|The Science of Forensics||BIOL 2991
|Online||Online||Golden||In this course, students will be provided an introduction to the study of forensics science. Specific topics will include its history, the various disciplines within forensic science (such as psychology, biology, and chemistry), and its role in human rights activities around the world. This course also asks students to critically analyze how the media has impacted forensic science and the judicial system.|
|Industrial Polymer Chemistry||CHEM 4994
|8:00am-12:00pm||Ahmed||This 4-credit course will integrate macromolecular/polymeric materials within the foundational chemistry content. It will provide knowledge of macromolecules/polymers, their synthesis, characterization and applications, particularly what they are, how they are made, and how they are used in industry based on their properties. This course will provide students with working knowledge of polymers as they are used in industry. The course will also include a hands on lab in which they will learn the practical aspects of polymer.
Prerequisite: CHEM 2010
|Human Experience in Literature:
World Narratives of Revolt
|Tue/Thurs||1:00-4:00pm||Cohen||How can we empathize with a 1940s railroad strike in colonial Senegal? How about an infertile Nigerian woman’s plight within the pressures of her Igbo community and against the burdensome gender expectations of colonial intervention? These important world events—both private and public—seem so distant to many U.S. students. Nonwestern narratives such as Ousman Sembène’s God’s Bits of Wood and Buchi Emecheta’s The Joys of Motherhood affect our senses in a way that a news article cannot. This class offers symbolic world citizenship through modern and contemporary global narratives of the human fight for justice within one’s community and against forces threatening to erase native traditions.|
|Topics in Literature: Twilight Falls||ENGL 2994
D03, CRN 24679
|Tues/Thurs||6:00-9:30pm||Coleman||This course is a topics in literature course, and the literature topic for this course is The Twilight Saga series by Stephenie Meyers. Students will critically read, analyze, discuss, and write about the series as contemporary young adult fiction and fantasy with infinite literary genre placements, intersections, and interpretations. The subject matter of the course is announced in the annual schedule of classes. Content varies but does not duplicate existing courses. Some sections meet the liberal arts core requirement in literature.|
|Maternal and Child Nursing Care||NURS 4992
|6:30am-3:30pm||Rippie||This course builds on all previous nursing courses and on maternal child content in NURS 2910. The focus of this course is on nursing care of the maternal child dyad. Didactic is provided in the first week of the course with precepted clinical experiences for the following three weeks. Classroom content includes care of the mother throughout labor, delivery and the postpartum period, pregnancy and postpartum complications, as well as neonatal transition and nutrition. Clinical content includes care of mother and neonate dyads in the intrapartum and postpartum period.
Prerequisite: Topics equivalents of NURS 4010 and NURS 4020 (NURS 4994 and NURS 4996), or by special permission after the successful completion of NURS 3291 and NURS 3800 (following the fall semester of Junior year Level II students).
|Environmental Leadership||ORLD 6993
|Ihlan||Environmental issues present challenges and opportunities for leaders in every organizational context. In this course, we will study some contemporary environmental problems –such as climate change, sustainable growth, wilderness preservation, green energy, population growth, food ethics, pollution, waste, clean water, among others – and think about how leaders can better understand and respond to them.
This course will examine the concept of sustainability (including its ethical, economic and environmental implications), and explore theories of environmental ethics and environmental justice. Students will learn to think critically about the relationship between human beings and the environment, including the place of urban centers in the natural environment and essence of our moral obligations to the land. Students will be encouraged to think about these issues from a global perspective and to gain awareness of global and local connections. We will hear guest lecturers from some local environmental experts and study examples of environmental leadership in action in local communities.
Throughout the course, we will investigate what environmental leadership means, and what it requires in practice. Do leaders have moral obligations to take action to address environmental issues? How can leaders motivate others to be concerned about, and respond to environmental problems? We will explore visions, values and strategies in the emerging field of environmental leadership.
Prerequisite: ORLD 6200
|Improvisation and Mental Health||PSYC 2992
|Tue/Thu||9:00am–12:00pm||Robinson||The ability to tolerate ambiguity is essential to mental health. In this course, students will explore this premise by learning the fundamentals of improvisation and discovering how these skills can enrich their lives and make them more flexible, effective, and empathic, both personally and as future mental health workers. Through dynamic exercises and personal feedback, students will understand how an improvisational mindset can deepen communication skills, reframe negative self-talk, reawaken a sense of play, and strengthen awareness of mind-body connection. Our time in class will be primarily experiential, and students will be given the chance to give presentations about various psychological topics--cognitive schemas; positive psychology; psychodynamic unconscious forces; mindfulness and its benefits; and ethical development--as well as read studies about improvisation and the ways it can guide psychological growth.
