate tectonics, and evolution.

Focused

Yes Yes Yes

Improving Healthcare Service MKTG 441 1 UG

The purpose of this course is to help prepare business school students for a career in healthcare leadership by focusing on the opportunity to (1) improve the service experience of patients, providers, and other stakeholders and, in so doing, improve the quality of life; and (2) enhance the efficient and effective use of healthcare resources.

Focused

Yes

Religious and Ethnic Foods NFSC 300 2 UG

This course goes over food for different religious or ethnic groups. It goes into the certification processes, the availability of these foods, how the foods are viewed in a broader cultural context, and how food production can be inclusive of different groups. The entire course is based around these concepts.

Focused

Yes Yes

Introduction to Oceanography OCNG 251 4 UG

Learning outcomes include: Identify reasons why sustainable practices regarding ocean resources (e.g. fisheries, hydrocarbons) are important and affect students present and future life and the world economy; Demonstrate how the oceans are connected to and drive major Earth processes, such as atmospheric and oceanic circulation, climate and weather, plate tectonics, and sustainability; Discuss the importance of oceanography in global initiatives and political decisions for the present and future.

Focused

Yes Yes Yes

Performance in World Cultures PERF 301 7 UG

This course is preformance in world cultures. It explores the importance of performance in world cultures, the relationship between performance and different social, political, religious, and cultural processes. It also recognizes biases and cultural constructs in global performance. How is performance related to other things in different cultures.

Focused

Yes Yes

Dance in World Cultures PERF 325 1 UGCourse looks at the assumptions about culture, gender, religion, race, social conditions, and politics expressed in dance. It looks at different cultures across the world and how dance is incorporated in them.

Focused

Yes Yes Yes Yes

Dance and Identity in the US PERF 326 1 UGAnalysis of dance events as complex sites for social action; examines dances performed by diverse groups of people; considers such issues as identity, community, diversity, gender and representation in the United States.

Focused

Yes Yes Yes

Environmental Ethics PHIL 314 1 UG

This course highlights the ethics behind key environmental issues such as extinction, conservation, and climate change. The class allows students to apply environmental ethics to various real life environmental issues or case studies.

Focused

Yes Yes

Diversity and Public Administration POLS 306 1 UG

The course addresses diverstiy of both the United States and the government, teaches about the present climate and how federal policies and attitudes have influenced diversity, and asks questions about the role, importance, and impact of diversity on the government, the country, and the world.

Focused

Yes Yes Yes Yes

Immigration and Policy Theory POLS 306 2 UG

Discussion based class that focuses on immigration as both a political topic and an ethical debate. In depth discussion on how each political party tends to treat immigration, how immigration has changed in the US after certain large events (9/11, the 2016 election cycle), and how other countries treat immigration.

Focused

Yes Yes Yes

Race and Politics in the US POLS 320 2 UG

This course covers race issues in the United States, both in recent history and the present day. It focuses on readings that offer multiple perspectives on race, how the political climate is influenced by and influences race issues, and covers policies relating to race and race issues.

Focused

Yes Yes Yes

Psychology of Culture and Diversity PSYC/AFST 209 1 UG

Class is a survey of how and why culture influences mental health processes and behaviors. It looks at issues surrounding a interconnected and globalized world. Some discussion topic examples are: Cultural processes, the self across cultures, lifespan development and socialization, close relationships, communication and emotion, and health and wellbeing.

Focused

Yes Yes Yes

Religions of the World RELS 200 1 UGCourse discusses different world religions, highlighting religious intolerance and difference, challenge of religious pluralism, and the insider/outsider problem of religion.

Focused

Yes Yes

Religion and the Environment RELS 420 1 UG

How do religions interact with the environment? How can religion be used to live in a more sustainable world? Goes into how religion can be a force for good and how to go about doing so. Overall about how religion impacts the natural environment.

Focused

Yes Yes Yes

Religious Communication RELS/COMM 480 1 UG

Based mainly on the required weekly reading, where nearly every week is a topic on social sustainability, such as: "The Burqa and the New Religious Intolerance", Marxist Philosophy, "Black Theology and Black Power", "Abolition of Negro Slavery", "Slave Songs and Slave Consciousness, "Green Theory", "Love The Sin: Sexual Regulation and the Limits of Religious Tolerance", and many more.

Focused

Yes Yes Yes Yes

Conservation of Natural Resources RENR 375 1 UG

Course covers a variety of different sustainability topics, including Climate Change, Protection of biodiversity, Human Population dynamics, Renewable Energy production, Ecosystem Protections, and More. There is a sustainability related topic listed nearly every week in the syllabus

Focused

Yes Yes Yes Yes Yes Yes

Study Abroad in Natural Resources: Austrailia and New Zealand RENR 400 1 UG

Course aims to discuss the human impact on ecosystems, biogeography, climate change, ecological diversity, and cultural context of ecosystems in Australia and New Zealand. Overall the main aim of the program is to see the human impact on the environment.

Focused

Yes Yes Yes

Interpretation of Natural and Cultural Resources RPTS 307 1 UG

Course explains how to best interpret and honor the cultural meaning behind sites to visitors. Seems sustainable because it is how to handle sensitive cultural information as a person outside of the group being interpreted, and how to best communicate that to an audience in a respectful manner. Seems important for conveying cultural awareness and respect for different cultures.

Focused

Yes

Recreation, Parks, and Diverse Populations RPTS 340 2 UG

The course looks at how social class, ethnicity, race, gender, age, and disibility effect tourism in the United States. How different people have different needs, Also has multiple weeks examining prejudice and discrimination. Generally covers social sustainability topics during the entire semester.

Focused

Yes Yes Yes Yes

Sociology of the Community RPTS/SOCI 404 1 UG

Course tackles community from a sociological perspective, and the social roles that fit within the community. Most readings are involving topics with social sustainability, including race, gender, food insecurity, class, and general sustainability.

Focused

Yes Yes Yes Yes Yes

Tourism Impacts RPTS 426 1 UG

This course is discussing the impacts that tourism has socially, economically, environmentally, culturally, and politically. The first 3 weeks directly discuss sustainability, then the remaining weeks discuss tourism and sustainability related topics including environmental, socio-cultural, economic, governance, and ethics.

Focused

Yes Yes Yes

Environmental Soil and Water Science SCSC 455 1 UG Most of the course looks into pollutants and contaminants in water and soil, Environmental laws, sustainability, Ecosystem Restoration, and more.

Focused

Yes Yes Yes

Watershed and Water Quality Management SCSC 458 1 UG

This course is about watershed and water quality management, there are topics such as: History of the clean water act, effect of natural and anthropogenic disturbance on hydroloy and sediment transport, watershed change, urbanization, land management, and more.

Focused

Yes Yes Yes Yes

Education and Employment Issues in Secondary Special Education SEFB 420 1 UG

Class describes how to work with individuals in special education programs who are transferring from school into adult life. It covers the rights of these students and those surrounding them, the cultural and environmental differences and diversity among those students, and works with them to tailor each experience to the individual.

Focused

Yes

US/Mexico Border SOCI 203 1 UGCourse uses a sociological lens to look at the US/Mexico Border and all of the racism, xenophobia, violence, and militarization in its history and how that looks in the present day. All readings pertain to social sustainability.

Focused

Yes Yes Yes

Introduction to Sociology SOCI 205 7 UG

This course discusses many different social sustainability topics throughout the semester, every week. It includes Sex and Gender, Social Class and Inequality, Culture, Sexuality, Race/Racism, Healthcare, Families, Immigration, Crime, Authority, and Social Movements.

Focused

Yes Yes Yes Yes YesIntroduction to Gender and Society Syllabus SOCI/WGST 207 2 UG Course discusses gender and gender expression in society Focused Yes

Introduction to race and ethnicity SOCI 217 2 UGCourse digs into the discussion of Race and Ethnicity as it relates to sociology. Each class has a number of readings and discussions on topics that surround Race and the various hardships that people of color often face living in the US.

Focused

Yes Yes

Gender and Health SOCI/WGST 289 1 UG Course explores the disparities between different genders in health care, including regulation of sexuality, women's health, and abortion.

