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Chemistry Department Learning OutcomesThe major program outcomes of the Chemistry Department’s curriculum are: Students will demonstrate an understanding of the fundamental concepts of chemistry by using critical thinking and analytical skills to solve chemical problems. Students will conduct experiments and demonstrate proficiency with appropriate lab skills, techniques, and instrumentation. Students will demonstrate the ability to search, understand, and put into use chemical literature as
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First FloorLibrary circulation and reference desk. IT Help Desk. Lute Lending Library. Center for Student Success. Academic Assistance. Digital Media Center. Reference collection. Microfilm machines. Study rooms. Second FloorBooks and journals in Political Science, Law, Education, Music, Art, Languages and Literature, Science, Medicine, Technology, Military Science, Library Science. Music scores. Curriculum collection. Juvenile collection. African Art Collection. Instructional Technologies
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& Gender” COMA 303: Gender and Communication ENGL 217 when taught as “Queer American Literature” ENGL 232: Women’s Literature ENGL 300 when taught as “Gender Literacies” ENGL 348 when taught as “19th Century American Women Writers”; “Anne Frank: Holocaust Icon” ENGL 397: Sex, Gender, and the Holocaust ENGL 395: Studies in Literature, Gender, and Sexuality FREN 306/406: French and Francophone Feminisms HISP 433 when taught as “politics and Gender Identities in Contemporary Southern-Cone Narrative and
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Gates Foundation, and serves as the advocate for the foundation’s key issues, which includes education and world health, with a particular focus on HIV/AIDS and malaria prevention. Tuesday night, Gates spoke on campus about his new book, “Showing up for Life, Thoughts on the Gifts of a Lifetime.” In small vignettes, Gates discusses lessons learned growing up in Bremerton, Wash., serving in WWII, getting his law degree, marrying, raising a family, and now of course, being father to one of the most
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created an ethic of care that was quite attractive. Students in the course were engaged in service learning in order to study why and how contemporary Christian groups continue these social initiatives through assisting the growing population of hungry people in Pierce County, protecting women and children who had left abusive relationships for “safe” houses, and caring for persons struggling with HIV-AIDS. Claire had chosen a food distribution center as her service learning site, that is, until the
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History majors chose John Kelly’s The Great Mortality: An Intimate History of the Black Death, the Most Devastating Plague of All Time (2006) as their parting gift from us. Had the state of the world degraded so badly that our students had developed morbid obsessions? Or did they see a connection, as Beth (who specializes in 20th Century US History) did, between global anxieties about AIDS, Ebola, and flu pandemics, and the devastating bubonic plague, which wiped out 25 million people in Asia and
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Community-Based and Public Writing Museum and Memorial Rhetorics Biography Scott Rogers was born in the desert and grew up on a farm but will always call the city home. As a kid, his family moved from Arizona to Missouri and then to Southern California where he attended high school. After languishing in a local community college for several years, he got his act together and, in 2001, earned a B.A. in Literature from the University of California, Los Angeles. While earning this degree, Scott worked full
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Community-Based and Public Writing Museum and Memorial Rhetorics Biography Scott Rogers was born in the desert and grew up on a farm but will always call the city home. As a kid, his family moved from Arizona to Missouri and then to Southern California where he attended high school. After languishing in a local community college for several years, he got his act together and, in 2001, earned a B.A. in Literature from the University of California, Los Angeles. While earning this degree, Scott worked full
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Community-Based and Public Writing Museum and Memorial Rhetorics Biography Scott Rogers was born in the desert and grew up on a farm but will always call the city home. As a kid, his family moved from Arizona to Missouri and then to Southern California where he attended high school. After languishing in a local community college for several years, he got his act together and, in 2001, earned a B.A. in Literature from the University of California, Los Angeles. While earning this degree, Scott worked full
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Community-Based and Public Writing Museum and Memorial Rhetorics Biography Scott Rogers was born in the desert and grew up on a farm but will always call the city home. As a kid, his family moved from Arizona to Missouri and then to Southern California where he attended high school. After languishing in a local community college for several years, he got his act together and, in 2001, earned a B.A. in Literature from the University of California, Los Angeles. While earning this degree, Scott worked full
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