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CAP Spotlight

CAP Course Spotlights

The CAP Office, in consultation with the Deans' Offices, would like to highlight examples of innovative courses that have been created or revised for CAP designation. Several courses involve collaboration between two departments, as well as across academic units. Further information about these courses and how they fulfill CAP requirements can be found in the Catalog and DegreeWorks. The course spotlights will be refreshed periodically.

ASI 320: Cities and Energy

(CAP Components: Crossing Boundaries-Integrative; Diversity and Social Justice)
This course addresses one of the most important issues we are dealing with in the 21st century: our dependence on non-renewable sources of energy. Study the influence of energy on the urban environment and how it has affected city life from infrastructure to culture. Particular attention is paid to the development and design of cities and their impact on various forms of difference (race, class, gender, etc.).

Analyze historical energy transitions over time (dependence on water, fossil, and nuclear sources) and apply findings to forecast how inevitable changes in energy resources may affect human life in the future.

ANT 336: Medical Anthropology: Rethinking Global Health

(CAP Components: Crossing Boundaries-Integrative; Diversity and Social Justice)
This course focuses on how the human experiences of sickness, suffering, and health intersect with structural barriers related to race, class, gender, sexual orientation, etc. that span the globe. Students examine the biosocial approach (an interdisciplinary framework that draws from ethnography, history, politics, economics, etc.) as a means of analyzing global health problems and interventions.

Gain exposure to perspectives of regional healthcare professionals and community members on issues of meeting the community’s health needs through attending the UD-Miami Valley Healthcare Symposium.

EDT 322 / SOC 310: Perspectives on Education and Social Justice

(CAP Components: Crossing Boundaries-Inquiry; Diversity and Social Justice)
By reflecting on your own educational experiences and privilege through the composition of an educational autobiography and the study of contemporary issues around schools and schooling from a social justice perspective as well as the methodologies that educational researchers utilize in addressing inequalities in education, you will begin to identify paths toward social justice in educational settings. In the culminating project, you will apply what you have learned by articulating a formal problem statement around a social justice issue in a local school setting.

EDT 340: Educating Diverse Populations in Inclusive Settings

(CAP Components: Crossing Boundaries-Integrative; Diversity and Social Justice)
The study of the evidence-based practice in multicultural education where teachers are knowledgeable about and respect diversity, including cultural and racial/ethnic origins, language, gender, sexual identity, religion, economic status and learning challenges associated with exceptionalities. In learning how to create environments that promote high levels of learning and achievement for all students, students will become familiar with a variety of resources, including the importance of collaboration, research on best practices for working with students with exceptionalities, and legal and ethical aspects of working with students with exceptionalities.

EDT 417 / THR 417: Theatre in Education

(CAP Components: Arts; Crossing Boundaries-Integrative)
Explore the relationship between engagement with the arts and student development, the potential of drama in education for supporting specific student populations, and examine contemporary sociopolitical issues that impact student access to the arts while articulating pathways for arts integration in the classroom.

Assignments involve collaboration with local teaching and theatre artists to plan and implement creative drama activities and lesson plans that support reading, writing, thinking, speaking, and problem solving.

EGR 351: By Design

(CAP Components: Crossing Boundaries-Practical Ethical Action; Advanced Religious Studies; Diversity and Social Justice)
Open to non-engineering majors, EGR 351 focuses on the intersection of the design process and ethics. The course engages students in 10 small-scope, non-technical projects in which teams seek solutions to proposed real-world problems in a semi-competitive environment. Students will learn the skills necessary for doing good design from both practical and ethical perspectives.

ENG 280: Introduction to Creative Writing

(CAP Component: Arts)
This course provides students the opportunity to tap into the creative side of their brains. In this writing workshop oriented class, students create works of poetry, fiction, and memoirs and collectively read, evaluate, critique, and revise each other’s work. Students develop a sense of collaborative writing, community, constructive criticism, and knowledge of revision skills.

HSS 360 / SOC 360: Sport and Bodies

(CAP Components: Crossing Boundaries-Integrative; Diversity and Social Justice)
Critically examine the historical and contemporary ways in which the human body is altered/modified, displayed/portrayed, valued/devalued, and included/excluded in terms of gender, race, social class, and ability status within the context of athletics.

Students write two reflective papers connected to participation in two campus events (e.g., attending a talk by a guest speaker, attending a UD-sponsored academic event) related to the sociology of bodies in the context of athletics.

HSS 384 / SOC 384: Food Justice

(CAP Components: Crossing Boundaries-Inquiry; Diversity and Social Justice)
This course examines food justice from an interdisciplinary point of view: nutritional health and sociology. Students look at the current U.S. food system – where it reflects a just food system and where it does not, particularly as it relates to children. Students identify ways food injustice is being addressed, and develop solutions to address child food injustice.

Students apply course content through an experiential learning project, engaging with a local community partner to develop, implement, and/or work on an issue related to child food security.

REL 214: Magic, Medicine, or Miracles? Disability, Healing, and Healthcare in the Ancient World, the Bible, and Today

(CAP Components: Crossing Boundaries-Faith Traditions; Diversity and Social Justice)
Students examine ancient attitudes on healthcare, disability, and the body from a variety of sources (Greek, Roman, and Biblical). Students glean contemporary perspectives on disability and the body through an on-campus community engaged learning experience, either with a student group or in the Learning and Teaching Center, and write a corresponding reflective paper. Students then synthesize the two and analyze the ways in which contemporary attitudes of healing, sickness, and disability mirror or diverge from ancient and Biblical attitudes.

SSC 200: Social Science Integrated: Children and Poverty

(CAP Component: Social Sciences)
The Children and Poverty course introduces students to social science research on child development in the context of poverty in the United States. Study the psychological, economic, and social risk and resiliency factors facing children growing up in poverty, how these risk and resiliency factors are addressed through social programs, and what it means for a social program to be effective.

Gain unique service-learning experience through a culminating group research project to evaluate a social program in the Dayton area.

SSC 200: Social Science Integrated: Sexual Violence

(CAP Component: Social Sciences)
Survey of three forms of sexual violence: child sexual abuse, sexual harassment, and campus sexual assault. Through a mixed format of lecture and interactive group discussions, students learn about historical perceptions of sexual violence, laws and policies, the effects on survivors and motivations of perpetrators, and analyze recent controversial cases of sexual violence in the media. In the culminating project for this course, students conduct interviews to gather individuals' understandings and perceptions of sexual violence.

THR 304: Movement for Everyone

(CAP Components: Arts; Crossing Boundaries-Inquiry)
Explore conscious movement through meditation, kinesthetic investigation, dance, tumbling, and acrobatics. Develop individual physical skills (e.g., juggling, handstand) as well as partner skills (e.g., candlestick, plank), and incorporate learned skills into a culminating choreographed performance piece.

THR 310: Acting for Everyone

(CAP Components: Arts; Crossing Boundaries-Inquiry)
This course introduces students to key methods of investigation, interpretation, exploration, and ways of knowing through creative engagement and experimentation. Through the study and practice of actor training, students develop transferable skills that are valued across many career paths: strong interpersonal communication, teamwork, and creative problem-solving skills. Students practice and develop their skills in weekly performance labs, culminating in mid-term and final theatrical performance pieces.


Michelle C. Pautz, Ph.D. Assistant Provost for the Common Academic Program

300 College Park
Dayton, Ohio 45469 - 1302