Focused

Yes Yes

Social Problems SOCI 314 3 UG This class looks into different problems that society faces, all of which are sustainability problems. For example: Immigration, Inequality, and Racism.

Focused

Yes Yes Yes

Sociology of Gender SOCI/WGST 316 1 UG

Class explores the social and cultural construction of gender and gender differences. Explores gender in a variety of settings, including families, work, sexuality, intimacy, and globalization. Looks into inequality, and intersectionality between social class, racial ethnicity, nationality, sexuality, and other power differences.

Focused

Yes Yes Yes

Racial and Ethnic Relations SOCI/AFST 317 1 UGThis class is entirely based on racial issues, including debunking biological notions of race, legal constructions of whiteness, slavery, race, and property, Native American Lands and Sovreignty, and much more.

Focused

Yes Yes Yes

Sociology of African Americans SOCI 323 1 UG

This course explores the historical and contemporary situations of Black people in the US, explores institutional and explicit racism in many different ways. Many of these discussions surround readings from history and the present.

Focused

Yes Yes

Latinx Immigration SOCI 338 1 UG

This course looks at Latinx immigration through discussion and reading, including the underpinnings of US Immigration Law, The socio-legal construction of "Illegal aliens", the political economy of migration, and political activism and citizanship.

Focused

Yes Yes Yes

Reproduction, Birth, and Power SOCI/WGST 410 1 UGThis class examines reproductive practices, experiences, and ideologies, and the constructed meanings of womanhood, motherhood, sexuality, reproductive freedom,a nd eugenics.

Focused

Yes Yes

Political Sociology SOCI 412 1 UG

Class looks into the study of power, and how sociology is applicable to many different political issues and theories such as nationalism, citizenship, democracy, authoritarianism, transnationalism, digitalization, and climate change.

Focused

Yes Yes

Social Movements SOCI 413 1 UGThis course explores different types of social movements, how they come about, how people participate, and how things get resolved. It draws from sociology, history, and modern events.

Focused

Yes Yes Yes Yes Yes

Sociology of Education SOCI 415 1 UG

Course explores socioloigy in education in terms of inequality, culture, and stratification. Has units such as Cultural and Social reproduction, Undocumented immigrants in transition to adulthood, invisible inequality, and racial mixing in schools.

Focused

Yes Yes Yes

Gender and Crime SOCI/WGST 421 1 UG Class explores the gender differences in crime, patterns of crime per gender, mass imprisonment, and transgender inmates.

FocusedYes Yes

Race and Ethnicity in East Asia and Beyond SOCI 489 1 UG

This course discusses race and ethnicity by lookin gat East Asia. It looks at what race and ethnicity actually are, how majorities and minorities are made and marked across boundries, and analysis of how racial, ethnic, and national identities change in different social, political, and historical contexts.

Focused

Yes Yes

Sociology of Sport SPMT 319 3 UG

This class uses sociology to look at sport. It discusses the importance of sport in society and on individuals, discusses social issues in teh context of sport, how sport can be used for social change and development, and demostrates critical thinking in discussions on social issues.

Focused

Yes Yes Yes

Diversity in Sport Organizations SPMT 336 2 UGThe entire class is based on evaluating diversity in sports, and understanding how it is important and how leaders can understand, embrace, and work with diversity. Each learning outcome is related to social sustainability.

Focused

Yes

Introduction to Culture, Community, Society, and Schools TEFB 273 3 UG This class introduces the culture of schooling in context with language, gender, racial, socio-economic, ethnic, and acedemic diversity and educational equity.

Focused

Yes Yes Yes

Dynamics and Management in Multicultural/Inclusionary Learning Environments

TEFB 371 3 UG

This course teaches about how you can lead a democratic classroom with inclusionarly learning, with interventions for students with disabilities, and analysis of systematic conditions that place students from diverse backtrounds and representing diverse abilities in positions of "risk" for incomplete success in schools.

Focused

Yes Yes

Dress, Culture, and Society THAR 156 1 UG Much of the course surrounds dress as cultural performance, and what people of different cultures wear and why. Also covers topics like gender, race, and cultural appropriation.

Focused

Yes Yes Yes

2 Rows: Intro to World Theatre THAR 201 2 UG

This class explores non-western theatre and it's influence on society and western theatre. It includes India, China, Japan, Africa, the Caribbean, and Latin America. It is an exploration of art worldwide and in a variety of cultures, as global and communal expression. Students learn to value diverse and global perspectives.

Focused

Yes

UScholar Exploration Series UGST 311 1 UG This course explores some of the most pressing social, cultural, and political issues currently, and explains how to discuss these in a effective way.

Focused

Yes Yes Yes Yes

More than Monuments: Preservation as Social Justice URPN 240 1 UGThis class discusses how preservation of the historic built environment helps communities foster social justice. It takes many examples locally and across the country to see how monuments can be used for restorative justice.

Focused

Yes Yes Yes

Housing and Community URPN 340 1 UG

This course includes many social sustainability subjects, such as affordable housing, how where you live affects your ability to take advantage of opportunities, segregation and discrimination, barriers to home ownership, problems with renting, mixed income housing, and gentrification.

Focused

Yes Yes Yes Yes

Wildlife and the Changing Envrionment WFSC 301 1 UGThis course focuses on the way that the environment is changing and how wildlife is impacted. Units include: Biodiversity, Invasive Species, Climate Change, and Pollution.

Focused

Yes Yes Yes Yes Yes Yes

Wildlife and FIsheries Conservation WFSC 304 1 UG This class is about conservation and wildlife biology, biodiversity, climate change, exploitation, invasives, and more.

FocusedYes Yes Yes Yes Yes

Psychology of Women WGST 300 2 UGCourse includes multiple subjects that have to do with women's issues, including sexuality, employment, physical and mental health, violence against women, and "myths and scripts for women growing older"

Focused

Yes Yes

The Economics of Gender and Race WGST/ECON 318 1 UG

Class explores how race and gender interact with the economy, including units such as: Challenges facing young blacks and hispanics, changing roles of women and men, rise in married women's labor force participation, gender and race gaps in pay, and gender issues in developing countries.

Focused

Yes Yes Yes

Women's Health WGST/HLTH 334 1 UG

Class discusses women's health through: Analysis of cultural, social, economic, an dpolitical state of affairs on women's health, determining the relationship between values, lifestyle, socioeconomic status, and education in the healthcare and behaviors of women, finding resources that contribute to promotion of women's health, and developing strategies for improving the health of women.

Focused

Yes

Masculinity in Film WGST/FILM 343 1 UG

Classes look into most aspects of masculinity in history and modern day, including Masculinity and Socioeconomic class, Masculinity and queer theory, Masculinity and critical race theory, Masculinity and feminist film theory, and many more throughout the weeks.

Focused

Yes

Feminist Theory WGST 401 1 UGThis class explores feminist theory and how it has changed over the years. Subjects include equality, sufferage, sexuality and sex, marxism, intersectionality, third wave feminism, and feminism and imperialism.

Focused

Yes Yes

Representations of Motherhood WGST/COMM 411 1 UG

This class discusses representations of motherhood in the media, how it has shifted from the 1930's to now. Analysis of motherhood drawing from primary texts and feminist theory. It will look at how motherhood is represented and the realithy of what motherhood is.

Focused

Yes Yes

Modern American Women's Histories WGST/HIST 473 1 UGThis class is an intersectional approach to understanding women's lives, from the late 19th century on. It looks at power, race, ethnicity, immigration, migration, and sexuality with concepts of gender, work, family, and citizenship.

Focused

Yes Yes Yes Yes

Psychology of Culture and Diversity AFST, PSYC 209 1 UGApply, accurately, psychological theories and research to explain, represent, and analyze social behavior in diverse contexts and settings. Includes a lesson called Living in a Multicultural World

Inclusive

Yes

Sociology of Sport AFST, SOCI 324 1 UGThis course will explore the structural and cultural relationship of sport to society. Particular attention will be given to issues of race, gender, sexuality, economics, and politics as they relate to sport.

Inclusive

Yes Yes Yes Yes

Intro To Environmental Engineering CVEN, EVEN 301 1 UG describe the primary environmental challenges, and (8) understand the concept of sustainability.

