Undergraduate Catalog 2009-2010
The Core Curriculum
The Core curriculum has been designed to provide undergraduates with a general education, a core of skills and knowledge that every individual needs either to excel in professional life or to build a rich and fulfilling personal life. It is vital that students view the Core as a set of goals, not a checklist of courses. In the wider world, competency counts. The Core is designed to foster those competencies that, by wide agreement, matter the most. It can only succeed, however, where students make the goals of the Core their own.
Students matriculated at Lewiston-Auburn College, from fall 2007 on, will complete the Lewiston-Auburn College Common Core curriculum requirements. For more information about the Common Core curriculum, refer to the Lewiston-Auburn College section of this catalog.
Goals and Structure
- Entry Year Experience Beginning in fall 2009 all entering students with fewer than 24 credit hours are required to complete an Entry Year Experience course in their first semester at USM. Entry Year Experience (EYE) courses are theme-based and employ a variety of perspectives to explore a significant question about human cultures and the natural world. EYE courses aid students in their transition to college in an academically rigorous context emphasizing critical reading, thinking, and writing.
- The basic competence component of the Core aims to develop essential skills in writing, using quantitative information, and critical thinking. These skills are fundamental tools that are relevant to all other courses that students take. Students should complete all courses relevant to the basic competence component of the Core as early as possible after beginning their studies at USM. Whether a first-year student or a transfer, every student should strive to complete all Core competency requirements by the end of the student’s first year at USM.
- The
methods of inquiry/ways of knowing component of the Core aims to develop a
broad appreciation of the many ways of looking at and understanding the world
that humans have found useful in the current era and in the past. In pursuit of
this overriding goal, this component of the Core introduces the student to a
wide range of different academic disciplines: their subject matter, their
methods, and their broader purposes. This part of the Core curriculum is
subdivided into four areas: fine arts, humanities, social sciences, and natural
sciences.
- Fine arts courses seek to explore the aesthetic dimension through personal performance and through historical study of the arts.
- Through the humanities, the Core curriculum seeks to foster knowledge of literature and of the diversity of our historical and cultural heritage. What links these studies together is their focus on the meaning and values of human acts. Under this two-fold division of the humanities, the student develops the critical and aesthetic skills needed to interpret literature and studies the methods through which we attempt to make sense of the past or understand other cultures.
- The social sciences aim to acquaint the student with the methods and theories used to study the social, political, or economic behavior of groups or individuals.
- Through lecture-laboratory courses, the natural science offerings seek to develop an understanding of scientific methods, theories, and the contribution of a particular science, and of natural science in general, to our understanding of the world.
In addition to work in one of the four areas enumerated above, each methods of inquiry/ways of knowing course is intended to provide further experience in the three Core competencies, including writing, quantitative analysis and decision making, and critical thinking.
Meeting Core Curriculum Requirements
Most Core requirements are met by passing one or more courses of specific types. Each course that can be used to satisfy one of the Core requirements has a letter in the series (C-K) added to its department and number designation (e.g., ENG 100C, MAT 105D). The letters associated with various requirements are indicated below.
Some of the Core curriculum requirements may be met through courses that are part of the University Honors Program. Only students admitted into the Honors Program may use Honors (HON) courses to fulfill Core requirements. Successful completion of the Honors Colloquia (HON 101, HON 102 or HON 103, HON 201, and HON 202 or HON 203) will satisfy the following Core curriculum requirements: Skills of Analysis/Philosophy (E), History-centered Fine Arts (G), Humanities Literature (H), Other Times/Other Cultures (I) and Natural Sciences (K). Students who do not successfully complete all the Honors Colloquia should consult with the director concerning the use of Honors Colloquia to satisfy Core curriculum requirements. Additionally, completion of HON 100 will satisfy the English Composition (Area C) of the Core requirements. Completion of HON 301W or HON 311W will satisfy the Writing Intensive (W) Core requirement. Completion of HON 201 will satisfy the Natural Sciences (K) Core requirement.
In addition, many Russell Scholars courses will satisfy USM Core curriculum requirements. Students should consult with their Russell Scholars mentor concerning the use of Russell Scholars courses to satisfy Core requirements. Any full-time residential student in good academic standing is eligible to be a Russell Scholar. Other criteria include: completion of application into the program and an interview with a member of the Russell Scholars faculty.
