Concordia College Core Curriculum

Catalog Contents

Return to:

Core Curriculum

As part of the liberal arts approach to learning, every candidate for the bachelor of arts degree at Concordia is required to take 13.5 course credits that comprise the Core Curriculum. These courses are designed to provide a solid foundation in written and oral communication skills and to establish a broad background of knowledge through the study of a variety of disciplines. These courses emphasize analytical and critical thought processes and the ability to recognize, analyze and deal with significant problems constructively. Through the Core, students develop an appreciation for other peoples and cultures and the capacity to adapt to change in creative, effective ways.

The six major parts of the Core Curriculum are Principia; Discourse; distribution; integration; religion and physical education. Courses used to fulfill core requirements are not eligible for the pass/fail grading option.

Principia	Distribution Courses	Religion Courses
Discourse	Integration Courses	Physical Education Courses

Principia

Required during the freshman year, Principia provides students with a common intellectual experience that fosters a liberal arts approach to learning. During this one-semester course students will address significant perennial issues and practice the kind of thought processes and values-centered approach to problem solving that mark the liberally educated person.

Students enrolling in Principia in the fall semester are encouraged to co-register in Discourse 101, 102. Students enrolling in Principia in the spring semester are encouraged to co-register in Discourse 102, 103.

  The objectives of Principia are as follows:
  1. to provide the freshman class with a common intellectual experience;
  2. to develop an awareness of the linkage between private lives and public issues;
  3. to describe the skills of critical inquiry and to use these skills in the examination of classical texts and disciplinary perspectives;
  4. to enable students to relate these texts and perspectives to the analysis of current issues;
  5. to provide opportunities for oral and written inquiry into historical and contemporary issues; and
  6. to help students understand their own values in light of those of the classical thinkers.

Faculty

Tony McRae, Chair	Patricia A. Halvorson	Steven D. Paulson
Loretta M. Bates	Roy Hammerling	Donald E. Rice
Richard M. Chapman	Stewart W. Herman	Mary K. Rice
Virginia L. Connell	Merrie Sue Holtan	Barbara A. Rusness
Mark K. Covey	Alfhild Ingberg	Edward A. Schmoll
Dawn E. Duncan	Linda L. Johnson	William J. Snyder
Carroll L. Engelhardt	Mark J. Krejci	Jonathan M. Steinwand
Polly A. Fassinger	Cindy L. Larson-Casselton	Linda L. Stoen
Richard A. Gilmore	David L. Mork	Bruce W. Stuart

101. Principia: An Introduction to the Study of Liberal Arts.
Full course. E.
Issues of both historical and contemporary significance are examined from multiple disciplinary perspectives.

Discourse

Discourse is required during the freshman year. The purpose of the Discourse program is to develop communication skills that lead to clear and credible speeches and essays. Each course in the Discourse sequence will train students to read and listen carefully and critically, and will include instruction in the use of library and research materials.

  The goals of the Discourse program are that every student should:
  1. understand that creating oral and written discourse is an interactive process that includes planning, drafting and revising;
  2. be able to use the elements of the process to create a finished, unified product appropriate to an audience and purpose;
  3. practice the principles of writing and speaking that will be further refined and developed in other courses, in careers and in everyday life;
  4. practice critical reading skills in a variety of genre;
  5. understand how ideas are generated and developed through speaking and writing; and
  6. develop basic research skills, which include selecting a topic, using the library, evaluating sources, organizing ideas and documenting sources.

Normally, freshmen take two full course credits of Discourse by satisfactorily completing four half courses (Discourse 101, 102, 103, 109). While Discourse 101-103 concentrate on written communication and Discourse 109 concentrates on oral communication, they are interrelated and share many of the same goals. The composition courses are taken in sequence, but the oral course is available in each of the four blocks of the academic year.

Students with superior preparation in writing are exempted from Discourse 101 and are placed in Discourse 102-103 fall semester. Advanced Placement credit is available for 101 and 102. Students may also challenge any one of the four courses (101, 102, 103, 109) for credit. For information about challenging, contact the English office (for 101, 102 or 103) or the SCTA office (for 109). Students wishing to challenge 109 should do so in their first semester at Concordia.

International students who consider English to be their second language are required to take the English placement examination for determining the appropriate level and section of Discourse.

Faculty

The Discourse program is directed by a committee of the Discourse faculty. For information contact the English or SCTA offices.

