School of Community Eduction - Fall 2013
The Evening schedule also includes courses offered in conjunction with academic departments.
Courses with the SCED designation are offered with the approval of the Wittenberg faculty through SCE. They appear in the Evening and Weekend schedule exclusively. Although designed primarily for adult students in the Organizational Leadership and Certificate programs, most of them are also open to other adult and traditional students who meet stated prerequisites. Where appropriate, the Dean of SCE allocates a fixed number of places for traditional students in these and other SCE-sponsored courses, and enrollment in these places is through the regular registration procedure. In cases where the allocation has been filled, traditional students need the Dean’s signature on a Course Change (ADD) form in order to register. Adult students enroll through the regular SCE procedure.
BIOL 131B Woody Plants of the Natural & Urban Environments
de Langlade, Ron
Course Goals: This course will focus on the urban and natural environments as related to woody trees and shrubs and vines. The prime goal of the course is to give the student the necessary framework to understand and be acquainted with the woody plant world around them. Course Subject: The course is to acquaint the student of the various native and cultivated forms of woody trees, shrubs, and vines as found in natural and urban environments. Topics to be covered include: basic classification, naming, use of taxonomic keys, life histories, basic growth patterns, culture and care. Field trips to various local sites will be taken. See also BIOL 230.
BIOL 230 Woody Plants
de Langlade, Ron
Prerequisite: For majors only
See also BIOL 131B. For activities specific to 230 students, contact the professor.
COMM 224 Group Dynamics
This course aims at improving your understanding of and ability to demonstrate effective communication behaviors in group discussions. The course is structured so that students study the principles of effective group communication and have the opportunity to apply these lessons to actual group interactions. Students thus have the chance to improve their communication competency in small group settings through discussions and projects in the practical application of theoretical concepts.
COMP 121Q Computing in the Arts & Sciences
Prerequisite: Math Placement Level 22 or higher
This introductory course is intended for non-majors, and assumes little computer experience beyond using work processing software. COMP 121 is designed to help students become familiar with microcomputers and their use in problem-solving and their impact on society. Students will create spreadsheets, databases, and will also learn a subset of an object-oriented programming language to create animations.
The final grade will be based on labs, homework, and exams. Mathematical-reasoning intensive.
CRCJ 212S Topic: Sociology of Policing
Prerequisite: One course in SOCI (min. of 3 hrs.)
This course will discuss the history and theories of policing while reviewing the role and function of the police. The course uses the @witt@home format, combining limited classroom meetings and web-supported interactive work.
CRCJ 370 Criminology
Prerequisite: One course in SOCI (min. of 3 hrs.)
Are you obsessed with crime shows? Ever wonder why people commit crime? Criminology & Criminological Theory provides an introduction to the study of crime. As a field of study, criminology is primarily concerned with understanding the causes of crime. In this course we will focus on the theories of criminology and the research that attempts to test those theories, mostly in sociological tradition. The sociological tradition focuses on the context of large groups (societies) and their organization, with social forces external to individuals that may influence observed behavior. While our emphasis is sociological, we will be studying theory and research about crime in the context of criminology’s intellectual history, which also includes some review of biological and psychological perspectives. While we will touch upon issues involving the criminal justice system, this is not a course about police, courts, and prisons (i.e., not a criminal justice class). Rather, the course is about theory and research on the nature and extent of criminal behavior. The course uses the @witt@home format, combining limited classroom meetings and web-supported interactive work.
ENGL 101E Intro to Expository Writing
Practice in the basic principles of expository writing. A prerequisite to all other English courses except English 100. To meet the general education writing goal, each student must complete this course with a grade of C- or above. Should be taken in the first year of college. Writing intensive. @witt@home format
GEOG 250C Globalization
The world is undergoing a historic transformation, one of those political, economic and social cornerstone changes about which we usually read in history books. It is happening today, in front of our eyes: new alliances are forming, old empires are disappearing, new ideas are traveling with a speed of the Internet, and old traditions feel vulnerable. We live in the age of Globalization. The future world order is indeed in the making: the new world map will look quite different from the old. Our task is to understand the ongoing processes, to make sense of the new directions our world is taking. Geography is the most powerful ally in this mission. In this course we will examine and discuss the pros and cons of globalization and its consequences for different world regions. The course uses the @witt@home format, combining limited classroom meetings and web-supported interactive work.
GEOL 110B Introduction to Geology
Prerequisite: Level 22 math placement recommended
Intended for the non-science student. Emphasis on concepts and methodology of the science of geology and its application to problems of human concern about the earth. Note the required Saturday field trip. Dr. David Miller is on the faculty at Clark State Community College and has taught at Wittenberg for several years.
HIST 205C/H Total War: A Global History of WWII
The class will focus on major topics and interpretations in the global history of World War II. Using both a chronological and thematic framework, the course will address the causes of the war, ideologies of the belligerents, military tactics and technologies, socio-economic developments, political policies of the Axis and Allies, human rights issues, and the outcome and significance of major events throughout the war. While military history is an important part of understanding WWII, the nature of the conflict as a total war largely involving the civilian populations of nations involved necessitates the study of views from above and below regarding the war.
Students are asked to join in the discourse on key problems in the history of the Second World War, ranging from questions such as the reasons for the rise of Hitler and the Nazis, to the origins of the Cold War. While the instructor will provide a narrative with various lectures throughout the term, of equal importance are the in-class discussions related to reading materials and lecture topics. This course will consist of readings, lecture, select film viewings, quizzes, primary source exercises, a short analysis paper, class discussion, and a final examination.