Entry Year Experience
Entering students with fewer than 24 credit hours are required to complete an Entry Year Experience course in their first semester at USM. Fulfillment of the EYE requirement occurs upon completion of an EYE course with a passing grade. Students who have not satisfied their English Composition requirement (see below) must enroll in an appropriate English Composition course at the same time as they are enrolled in an EYE course. Students may request waiver of the EYE requirement if they have completed an equivalent course at another institution. Students enrolled in Honors, Russell Scholars Program, or in a Lewiston-Auburn College program, or transfer students with 24 or more credit hours are not required to take an EYE course.
Courses offered in 2009-2010
| EYE | 102 | Sustainability, Culture, and the Environment |
| EYE | 103 | Shopping: American Consumerism |
| EYE | 105 | Life is a Matrix |
| EYE | 107 | HIV/AIDS |
| EYE | 108 | Culture, Identity, and Education |
| EYE | 109 | Gender, Representation and Resistance |
| EYE | 110 | Literature and Medicine |
| EYE | 111 | AWorld of Words: Language, Power, and Environment |
| EYE | 112 | The Built Environment |
| EYE | 113 | The Pleasure of Eating/Animals |
| EYE | 115 | What is Sex? |
| EYE | 116 | Nature/Nurture |
| EYE | 117 | Thoreau: Nature, Self, and Society |
| EYE | 118 | Musician’s Health |
| EYE | 119 | Metamorphoses |
| EYE | 121 | Studio Experience: Art and the Creative Economy |
| EYE | 122 | Creation Stories |
| EYE | 123 | The Forest |
| EYE | 124 | Birth of a Language in Nicaragua |
| EYE | 125 | Getting Down to Business |
Basic Competence
In support of the Basic Competence goals of the Core, students are required to take courses (or otherwise demonstrate competency) in each of three areas: (1) English composition, (2) quantitative decision making, and (3) skills of analysis.
The English Composition requirement can be met in any one of three ways:
- Score 500 or above on the CLEP General English Composition Test (See Prior Learning Assessment for details) 3 credits
- Successfully complete ENG 104C, ENG 100C, ENG 101C, ESL 100C, HON100C, LCC 110C, LCC 111C, RSP100C, or RSP 104C.
- Earn credit for the requirement through AP or transfer (see Prior Learning Assessment and Transfer Affairs offices for details).
Note: Students whose SATs fall below 550 must register for ENG 104C. Non-native English speakers whose SATs fall below 550 or whose TOEFL score is below 79 must take the ESOL program’s placement test before registering for an English class. See the Academic Policies section of the catalog for more information.
The Writing-intensive (W) requirement is met by successfully completing an approved “W” course. At USM, writing-intensive courses have English Composition as a prerequisite (and are thus distinct from the English Composition course) and are designed to do the following:
- the course takes improvement in student writing as one of its central goals and communicates this focus to students in the syllabus;
- the course is conspicuously writing-intensive and normally includes a variety of different types of writing, used for a variety of different purposes;
- writing is a frequent mode of interaction among students as well as between students and faculty;
- course curriculum includes explicit discussion of writing issues and acquaints students with writing-related resources;
- course promotes revision of written work.
Courses that satisfy the “W” requirement may also carry another letter designation, for example, “ENG 120 H/W.”
The Quantitative Decision Making (D) requirement can be met in one of three ways:
- Pass a locally administered examination (no credit)
- Successfully complete an approved “D” course (e.g., MAT 105D, MAT 110D, MAT 120D, PSY 201D, SOC 307D)
- Pass a CLEP examination in mathematics (see Prior Learning Assessment Office for details).
Note: a) Students must meet USM’s
mathematics readiness requirement before registering for a Quantitative
Decision Making course. b) Students in departments that do not specify
mathematics requirements should consult their advisors or the Advising Services
Office for guidance in selecting a course in this area.
The Skills of Analysis (E)
requirement is met by passing an approved “E” course (e.g., various 100-level
PHI courses, or LIN 112E, SOC 210E, etc.) (3
credits)
Note: Any 100-level PHI course can
be repeated by taking any other 100-level PHI course in accordance with the
University Repeat Course Policy.