InclusiveYes Yes Yes Yes

International Communication COMM, JOUR 365 1 UG

This course is designed to familiarize students with an historical and theoretical approach toInternational Communication.Along the way, we will cover the issues that normally are consideredunder that rubric, including international information flows, global media systems, and the role ofculture and communication in globalization.

Inclusive

Yes

Italian Urban Cultures ITAL 457 1 UG

articulate the value of a diverse and global perspective - recognize diverse opinions and practices (including but not limited to economic, political, cultural, gender, and religious opinions) and consider different points of view; - an understanding of the idea of contemporary Italian cities, society and life; - an awareness of the main issues arising from the relationship between Italian historical events, actuality and its literary and/or cinematic representation; - a deeper knowledge of contemporary Italian authors and filmmakers concerned with historical and societal issues;

Inclusive

Yes

Foundations of Money Education AGEC 235 2 UG

Students will learn how the actions of individuals, corporations, andgovernments financially impact the United States and its citizens, as well as cultures and nationsacross the world. Understanding these critical financial concepts can assist students in engagingeffectively with regional, national, and global communities.

Inclusive

Yes Yes

Teaching School-Based Agricultural Education & Clinical Professional Experience

AGSC 302 1 UG

Develop approaches that are appropriate with populations that are diverse, gifted and/ or disabled, includes a lesson: Diversity and AccommodationsCh. 20 – Meeting the Needs of Diverse StudentsA4 Due● Diversity and Inclusion; Prejudice andDiscrimination● Special Needs: Disabilities &Gifted/Talented (IEPs, 504s)

Inclusive

Yes Yes Yes

Human Biological Variation ANTH 427 1 UG understand the history of the concept of “race” and biological arguments against its validity

InclusiveYes

Architectural Design II ARCH 206 4 UG

ARCH 206 begins to introduce advanced architectural topics and contextual forces that impact the built environment. Students are expected to confront these issues with imagination. Architecture can help contribute to addressing environmental, economic, social, and cultural challenges of the 21st century. - Building orientation and site design for solar access control and passive ventilation. - Introduction to integration of structural systems and environmental systems. - Inclusion of fundamental aspects of the Americans with Disabilities Act and universal design. - Progressive approaches to multi-model transportation systems. Transit-oriented development practices.

Inclusive

Yes Yes Yes

Social And Behavioral Factors in Design ARCH 212 1 UG

• Understand the diverse environmental needs, behavioral patterns, and social norms across different populations and cultures, and the implications of such a diversity on design; • Understand designers’ social responsibility in improving people’s quality of life and addressing environmental stewardship

Inclusive

Yes Yes Yes Yes

Architecture, Heritage, and Culture ARCH 346 1 UG

Students who successfully complete this course will be able to: • Describe the ways in which architecture can express culture and identity • Explain the importance of architectural heritage and its contribution to contemporary society and social memory • Distinguish significant developments in the theory and practice of heritage conservation • Explain how local, national, and international organizations address cultural heritage

Inclusive

Yes Yes

ARCH 434 ARCH 434 1 UG

Identify and evaluate the role of cultural heritage and its contribution to social memory, national identity, adaptive reuse, and historic preservation from antiquity to the present. • Evaluate the evidence for cross-cultural transmission of artistic practices.

Inclusive

Yes

Weather and Climate ATMO 201 6 UG Talk intelligently about climate change and human roles, climate change discussion

InclusiveYes

Molds and Mushrooms BESC 204 1 UG You will recognize the impact of globalization on the environment and dissemination of pathogens of plants and animals.

InclusiveYes

Biotechnonlogy for Biofuels and Bioproducts BESC 357 1 UG

The course will present biotechnology issues involved for developing bioenergy as a renewable energy source. Comprehensive coverage of the three generations of bioenergy and the enabEnglish technologies involved will be provided. The first generation bioenergy mainly refers to the ethanol production for corn or sugar; the second-generation bioenergy mainly refers to the lignocellulosic ethanol production from biomass; and the third generation bioenergy is yet to be developed with the new biomolecules and species for biofuel and bioproduct production. In addition, special topics will be included to discuss the rElectrical and Computer Engineeringt advances in bioenergy research. Current developments in research, government policy, and industrial approaches to bioenergy will also be addressed.

Inclusive

Yes Yes Yes

Amazon River Tropical Biology BIOL 462 1 UG

Upon successful completion of this course students should be able to: (1) Describe and discuss the geography, natural history, and culture of the Brazilian Amazon. (2) Articulate a basic understanding of tropical biology gained from both individual and collective group participation in field experiences in diverse ecosystems in the central Amazon River. (3) Identify unique aspects of Brazilian Amazon culture and language (Portuguese). (4) Systematically observe, record, and analyze observations of flora, fauna, and geography. (5) Identify local species with the assistance of field guides and texts.

Inclusive

Yes Yes Yes Yes

Communication, Religion, and the Arts COMM 257 2 UG

Recognize and identify diverse forms of art from a variety of cultures and time periods in order to develop intercultural responsibility. • Apply academic forms of critique and analysis to religious art as a form of communication. • Appraise written, oral and visual forms of communication from critical and creative perspectives. • Recognize and analyze social inequalities, prejudices, power structures, and conflict as they present themselves in visual culture and works of art. • Distinguish and apply the personal and social responsibility needed for living in a diverse world

Inclusive

Yes

Urban Stormwater Management CVEN 455 1 UG Discuss the link between a community’s socio-economic condition and its access to public infrastructure

InclusiveYes Yes

Dance Appreciation DCED 202 7 UG

To develop an understanding and appreciation of dance as a cultural and artistic form. 2. To demonstrate knowledge of dance history, artists and genres as reflections of cultural and societal influences. 3. To discuss scientific, political and sociological factors affecting the evolution of dance. 4. To develop abilities in critical viewing, reading and writing from dance sources that include film/video, live performance, and literature. 5. To relate current issues in dance to current culture and everyday life.

Inclusive

Yes

Electric Energy Conversion ECEN 340 2 UG

Solar Photovoltaic (PV) Application At the end of this section students should be able to explain the operation of solar PV systems and be able to do simple designs of solar PV systems. 11. Wind Energy Application At the end of this section students should be able to explain the operation of wind energy systems, describe their societal and environmental impacts, and solve basic power flow problems associated with the integration of wind energy systems into the existing electric grid.

Inclusive

Yes

Economic Development ECON 330 2 UG

Students will become familiar with the main problems and challenges that lessdeveloped countries face, This course surveys the economics of development. We will study developing countries which constitute most of the world and share some commonalities. We will identify the problems that developing countries face and will focus on the policies that governments have pursued.

Inclusive

Yes Yes Yes Yes

Antitrust Economics ECON 426 1 UG

We will use theoretical models and tools from industrial organization to assess the relationship between market structure, economic efficiency, and social welfare. In particular, we will evaluate the efficiency gains and losses associated with specific 1 business practices including cartelization, horizontal merger, and vertical integration. By reading landmark judicial opinions and economic case studies that analyze these opinions, we will look at how antitrust law has evolved over time and consider its effectiveness. Finally, this course will also address other forms of government regulation designed to correct market failures and promote efficiency

Inclusive

Yes

Early Childhood Through Adolescent Education EDCI 353 4 UG

Students will articulate an understanding of cultural backgrounds, Englishuistic differences and personal biases through a. reflecting on the relationship between culture and development and identifying alternative frameworks for understanding childhood. b. identifying the key issues surrounding the study of childhood such as diverse family structures and popular culture, and critically analyzing how these issues impact classroom design.

Inclusive

Yes Yes

Directed Study - Learning Community: Foundations of Student Success in Human Resource Development and Technology Management

EHRD 285 1 UG Includes many lessons on personal wellness, community service, and one on cultural diversity

Inclusive

Yes

Conflict Management and Dialogue EHRD 413 1 UGExplain the role of diversity in conflict and conflict management. 5. Analyze issues and demonstrate social, cultural, and global competence within the context of effective conflict management and dialogue

Inclusive

Yes

The Role of Engineering and Business In Society ENGR 351 1 UGExploration of engineering and business contributions to society; political, cultural, societal, and economic forces’ impact on engineering; using creativity and imagination to solve engineering and societal challenges.