Jerry M. Anderson	Jane Hewitt	L. Kristine Pond-Burtis
Joan N. Buckley	Merrie Sue Holtan	James A. Postema
Douglas Carlson	Alfhild Ingberg	Donald E. Rice
Cynthia R. Carver	Susan L. King	William J. Snyder, Jr.
Harold R. Casselton	Joan L. Kopperud	David A. Sprunger
Helen R. Cermak	George S. Larson	Jonathan M. Steinwand
Virginia H. Connell	Cindy L. Larson-Casselton	Fred B. Sternhagen
James E. Coomber	Gordon Lell	Henry T. Tkachuk
Scott G. Dickmeyer	Catherine O. McMullen	Carol H. Varner
Dawn E. Duncan	Michele T. McRae	Steven J. Venette
Paul Gruchow	Barbara A. Olive
Matt Hallquist	W. Scott Olsen

Discourse Sequence

101. Composition I.
Half course. B1, B2.
Course will emphasize expository writing as a means of introducing students to the complete writing process. Students will write descriptions of important events or persons in their lives, or express their reactions to readings or issues or situations, thinking critically about their own ideas and experiences. In these essays, students will become accustomed to generating and limiting topics, supporting statements with examples and details, and revising and polishing their writing for clarity and effectiveness.

102. Composition II.
Half course. B2, B3.
Course will emphasize the written forms common in academic discourse. Assignments will ask students to think critically about others' writings and to respond in thoughtful, careful ways, using the appropriate forms of summarizing, paraphrasing and documentation. Students will also study fair and effective forms of argument in this block, and will write formal persuasive essays.

103. Composition III.
Half course. B3, B4.
Course will emphasize the research process, asking students to complete indepth research projects using resources available in the library and elsewhere. Students will learn to collect and evaluate research sources, present significant material from those sources fairly and accurately, and respond to their sources' ideas in critical, thesis-oriented academic essays.

109. Oral Communication.
Half course. Every block.
Course will emphasize the nature and management of public speaking. Students will make informative and persuasive speeches, choosing appropriate modes for oral presentation to specific audiences. The course will address the constructive, interactive nature of oral communication, and will discuss the differences between oral and written language; speeches will be given in a conversational style, therefore, rather than read.

Distribution Courses

To satisfy this requirement, at least seven courses must be chosen from the five areas listed below, including at least one course from each area but no more than two from any area. With the exception of language courses, no more than one course from any department can be counted in one distribution area. The distribution courses are listed, by area, in each class schedule. Distribution courses taken in excess of the requirements are applicable as electives.

Distribution Groups

A. Science and mathematics -- biology, chemistry, computer science, family and nutrition sciences, mathematics, medical technology, physical education, physics and science education.

B. Social and behavioral sciences -- business, business education, communication, economics, education, international relations, political science, psychology, social work and sociology.

C. World languages -- Chinese, French, German, Greek, Hebrew, Japanese, Latin, Norwegian, Russian and Spanish. Up to two courses in core distribution area C may be satisfied by 112 or higher-level courses in French, German and Spanish or by 111 or higher-level courses in other languages. The minimum requirement is successful completion of the second semester level of the language. See individual world language department sections of this catalog for specific descriptions of procedures, including information on alternative ways to satisfy the world languages requirement. (International students whose native language is other than English are exempt from the area C requirement.)

D. Foundations and premises of civilization -- history, humanities, philosophy and religion.

E. Literature and fine arts -- art, English, music, and speech and theatre.

Integration Courses

An integration course is designed to show the student how two or more disciplines relate to each other or how a number of disciplines contribute to the solution of a problem. A list of approved integration courses is published each semester in the class schedule. Students satisfy their integration course requirement by taking the equivalent of one full course from the approved list during their junior or senior year.

Religion Courses

Students are required to take Religion 100 during their freshman or sophomore year. During their junior or senior year, students choose one from five approved courses.

Freshman or Sophomore Year:

100. Christianity and the Religious Life.
Full course. E.
See Religion 100.

Junior or Senior Year: One of the following:

310. Scripture and the Community of Faith.
Full course. E.
See Religion 310.

320. Worship in the Christian Community.
Full course. E.
See Religion 320.

330. Theology and the Lutheran Tradition.
Full course. E.
See Religion 330.

340. Ethics in the Christian Community.
Full course. E.
See Religion 340.

350. Religious Communities in Comparison.
Full course. E.
See Religion 350.

Physical Education Courses

The one-semester requirement in physical education consists of Physical Education 111, a course designed to teach concepts in wellness and healthful living styles, and an activity course, Physical Education 112. These courses are often taken during the freshman year but may be taken during any semester.

111. Wellness.
Quarter course. B.
See Physical Education 111.

112. Physical Education Activities.
Quarter course. B.
See Physical Education 112.