Prerequisite: PSYC 1001
|Global Japan: Art, Anime, and Visual Culture||ARTH 2994
|Mon/Wed||2:55-4:35pm||Spiker||This course considers the global trajectory of Japanese art and visual culture from 1945 to 2016. From sushi to karaoke to martial arts, Japanese goods have permeated US markets. This class seeks to understand this phenomenon in the realm of art and visual culture through the analysis of diverse material including advertising, animation, comics, film, graphic design, installation, mascot culture, painting, photography, popular music, and street fashion. Grounded in art historical and visual studies methods, with supplementary readings from anthropology and media studies, this class will investigate issues such as the overlap between comics and contemporary art; Japanese and American approaches to animation; and the influence of Japanese graphic design on product packaging. The course will proceed thematically to address issues of nationalism, race, gender, domesticity, consumer culture, subculture, environment, minority representation, and the post-human through lecture and discussion, individual and group work, and film and video screenings. Our goal will be to critically interpret the role of Japanese art and visual culture in an increasingly interconnected world.|
|Introduction to the Mississippi River||BIOL 2984
|Tue||1:00-2:50pm||Buttenhoff||In this introductory science course, students will learn principles of environmental science and gain an understanding of complex systems by examining multiple disciplines (chemistry, geology, biology, ecology, etc). The Upper Mississippi River System and the Mississippi River Gorge will be utilized as unique, local laboratories throughout the course as students explore the complex interactions within this ecosystem. Students will develop an understanding of scientific reasoning and will practice critical analysis. Critical reading and thinking are integral to the course.|
|Ancient Rome||CLAS/HIST 2994
|8:15-9:20am||West||This course follows the history of Rome from prehistoric times, through the rise and struggles of the Republic and into the early Empire up to the death of Marcus Aurelius, last of the "Five Good Emperors," in 180 CE. The two largest areas of focus will be on daily life in the Roman Republic (for which we will read several comic plays by the playwright Plautus) and the gripping saga of the five Julio-Claudian emperors (Augustus, Tiberius, Caligula, Claudius, and Nero), whose reigns we will explore through readings from the Roman historian Tacitus and viewings of the BBC’s “I, Claudius” miniseries.|
|Reading the Bible with the Dead||CORE 2994
|Tue/Thu||3:25–5:00pm||James/Neiwert||For a long period of time, the Bible was one of a very few books that people were reading. Although there was not a great deal of diversity in reading material, there was a lot of diversity in how people actually read the Bible. For the educated few, they might have literally read the Bible, but for the peasants, their reading happened through stained glass windows and their priest. No matter how they read, there was certainly diversity in how people understood and acted on what they read and what happened as a result. This course will examine the way that historical context shapes the interpretation of the Bible. While we will consider the work of professional “readers” of the Bible (theologians) we will also give a good deal of attention to the kinds of “readings” offered by artists, creative writers, and other non-specialists. Overall we will work to build both historical and theological awareness and sensitivity.|
|Literary Theory and Practice||ENGL 2200
|Tue/Thu||1:30-3:10pm||Cohen||In this required course for the literature track within the major, students are introduced to the history of literary analysis and critical theory, from Plato’s philosophies of allegory to Angela Davis’ intersectional feminism. While students learn established models and applications of literary and rhetorical approaches to texts, they also learn to critique these models and to develop sophisticated lenses of their own.|
|Tue/Thu||9:55-11:35am||Cohen||The Western literary canon positions The Bard as the greatest dramatist, if not writer, of all time; and because of the impact of colonialism, in which European empires—often violently—imparted their education and culture to their colonial outposts, his name resounds intercontinentally. Since his first play was published and performed in the last decade of the 16th century, his works continue to be read and performed around the world. This class investigates why Shakespeare’s works have become so esteemed and enduring. We discover how they resonated with their original English audiences, as well as how they resonate with their contemporary global audiences.|
|Cannibal Literature||ENGL 2994
|Tue/Thu||3:25-5:00pm||Cohen||This course examines the figures of the cannibal and the “Noble Cannibal” in early imperialist texts, such as Shakespeare’s The Tempest and Defoe’s Robinson Crusoe, to interrogate how the construction of the racialized Other has influenced modern horror imagery, and continues to produce fear and implicit bias today.|
|From Page to Stage: Giving Characters a Voice||HNRS 4990