Inclusive

Yes

Wildland Watershed Management ESSM 301 2 UGElements of watershed management and principles and practices of wildland management for protection, maintenance and improvement of water resource values.

Inclusive

Yes Yes

Forest Tree Improvement and Regeneration ESSM 310 2 UG Design and/or select management strategies for restoring and sustaining ecosystem goods and services

InclusiveYes

Ecosystem Restoration and Management ESSM 320 1 UG

Describe the basic components of coupled socio-ecological systems and interpret processes at the organism, population, community, ecosystem, landscape and global levels. a. Characterize how humans shape ecological systems (e.g. exploitation, conservation, sustainability, preservation) b. Define social vs. ecological tradeoffs c. Describe the dependence of humans on ecosystem services

Inclusive

Yes

Advanced Restoration Ecology ESSM 430 1 UG

Describe the basic components of coupled socio-ecological systems and interpret processes at the organism, population, community, ecosystem, landscape and global levels. a. Define social vs. ecological tradeoffs b. Describe the dependence of humans on ecosystem services

Inclusive

Yes Yes

American Society and Culture since 1877 FILM 394 1 UG

This course links the history of American society and culture since 1877 with the study of American films which address social issues and trends. Students will examine primary sources on subjects ranging from the social and political thought of major intellectual figures to the more popular mind-set projected by motion pictures. Assigned secondary sources provide scholarly interpretations of the changing social-cultural landscape (including film) since the late 19 century.

Inclusive

Yes Yes

Bioethics GENE 420 2 UG Ethics of natural resource utilization Ethics of environmental sustainability Climate change, biofuels Environmental bioethics

InclusiveYes Yes Yes Yes

Geography of the Global Village GEOG 202 3 UGThe successful outcome of this course, which is my goal, is to (1) increase your knowledge of the cultural, regional, and ecological contexts of the world, (2) facilitate your understanding of global diversity and globalization,

Inclusive

Yes

Economic Geography GEOG 304 1 UG

Interpret modern trade policy and describe the respective merits and disadvantages of trade liberalization and protectionism • Explain how labor markets and work itself have evolved over time • Identify how consumerism and consumption shape contemporary culture and the world around us • Describe basic processes of urban and rural economic development, as well as current trends

Inclusive

Yes Yes

Geography of Energy GEOG 309 1 UG This class has multiple units on renewable energy, energy conservation, and climate change

InclusiveYes Yes Yes

Environmental Hydrogeology GEOL 489 1 UG

Hydrogeological, physical, and geochemical processes related to geohazards and contaminant transport in the subsurface and its environmental impacts including land subsidence, flood control, slope stability control, waste disposal, groundwater resources pollution and protection, karst aquifer protection.

Inclusive

Yes Yes Yes

The Historian’s Craft-The Slave’s World HIST 280 6 UG

The course’s content will focus on the institution of slavery from its introduction in the North American colonies in 1619 until its abolition in 1865. Additionally, the course will introduce you to slavery in Texas, andyou will learn about the lives of enslaved people by reading The Slave Narratives of Texas and the latestscholarship on Texas slavery. The overriding objective of the readings is to allow you to learn aboutracial slavery from those who experienced the cruelty and inhumanity of this institution firsthand.

Inclusive

Yes Yes

Latin American since 1810 HIST 342 1 UGSocial Responsibility (to include inter-cultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities).

Inclusive

Yes Yes

The American Revolution HIST 452 1 UG

This course, therefore, seeks to examine the War for Independence and its aftermath as the dynamic multicultural meeting ground it was. We will analyze how a disparate group of colonists managed to construct a nation, and look at the contested ideas regarding who should and should not “count” as a citizen in the new United States. Finally, we will explore the legacy of the American Revolution. Various individuals came to very different understandings of the significance of 1776 and its aftermath

Inclusive

Yes Yes

International Developments since 1918 HIST 464 1 UG Lessons on decolonization and learning objectives on cultural/social competence.

InclusiveYes

Concepts in Peer Health Education HLTH 222 1 UG Course has sections focused on personal health, suicide, and power-based violence

InclusiveYes Yes

Spirituality and Health HLTH 333 1 UGCompare and contrast religion and spirituality. 2. Critique a spiritual health/wellness book. 3. Plan, implement, and evaluate a spiritual health/wellness program

Inclusive

YesGarden Science HORT 301 2 UG Production Principles: Organic, Sustainable, Intensive, Conventional Inclusive Yes

Landscape Maintenance and Construction HORT 425 1 UGGain exposure to sustainable landscape practices, including but not limited to, rain gardens, permeable hardscapes, organic options and water issues of the industry.

Inclusive

Yes

Global Marketing IBUS 401 2 UG

students in this class will be able to: Live and work effectively in a diverse and global society. Articulate the value of a diverse and global perspective. Recognize diverse opinions and practices (including but not limited to economic, political, cultural, gender, and religious opinions) and consider different points of view.

Inclusive

Yes Yes Yes

International Environment of Business IBUS 450 5 UG

Understand the concept of globalization and its impact on workers, customers, and citizens of the world’s countries. Analyze the policy debates among countries, firms, and other interest groups regarding the advantages and disadvantages of globalization

Inclusive

Yes

Financial Environments of Italy, Croatia, and Slovenia IBUS 489 2 UG

discern the differences among the countries’ governments and politics (4) summarize the basic history timelines of the countries (5) compare and contrast how each country is recovering from the global debt crisis with the United States and Europe (6) describe the beliefs and thoughts of the local people of each country

Inclusive

YesESL Methods INST 362 8 UG Lessons and goals oriented toward multiculturalism and diversity Inclusive Yes

Introduction to International Studies INTS 201 1 UG

Introduction to the concept of globalization and its different theoretical lenses through examination of diverse global and international economic, cultural, and political processes; interdisciplinary survey of the social, political, economic, and cultural patterns that have defined the modern world; case studies of global regions (e.g. the Middle East) basic concepts and frameworks for analyzing global events and understanding the current international situation.

Inclusive

Yes Yes

War and Memory INTS 405 1 UG

The struggle to come to terms with a traumatic, conflicted, and at times a criminal past stemming from war, occupation, or colonialism has shapeddefining issues for many nations from the end of the Great War in 1918 up until the present day. These issues carry important implications in therealms of ethics, culture, and society as well as in the domains of history and politics

Inclusive

Yes Yes

Senior Seminar in International Studies: Power INTS 481 3 UG

This class will explore contemporary conceptions of power in culture, society, economic, and political frameworks. It will explore a central tension in the idea of power: power as a means through societies are organizational, functional, and democratic/power as a limitation to human freedom

Inclusive

Yes

The Science of Basic Health and Fitness KINE 120 44 UG

Identify the outcome of healthy and unhealthy behaviors on the human body. 2) Discuss the impact of wellness choices on the individual and society. 3) Describe basic scientific principles of health and disease and their implication on the human experience and the physical world.

Inclusive

Yes

Introduction to the Science of Health and Fitness KINE 223 46 UG

Overview of the human body systems. Interdisciplinary focus on wellness, exercise, nutrition, disease, and drug use. Integrated physical activity experiences centering on principles and applications of the scientific basis of conditioning

Inclusive

Yes

Teaching School in Modern Society KNFB 222 1 UGIdentify issues like racism, sexism, classism, ableism, and social injustice and how they affect students in schools today; § Discuss current events and the impact they have on teachers, students, schools, and communities;

Inclusive

Yes Yes YesLand Design IV LAND 312 1 UG Concepts and principles of sustainable healthy communities Inclusive Yes

Nonmetallic Materials MMET 206 1 UG

One of the main objectives of this course is to "understand the environmental impact, life cycle assessment, and carbon footprint of a product". There are multiple lectures based on environmental impact and one of the two objective academic achievement listed for the course is environmenetally focused.

Inclusive

Yes

History of Jazz MUSC 225 1 UG This course compares how jazz reacts to different social, relgious, political, economic, and cultural values. It also shows the history of jazz.