Methods of Inquiry/Ways of Knowing
The Fine Arts requirement is satisfied by successfully completing one course in each of the following two areas. The courses must be selected from different departments.
| 1) An approved (F) performance-centered arts course | (3 credits) |
| 2) An approved (G) history-centered arts course | (3 credits) |
The Humanities requirement is satisfied by successfully completing one course in each of the following two areas. The courses must have different prefixes.
| 1) An approved (H) literature course | (3 credits) |
| 2) An approved (I) other times/other cultures course | (3 credits) |
The Social Science requirement is satisfied by successfully completing two approved (J) social science courses. The courses must be selected from different departments. (6 credits)
The Natural Sciences requirement is satisfied by successfully completing one approved (K) natural science course and the laboratory course associated with that “K” course. (4 credits)
Note: Natural science majors do not have to take “K” courses outside their majors to fulfill the natural science component.
Core Curriculum Regulations
- The student has primary responsibility for ensuring that she or he completes the minimum proficiency requirements and the Core curriculum requirements. Undeclared majors should seek advice from the Advising Services Office. Effective with the fall of 1996, students admitted with conditions are expected to complete their minimum proficiency requirements as outlined in their academic support plan. Declared majors should consult their school, college, or department advisors.
- There can be no more than one overlap between the courses a student takes to fulfill the Core curriculum requirements and the courses that count toward the student’s major. “Overlap” is defined in terms of each course’s three-letter prefix (e.g., ENG, SOC, WST); that is, a student may take only one course toward the Core that has the prefix of the student’s major. (The overlapping Core course may itself also count toward the major or it may just share a prefix with the major.)
- The student must satisfy the basic competence requirements in English Composition (Area C) and Quantitative Decision Making (Area D) by the time the student completes 60 credits. Students are also strongly encouraged to complete the Skills of Analysis (Area E) requirement as early as possible. Transfer students with more than 45 credit hours need to check with their academic advisor or their academic dean.
- Courses taken to satisfy the Core curriculum requirements may not be taken on a pass-fail basis.
Transfer Students and the Core Curriculum
All transfer students in baccalaureate degree programs are expected to meet the Core curriculum requirements as outlined above. The following guidelines should be noted:
Basic Competence
Transfer students should complete the Basic Competence requirements as early as possible after admission to the University.
The English Composition (C) requirement can normally be partly satisfied by transfer credit for an English composition course. If no such course is available for transfer credit, the student should refer to the other options noted under the Core curriculum requirements. The Writing-intensive requirement (W) can be met by transfer credit where the institution offering the transferred course has an established category of writing-intensive courses or where the student has completed a two-semester sequence in English composition. Students who believe they have taken a course at another institution that meets USM’s writing-intensive (W) requirement are encouraged to apply for a waiver. Inquiries about and applications for waiver should be addressed to Judy Tizon, associate provost, Undergraduate Education, P.O. Box 9300, Portland, ME 04104-9300. In the application a student must identify how the course meets the objectives of USM’s writing-intensive courses and provide appropriate documentation. Applications for waiver are reviewed as received by the coordinator, who makes a recommendation to the associate provost for Undergraduate Programs. The associate provost is responsible for making the final determination about waiver.
The Quantitative Decision Making requirement can normally be satisfied by transfer credit for an equivalent mathematics or statistics course. If no such course is available for transfer credit, the student should refer to the other options noted under the Core curriculum requirements.
The Skills of Analysis/Philosophy requirement can normally be satisfied by transfer credit for a course that deals with logic, reasoning, or analytical thinking. If no such course is available for transfer credit, the student should refer to the other options noted under the Core curriculum requirements.
Methods of Inquiry/Ways of Knowing
These requirements can normally be satisfied by transfer credit for courses in each of the areas of the Methods of Inquiry/Ways of Knowing component. That is: one performance-centered art course, one history-centered art course, one literature course, one other times and/or other cultures course, two social science courses from different departments, and one natural science course with a lab. Subject to specific school/college policies, in general any CLEP examination that satisfies coursework in an area of the Core curriculum will satisfy Core requirements for that area. When a specific requirement cannot be satisfied by transfer credit, upon initial transfer evaluation at matriculation, the student is expected to take the appropriate course(s) from the list below.
Courses Approved to Satisfy Core Curriculum Requirements
In course registration schedules and other publications, courses approved to satisfy Core curriculum requirements are flagged by a letter following the course number. Additional Core-designated courses may appear in the course schedule or on-line schedule for any given semester. Please consult with your advisor regarding the availability of these additional courses. Not all courses are offered every semester or year.