|Tue/Thu||1:30-3:10pm||Herzberg, Holonbek||From Page to Stage will be looking at how female authors and playwrights write their characters and how female characters are portrayed theatrically. Individual performance and group collaboration will be examined and improved upon as students will be writing and performing theatrical monologues, dialogues, and full scenes. Inspiration will be drawn from examining well-known works of fiction by female authors and the role of these women in fiction. This class will be giving students from all different backgrounds a chance to write their own work and breathe life into their characters.|
|Living in the Age of Evil||HNRS 4990
|Thu||6:00-9:30pm||Pech, Welch||Living in the Age of Evil will be examining what it means for a person to be evil. By looking at both historical figures and fictional characters as examples, the class is searching for the reason that we as a species have developed this concept of evil and what or who evil truly is. The course will be delving into topics such as: When does an illegal action become evil? Why do we consider someone who is a serial killer as evil and someone who murdered one person as bad? Can a person truly be evil to their core? Is Breaking Bad’s Walter White evil? You’ll have to take the course to find out!|
|Mindfulness; Practice, Science & Therapeutic Benefits||INDI 2994
|Thu||6:00-9:30pm||Schmit||A growing body of research has documented that mindfulness – a secularized and therapeutically-validated form of meditation – is a powerful tool for improving the health and well-being of mind and body. Mindfulness meditation is now practiced in the hospital, clinic, school, university, office, and therapy room. Through study and practice of mindfulness, readings, discussion and writing, students will develop their own practice, acquire techniques to teach others and learn about the practice’s scientific, performance-enhancing and therapeutic applications.|
|World Music Ensemble: Steeldrum||MENS 1821
CRN24464 (1 cr.)
CRN24463 (0 cr.)
To fulfill the fine arts requirement with music ensembles, you must register for the 1 cr. section.
|Tue||7:00-9:00pm||Martin||Join the St. Catherine University Steelband and learn to play the steelpan in a fun ensemble setting! The steelpan (sometimes called steeldrum) is made of 55-gallon oil barrels and ensembles of steelpans known as steelbands are the sound of the Caribbean. You will learn to play three to four pieces from a variety of musical genres including traditional calypso, soca, western classical, and pop and rock'n'roll. You’ll explore the various instruments of the steelband – its six “voices” that range from soprano to bass. No previous drumming or steelpan experience is needed. Ability to read music, though helpful, is not required.|
|Level I Fieldwork in Peru||OSOT 6991
|TBD||TBD||Gilbertson||This course is an optional international inter-professional level I fieldwork experience involving St. Catherine University and Eleanore's project. It is open to graduate level occupational therapy students. Participating students are mentored by experts in the field of seating and positioning, and OT master’s project students from St. Catherine University as they complete a fieldwork experience at two sites in Peru. The students’ role is to support the work of the seating experts as the serve medically fragile children and their families. In this field experience, students assist with positioning for day and nighttime and learn about work across cultures while they learn from the children and families about typical occupations and ways of living in Peru that inform their seating and positioning interventions.|
|The Politics of Welfare and Social Policy in America||POSC 2994
|Mon/Wed||2:55-4:35pm||Pryor||Why have numerous attempts to introduce truly universal health insurance in the United States failed? Why does the United States provide public pensions (social security) to all elderly citizens but lack universal programs for children and young people? Why does the American welfare state look so different from the Swedish, German and British welfare states? Social programs like health care, pensions, unemployment benefits, welfare, and education are at the center of many contemporary political debates. In the past 20 years, proposals to introduce private accounts in Social Security, extend the new prescription drug benefits for Medicare recipients, expand health coverage to the uninsured, reform welfare, and introduce more testing and federal regulations in education have been at the center of American political debate. This course examines these contemporary issues in a comparative perspective, asking whether the American welfare state is different than many European countries, how those differences came to be, and in turn coming to an understanding of how we can best approach today’s debates about policy reform.|
|Psychology of Sexual Orientation||PSYC 2994
|Tue/Thu||1:30-3:10pm||Filip-Crawford||This course examines contemporary and historical perspectives and research related to the lives and experiences of lesbian, gay, bisexual, and transgender individuals. Topics will include identity development, “coming out” processes, stereotypes and sexual prejudice, health disparities, and current LGBT-relevant public policy issues.