Inclusive Yes

History of Rock MUSC 226 2 UG

This course looks into the history of Rock, how it has influenced social change, how the styles of music have been percieved in different cultural an dpolitical contexts, and how the music is connected to different loci of identity including gender, race, class, region, generation, and others.

Inclusive

Yes

Understanding Obesity: A Social and Scientific Challenge NFSC 320 2 UGThis course addresses Obesity as a social problem, seeing different perspectives on the topic as it relates to food science, nutrition, health and psychology. Factors in relation to sociology, genetics, exercise physiology, and metabolism.

Inclusive

Yes

Biological Oceanography OCNG 420 1 UG Goes into major ocean living resources and their threats, introduces climate change and how it effects the biological environment, goes into resource managment skills

InclusiveYes Yes

Creating Preformance PERF 303 1 UG

The course is not spesifically about social sustainability, but there is a notice on the first page of the syllabus stating that the course is meant to help you challenge your personal beliefs and biases, especially about societal constructs of race, gender, and class. One of the learning outcomes is social responsibility.

Inclusive

Yes Yes

Preforming the City PERF 454 1 UGGoes into the 9/11 time and aftermath and impact on society, globalization, gentrification, and seems to go into preformance and the cultural connections most of the time.

InclusiveYes Yes

4 Rows: Contemporary Moral Issues PHIL 111 4 UG

This course covers multiple topics that are considered socially sustainable. Readings include: The Harm in Hate Speech, Believe WOmen and the Presumption of Innocence, A Defence of Abortion, Abortion and Miscarriage, and All Animals are Equal

Inclusive

Yes

Ethics in a Digital Age PHIL 282 1 UG

This course looks at how traditional social and political ideas such as power, authority, and bias connet to cyber technologies. It also emphacizes how professional codes of ethics in computing practices and policy are informed by culture. The class also takes into consideration computer related ethical and social issues from the perspective of computing professionals, policymakers, and users from different backgrounds.

Inclusive

Yes

Ethics and Engineering PHIL 482 47 UG Course includes sections on Engineering and Inclusivity, Environment and Sustainability, and International Engineering: Working Between and In Diverse Cultures.

InclusiveYes Yes

International Terrorism POLS 429 1 UGThis course is mainly about Terrorism, why it happens, political responce, and analysis of terrorism. There is discussion on the psychological and social impact of terrorism as well as some readings to support that topic.

InclusiveYes

Animal Welfare POSC 454 1 UGThis course is concerned about the welfare of domesticated, captive, and wild animals. It looks at who animals are, if they experience pain, how can practices be made to improve animal welfare.

InclusiveYes

Clinical Psychology PSYC 450 1 UG Includes a week of Diversity and Cultural Issues, Managing mental health cricises and suicide, and speaks on mindfulness.

Inclusive Yes

Media Psychology PSYC 489 1 UGTalks about the media and culture/race for a week, then the media in social and sexual relations for a week, talks about how to be an informed consumer and how to spot "fake news"

InclusiveYes Yes

Multicultural and Interdisciplinary Literature for the Middle Grades RDNG 371 2 UG Teaches how to recoginze learning differences in students, focuses on how to integrate multicultural literature into different subjects.

Inclusive Yes

Religion in America RELS 202 1 UG Has a week on Civil Rights, and a week on immigration in America and Religious "othering"

Inclusive Yes Yes

Communication, Religion, and the Arts RELS 257 2 UG

On the syllabus under learning outcomes, two are: Recognize and analyze social inequalities, prejudices, power structures, and conflict as they present themselves in visual culture and works of art, and Distinguish and apply the personal and social responsibility needed for living in a diverse world.

Inclusive

Yes

Fundamentals of Ecology RENR 205 2 UG Class has a week dedicated to Climate Change and talks about the importance of Biodiversity

Inclusive Yes Yes

Leisure and outdoor recreation in American Culture RPTS 301 1 UG Course talks about how leisure and outdoor recreation influence people, and the subjects including but limited to: the self, diversity, health, ecology, and consumption.

InclusiveYes Yes

Application of Tourism Principals RPTS 302 2 UGExamines the tourism industry (internationally) and the benefits/risks it can have to a local population, talks about the impacts of tourism on the economy and environment, and cultural differences/cross cultural awareness.

InclusiveYes Yes

Foundations of Community, Community Planning, and Community Developmen RPTS 308 1 UGClass looks into the community, and contains some social sustainability subjects such as: Top down vs bottom up development, local development vs community dvelopment, and practicing community development.

InclusiveYes

Self Directed Experience with Adolesents SCEN 201 1 UG This course includes discovery of racism, sexism, and cultural diversity in the classroom.

Inclusive Yes Yes

International Agriculture Systems SCSC 410 1 UG Topics include biodiversity and sustainable agriculture and environmental issues/natural resource management in international agriculture.

Inclusive Yes

Brazilian Agriculture and Food Production Systems SCSC 420 1 UGCovers Brazilian agricultural and conservation ssytems, compares the Brazilian and US culture, Consider what skills are required to effectively live/work in a diverse and global setting.

InclusiveYes Yes Yes

Forage Ecology and Management SCSC 444 1 UG Course asks students to apply knowledge of soil science and technology for sustainable agriculture. Works on manageing water resources to be sustainable.

InclusiveYes Yes

Introduction to Sociology SOCI 205 1 UG This course mentions social class, social status, the family, sex, race, crime, religion, power, urbanization, and population

Inclusive Yes Yes

Global Social Trends SOCI 206 2 UG

This coarse has multiple subjects that tend to be rooted in sustainability, even if each topic is not directly discussing sustainability itself. For example: Sociological Determinants of Corruption, Revolution, Cycles of Democracy and Dictatorship, and Terrorism. It also more directly discusses topics such as Gender, Ecology, and Religion.

Inclusive

Yes Yes Yes Yes Yes

Sociology of Popular Culture SOCI 212 1 UG Course has a sectin on popular culture and identity (race, class, gender, and sexuality) Inclusive Yes

International Migration SOCI 337 1 UG Many of the readings in this course are inclusive of socially sustainable subjects, spesifically surrounding undocumented immigrants.

Inclusive Yes

Death and Dying SOCI 408 1 UG Course includes discussion on the inequalities in how and when we die and what happens afterwards to families.

Inclusive Yes

Contemporary Hispanic Society and Culture SPAN 411 1 UG This class explores hispanic history and culture, currently and into the recent past, learning about people and events that are important to hispanic culture.

Inclusive Yes

Instructional Design for Students with Disabilities SPED 302 1 UG

This course familiarizes teachers with effective teaching strategies for students with disabilities. How to successfully design courses keeping in mind individual learning differences, learning environments and social interactions, and professional and ethical practice.

Inclusive

Yes Yes

Instructional Strategies for Students with Disabilities SPED 310 1 UG

This course details strategies and techniques for teaching students who are either at risk academically or have disabilities. Students will learn to identify strategies used in classrooms and reflect on the impact of those strategies on students considered at-risk and their educational outcomes.

Inclusive

Yes Yes

Classroom Management and Behavioral Interventions SPED 471 1 UG

This is a course that focuses on strategies for behaviroal interventions in the classroom, spesifically looking at students who have exceptional learning needs. It also has outcomes that focus on discussing the importance of using behavior and classroom management techniques that are relevent to students in terms of race, language, economics, and culture.

Inclusive

Yes Yes

Sport Psychology Management and Practice SPMT 304 2 UGCourse includes topics like understanding why people are motivated to keep up with fitness, self esteem and self confidence (and how to achieve healthy levels of both), and understand how to increase quality of life through exercise.

Inclusive

Yes

Sport Psychology Management and Practice SPMT 304 1 UG Course involves discussion on cultural diversity and individual psychological differences, to promote cross cultural group and team cohesion.

Inclusive Yes

Evolution of the American Musical THAR 386 1 UG

Parts of this class explore how musicals perpetuate stereotypes of various identites in negative ways, how have immigrants expressed their own identites, and how have musicals engaged in contemporary political debates? How musicals deal with race, ethnicity, sexuality, gender, economics, war, and political issues.