Basic Competence
| English Composition | ||
| ENG | 100C | College Writing |
| ENG | 101C | Independent Writing |
| ENG | 104C | Enriched College Writing |
| ESL | 100C | College Writing |
| HON | 100C | Thinking and Writing in Honors |
| LCC | 111C | College Writing: Language and Literacies: Enrichment |
| LCC | 110C | Language and Literacies in a 21st Century World |
| RSP | 100C | Russell Scholars Writing I |
| RSP | 104C | Enriched College Writing |
| Quantitative Decision Making | ||
| ESP | 290D | Environmental Statistics |
| GYA | 202D | Research Methods |
| HON | 105D | Calculating and Reasoning with Symbolic Representations |
| LCC | 150D | Statistics for Informed Decision Making |
| MAT | 105D | Mathematics for Quantitative Decision Making |
| MAT | 120D | Introduction to Statistics |
| MAT | 140D | Pre-Calculus Mathematics |
| MAT | 148D | Applied Calculus |
| MAT | 152D | Calculus A |
| MAT | 210D | Business Statistics |
| MAT | 211D | Probability |
| PSY | 105D | Statistics in Psychology |
| SOC | 307D | Quantitative Research Methods |
| Skills of Analysis/Philosophy | ||
| CLA | 171E | Etymology for Everyone |
| COS | 120E | Deductive Logic |
| ECO | 103E | Critical Thinking About Economic Issues |
| ENG | 230E | Literacy Studies |
| ENG | 244E | Introduction to Cultural Studies |
| HUM | 210E | Cultural Fieldwork |
| LCC | 200E/W | Creative Critical Inquiry into Modern Life |
| LCC | 370E/W | Toward a Global Ethics |
| LIN | 112E | Analyzing Language |
| LAC | 370E | Ethics in the Organization |
| PHI | 102E | Introduction to Philosophy: Quest for Certainty |
| PHI | 105E | Introduction to Philosophy: Philosophy through Its History |
| PHI | 106E | Introduction to Philosophy: Why Philosophize? |
| PHI | 107E | Introduction to Philosophy: World Philosophy |
| PHI | 109E | Introduction to Philosophy: Law, Politics and Society |
| PHI | 110E | Introduction to Philosophy: Feminist Perspectives |
| PHI | 111E | Introduction to Philosophy: Philosophical Reading (and Writing) |
| PHI | 112E/W | Introduction to Philosophy: Feminist Perspectives |
| PHI | 205E | Symbolic Logic |
| SOC | 210E/W | Critical Thinking About Social Issues |
Methods of Inquiry/Ways of Knowing
| Fine Arts Performance-centered arts | ||
| ART | 141F | Fundamental Design I |
| ART | 151F | Fundamental Drawing I |
| COR | 119F | The Illuminated Autobiography |
| ENG | 201F | Creative Writing |
| ENG | 202F | Memoir and Autobiography |
| ENG | 300F | Fiction Writing |
| ENG | 301F | Poetry Writing |
| ENG | 302F | Fiction Workshop |
| ENG | 303F | Poetry Workshop |
| HUM | 105F | Basic Photography |
| HUM | 307F | Creative Nonfiction |
| MUS | 110F | Fundamentals of Music |
| MUS | 130F | Music Theory I |
| MUP | 101F | Applied Music |
| MUP | 102F | Applied Music |
| MUP | 201F | Applied Music |
| MUP | 202F | Applied Music |
| MUS | 334F | Electronic Music I |
| MUS | 400F | Southern Maine Symphony Orchestra |
| MUS | 401F | University Chorale |
| MUS | 402F | University Concert Band |
| MUS | 405F | Chamber Singers |
| MUS | 408F | Wind Ensemble |
| RSP | 104F | Russell Scholars Seminar: Acting and Performance |
| THE | 102F | Acting: Performance |
| THE | 103F | Contemporary Dance I |
| THE | 134F | Production Management |
| THE | 135F/136F | Stagecraft and Lab |
| THE | 170F | Public Speaking |
| THE | 175F | Oral Interpretation |
| THE | 203F | Musical Theatre Dance |
| History-centered arts | ||
| ART | 101G | Approaches to Art |
| ARH | 110G | Visual Environment |
| ARH | 111G | Art History: Prehistoric through Medieval |
| ARH | 112G | Art History: Renaissance to the Present |
| HUM | 185G | Thinking About Art |
| LCC | 250G | Thinking About Art, Thinking Through Art |
| MUS | 100G | Music Appreciation and History |
