Basic Human Physiology
In this course students will learn the anatomy and physiology of the major body systems to gain an understanding of how the body works. Students will also develop critical thinking skills, study current health issues, and be given an opportunity to reflect upon the knowledge they learn. Additionally, students will gain an understanding of the nature of science.
Prerequisites: Biology 170 and 180
Humans interact with many pharmacological agents on a regular basis. This course explores the effects of particular medications on a variety of pathological conditions. The medicines investigated include antidepressants, anesthetics, heart medications, oral contraceptives, fertility drugs, and painkillers. We also focus on some recreational drugs. Students will learn a little basic physiology, pathology, and medications that treat those illnesses.
Prerequisites: Biology 170 and 180
Basic principles of bacteriology and virology, stressing structure, metabolism, classification, and application.
Human Anatomy and Physiology I
Prerequisites: Biology 170 and 180 and one upper-level biology course
Students will learn about the major systems of the human body in both lecture and laboratory. Topics to be discussed include the musculoskeletal, nervous, endocrine, and reproductive systems. Disease states will also be discussed. Laboratories will focus on the anatomy and physiology of each system as they are discussed in the lecture portion of the course. Laboratories will include dissection. Assessment will include 3 written examinations, lab practical examinations, and a final examination. Offered every year.
Literature and Madness
Prerequisite: ENGL 101E
If itâ€™s haunted, freaky, surrealistic, or strange, itâ€™s probably in this course. In â€œLiterature and Madnessâ€ weâ€™ll study depictions of mental illness by American writers and examine literature that mixes terror and beautyâ€”an idea thatâ€™s shaped American notions of spirituality, subjectivity, and creative power since the 18th century. Weâ€™ll study literary representations of depression, addiction, suicide, schizophrenia, and combat trauma. Weâ€™ll read a brand of horror story H. P. Lovecraft calls â€œthe weird taleâ€ and consider how modern writers use tales of madness to explore experiences of trauma that are too hot to handle in the daylight world of reason and sense. But weâ€™ll also stretch the notion of â€œthe weird taleâ€ to include poetry, photography, and film. No previous experience with American literature is necessary, but it helps if you like to read. Prepare to be surprised, fascinated, and possessed.
This course will examine basic nutritional needs in relation to macronutrients (i.e. carbohydrates, protein and fat) and micronutrients (e.g. vitamins and minerals). Emphasis will be placed on analysis of food intake as it relates to healthy body function and the relationship between sound nutrition and the prevention of disease. Additional topics will include caloric intake versus caloric output and controlling the food environment. Students will perform computerized analyses of their personal food intake.
Care and Prevention of Sports Injuries
This course will cover the basic principles in the prevention, recognition, evaluation, and treatment of athletic injuries and illness. Students will also learn the techniques used in taping, bandaging, and strapping. Professional Rescuer CPR and Blood borne and Airborne Pathogens certification will be included. This course will encompass a variety of classroom activities such as lectures, demonstrations, and laboratory techniques.
HONR 300R 1W
Writing about the Roots of Faith
4 semester hours
Prerequisite: Signature of Honors Program Staff on Add Form
Over the past five years Professor Copeland has been writing about how he came to have the faith he has. The process forced him to think about a number of questions: How can someone strongly committed to the scientific method decide with integrity to study and teach about religion? How does someone committed to social justice operate within a pluralistic democracy? How does someone living in a society marked by a deep strain of individuality work to build a sense of community strong enough to lead to public action based upon responsibility to the community? In this Honors Seminar, students will read and discuss Dr. Copelandâ€™s writings as they reflect on, and write about, the roots and challenges of their own faith. For the purposes of this course, â€œfaithâ€ is defined as that which provides meaning to oneâ€™s life and shapes how one acts whether connected to any particular religious traditions or organizations or not.
PHIL207R 01 Science in Social Context
Science in Social Context is a course in environmental and scientific ethics. In this course we study environmental issues and scientific practices by understanding them within a social and cultural framework that both impact these areas and also are impacted by them. In addition to studying ethical theories and environmental ethics, students will study particular areas of concern, such as water resources, wastes, air pollution, the developing world, climate change, animal rights, and biodiversity.
Students will be assessed through weekly quizzes, a collaborative writing assignment, presentation, and final project.
By the end of the semester students should be able to:
- Know what an argument is in order to identify, assess and develop arguments.
- Critically assess, appreciate and understand a variety of ethical theories and practices from a range of cultural traditions.
- Recognize and assess the ways in which humans are immersed in, dependent upon and impact the environment.
- Develop and assess recommendations for improving our engagements and impact on/in/with the environment.
- Learn to develop formats to present information youâ€™ve gained through research to a broader audience.
- Sustain a long term research project about which you can write, speak and visually represent with confidence and knowledge.
PHIL 380R 1W
Topic: Global Health Justice
In Global Health Justice we will be studying the role of justice in its relationship to health issues in the developing world and in the U.S. The goals of the course are: 1. To critically interrogate theories of justice and their applicability to health and medicine. 2. To develop a cross-cultural and intercultural examination of health, medicine and the effects of development, globalization, poverty and affluence on health.
This course will be taught as an Inside-Out class. Inside-Out classes consist typically of 12-15 outside students, college students living on the outside, and 12-15 inside students, college students who are incarcerated and living on the inside of a prison. Inside and outside students sit side by side in a circle in the classroom, engaged in all of the same readings, all of the same papers, all equally graded. This is the sixth Inside-Out course at Wittenberg. Each one has been a fantastic learning experience for the students and me. We will travel as a group weekly to have class at London Correctional Institute.
