Ten courses chosen from the following categories:
- At Least two Natural Science courses from the following list:
- At least two Social Sciences courses from the following list:
- At least two Humanities courses from the following list:
* Students with an interest in Urban Sustainability are encouraged to select the courses with asterisks.
Open elective credit also is required to meet the minimum graduation requirement of 192 hours.
CITIES AND THE ENVIRONMENT
This course focuses on the interactions between urban areas and the environment. It is a discussion of the physical setting of cities; the water, energy, air and waste disposal needs of urban areas; and the effects of urban areas on the air, water and land environment.
ENVIRONMENTAL SOIL SCIENCE
An examination of the physical, chemical, biological and engineering properties of soils, their genesis and classification, how they function as sites of waste disposal, and their role in global agricultural production. The course includes a three-hour lab and a mandatory Saturday field trip. Lab fee applies.
LSP 120 or MAT 130 is a prerequisite for this class.
INTRODUCTION TO ENVIRONMENTAL HEALTH
Study of the environment factors that influence health. Topics include air and water pollution, global population and local community dynamics, toxicology, infectious and chemical agents, radiation, and management.
ENV 250 or BIO 215 is a prerequisite for this class.
SUSTAINABILITY AND RELIGIOUS WORLDVIEWS
This course will analyze the nature of systemic change in the era of sustainability, considering the three dimensions of sustainability - social justice, economic viability, and environmental stewardship - from the perspective of one or more religious traditions, particularly the perspective of integral human development from Catholic social thought. It will use systems thinking to evaluate the economic, social, organizational, and personal contexts of promoting integral human development in a finite ecology. The course will ask students to identify a systemic change project that promotes integral human development, so that student learning is oriented toward, focused on, and expressive of their own interest relevant to a core challenge they have chosen. One key question will shape the trajectory of the course: How does one develop a systemic change project that promotes integral human development? The focus of this course is for the student to select a particular need or set of needs, to determine a sustainable way to deliver a product, service, or good, and to persuasively articulate the values and vision - personally and organizationally - driving their proposed solution. The systemic change project will also be a step toward answering some fundamental career questions: What need do I want to address that will lead to sustainable value for the organization I choose to join? How will this differentiate my organization from others? How should I understand this need in relationship to the natural world, and in relationship to my own place in the economy, in society? To address today's challenges, students must engage in new ways of thinking and new patterns of inquiry. This goal requires a new pedagogy - one that asks students to be conscious of their own assumptions, their own patterns of knowing.