College Offerings

Aerospace Studies | Dignitas | HECUA Off-Campus Study Programs | SEMESTER PROGRAMS | January (J-Term) Programs | Summer Programs | Honors Program | Physical Education courses | Preparatory Programs/a> | Self-Designed Majors and Minors

Aerospace Studies (Air Force ROTC)

The Air Force Reserve Officer Training Corps (AFROTC) is a college-level educational program that gives students the opportunity to become Air Force officers while completing their degrees. Any St. Scholastica student may enroll in aerospace studies courses. AFROTC offers post-collegiate opportunities in more than 100 career specialties. Air Force officers are challenged with organizational responsibilities and experiences not often available to new college graduates. This program is for students who want to challenge themselves as Air Force leaders and managers while serving their country in a professional, high-tech environment.
Active-duty Air Force officers provide a curriculum that gives students insight into the mission, organization, and operation of the U.S. Air Force. Students study Air Force history, leadership, management, professionalism, and U.S. foreign policy and its relationship to defense policy. Scholarships are available on a competitive basis. High school seniors and college students can compete for five-, four-, three-, two-, and sometimes one-year scholarships, which cover tuition, fees, and book expenses. Participants may qualify to receive a tax-free allowance for each month in school.
The following courses are required for both the two- and four-year commissioning programs:
Core Program - Professional Officer Course,16 cr. This sequence is required of all candidates for commissions: AIR 3101-3102, AIR 4101-4102, Leadership labs.

Dignitas

Dignitas, a year-long common experience for first-year traditional students, is an introduction to The College of St. Scholastica: who we are, what we stand for, and how to find a place in this community. Dignitas provides a framework for the entire college experience by introducing the key components of a Scholastica education: community, reflection, intellectual challenge, and social justice. In keeping with our emphasis on community, in the Dignitas program, students remain with the same small group of students and faculty for the year as they explore an intellectually challenging subject, participate in cocurricular activities, and become integrated into the St. Scholastica community. Additional information on the Dignitas program is included in the General Education description earlier in the catalog.
The two courses are:
Dignitas 1101 The Responsible Self, fall semester (2 cr.)
Dignitas 1102 And Dignity for All, spring semester (2 cr.)

HECUA Off-Campus Study Programs

The College of St. Scholastica is a member of the Higher Education Consortium for Urban Affairs (HECUA).HECUA provides off-campus experiential learning opportunities that link academic study with hands-on work for social change. Students earn 16 St. Scholastica credits in the semester-long programs and four St. Scholastica credits in January term programs. Open to all St. Scholastica majors. St. Scholastica financial aid travels with student in semester programs.
David Schuettler, Ph.D., Coordinator

SEMESTER PROGRAMS

Environmental Sustainability: Science, Public Policy and Community Action

(fall semester/Twin Cities)
The semester is focused on processes of ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. The relationships between patters of environmental resource use the current social inequities are explored through lectures, discussions, group field experiences and internships.
Courses:
Adaptive Ecosystem Management (4 cr.)
Social Dimensions of Environmental Change (4 cr.)
Field Methods (2 cr.)
Environmental Internship (6 cr.)

Writing for Social Change

(fall semester/ Minneapolis)
Writing For Social Change explores the long tradition of literature as a tool for social critique and as a means of creating social change/justice. The semester offers a balance of creative writing workshops (in fiction, poetry, and nonfiction) and critical reading and reflection sessions. A 20 hour/week internship and other fieldwork provide direct access to groups committed to creating social transformation through literature and literary productions.
Courses:
Reading and Writing Seminar (4 cr.)
Field Seminar (4 cr.)
Internship and Integration Seminar (8 cr.)

The New Norway: Globalization, National Identity, and the Politics of Belonging

(fall semester/Norway, Sweden)
This term study offers a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. Three interrelated seminars offer an understanding of ways in which the welfare state works in the context of a social democracy facing challenges posed by immigration. An option for either an independent study project of language classes rounds out the course load for the semester.
Courses:
Scandinavian International Relations (4 cr.)
Urbanization and Immigration (4 cr.)
Scandinavian Literature: Immigration and National Identity (4 cr.)
Norwegian Language or Independent Study Project (4 cr.)