| MUS | 102G | Music of the Portland Symphony |
| MUS | 103G | Introduction to Jazz |
| MUS | 120G | Music Until 1900 |
| MUS | 121G | Classical and Romantic Music |
| MUS | 202G | Music in America |
| MUS | 203G | Music in the 20th Century |
| MUS | 220G | Twentieth Century Music |
| RUS | 293G | Survey of Russian Cinema |
| THE | 101G | Introduction to Drama |
| THE | 231G | Costuming |
| THE | 353G | Dramatic Literature and Theatre History III: Romantic to World War II |
| Humanities Literature | ||
| CLA | 283H | Epic Hero in Ancient Literature |
| CLA | 284H | What Would Antigone Do? Tragic Questions, Modern Responses |
| ECO | 105H | A Novel Approach to Economics |
| ENG | 120H/W | Introduction to Literature |
| ENG | 150H/W | Topics in Literature |
| FRE | 283H | Contemporary French Thinkers (in English translation) |
| GER | 281H | The German Novelle (in English translation) |
| GER | 351H | Introduction to German Literature I |
| GER | 352H | Introduction to German Literature II |
| HON | 202H | Progress, Process, or Permanence |
| HUM | 120H | Introduction to Literature |
| HUM | 213H | Metaphor in Literature, Science, and Religion |
| HUM | 223H | Life and Literature after Darwin |
| HUM | 250H | Song as Literature |
| HUM | 251H | Masculinities in U.S. Literature and Culture |
| HUM | 318H | Photography and Poetry: Two Ways of Speaking |
| HUM | 320H | Early African-American Literature and Culture |
| HUM | 342H | Women of Color in Fiction |
| HUM/SBS | 358H | Motherhood: Political Institution, Cultural Icon, Defining Experience |
| HUM | 389H | Sexuality in Literature and Film |
| RSP | 250H | Songs and Society |
| RSP | 300H | England and the Humanities |
| RUS | 281H | Russian Literature in Translation |
| SPA | 281H | Masterpieces of Spanish American and Brazilian Literature (in English translation) |
| SPA | 351H | Readings in Contemporary Spanish Literature |
| SPA | 352H | Readings in Modern Latin American Literature |
| THE | 150H | Play Analysis |
| Other times/Other cultures | ||
| ANT | 202I | Origins of Civilization |
| ANT | 220I | North American Indians |
| ANT | 222I | Peoples of the North |
| ANT | 224I | Ancient Mesoamerica |
| ANT | 230I | Hunters and Gatherers |
| ANT | 232I | The Anthropology of Sex and Gender |
| ANT | 233I | Food and Culture |
| ANT | 250I | Archaeology of South America |
| ANT | 301I | Victims of Progress: Indigenous Peoples in the Modern World |
| ASL | 102I | Beginning American Sign Language II |
| ASL | 201I | Intermediate American Sign Language I |
| ASL | 202I | Intermediate American Sign Language II |
| CLA | 285I | Classical Mythology |
| CLA | 291I | The Golden Age of Greece |
| CLA | 292I | Rome, from Republic to Empire |
| COR | 122I | Introduction to Islamic Civilization |
| COR | 148I | Northern Ireland: History, Culture, and Conflict |
| COR | 162I | Diversity amidst Globalization |
| CPI | 211I | Cultural and Community Fieldwork and Seminar |
| ECO | 106I | Economic, Social and Cultural Change |
| ECO | 220I | U.S. Economic and Labor History |
| FRE | 102I | Beginning French II |
| FRE | 107I | Intensive Beginning French |
| FRE | 201I | Intermediate French I |
| FRE | 202I | Intermediate French II |
| FRE | 207I | Intensive Intermediate French |
| FRE | 291I | French Civilization: An Historical Approach (in English) |
| FRE | 292I | Topics in Contemporary Francophone Civilization |
| GEO | 211I | Middle America: Lands and People |
| GER | 102I | Beginning German II |
| GER | 107I | Intensive Beginning German |
| GER | 201I | Intermediate German I |
| GER | 202I | Intermediate German II |
| HON | 101I | Wisdom Stories from Antiquity |
| HON | 102I | Truth(s), Lie(s), and Legacy(s) in a Medieval Mindscape |
