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: Introductory Ecology BIOL 226: Genes, Evolution, Diversity, and Ecology Any course in the Ecology and Evolution track of the major Environmental Studies Any ENVT course ANTH 368: Edible Landscapes, The Foraging Spectrum BIOL 116: Introductory Ecology BIOL 367: Conservation Biology and Management BIOL 368: Ecology BIOL 369: Marine Biology CHEM 104: Environmental Chemistry ECON 101: Principles of Microeconomics ECON 313: Environmental Economics ENGL 234: Environmental Literature GEOS 104: Conservation of

Course Title RELI 131 The Religions of South Asia - RL, VW, GE RELI 211 Religion and Literature of the Hebrew Bible - RL, IT RELI 212 Religion and Literature of the New Testament - RL, IT RELI 215 Religions of the Ancient Mediterranean - RL, VW, GE RELI 220 Early Christian History - RL, IT RELI 221 Medieval Christian History - RL, IT RELI 224 Always Reforming: The Lutheran Heritage - RL, VW RELI 226 Christian Ethics - RL, VW RELI 227 Introduction to Christian Theologies - RL, VW RELI 229 Health

Publishing RACHEL DIEBEL (2016) Editor, Feiwel & Friends / Square Fish Books (Macmillan Publishers) Major: English, Literature Concentration Minors: Publishing and Printing Arts; Communications; and Women’s and Gender Studies Graduate Degree: Masters of Science in Publishing, Pace University (2018) How did your English major establish a foundation for your career path? My English major laid the groundwork for how I think about and talk about stories, which is an integral part of my job. Loving

– French Feminisms PSYC 375 – Psychology of Women RELI 330 – when taught as “Sex and the Bible” RELI 368 – Feminist and Womanist Theologies RELI 390 – when taught as “Women in the Ancient World” SOCI 210 – Gender and Society Critical Race Studies Electives (CRSE) ANTH 104 – Introduction to Language in Society ENGL 216 – when taught as “Literature of the Raj” ENGL 217 – when taught as “Asian-American Literature” IHON 112 – Liberty, Power, and Imagination NORD 441 – Colonization, Slavery, Genocide & the

give students the opportunity to broaden their understanding of the history of the book. Some examples of classes in this category include Children’s Literature, Studies in Literature for Young Readers, and History of Innovation and Technology.

course. The first was to introduce or deepen students’ knowledge of the creation stories of the Americas, and to allow them to grasp the connections between these myths and contemporary literature produced in Mexico and in Latin America. At a deeper level, I also hoped to show the students how they might utilize literature in order to reflect upon their own experiences in Oaxaca. While the first part of the course centered on ancient Mesoamerican texts, and the cultural traditions they communicated