Community Internships in Latin America (CILA)

(fall and spring semesters/Ecuador)
CILA offers a semester of study and experience with a focus on community participation and social change, centered in Quito, Ecuador. The program combines rigorous seminar work and independent study with a home stay and a hands-on internship to give an in-depth experience of community participation and social movements in Ecuador.  CILA is an immersion program:  two years of college-level Spanish are required.

Courses:
Community Participation for Social Change (4 cr.)
Independent Study Project (4 cr.)
Internship Seminar and Internship (8 cr.)

Inquality in America: Policy, Community, and the Politics of Empowerment

(fall and spring semesters/ Twin Cities)
The causes of and solutions to poverty and inequality in the urban United States are studied, and tools are developed to address injustice and build a more equitable society. Field study and professional internships provide direct access to the nonprofit sector in the Twin Cities.
Courses:
Reading Seminar (4 cr.)
Field Seminar (4 cr.)
Integration Seminar and Internship (8 cr.)

Art for Social Change: Intersections of Art, Identity, and Advocacy

(spring semester/Twin Cities)
Emphasis is on the many ways that art and culture can and do impact communities. The role of creative work in addressing pressing social issues is explored. Field study and professional internships provide direct access to the arts community in the Twin Cities.
Courses:
Creating Social Change: Art and Culture in Political, Social, and Historical Context (4 cr.)
Arts Praxis: Social Justice Theory and Practice in the Field (4 cr.)
Integration Seminar and Internship (8 cr.)

Democracy and Social Change in Northern Ireland

(spring semester/Northern Ireland)
The historical, political, and religious roots of the conflict in Northern Ireland, the prospects for peace, and the progress being made toward it are all components of this study. Readings, lectures, discussions, internships, group study projects and field experiences invite interaction with people involved in social change.
Courses:
Northern Ireland: Building a Sustainable Democracy (4 cr.)
Politics of Conflict and Transformation (4 cr.)
Internship Seminar and Internship (8 cr.)

January (J-Term) Programs

Social and Political Transformation in Ecuador

(January term/Ecuador)
Based in Ecuador, this course, conducted in English, explores socioeconomic issues in Ecuador as manifested in the country's growing inequality and the proliferation of new social movements to address this crisis. Particular emphasis will be placed on indigenous rights, gender equality, the protection and management of natural resources, and Ecuador's new constitution. Students compare and contrast the Ecuadorian experience with developments in other parts of Latin America.4 credits.

Development and Community in Bangladesh

(January term/Bangladesh)
The work of development agencies, the experiences of urban and rural Bangladesh, and the culture of a secular Muslim society are all included in this program. Explore the policies, practices, and ideologies of socioeconomic development in Bangladesh through lectures, discussions, and group filed study. 4 credits.

Summer Programs

Environment and Agriculture: Sustainable Food Systems

(summer, 2 weeks/ Twin Cities)
Examine food systems through hands-on, investigatory experiences on traditional and nontraditional farms in Minnesota. Students explore the socializations of what we eat-are we what we eat?-while discussing the inefficiencies of the current food system in promoting dynamic, vibrant, healthy choices that reflect food equity and social justice. Ultimately, the course is a two-week glimpse into solutions for improving local food access, reducing agricultural pollution, and inviting the return of animal and vegetable biodiversity all in an effort to support a more ‘just' food economy. In addition to many field excursions, students participate in a 3-day farm stay, visit rivers and windmills, and have the opportunity to participate in an internship in the Twin Cities or across the state
Courses:
Environment and Agriculture: Sustainable Food Systems (4 cr.)