Prerequisite: PSYC 1001
|Psychology of Eating with Lab||PSYC 4994
|Mitra||This course will explore the psychological, cultural, environmental and biological factors that influence our eating behaviors. Topics that we will cover include the neurobiological regulation of energy intake and expenditure, how we regulate and fail to regulate our food intake, eating disorders (over and under-eating), issues of stress and comfort eating, the global obesity epidemic (and how it may look different in different socioeconomic settings), economic factors which influence who has access to what food, the influence of media on our food choice, and cultural norms and differences in our eating behaviors. This course will count as a 3000-level laboratory course for the psychology major or minor.
Prerequisite: PSYC 1001 and one statistics course
Preferred: PSYC 2060
|Race, Class, Gender: School-to-Prison Pipeline||SOCI/CRST/WOST 2994
|Mon/Wed||2:55-4:35pm||Heitzeg||This course takes an in-depth look at the school-to prison pipeline: what it is and how it operates, the connection of the school-to-prison pipeline to the both the prison industrial complex and the medicalization of deviance, the role of shifting education policy, zero tolerance, and a police presence in the schools, how it effects certain populations of students – students of color, students with disabilities, LGBTQ students, and those students in economically challenged neighborhoods or schools, remedies on the national, state and local levels. This course fulfills Social Science and CRST/WOST Requirement and is of interest to majors in all liberal arts fields as well as education, public health, and social work.|
|Constructing Social Problems, Media, Discourse, and Society||SOCI 2994
|Tue/Thu||3:25-5:00pm||Williams||What makes something a “social problem”? Why are some problems defined as problems while others are not? Whose interest is served by defining particular behaviors, social changes, or identities as problems? What perspectives are absent in the way we talk about social problems? In this course, we use the sociological perspective to answer these questions. Central to this perspective is the fact that social reality and social problems are not natural but are constructions; that power and inequality are central features of society and therefore of social problems; and that people interpret the world through narratives about society. Media are especially central to this process of constructing problems and narratives. We will take on several topics that are considered problems or issues in US society – immigration, systemic racism, gender and sexual identity, family and childrearing, and freedom of speech.|
|Statistical Computing||STATS 2994
|9:35-10:40am||Roith||This course is focused on using technology to perform statistical analyses. The techniques covered in this course will include linear and logistic regression, classification analysis, resampling methods, multivariate model selection, and clustering. The course will also have an emphasis in data processing and visualization in the statistical programming language R.|
|Black Lives Matter: African-American Voices in Theology||THEO 2994
|Wed||6:00-9:30pm||Carpenter||This course is an introduction to Black and Womanist Theology, with attention to how theological ideas are not limited to the church or the classroom, but affect our lives, our commitments, and our choices in powerful ways. Theology is rooted in human experiences of encountering God in this world, and the particular experiences of African Americans have given rise to a rich body of theological reflection. In this course, we will explore how starting from the perspective of African Americans adds to and shifts (European/white) theological ideas about God, Jesus, community, motherhood, creation/the ecological crisis, and other topics. Some of the theologians we will read include Kelly Brown Douglas, James Cone, Karen Baker-Fletcher, Dolores Williams, and Monica Coleman.|
|Interfaith Encounter: Experiencing the Sacred Between Us||THEO 2994
|Tue/Thu||1:30-3:10pm||Millis||Interfaith Encounter: Experiencing the Sacred Between Us invites students to increase their awareness of the sacredness of their own and others’ spiritual journeys, become acquainted with the world’s major religious traditions’ key concerns, practices, and wisdom figures; explore the qualities of being most needed for the practice of interfaith dialogue; experiment with ways of deepening their engagement in interfaith encounters; and develop their capacity to lead in our increasingly pluralistic age.|
|Group Spiritual Direction||THEO 6991
|Thu||6:20-8:30pm||Stabile/Luna Munger||This course will prepare participants to offer Group Spiritual Direction (GSD) through skill development and consideration of logistical issues in the ministry. It will include both practice of GSD and comparison of GSD with other small group models, as well as with one-on-one spiritual direction.|
|Course Title||Course Information||Day||Time||Instructor||Description|