Inclusive

Yes Yes Yes

UScholar Exploration Series UGST 311 1 UGThis course shows the path of food from farm to table, and how it impacts health and the environment. Also shows crises that current production pose and how they can be avoided.

InclusiveYes Yes Yes

The Evolving City URPN 201 3 UGCourse includes learning outcomes on disparities in social impact of urban development, the significance of globalization, and socioeconomic, political, and technological forces that influence sustainable urban future.

InclusiveYes Yes

Building Better Cities URPN 202 3 UGCourse includes discussions about social responsibility, the importance of city planning, the examples of global cities and their development, and assignments on civic engagement locally.

InclusiveYes Yes

Urban Issues URPN 361 2 UGClass talks about contemporary urban problems, many being social issues. Some of these issues include unemployment, poverty, crime, public health, racial tension, environment, and quality of life issues.

InclusiveYes Yes Yes

Principles of Urban Design URPN 420 1 UGMuch of this class seems to be talking about how to build cities in a future that deals with so many environmental issues. There are different approaches in the class through history, theory, and practice.

InclusiveYes Yes Yes

Mammalogy WFSC 401 1 UG This class includes some conservation as it relates to mammals. Inclusive Yes

Urban Wildlife and Fisheries Management WFSC 405 2 UG This course includes conservation of biodiversity in urban settings and how to accomplish this.

Inclusive Yes

Molecular Ecology in Wildlife and Fisheries WFSC 433 1 UG This class introduces molecular genetics and how that can be used in conservation. Touches on biodiversity and climate change.

Inclusive Yes Yes

Amazon River Tropical Biology WFSC 462 1 UGCourse focuses strongly on biodiversity of both plants and animals in the Amazon basin, and also touches on biological conservation, including sustainable use of natural resources.

InclusiveYes Yes

Gay and Lesbian Literature WGST/ENGL 333 2 UGThis course reads and discusses gay and lesbian literature, paying attention to the ways that histories of race, migration, and globalization are negotiated. Social and historical contexts of texts. Mainly discussion based.

InclusiveYes

Language and Gender WGST/LING/ENGL 403 1 UG

Course explains how language shapes gender and gender identity. Class includes discussion on language an dmarginalization, biolence, and descrimination. It also inclues looking at the representation of gender in texts and images in advertising. Also touches on language and gender as it relates to sexual orientation.

Inclusive

Yes Yes

Gender and Communication WGST/COMM 420 1 UG

This class looks at the difference between how men and women communicate, constructed by media or not, and also looks into social issues such as competing images of women/men, lgbt identity and language, communication in schools, and power and violence.

Inclusive

Yes Yes

Employment Discrimination Law WGST/MGMT 430 1 UG

Course explores legal issues around employment discrimination based on a variety of aspects. Looks into policy issues, and the evidentiary methods for proving discrimination in court. Students learn to understand what discrimination looks like in practice an in the law, and how discrimination claims are handled.

Inclusive

Yes

The History of American Women WGST/HIST 461 1 UG Class looks both at women throughout history and the issues that modern women face today. It looks at political, legal, religious, and cultural factors.

Inclusive Yes

Course Title Department(s) Course Sections Level Course Description Type Goal 1. End Goal 2. End Goal 3. Ens Goal 4. Ens Goal 5. Ach Goal 6. Ens Goal 7. Ens Goal 8. Pro Goal 9. Bui Goal 10. Re Goal 11. Ma Goal 12. En Goal 13. Ta Goal 14. Co Goal 15. Pr Goal 16. Pr Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Current Issues in Animal Agriculture ANSC 651 1 GraduateThis class looks into many different sustainability issues as they relate to animal agriculture. Examples are: Diets that reduce animal product consumption, food waste, the green revolution, water shortages, sustainability (generally as it applies to animal agriculture), safety of foods, hormones, and many more. Each day has a topic that would be considered sustainability.

Focused

yes yes yes yes

Climate Change ATMO 629 1 GraduateThis course is entirely about climate change, the change of the gelogical and recent past, methods of assessing climate change, models, theories, impacts, and projections. Why conclusions from climate science have not led to policy changes, and how to avoid the worst possible outcome from unabated global warming.

Focused

yes

Communication and Culture: Representation and Self-Representation in a Global Context COMM 658 1 GraduateCourse focuses on how media represents "Others" and how marginalized groups produce their own representations. Looks at Otherness overall. How representation in the media can be empowering and limiting.

Focusedyes yes

Introduction to group process CPSY 633 1 GraduateCourse introduces students to leading group psychotherapy sessions. They will both be a participant and a leader in the class. It is basically hands on practice for becoming a therapist.

Focusedyes yes yes

Counseling Prac I - Doctoral Program CPSY 639 1 GraduateThis course lets students start meeting with clients for therapy sessions. The students will be performing as counselors, and are supervised by the professor. It is field work for PhD students.

Focused

Counseling Practicum II CPSY 664 1 GraduateThis is the second Counseling Practicum course where students go back to leading individual or group counseling. They will work with clients alone and be supervised through their professor. It is real therapy and practical work.

Focused

Multicultural Counseling CPSY 679 2 GraduateThis course is about cross-cultural counseling. It will give future counselors the tools to be proficient with a person of any cultural group. Most course objectives are socially sustainable, including contextualizing multicultural counseling historically and socio-politically, major themes in multicultural counseling, analyze the complex nature of racism and mental health care, cultural self awareness, and more.

Focused

Field Practicum/Field Practicum In-Absentia CPSY 683 1 Graduate

This course is another field practicum course where students will work in a variety of settings with a variety of clients. The exact setting of the work will be determined on a per student basis, but the objectives of the class remain the same, where the student will demonstrate an understanding of school psychology, collaborate and communicate with people with respect for individual differences and diversity, and more objectives that are in line with good therapy standards.

Focused

Air pollution CVEN 607 1 GraduateThis course looks at Air Pollution from a scientific perspective, and how to do air quality modeling, monitoring, and control in air quality engineering. It goes through atmospheric chemistriy, emission, transport, and removal.

Focused

Harnessing Solar Energy: Optics, Photovoltaics, and Thermal Systems ECEN 767 1 Graduate This course is technical knowledge on how to build and work with solar energy in multiple different ways and with different types of technology. Focused

Administration of Special Populations and Special Programs EDAD 624 1 Graduate

This course aims to teach students how to provide administration for special education programs for special populations of students in levels of PreK-12 education. They will demostrate advocacy, support, and facilitation of culturally responsive leadership. Also understand the legal and professional requirements in relation to PK-12 special education.

Focused

ESL for International and Intercultural Settings EDCI 614 2 Graduate This course analyzes individual psycholinguistic factors related to second/foreign language learning, analyzes the current research in the education, history, politics, and economics of english as an international language.

Focused

Society and Education in World Perspective EDCI 645 2 GraduateThis course is examining the socio-cultural, economic, and political forces that impact educational systems around the world. It compares world wide educational systems to each other.

Focused

Strategies for Teaching in a Culturally Pluralistic Society EDCI 677 3 Graduate

In this course studens gain insights on how to teach in culturally, linguistically, ethnically, and economically diverse classrooms and environments. It's objectives include defining multicultural education, becoming familiar with educational experiences and issues related to six US racial/ethnic groups, review status of changing demographics in schools and workplaces, discuss and examine the legal mandates related to racism, affirmative action, and equity and excellence issues in education and the workplace, views on cultural and religious diversity, and more. Each learning outcome has to do with social sustainability in the classroom.

Focused

Coastal Processes and Ecosystem Management ESSM 633 2 GraduateThis class looks at coastal processes with an integrated view across the sub-fields of coastal geology, geomorphology, biology, law, policy, economics, and engineering. Major focus on how to manage and restore ecosystems.

Focused

Ecohydrology ESSM 635 1 GraduateThis course is about the water cycle and the biome. Students will understand the landscape of hydrology and how changing land cover and biota affect hydrologic processes.

Focused

Human Impacts on the Environment GEOG 619 1 GraduateThis course engages in contemporary debates in human environment geogeraphy, spesifically on water. Weekly lessons include Captial production of nature, what water is, Modern Water and Power: The state, global hegemony, hydraulic cities, citizenship, identity, and development. Discussion based class.