Civil Rights Movement: History and Consequences

(summer 3 weeks, Twin Cities/U.S. South)
Critically examine the events of the Civil Rights Movement by visiting important sites and interviewing leaders of the movement. After several days in the Twin Cities, students embark on a two-week field study tour through the South. A final week of seminars in the Twin Cities integrates the experiences with the lives of the students themselves.
Courses:
Civil Rights Movement: History and Consequences (4 cr.)

Honors Program

Honors Program Mission Statement

The College of St. Scholastica Honors Program is based on the Benedictine tradition of academic excellence in the development of the educated person. Honors classes help to cultivate individuals who are consciously committed to gaining a rigorous understanding of the world and applying the best ideas and methods from multiple disciplines to solving world problems.
To achieve these goals, the Honors Program provides high-achieving students with an enriched academic and social environment that supports their full professional and personal potentials. In order to create this environment, the Honors Program offers challenging, lively, discussion-oriented courses in the liberal arts and sciences and supporting co-curricular activities that encourage intellectual and moral exploration.
Honors Program courses fulfill General Education requirements. Some Honors courses are interdisciplinary (IDS) and will fulfill any appropriate General Education area.
Debra Schroeder, Ph.D., Director

Policies

Application and admission:

Students must request a formal interview with the Honors Director for admission to the program. Students should meet two of three criteria: be in the top 15 percent of their class, hold a GPA of 3.5 or higher, and have a minimum score of 26 on the ACT or 1100 on the SAT. Students who do not meet two of these criteria may still request an Honors interview, and if successful in the interview, will be admitted to the program.

Graduating from the Honors Program:

To graduate with an Honors Program designation, students must complete 20 credits in Honors with a minimum grade of B in each class. Eight credits must be upper division, at the 3000 or 4000 level. At the time of graduation, a student must hold a 3.5 GPA.
Transfer students may speak to the Honors director about a four to eight credit exemption, although they still must take eight credits of upper-division Honors courses to graduate.

Honors Program outcomes:

1. Love of learning. Students in the Honors Program will develop a curiosity about the world in which they live, resulting in a demonstrated desire for learning within and outside the classroom.
2. Independent learning. Students in the Honors Program will demonstrate the ability to take responsibility for their own learning, including seeking sources of information beyond that provided by their instructors and being full participants in the classroom process.
3. Community of learners. Students in the Honors Program will work together and with their teachers to create a community of learners, demonstrated by looking to others for alternative perspectives, switching roles as teachers and learners, and not limiting intellectual interactions with community members to the classroom setting.
4. Depth of learning from multiple perspectives. Students in the Honors Program will be able to perform in-depth, critical analyses of specific topics from multiple perspectives.
5. Discussion skills. Students in the Honors Program will be able to engage in informed, respectful discussions on values, disciplinary topics, and interdisciplinary topics.

Physical Education courses

The Physical Education Program is comprised of a full range of activity courses including aerobic and anaerobic exercise, racquet sports, outdoor programs and individual and team sports. The classes are designed to provide a level of curriculum whereby students may achieve the skills and knowledge specific to their area of interest.
Individual and Team Sports....................0-2 cr. each.
Development of basic skills, techniques, rules and etiquette in the following lifetime sports:

PED 1110	Physical Conditioning
PED 1112	Weight Training
PED 1132	Racquetball
PED 1143	Jogging
PED 1150	Basketball
PED 1151	Golf
PED 1154	Volleyball
PED 1156	Bowling
PED 1160	Backpacking
PED 1161	Canoe Camping
PED 1162	Ice Fishing
PED 1163	Rock Climbing
PED 1164	Winter Camping
PED 1165	Outdoor Awareness/Orienteering

Preparatory Programs

The College offers excellent preparation for graduate, professional study in a number of disciplines. Students who are planning to attend graduate professional schools select an undergraduate major that enables them to meet the admission requirements of the program and work carefully to meet specific course requirements and grade point averages required for consideration for admission.