PHIL 110R Logic and Critical Reasoning
Prerequisite: Level 22 recommended
An introduction to traditional and symbolic logic that typically includes: (1) informal fallacies, (2) syllogistic logic, and (3) elementary sentential and predicate logic. Students are required to construct proofs using a variety of formal methods.
RELI 176R Racism & Social Ethics
This is not a course on African American Religion. It is rather a course on the racism practiced against African Americans in the United States. It assumes that racism is bad. It does not assume that we know either just what constitutes racism or what to do about it. We shall begin by confronting the reality of the issue in our society. We will then examine some approaches to the issue arising from the Civil Rights and Black Power Movements. Next we will examine the nature of institutional racism in contemporary U.S. society.
RUSS 105 Russian for Professionals
First course of a two-course sequence (with RUSS 106F) enabling adults to achieve language competency goals within the context of their professional and personal interests. This sequence introduces Russia’s language and culture. The course meets once a week, using the most up-to-date methodology, including video, multimedia language lab, and web-accessed exercises that allow students to work at their own pace. The textbook is accompanied by an instructor-developed manual that enables students to work on assignments between class meetings. Completion of the follow up RUSS 106F with a grade of C- or higher satisfies the Wittenberg Foreign Language Competency requirement.
SCED 200L Liberal Studies Colloquium: American Democracy: Problems & Prospects
Prerequisite: ENGL 101E
The foundation of the adult degree program and an intellectual orientation to Wittenberg for adults—but also open to traditional students, particularly transfers seeking to meet the Integrated Learning (L-course) requirement. The Colloquium—Latin for “speaking together”—introduces students to a mature level of critical thinking, research processes, and both written and oral expression. In this semester’s version, we’ll pursue this development through the study of the topic American Democracy: Problems and Prospects.
While the rest of the world looks to America as a model of democracy, we ourselves experience a growing sense of unease about our system and disconnection from its founding ideas and aspirations. Some thinkers even conclude that the pressures and challenges confronting us in recent times threaten the vitality or even the continuation of the system. To gain a clearer understanding of this situation, we will study some essentials of democratic theory. We will use this base to examine key challenges that have presented themselves in our time—shifts in the separation of powers, radical individualism, decreasing citizen participation, and trivialized election campaigns. We will use the criteria of democratic theory to assess these challenges, with the goal of arriving at an intelligent understanding of our evolving system and perhaps some ideas for improving it. The course uses the @witt@home format, combining limited classroom meetings and web-supported interactive work.
SCED 260S Organizational Behavior
Prerequisite: one S-course
We will examine the behavior of people in formal organizations, with work organizations being the principle object. In our examination, we will consider individual behavior and motivation; we will explore the relationships between individuals—communication, team and other group dynamics, leadership, influence, power; and we will study key organizational characteristics—structure, culture, and adaptation to environmental changes (especially the balancing of stability and change). The emphasis will be on using applicable theories to analyze and improve individual, team, and organizational performance. @witt@home format
SCED 300-1.1 Issues: Producing Effective Proposals
Prerequisite: Soph. standing or permission
The use of “Producing” rather than “Writing” in the course title is no accident, for writing is the last act in a process of research, planning, matching needs to the resources available, developing objectives and devising evaluation criteria. Students will analyze the entire process and gain practice in its components by reviewing and producing various kinds of proposals. These components include: developing strategies for turning situations into opportunities for making proposals, locating and evaluating Requests for Proposals (RFPs), developing a response plan, detailing a budget, developing a work plan for on-time and on-budget performance, using networks to strengthen proposals, writing and editing for impact, and verbally defending proposals. The process will include developing an understanding of the point of view of various sources of funds and how to choose a tell/sell strategy to gain approval.
SCED 300-1.2 Issues: Conflict Resolution
Prerequisite: Soph. standing or permission
These skills are a must in today's managerial environment, one characterized by contrasting personal styles, cultural experiences, and clashing opinions. The successful manager must learn to perceive and even appreciate the many sides to an issue, must articulate point and counterpoint in discussions, and must lead groups to a productive common ground. These capabilities are the goals of this course. Our focus will be on applications in negotiation and facilitation in personal and workplace settings. In addition, the course also includes case studies, negotiation and conflict simulations, use of web-based materials, and a survey of other contemporary writers. The course uses the @witt@home format, combining classroom meetings, team activities outside of class, and other web-supported interactive activities. Dr. Neal is Chapter Manager, Western Ohio Chapter—National Electrical Contractors Association.
SCED 340 Readings in Leadership
Prerequisite: Jr. standing or permission
We will read from a selected “top ten” of classic authors on leadership, including Plato, Machiavelli, Drucker, Deming, and Peters. We will elicit from these some of the principal theories of leadership, particularly those relating to business organizations, and the effects of historical and economic contexts in shaping them. The course objective is a historically grounded understanding of the ways organizations develop and the manner in which leaders operate within them. Course projects are designed to develop a mature set of insights into one’s work organization or other organizations in one’s experience. The course uses the @witt@home format, combining limited classroom meetings and web-supported interactive learning.
THDN 120A Art of the Theatre
An overview of the development of the Theatre, this course is designed to introduce students to dramatic literature and Theatre practice. This survey will explore the role of Theatre in Western culture within a historical context. The lecture/discussion format is designed to provide insights needed to understand and value Theatre as a part of culture. During the term, students will read four plays and attend one production. Four projects, four tests, one critical essay, and one final exam will be required.