Focused

Teaching School in Modern Society HLTH 622 2 Graduate

Course explores the rolse of schooling in a democratic society, contextual issues in schools such as race, class, sex, sexual orientation, gener identity, ethnicity, language, learning styles, physical abilities, and culture. Learning outcomes include: Identifying social issues that affect students in schools today, discussing current events, responsibilities of teachers including ethical, legal, and moral behaviors, and demonstrating qualities of acceptance, inclusivity, and respect for others.

Focused

Economics of Energy ICPE 611 2 Graduate

Course has students understanding energy markets, how the government policies affect the energy economy, energy economic implications of climate change, economics of bioenergy production. Students should express critical thinking not only about energy markets, but about production and consumption along with the influence of climate change concerns and actions plus the economics of bioenergy. Climate change is a large part of the class and the energy sources covered are renewable.

Focused

Carbon Capture, Utilization, and Storage ICPE 618 1 GraduateThis course covers in depth carbon capture, utilization, and storage. It has the technological concepts of CCUS and economic implications of carbon management and relevent issues for implementation.

Focused

Sustainability Considerations in Energy ICPE 631 1 Graduate

This class is entirely based on in depth analysis of Energy and sustainability from an environmental, economic, and social stand point. Students learn the principles of sustainability from energy and engineering standpoint, learn decision making tools related to sustainability, apply various principles an dmethods to perform complete sustainability analysis and provide solutions, and more sustainability related learning outcomes.

Focused

SpTop: Renewable Abiotic Energy Resources and Conversion ICPE 689 1 Graduate This class looks at the rapid development and progress of aibiotic energy resources and conversion technologies, such as: solar, geothermal, wind energy, hydropower, and an overview of the fundamentals of renewable energy storage and distribution.

Focused

Advanced Economic Development INTA 632 1 Graduate

This course focuses on poverty, why it exists, where, poverty in developing countries, and the issues that coincide with poverty. It shows students to think about what can be done to improve the welfare of the poor, what has been tried, what works, what doesn't, and why.

Focused

Solar Energy Engineering MEEN 693 1 GraduateThis course introduces students to solar energy engineering. It covers: solar energy; solar angles and radiation; solar photovoltaics; solar cell manufacturing; solar thermal systems; solar water heating and space heating; concentrated solar power; solar energy storage; economic analysis; fundamental research.

Focused

Global Environmental Health PHEO 612 1 GraduateThis course looks at globalization and environmental problems that leave few societies untouched. It looks at water issues, sanitation, insects, Municipal waste, hazardous waste/medical waste, air pollution, children's environmental health, food security, food borne illness, global climate change, emergency responce, and binational border environmental health problems.

Focused

Water and Environmental Public Health PHEO 675 1 GraduateThe course tries to introduce the elements of water and environmental public health, and how these major environmental issues affect society. Covers water related health issues, water properties and sustainability, wastewater, antibiotics in soil and water, contaminants, and how to improve environmental and public health.

Focused

Environmental Health Policy and Planning PLAN 634 1 Graduate Course looks at environmental risk analysis methods, public health methodology, and policy implications. Some weekly topics are: Urban Society; population perspectives; measuring populations; ethical theories and research; and environmental justice

Focused

Coastal Resiliency and Sustainability PLAN 642 1 GraduateCourse covers borad range of topics related to resiliency and sustainability in coastal regions. Understanding of the subject through ecological, social, economic, organizational, planning, and built-environment perspectives.

Focused

Biotechnology for Biofuels and bioproducts PLPA 657 1 Graduate

This course looks at biotechnology issues involved for developing bioenergy as a renewable energy source. Shows three generations of bioenergy: ethanol for corn or sugar, lignocellulosic ethnal production from biomass, and yet to be developed bioenergy.

Focused

Community Organization and Institution Building (Community and the Environment) RPTS 605 1 Graduate

Ths course introduces environmental problems and the effect they have on the community. Learning outcomes include: Understand the causes and consequences of current environmental changes; understand what the world is doing to mitigate environmental issues; Define and apply the various concepts and theories of power, participation, collaboration,resilience, and agency and how these are useful in the mitigation of environmentalproblems; Demonstrate ability to analyze a community as a part of an interactive socio-ecosystem:Define community issues, assess needs, propose alternative interventions and appropriatecourses of action as well as the current research methods in monitoring and evaluating he effectiveness of the collective efforts; and Develop a broad view of systems related to social groups and apply this knowledge inworking with other professionals in promoting community organization anddevelopment, social planning, social action and institutional change

Focused

Applied Biodiversity Science I RPTS 655 1 Graduate

This class shows rapid biodiversity loss as a global crisis. It introduces what biodiversity is, what the main concerns of biodiversity are, what current perspectives about biodiversity conservation different groups hold, and what students can learn from popular academic case studies.

Focused

Human-Wildlife Conflict and Coexistance RPTS/WFSC 689 1 GraduateThis course is a seminar exploring the connections that humans and wildlife have. It involves conservation biology, wildlife management, recreation, park and tourism science, anthropology, and environmental psychology.

Focused

Environmental Soil and Water Science SCSC 657 1 GraduateThis course looks at soil and water science from a environmental and sustainability standpoint. It goes over topics such as: Global pollution, physical processes affecting contaminant transport and fate, environmental toxicology, soil and land pollution, environmental lawas and regulations, soil and groundwater remediation, and more.

Focused

Watershed and Water Quality Management SCSC 658 1 Graduate

This course is about watershed and water quality management, there are topics such as: History of the clean water act, effect of natural and anthropogenic disturbance on hydroloy and sediment transport, watershed change, urbanization, land management, and more.

Focused

Seminar in Social Stratification SOCI 607 1 Graduate

This course is a seminar that covers social stratification, mobility, and inequality. Each week there is a discussion point related to those three subjects and social sustainability. A few examples are: Labor Markets and Inequality, Organizations and Inequality, and Intergenerational mobility

Focused

Black Feminist Theory and Intersectionality SOCI 685 1 Graduate Class is a historical overview of Black Feminist Theory, and intersectonality. It is a seminar with discussions on readings that explore Black Feminist Theory from the 19th century to the present, and the delineation as intersectionality.

Focused

Public Health Capstone for Majors in Epidemiology and Biostatistics - A Health Disparities Focus SOPH 680 2 Graduate This class is a capstone for school of public health with a focus in health disparities. The course mostly covers public health issues in the Latinx population, including mental health, US health policy, Zika virus, and documentation.

Focused

This information is required to count a course as a sustainability course offering in the Academic Courses credit. Optional. These columns may be used to track each course's connections to the SDGs.

Overview of Exceptional Students SPED 621 2 GraduateThis course covers the education of students with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. It will go into the history of political and cultural movements that led to special education and disability awareness. Students will know the rights to students and parents, the identification of students with disabilities, educational implications for various exceptionalities, and more.

Focused

Diversity and ethics of Managing Sport Organizations SPMT 613 2 Graduate This course examines diversity and ethics in sports management. Creating inclusive sport organizations with emphasis on race, gender, mental and physical ability, religious beliefs, sexual orientation, gender identity, and social class.

Focused

Social Issues in Sport SPMT 682 1 GraduateThis seminar is geared towards looking at sports and the social issues that are intertwined. It looks at these issues from a sociological framework, and covers problems from a variety of historical and present sources.

Focused

Directed Studies: Multicultural Educational Systems and Disability Services SPSY 685 1 Graduate

Course is focused on looking at mental health issues and disabilities in South Africa. They will see how society copes with these disabilities, find out about the policies and laws available, compare between the US and South Africa, and see different cultural approaches to these topics.

Focused

Natural Resource Economics AGEC 604 1 Graduate

This course looks at natural resource and environmental issues from an economic standpoint, and tries to allow students to be able to come up with solutions to environmental problems and defend them from a factual standpoint. Some topics are Endangered Species, Depletable resources, Energy, Water Issues, Waste Management, and more.

Inclusive

Seminar in Japanese Architecture History and Theory ARCH 637 1 Graduate Course includes a learning outcome that says: "Raise the student's awareness of architectural discourse in the context of global change and sustainability"

Inclusive

Water Quality Engineering BAEN 669 1 Graduate This course is about nonpoint source water pollution. Much of it is technical but course objectives include ways to mitigate the damage caused by nonpoint source pollution.