|Ceramics: Raku and Alternative Firing||ART 2994, S01, 41087||TWR||1:00-4:00pm||Rudquist||Raku firing is a dynamic firing process that began as part of the Tea Ceremony in Japan. Contemporary ceramics artists use raku firing and alternative firing techniques to create a wide range of exciting functional and sculptural objects. This topics studio course will introduce students to the creative possibilities of using the firing processes to create new affects. Students will learn and use a variety of hand-building and/or wheel throwing and glazing techniques. Students will be encouraged to go beyond learning the techniques toward developing their personal expression. Assignments include studio work, readings, critiques, critical writing and self-guided visits to local galleries and/or museums.|
|Healthy Bees Healthy Lives with Lab||BIOL 2994, S01, 41100||MTWR;
|Approached through the biology of honey bees and the craft of beekeeping, this course familiarizes students with the nature of scientific inquiry as it intersects with current issues in agriculture, society and pollinators. Examining how scientific knowledge is collected and dispersed, students will learn honey bee structure and function, how to make careful observations, and hands-on bee keeping techniques with honey bees from the St. Catherine University Beehives. Using scientific literature and experimentation we will ask how current practices in commercial agriculture and landscaping affect pollinators, whether these practices are good for both pollinators and humans, how science informs policy and, ultimately, what the connection is between healthy bees and healthy lives. Designed for non-majors and to satisfy the lab core requirement. Beekeeping suit and gloves are required. Students must not have known allergies to bee stings.|
|Beginning Sanskrit||CLAS 2992, S01, 41066||Online||Online||West||This fully-online asynchronous course was designed to bring comprehensive Sanskrit instruction to interested parties at any level of their academic careers, especially those who are prevented by geography from enrolling at one of the small number of colleges and universities which regularly offer classes in the language. Designed to accompany the textbook, Saṃskṛta-Subodhinī: A Sanskrit Primer, by Madhav M. Deshpande, the course fosters student learning with instructional videos, additional charts and handouts, and a mass of low-stakes quizzes and review drills, as well as optional online "office hours" with the instructor.|
|Body, Mind, Spirit: Christian and other perspectives||THEO 6992, G01, 41001||MR||6:00-9:15pm||Neraas||This course considers the intersections of mind/body/and spirit related to wellness, self-awareness, wisdom and healing. We reflect on the impact of illness on faith and hope, the broad territory between being sick or well, the need to reframe what is sacred when our bodies fail to meet our expectations, and the impact of stress on our own lives. We consider practices and perspectives that might be used when providing spiritual care. Note: This course is taking the place of Holistic Spirituality.|
|Course Title||Course Information||Day||Time||Instructor||Description|
|Ancient Rome||CLAS 2994, W01, 15860; HIST 2994, W01 15861||Online||Online||Emily West||This course follows the history of Rome from prehistoric times, through the rise and struggles of the Republic and into the early Empire up to the death of Marcus Aurelius, last of the "Five Good Emperors," in 180 CE. The two largest areas of focus will be on daily life in the Roman Republic (for which we will read several comic plays by the playwright Plautus) and the gripping saga of the five Julio-Claudian emperors (Augustus, Tiberius, Caligula, Claudius, and Nero), whose reigns we will explore through readings from the Roman historian Tacitus and viewings of the BBC’s “I, Claudius” miniseries.|
|Topics in Literature: Twilight Falls||ENGL 2994, D01, 16049||MWF||12:15-1:20pm||Taiyon Coleman||This course is a topics in literature course, and the literature topic for this course is The Twilight Saga series by Stephenie Meyers. Students will critically read, analyze, discuss, and write about the series as contemporary young adult fiction and fantasy with infinite literary genre placements, intersections, and interpretations. The subject matter of the course is announced in the annual schedule of classes. Content varies but does not duplicate existing courses. Some sections meet the liberal arts core requirement in literature.|
|Topics in Literature: Women and Novels: A Love Story||ENGL 4994, D01, 16050||R||6:00-9:30pm||Cecilia Konchar Farr||This course will trace the history of the multicultural U.S. American novel, its striking popularity, its social and artistic work--and its mostly women readers. Pre-requisite: ENGL 2200.|
|Introduction to Fashion Industry Careers||FASH 2992, D01, 15509||M||10:55am-1:20pm||Carol Mager||According to Coco Chanel, fashion is everywhere. If you love fashion, this is an exploratory course surveying career opportunities in the fashion industry and focuses on career paths within design and merchandising. It facilitates understanding of which careers may match your strengths, skills, and interests.|