By the end of the semester students should be able to:
- Critically assess, appreciate and understand a variety of theories of justice and their relationship to each other and to global health.
- Understand and apply theories of justice to address and respond to global, national and local instances of health injustice.
- Recognize and assess the ways in which humans are immersed in social systems and the ways these facilitate or diminish opportunities for health justice.
- Develop an understanding of cultural differences in health needs.
- Understand the impact of globalization on the health of people in developing countries, with a focus on countries in Africa and South East Asia, as well as countries that fall in the liminal space between what we label the developing world and the developed world.
- Understand the impacts of poverty and class on the health of people in the â€œdevelopedâ€ world.
- Argue a philosophical point effectively and with confidence.
- Apply case-based reasoning to study specific instances of health justice.
Students will be assessed through weekly reaction papers that ask them to focus on different aspects of argumentation, such as identifying theses, premises, developing counter arguments. Students will also complete a project on health needs in their community and a project on global health needs with the goal of identifying needs and developing recommendations.
Introduction to Mental Health Practice
4 semester hours
Prerequisite: PSYC 150S
This course provides an introduction to the mental health field. Historical and current trends in the field will be covered, as well as assessment and intervention techniques. Major theories of psychotherapy to be covered include humanistic-existential, cognitive-behavioral, and psychodynamic. Topics to be covered will be applicable to a broad range of mental health careers (e.g., social work, case management, guidance counseling).
Topic: Psychology of Gender
4 semester hours
Prerequisite: Permission Required
This is a course where we address in a detailed way the influence of gender on psychological functioning. We are reminded of the tools of the scientific method and use these tools to understand the influence of gender in all phases of development and in many different contexts such as the family, the workplace and social groups. The philosophical and political implications of gender research are discussed throughout the course and students learn about gender differences in privilege and gender-based inequalities. Specific areas of coverage include different conceptions of sex and gender, the possible existence of sex differences, cross-cultural differences in ideas about gender, gender roles and attitudes, gender role attitudes in western societies, achievement and communication differences, the role of gender in physical health, mental health, and in various kinds of relationships.
RELI 378R 1W
This seminar introduces students to basic concepts, issues and arguments in bioethics. The readings are taken from the disciplines of biology, ecology, medicine, philosophy, religious ethics, law, and policy studies. Goals for the seminar include (1) becoming familiar with a significant body of professional literature; (2) learning to identify moral issues, analyze moral arguments, and to make and defend moral judgments; (3) reflecting on what it means to be a physician or patient; and (4) exploring the relations between ethics, law and public policy. Topics include abortion, reproductive technologies, stem cell research, cloning, euthanasia, autonomy, paternalism, use of human subjects in research, access to health care, allocation of scarce resources, and environmental ethics. Writing intensive.
RELI 213R/C 01
Religion and Medicine
Medicine and religion are core resources for human wellbeing, for tending body and spirit. Religion and medicine can work together to heal or be at cross purposes and cause harm; the relationship between the two is ever-changing. This course investigates the intersection and interaction of medicine and religion from a wide variety of perspectives. We will see how religious assumptions shape the way diseases like small pox are identified and mapped; we will also see how the experience of some diseases, like the plague and measles, have changed religious beliefs. From another angle, weâ€™ll look at the work and commitments of both Buddhist and Christian medical missionaries. And from still another perspective, weâ€™ll consider the importance of cultural and religious competence in taking medical case histories and delivering medical care. Finally, we will look at non-Western medical traditions and their religious framework, particularly that of Traditional Chinese Medicine. Overall, students will develop the capacity to identify fundamental values and assumptions about the ways our bodies, minds, and spirits work together. Course includes exams, short papers, and a research project.
SOCI 380 1W
Identity, Self and Society
Prerequisite: One course (min 3 hrs) in SOCI or Permission of Instructor
This course will survey leading theories of self and identity in the tradition of symbolic interaction and apply them creatively and critically to the everyday world. After studying the conceptual positions of George Herbert Mead, Charles Cooley, and Erving Goffman on self, the course will test the explanatory character of these positions against demanding subjects like madness, prejudice, friendship, and leadership. The course will also address how self and identity are important issues in areas of postmodernism, feminism, and colonization.
The question that will center our inquiries is, how is the individual dependent upon as well as autonomous from the social community?
Lectures, group discussions, films, writing assignments, and tests will be oriented toward addressing this question. While taught from a sociological perspective, the course will encompass an interdisciplinary approach; it will draw upon readings in psychology, education, philosophy, theology, and political science.
This course is also an opportunity for students to integrate service to the community with their actual course work. Students engage in service learning activities at the NAMI drop-in center, a meeting place for people suffering from serious and chronic mental illness near Wittenberg University. Readings on schizophrenia and madness will be interwoven into the topic of identity and self-understanding and reinforced through studentsâ€™ service activity.
4 Semester Hours
Understanding how the human bodyâ€™s anatomical aspects apply to dance training is the goal of this course. We will look at the bone and muscle structures of the human body and their relationship to dance technique, movement efficiency, and injury prevention. Dance experience is not required; however, the course is designed to address dancersâ€™ needs and concerns. Assessment is based on tests, class participation, a project, and in-class assignments.