Inclusive

Hispanic Bilingual Assessment and Monitoring BIED 610 2 GraduateThis course goes into how to assess language ability for second language learners. It looks into cultural bias is assessment, as well as focusing on language minority students of hispanic background.

Inclusive

Developing School Leaders for High needs ELL Campuses. BIED 689 1 GraduateClass includes learning how to teach, research, and understand teaching english language learning in places that are considered "high needs campuses" (for english language learning). It includes culturally responsive leadership for implementation in programs for english learners, and reviewing current research in culturally and linguistically diverse campus program settings.

Inclusive

Educational Administration and human Resource Development Instructiona Leadership Development Training

EDAD 606 1 Graduate

This course has objectives such as "Master knowledge, dispositions, and performances associated with culturally responsive leadership perspectives as a result of racial/ethnic, sociopolitical, socio-cultural, and linguistic factors that influence perceptions of leadership knowledge and skills in the areas of difference, disability, quality of life, and services provided to key stakeholders"

Inclusive

Educator as Researcher EDCI 636 1 Graduate

This course includes objectives such as "Examine the relevance of action research in educational process as related to teaching and learning in culturally, linguistically, and economically diverse classrooms, schools, communities, and societies.", "Become familiar with the analysis of social conditions of schooling and education", and "Know the ethical issues associated with research and obtain certification from Research Compliance Office."

Inclusive

Teaching in Urban Environments EDCI 643 1 GraduateCourse looks into urban teaching and the unique circumstances that urban educators are in. Objectives include "conceptualizing an equity approach to urban teacher preparation", "Examine culturally relevant pedagogy and advocacy for teachers in urban settings", and "Locate research-based, effective strategies for urban teachers related to cultural diversity and its educational implications in urban settings".

Inclusive

Plants for Landscape Design II HORT 609 1 Graduate

Course includes learning outcomes such as "Evaluate the ecological roles of selected plants in built environments for the purpose of creating sustainable landscape designs." and " Evaluate ornamental characteristics, design attributes and environmental adaptability of important native and introduced plant species relating to their use in specific landscape situations when used in the creation of sustainable designs for built environments." and "Demonstrate an ability to obtain cultural and descriptive information on plant materials as design elements from traditional literature, online sources, and human resources and apply this information to the creation of sustainable landscape designs through the individual projects"

Inclusive

Public Health Program Planning HPCH 611 1 GraduateCourse looks at public health interventions. It looks at the needs and behaviors of a community to set up public health policies and programs. Students will be aware of behavioral and psychological factors that affect a population's health, apply awareness of cultural values and practices to the design or implementatino of public health policies or programs, and design a population based policy, program, project, or intervention.

Inclusive

Diet and Lifestyle Interventions for Obesity, Diabetes, and Cardiovascular Disease HPCH 640 3 GraduateCourse objectives include: Explaining behavioral and psychological factors that affect a population's health; Analyze the determinants of health at both the individual and social levels to identify intervention points; Apply behavioral theories, concepts, and tools in addressing health problems in different populations and at different levels.

Inclusive

Policy, Regulation, and Non-Market Strategy ICPE 689 2 Graduate The course looks at how firms and regulators can use regulation to attain private and social benefits, articulate how politics and other non-market processes affect social outcomes, and evaluates who bears the cost of various types of laws and regulations.

Inclusive

International Development Theory and Practice INTA 636 1 GraduateThis course looks at why some countries develop and why some do not. It looks at different facets of a society, as well as outside doners (both national and international, public and private), to see how a country can develop.

Inclusive

International Organizations INTA 643 1 GraduateThis class looks at international organizations and their roles in efforts to resolve a wide range of universal problems, examples: peace and security, human rights, poverty, and other matters of international concern.

Inclusive

International Politics of the Middle East INTA 676 1 GraduateCourse goes into how and why the middle east has so much conflict. It looks at everything post world war 2, and focuses both on the broader scope of what happened as well as regional conflicts.

Inclusive

Economic Restructuring in Latin America INTA 694 1 GraduateClass introduces the past of Latin America's economic development. It shows the reforms that have happened throughout recent history and the impact they have had on workers, growth, and living standards. It goes over colonization adn independance, trade, wages, immigration, health and education policies, and more.

Inclusive

Site Construction LAND 614 1 GraduateCourse covers sustainable water management techniques in land development and theory, principles, and techniques of low impact development. Goes over rainwater harvesting, green roofs, living walls, bioretention systems, soil bioengineering systems, construction with porous pavements, irrigation with reclaimed water, basic irrigation hydraulics, and irrigation with drip emitters.

Inclusive

Global Oceanography OCNG 611 1 Graduate Course includes discussion on anthropogenic changes to the ocean, including discussions on climate change. Inclusive

Health Policy Analysis PHPM 643 1 Graduate This course studies problems in public health and identification of policy based solutions to the problems. Examples include: Public Opinion, Issue Framing, and policy development; Race and inequality in policy analysis; and Ethics, media and fesibility

Inclusive

Health Economics and insurance PHPM 653 1 Graduate This class looks at health insurance as a whole, but also touches on how health insurance works now, with employer sponsored health insurance, medicare, medicaid, health reform legislation, and current topics in health insurance.

Inclusive

Health Insurance and Managed Care PHPM 654 1 Graduate This class looks at health insurance as a whole, but also touches on how health insurance works now, with employer sponsored health insurance, medicare, medicaid, health reform legislation, and current topics in health insurance.

Inclusive

Education Policy PSAA 618 1 GraduateThis course explores the role of government in education, and issues of equity, adequacy, and accountability. Also focuses on two issues that have impacted recent politics: charter schools and student loans.

Inclusive

Social Science Foundations of Leisure RPTS 602 1 GraduateThis course covers the social science behind leisure. It covers a variety of topics including race, ethnicity, culture and leisure; gender and leisure; and the impacts of leisure.

Inclusive

Forage Ecology and Management SCSC 644 1 Graduate Course asks students to apply knowledge of soil science and technology for sustainable agriculture. Works on manageing water resources to be sustainable.

Inclusive

Capstone SOPH 680 1 Graduate

This class is a capstone for students in the school of public health. It has course objectives discussing sustainability such as "Discuss resources needed to ensure sustainability of quality efforts and organizational productivity", "Identify and document characteristics of identified underserved populations and community issues, and use information to create solutions", and "Conceptualize and plan to operationalize a sustainable community-based policy or program, project, or intervention"

Inclusive

Scientific Ethics VMID 686 1This course covers multiple topics that pertain to ethics in science, that overlap with sustainability. Examples include: Ethics of Pollutants and Marine Wildlife, Ethics of Human Research, Animal Welfare and Animal Rights Philosophies, Ethics of Antibiotic Use,and Ethics of Reproductive Technologies.

Inclusive

Sustainability course offeringsSustainability course offerings include A) sustainability-focused courses and B) sustainability-inclusive courses:

A. Sustainability-focused courses (a.k.a. “sustainability courses”)To count as sustainability-focused, the course title or description must indicate a primary and explicit focus on sustainability. This includes:- Foundational courses with a primary and explicit focus on sustainability (e.g., Introduction to Sustainability, Sustainable Development, Sustainability - Courses with a primary and explicit focus on the application of sustainability within a field (e.g., Architecture for Sustainability, Green Chemistry, - Courses with a primary and explicit focus on a major sustainability challenge (e.g., Climate Change Science, Environmental Justice, Global Poverty

The course title or description does not have to use the term “sustainability” to count as sustainability- focused if the primary and explicit focus of the

B. Sustainability-inclusive courses (a.k.a. “sustainability-related courses”)Courses that are not explicitly focused on sustainability may contribute towards scoring if sustainability has clearly been incorporated into course

While a foundational course such as chemistry or sociology might provide knowledge that is useful to practitioners of sustainability, it would not be

Sustainability challengesAASHE defines sustainability in a pluralistic and inclusive way, encompassing human and ecological health, social justice, secure livelihoods, and a SDG Targets