HIST 207 Global Environmental History

This course is an introduction to the field of environmental history. What can our environment tell us about our past? How have natural resources shaped patterns of human life in different regions of the world? What meanings have people attached to nature and how have those attitudes shaped their cultural and political lives? We will analyze the ecological context of human existence, with the understanding that the environment is an agent and a presence in human history.

BIOL 207 Animal Behavior with Lab

An evolutionary and ecological approach to questions of why and how animals behave as they do. Emphasis is on how traits help individuals maximize the survival of genes within them. Laboratories will involve quantitative data collection in both the laboratory and field.

Biology 200 recommended. Math 111 or equivalent suggested.

SPAN 209 Spanish in Latin America

An intensive study of Spanish at Estudio Sampere’s Cuenca, Ecuador location or other host institutions. This course satisfies the
proficiency requirement in foreign languages, as well as the foundation requirement for experiential learning beyond the Rhodes campus.

RUSS 209 Russian in Russia

A 3-4 week guided encounter with the language and culture aimed at solidifying vocabulary and grammar previously acquired. A
significant cultural component is part of the course. Takes place in May-June.

BIOL 214 Environmental Field Study in Namibia

An in-country exploration of the major environmental issues of Namibia, one of the world's most arid and most beautiful countries. Students will spend three weeks in the region, visiting different ecosystems, such as the Namib Desert, dry thornveld savannas, and the Kalahari sands. They will meet with indigenous people, NGOs, and governmental officers involved in local environmental issues. Elephant and cheetah tracking can be part of the educational experience during this field study trip.

EDUC 225 African American Experiences in U.S. Schools

This course provides a theoretical and empirical overview of the experiences of Blacks in education. The course will begin with a brief synopsis of historical perspectives on the education of African Americans, including key factors responsible for inequalities and oppression within the U.S. education system (e.g., segregation and institutional racism). Next, the course will explore key psychological issues that relate to the academic challenges (teaching and learning processes), motivation and scholastic achievement of African American youth.

PSYC 229 Developmental Psychology: Infancy and Childhood

A study of developmental principles, focusing on research relevant to prenatal development, infancy, and childhood. Theories of emotional, cognitive, and personality development will be examined. Students will consider the implications of developmental research for social and educational policy that affects the welfare of children. F11 sections include a 10-hour community-based learning requirement.

Pre-requisite: Psychology 150 or Education 201

PSYC 231 Psychology of Aging

This course will explore how cognition, emotion, social relations, and mental health change with healthy aging, and to a lesser extent, pathological aging. Major theories and research findings in these areas will be discussed and applied to the everyday functioning of this growing segment of our population.


RELS 233 Pain, Suffering, and Death

A seminar that examines critical issues and problems of crisis experience involving pain, suffering, and death using various disciplinary perspectives and pedagogical methods, including interviews with health care professionals. Designed primarily for students considering health or human service vocations (e.g., medical professions, counseling, social work, ministry), but also of interest to others.

ANSO 235 The Sociology of Martin Luther King, Jr. in Practice: A Place-Based Study of King and the St. Augustine Civil Rights Movement

It is an important but little known fact that Martin Luther King, Jr. earned his bachelor’s degree in sociology before turning his postgraduate and professional attention to theology and religion. This course introduces students to the sociological nature of King’s work through a three-week intensive place-based study of his role in the St. Augustine, FL civil rights movement. Taught on the campus of Flagler College in downtown St.