| HTY | 101I | Western Civilization I |
| HTY | 102I | Western Civilization II |
| HTY | 121I | U.S. History to 1800 |
| HTY | 122I | U.S. History to 1900 |
| HTY | 123I | U.S. History since 1900 |
| HTY | 141I | African American History to 1865 |
| HTY | 142I | African American History since 1865 |
| HTY | 152I | The Islamic Near East |
| HTY | 171I | Traditional East Asia |
| HTY | 172I | Modern East Asia |
| HTY | 181I | Latin America I |
| HTY | 182I | Latin America II |
| HUM | 135I | United States Studies I |
| HUM | 136I | United States Studies II |
| HUM | 246I | The Vietnam Era |
| HUM | 260I | Themes of Popular Culture |
| HUM | 301I | French North American Studies |
| HUM | 310I | French Settlement in the Northeast |
| HUM | 313I | What is ‘Race’? |
| HUM | 325I | Issues in World History and Geography I |
| HUM | 326I | Issues in World History and Geography II |
| HUM | 330I | Labor, Literature, and the Arts |
| HUM | 340I | World Native and Indigenous Studies |
| LCC | 220I | U.S. Democracy: Origins and Development |
| LIN | 203I | Introduction to the Deaf World |
| PHI | 310I | History of Ancient Philosophy |
| PHI | 312I | Women Philosophers from Africa and the Diaspora |
| PHI | 315I | Eastern Philosophy |
| PHI | 320I | History of Medieval Philosophy |
| PHI | 330I | History of Early Modern Philosophy |
| PHI | 340I | History of Late Modern Philosophy |
| PHI | 350I | American Philosophy |
| PHI | 360I | Existentialism |
| PHI | 370I | Analytic Philosophy |
| PHI | 380I | Postmodernism |
| RSP | 103I | Russell Scholars Seminar: Culture, Community, and the Environment |
| RUS | 102I | Beginning Russian II |
| RUS | 201I | Intermediate Russian I |
| RUS | 202I | Intermediate Russian II |
| RUS | 291I | Russian and Soviet Culture and Civilization |
| SBS | 313I | What is ‘Race’? |
| SPA | 102I | Beginning Spanish II |
| SPA | 107I | Intensive Beginning Spanish and Laboratory |
| SPA | 201I | Intermediate Spanish I |
| SPA | 202I | Intermediate Spanish II |
| SPA | 207I | Intensive Intermediate Spanish |
| SPA | 270I | The Culture and Civilization of Spain |
| WST | 135I/1301 | Introduction to Women and Gender Studies |
| Social Sciences | ||
| ANT | 101J | Anthropology: The Cultural View |
| ANT | 201J | Human Origins |
| BUS | 165J | Consumer Studies |
| CMS | 102J | Introduction to Communication |
| COM | 130J | Interpersonal Communication Skills |
| COR | 142J | Baseball and American Society: AJourney |
| COR | 152J | Environmental Issues and Choices |
| COR | 161J | Sustainable Lives: 10 Billion People, One Damp Rock |
| CRM | 100J | Criminology |
| ECO | 100J | Introduction to Economics |
| ECO | 101J | Introduction to Macroeconomics |
| ECO | 102J | Introduction to Microeconomics |
| ECO | 104J | The U.S. in the World Economy |
| ESP | 220J | Environmental Policy: Pollution |
| GEO | 101J | Human Geography |
| GEO | 103J | Human-Environmental Geography |
| GEO | 104J | World Regional Geography |
| GEO | 120J | Geography of Maine |
| GEO | 203J | Urban and Regional Development |
| GEO | 207J | Maps: Knowledge, Technology, Society, Culture |
| HON | 103J | Religious and Scientific Perspectives on Human Origins and the Human Body |
| HRD | 200J | Human Growth and Development |
| LAC/SBS | 340J | Language Acquisition and Literacy Development |
| LCC | 310J | Science, Technology, and Society |
| LIN | 185J | Language, Mind, and Society |
| LIN | 201J | Child Language |
| LOS | 325J | State and Local Government |
| POS | 101J | Introduction to American Government |
| POS | 102J | People and Politics |
| POS | 104J | Introduction to International Relations |
| PSY | 101J | General Psychology I |
| RSP | 102J | Russell Scholars Seminar: Self and Communication |
