This class provides the first phase of training in the career of an Emergency Medical Technician. The class consists of 120 hours of instruction including didactic, practical labs, and hospital trauma center observation. The course work emphasizes the development of the student's skill in recognition of the signs and symptoms of illnesses and injuries, and the proper performance of emergency care procedures. CPR Healthcare Provider is a prerequisite or co-requisite (may be taken during class for a fee). Upon completion of the course, the student is eligible for the National Registry of Emergency Medical Technician-Basic practical and written examinations conducted by the SD Department of Public Safety EMS Division. Additional fees apply. Grading: S/U
This interdisciplinary lecture course explores the changing nature of slavery throughout the globe from 10,000 BCE to the present. It investigates the economics of why businesses choose to use slaves instead of other forms of labor and examines why governments do not always outlaw slavery or enforce anti-slavery laws. It also surveys the sociological and psychological effects of slavery on both enslavers and enslaved and it considers ways of reducing the number of enslaved persons today.
In this US Experience course, students will analyze the long-term evolution and devolution of urban areas in the United States using Baltimore, Maryland as a case study and the HBO series The Wire as a conceptual guide.
This interdisciplinary course introduces students to the various ways in which human beings have "made a living" in the past, how they do so now, and how they are likely to do so in the future so that students can make more informed decisions about their choice of career or vocation. Topics range from hunting to investing to consulting to employing others.
This course examines diversity initiatives aimed at promoting cultural competency and social justice advocacy. Students will be exposed to viewpoints and positions that serve to enhance cognitive complexity, self-efficacy and cultural knowledge and understanding. Learning is applied beyond the classroom in community settings, promoting an understanding of community engagement to promote change and prepare leaders for living in and making a positive difference for a justice-centered global community. Special emphasis is placed on equity in STEM (science, technology, engineering, and mathematics) disciplines as a means to create inclusive, culturally responsive, equitable learning environments for every student.
None, although sophomore of higher standing is preferred for students in the Composite Science major or the Composite Mathematics and Science major.
This course is a required course for two proposed new interdisciplinary majors, Composite science major and Composite mathematics and science major, designed primarily, although not exclusively, for students interested in becoming a secondary education teacher in a rural or remote setting. Specifically, the course is designed to broaden and enhance teacher preparation in science and math relatative to issues of diversity and equity in STEM education. The course will carry a GENL prefix and will not impact departmental offerings other than provide a relevant non-major elective for science and math departments.
This course is a performing arts-based introduction to the history and culture of Eastern Europe, with particular attention given to developments made in the lands that once formed the sprawling empire of Austria-Hungary. After centuries of regime changes and shifting borders, these lands are now split among a variety of countries, including the Czech Republic, Austria, Slovakia, Hungary, and Croatia. Through readings, lectures, performances, tours, and discussions, students gain an understanding of the geography, history, culture, and political development of these countries and uncover the ways that performing arts became a mirror to reflect human struggles, political upheaval, and new beginnings.
This study course travels Northern India. Students study the Ramayana and the Bhavagad Gita as foundation texts. Students are introduced to Indian music, performing artists, and the tradition of yoga. Students study Hinduism on the banks of the Ganges and Buddhism under the branches of the Bodhi Tree. The course begins in Delhi, India’s capital city, and continues to Agra, Bodhgaya, Varanasi, Jaipur, Kolkata, and Haridwar. At each site students explore literature, history, culture, and music that express the truths of the religious traditions.