|History of Dress||FASH 4994, D01, 16084; D50, 16087||MWF; F||9:35-10:40am; 10:55am-1:20pm||Kelly Gage||This course involves the study of the historic patterns of dress from ancient times to the present. Illustrated lectures stress political, economic and social conditions as reflected in the clothing of men and women during each period. Pre-requisites: FASH 1000/2992; FASH 2150; or instructor permission.|
|Captive Wildness: Zoos and the Animals They Keep||PHIL 4994, D01, 15376||TR||1:30-3:10pm||Garry Pech||What kind of a place is a zoo? Visitors often think of zoos as a kind of spectacle of nature. They see creatures that are interesting, menacing, funny, odd, and so on. To them, the zoo seems to be a kind of “snow globe” with the animals being inhabitants; a kind of real-life animal theme park: wild nature in your city. And zoo officials often claim that zoos exist for the benefit of the animals and the education of the public. They see themselves as caring stewards, and protectors, of the animals they keep. Zoos, they argue, are places of refuge, particularly for those species that are in danger of extinction. Having animals in zoos allows us to learn more about their physical make up, the diseases that can afflict them, and it also allows us to study their behavior. In addition, zoos have breeding programs to help increase the populations of endangered species.
But zoo animals are also captive animals, and live lives very different from the lives they would lead in their natural habitat. Critics of zoos often argue that the animals in such places are coerced, controlled, manipulated and oppressed with the result that their lives are deformed. What are the lives of animals like in zoos and what are the ethical implications of keeping captive animals?
|Basic Counseling Skills||PSYC 2994, D01, 15870||MWF||1:35-2:40pm||Anne Williams-Wengerd||This course will introduce students to the core skills of counseling including attending, empathy, building rapport, and effective responding. This class will be interactive in nature with regular triad practice sessions. Students will be able to identify their specific skill strengths, as well as areas for future growth. Required reading will include text and journal articles. Students will be expected to maintain a journal during the course documenting their experience and submit two practice videos for evaluation.
This course is a unique opportunity to not only learn the core essentials of counseling skills, but also to engage in practicing these skills in a learning environment. This course will NOT prepare you to be a counselor or a professional helper, rather it is designed to be an introduction to the interviewing process. This course will allow students to practice basic listening and interviewing skills that may motivate students to move forward towards a career in a helping profession. Pre-requisite: PSYC 1001.
|Nonparametrics||STAT 2994, D01, 16072||MWF||9:35-10:40am||Joseph Roith||Traditional statistical tests break down for small samples or when underlying assumptions are not met, and these situations are explored in this course. Various tests and confidence intervals that may be used when probability distributions are unknown. Including one and two sample tests for location, goodness of fit, tests of independence. Procedures covered include Wilcoxon, Kruskal-Wallis, Friedman, and Kendall among others. This is an elective course for the Interdisciplinary Statistics Minor. Pre-requisite: ECON/HLTH/PSYC/STAT 1090.|
|Contemplative Prayers and Practices||THEO 6991, G01, 15865||R||6:30-8:30pm||Luna Munger||Contemplation is a part of every spiritual tradition. Even many who do not consider themselves religious engage in various forms of contemplative practices. Contemplative practices are also a helpful component of healthy well-being. Contemplation leads to greater self-awareness and compassion, as well as increased concentration and well-being. Contemplative practices increasingly appear within the frame works of both professional development and spiritual growth. This course will introduce students to contemplative practices from different spiritual and humanistic traditions, giving them the opportunity to learn from their own experience of them. There will be a significant experiential learning component to the course.|
|Course Title||Course Information||Day||Time||Instructor||Description|
|Course Title||Course Information||Day||Time||Instructor||Description|
|Leading Virtual Teams||ORLD 6993, T01, 41147||RF;
|Bailey, Lamb||This advanced course will help students learn how to build and lead successful virtual, multicultural teams. The course includes six in-person sessions; all other sessions will be conducted virtually. Learning outcomes include: leading responsibly; acting with confidence; communicating effectively; and practicing global citizenship. Other outcomes include increased intercultural communication skills and skill development with virtual team technology. Prerequisite: ORLD 6200 Recommended: Completion of ORLD 6750|