| RSP | 305J | Britain: The Interaction of Culture and Politics |
| SBS | 200J | Human Growth and Development |
| SCI | 153J | AIDS: Biology, Social Policy, and the Law |
| SOC | 100J | Introduction to Sociology |
| SWO | 250J | Introduction to Social Welfare |
| Natural Sciences | ||
| ANT | 102K | Biological Anthropology (with ANT 102 Lab) |
| AST | 100K | Astronomy |
| AST | 103K | Astronomy: Activities and Experiments |
| BIO | 101K | Biological Foundations |
| BIO | 102K | Biological Experiences |
| BIO | 103K | Introduction to Marine Biology |
| BIO | 104K | Marine Biology Laboratory |
| BIO | 105K | Biological Principles I |
| BIO | 106K | Biological Principles I Laboratory |
| CHY | 101K | Introduction to Chemistry |
| CHY | 102K | Introduction to Laboratory Measurement |
| CHY | 110K | Chemistry, Life, and the Environment |
| CHY | 113K | Principles of Chemistry I |
| CHY | 114K | Laboratory Techniques I |
| ESP | 101K | Fundamentals of Environmental Science |
| ESP | 102K | Fundamentals of Environmental Science Lab |
| ESP | 125K | Introduction to Environmental Ecology |
| ESP | 126K | Introduction to Environmental Ecology Lab |
| GEO | 102K | Physical Geography |
| GEY | 100K | Volcanoes, Earthquakes, and Moving Plates |
| GEY | 101K | Lab Experiences in Geology |
| GEY | 102K | Field Lab in Physical Geology |
| GEY | 103K | Floods, Glaciers, and Changing Climates |
| GEY | 105K | Ocean Planet |
| GEY | 106K | Ocean Planet Laboratory |
| GEY | 109K | Field Geology of Coastal Maine |
| GEY | 110K | Field Studies in Environmental Geology on the Island of Lesbos, Greece |
| HON | 201K | Interdisciplinary Inquiry in the Science of the Human Body |
| LCC/SCI | 130K | The Biology of Human Health with Lab |
| LCC/SCI | 230K | Environmental Science, Policy, and Sustainability with Lab |
| PHY | 101K | Introduction to Physics |
| PHY | 102K | Introduction to Physics Laboratory |
| PHY | 111K | Elements of Physics I |
| PHY | 114K | Introductory Physics Laboratory I |
| PHY | 121K | General Physics I |
| SCI | 100K | Natural Science Topics |
| SCI | 170K | Human Anatomy and Physiology I |
| SCI | 171K | Human Anatomy and Physiology I Laboratory |
| SCI | 250K | Applied Physics |
| Writing Intensive | ||
| BIO | 306W | Developmental Biology and Lab |
| (concurrent with or subsequent to BIO 305) | ||
| BIO | 312W | Microbiology and Lab |
| (concurrent with or subsequent to BIO 311) | ||
| BIO | 353W | Vertebrate Zoology |
| BIO | 405W | Animal Behavior |
| BIO | 406 | Animal Behavior Laboratory |
| (must be taken concurrently with BIO 405W) | ||
| BUS | 303W | Career Planning and Development |
| CON | 322W | Health Related Research |
| ECO | 303W | Political Economy |
| ENG | 120H/W | Introduction to Literature |
| ENG | 150H/W | Topics in Literature |
| ENG | 245W | Introduction to Literary Studies |
| ESP | 203W | Environmental Communications |
| ESP | 401W | Environmental Impact Assessment |
| ESP | 421W | Natural Resources Policy |
| HON | 102W | Truths, Lies, and Legacies in a Medieval Mindscape |
| HON | 103J/W | Religious and Scientific Perspectives on Human Origins and the Human Body |
| HON | 311W | Honors Thesis Workshop |
| HTY | 200W | Reference Research and Report Writing |
| ITP | 210W | Technical Writing |
| LCC | 200E/W | Creative Critical Inquiry into Modern Life |
| LCC | 370E/W | Toward a Global Ethics |
| CMS | 150W | The Writing Process |
| CMS | 274W | Writing for the Media |
| PHI | 112E/W | Intro to Philosophy: Feminist Perspectives |
| PSY | 371W | History and Systems and Psychology |
| RSP | 101W | Russell Scholars: Creative Writing |
| (available only to Russell Scholars) | ||
| SOC | 210E/W | Critical Thinking About Social Issues |
| WST | 280W | Women, Knowledge, and Power |