Pre-Medical and Pre-Health Professions Advising

Students seeking admission to a health professional program often complete a major in the sciences and are advised by science faculty with experience working with students who plan to attend medical, pharmacy, dental, veterinary, optometry, podiatry, or chiropractic school at institutions other than the college.
Students seeking admission to one of the college's graduate health professional programs in athletic training, exercise physiology, health information management, nursing, occupational therapy, or physical therapy, should work closely with advisors to ensure that they meet undergraduate degree requirements as well as specific program prerequisites.

Pre-Law Advising

Students seeking admission to law school may major in any one of a number of academic disciplines. These students will participate and assist with an active pre-law program and with a student governed Pre-Law Society. The Pre-Law Society, under the guidance of its faculty advisor, will mentor and guide pre-law students through all steps of the law school application process. The Pre-Law Society also sponsors workshops and speakers, as well as other opportunities to explore and examine the legal profession.

Other Pre-Professional Advising

Students seeking admission to other professional programs in disciplines such as library science are well served by members of the faculty who have the expertise to guide them in selecting majors and activities that support their admission to these programs.

Pre-Library

Modern librarianship is a mirror to the history of our culture. There are four major areas of librarianship, each of which requires slightly different undergraduate preparation. The first area is in the K-12 school system. (Please refer to the Educational Media and Technology (EDM) program for more details.) The other three areas of librarianship are public libraries, academic libraries, and special libraries such as those associated with hospitals, corporations and law offices. These all require a master's degree from an American Library Association (ALA) accredited graduate school. An overall minimum GPA of 3.0 and high scores on the GRE will best position the student for admission into graduate school. To prepare for graduate school, the student should complete a bachelor's degree with a regular academic major. It is recommended that the undergraduate coursework include some courses from the EDM Program as well as a diverse background of coursework in English, history, foreign languages, science, management, and computer applications and programming. Majoring in areas such as the health or natural sciences allows for possibilities in special libraries. Some graduate library and information sciences programs offer a dual degree combining a Master of Library Sciences with a Master of Business Administration, Master of Fine Arts, Master of Science with history or education, or Juris Doctor. Students interested in pre-library should consult with an advisor about how pre-library can combine their interests with an academic plan best suited for their professional goals.
Advisor: Kevin McGrew, M.A., M.Ed. (Library)

Self-Designed Majors and Minors

Consistent with the Benedictine heritage stressing the uniqueness of the individual, students who wish to pursue a course of study not accommodated by majors and minors offered at The College of St. Scholastica may design their own major or minor in consultation with two faculty sponsors. Courses selected should create an intellectually coherent course of study in which each course is related to the student's objectives for the major or minor. Students may wish to use outside resources, such as curricular plans from academic or professional societies or the requirements for similar majors and minors at other colleges that offer such programs, in developing their proposals.

Proposal for a Self-Designed major or minor

A Proposal for the Self-Designed Major or Minor should be developed using the Guidelines provided by the Undergraduate Curriculum Committee. The Self-Designed Major or Minor may include courses not available at CSS or off-campus and international study programs and may include cross-disciplinary studies. The support of two faculty sponsors is required.
The Proposal Form and narrative are submitted to the Chair of the Committee by the student. The Committee reviews the proposal and may provide suggestions for revision and resubmission. The Chair's signature indicates the approval of the Undergraduate Curriculum Committee.

Self-Designed majors

The program for the Self-Designed Major must meet the following requirements:

• No fewer than 34 and no more than 58 credits
• At least 12 credits at the 3000-level or above
• A minimum of 16 credits earned at The College of St. Scholastica
• At least one-half of the credits must be completed after the major is approved.

Self-Designed minors

The curriculum for a Self-Designed Minor must meet the following requirements:

• No fewer than 18 and no more than 22 credits
• At least 8 credits at the 3000-level or above
• A minimum of 10 credits earned at The College of St. Scholastica. 
• At least one-third of the credits must be completed after the minor is approved.

Policies

Students must earn grades of C or better in all the courses in their Self-Designed Major or Minor.
The approved plan of study cannot be revised by the student or faculty advisors without approval from the Committee.