Social and Behavioral Sciences Course Descriptions

The Definition of IAI GECC Social and Behavioral Sciences

Anthropology

Anthropology focuses on the concept and characteristics of human culture, including the relationship between language and thought, between the individual and society, and between patterns of sexuality, marriage, and family organization in relation to the culture as a whole, as well as on the processes of variation and adaptation that create biological and cultural diversity in time and space. Upon satisfactory completion of one or more anthropology courses, students will:

• summarize the assumptions and history and distinguish the perspective of anthropology and its subfields: sociocultural anthropology, physical anthropology, archaeology, linguistic anthropology, and applied anthropology;
• demonstrate how anthropological information can help identify and solve social problems using basic research methods, including field work, documents, Human Resource Area Files, and archaeological techniques within the structure of the scientific method;
• develop a holistic, cross-cultural perspective in order to gain an appreciation of cultural similarities and differences and enhance intercultural sensitivity; and
• describe the on-going evolution of ethical standards guiding research and the treatment of artifacts and human remains.

Introduction to the nature of humans and their development and relationship to the physical and social environment today and in the past. Surveys the major subfields of: anthropology, cultural anthropology, physical anthropology, archaeology and linguistics.

Introduction to culture, as an adaptive mechanism that provides for the survival of the human species. Encompasses social organization, technology, economics, religion and language as used by various peoples, both past and present.

Explores human origins, fossil records, human adaptation and variation, population genetics and human-kind's place in world ecology.

Introduces concepts, principles, and methods used to reconstruct cultural history and prehistory. Explores sequences of cultural development that have been learned through archaeological analysis.

Explores the application of anthropological concepts, techniques and information to understanding modern problems. Discusses the relevance of anthropology to development issues and to concerns within various career fields.

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Economics

Economics is concerned with the allocation of scarce resources to achieve the maximum satisfaction of unlimited wants. Upon satisfactory completion of one or more economics courses, students will:

• demonstrate knowledge of the theories, tools, and methods of economic analysis;
• apply economic principles in the analysis of economic problems and policies;
• identify the major economic institutions and describe their operation and inter-relationships;
• analyze those aspects of human behavior, both individual and social, through which the economic problem is addressed; and
• describe the different economic systems into which societies organize themselves to deal with the economic problem.

Introduction to national income theories, price theories and behavior of the firm under varying economic conditions. Includes the economic roles of business, government and households; economic fluctuations and growth; money and banking; and international economics. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP Economics exam may be considered as equivalent to successful completion of courses approved for S3 900 or as S3 901 and 902.

Or one or both of the following:

Introduction to national income theories, economic fluctuations and growth, money and banking, and international economics.

Introduction to price theories, the behavior of the firm under varying market conditions and the behavior of the consumer.

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History

The study of history exposes students to the complexities of human nature and the development of diverse human cultures, values, institutions, and major events. Upon satisfactory completion of one or more history courses, students will:

• distinguish between primary and secondary sources as the foundation of modern historical scholarship;
• interpret primary sources critically by analyzing their historical contexts;
• formulate historical interpretations, both orally and in writing, and defend them critically with reference to primary and secondary sources; and
• incorporate into historical interpretations, both orally and in writing, an understanding of historical causation reflecting a) knowledge of important figures and events and their chronological relationship to each other and b) an awareness of the contingent relationships among social, political, religious, intellectual, cultural and economic variables.

Political, social and economic history of the United States, including the origins and development of its peoples and cultures to the present. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP U. S. History exam may be considered as equivalent to successful completion of courses approved for S2 900 and 901.

This is a continuation of United States History I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 900. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP U. S. History exam may be considered as equivalent to successful completion of courses approved for S2 900 and 901.

Political, social and economic history of the Western world, including the origins and development of its peoples and cultures to the present. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP European History exam may be considered as equivalent to successful completion of courses approved for S2 903.

This is a continuation of History of Western Civilization I . See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 902. (Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP European History exam may be considered as equivalent to successful completion of courses approved for S2 903.

Political, social and economic history of the non-Western world (Asia, the Middle East, Africa and Latin America), including the origins and development of peoples and cultures to the present. (See also Non-Western Civilizations in the Humanities section. Credit cannot be used to satisfy both Humanities and Social and Behavioral Science requirements.)

This is a continuation of History of the Non-Western World I . See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 904N. (See also Non-Western Civilizations in the Humanities section. Credit cannot be used to satisfy both Humanities and Social and Behavioral Science requirements.)

Political, social and economic history of Africa, including the origins and development of its peoples and cultures to the present.

This is a continuation of History of Africa I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 906N.

Political, social and economic history of Asia and the Pacific region, including the origins and development of its peoples and cultures to the present.

This is a continuation of History of Asia and the Pacific I . See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 908N.

Political, social and economic history of principal Latin American nations, including the origins and development of its peoples and cultures to the present.

This is a continuation of History of Latin America I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 910N.

Political, social and economic history of the world, including the origins and development of its peoples and cultures to the present.

This is a continuation of World History I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed. ) number S2 912N.

Political, social and economic history of China, including the origins and development of its peoples and cultures.

This is a continuation of History of China I. See the Illinois Transferable General Education Core Curriculum (iTranfer Gen. Ed.) number S2 914N.

A survey of political, social and economic history of South Asia, including the origins and development of its peoples and cultures to the present.

This is a continuation of History of South Asia I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 916N.

A survey of political, social, economic and cultural history of the Middle East from ancient times to the present.

This is a continuation of History of the Middle East I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S2 919N.

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Human Geography

Human geography focuses on the uneven distribution of people and of human activity on the surface of the earth and on the causes and consequences of these uneven spatial patterns and cultural landscapes. Upon satisfactory completion of one or more human geography courses, students will:

• gain insight into their own behavior by recognizing that the individual choices they make are part of a wider pattern of locational and environmental choices that ultimately form the geographic patterns of the world of the future;
• demonstrate knowledge of their own society and of the world at large by examining differences and similarities in human activity from place to place;
• demonstrate knowledge of their own society and of the world at large by examining differences and similarities in human activity from place to place;
• develop analytical and critical thinking skills and use them to explore and critique suggested explanations of the uneven distribution of human activity; and
• define key concepts in geography, summarize the ways in which (important) geographers have explained spatial patterns, and explain their own thinking about the relationships between people and the world in which they live.

A systematic or regional introduction to the basic concepts of human geography. Examines the causes and consequences of the uneven distribution of human activity, covering such themes as population, culture, economic activity, development, and urban patterns.

Examines the regions of the world conventionally called “industrialized” or “developed,” including the spatial patterns of physical and cultural elements that impart unique identities within these regions.world.

Examines the regions of the world conventionally called “developing” or “emerging,” including the spatial patterns of physical and cultural elements that impart unique identities within these regions.

Introduction to the global patterns of economic activity (production, exchange, consumption), and the theories and processes that have led to spatial-temporal adaptations to human and physical environments and to uneven development. 

Introduction to geographical perspectives on conflicts beyond national boundaries, e.g., territorial disputes and competition among states for resources, with a focus on contemporary world issues and patterns.

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Political Science

Political science deals with the theory and practice of politics and describes and analyzes political systems and political behavior. Upon satisfactory completion of one or more political science courses, students will:

• explain the relationships between political life and the cultural ideas of American democracy;
• describe formal government institutions and legal structures and political behavior and processes;
• describe the political systems of other countries, identify international organizations, and explain the relationships between nations;
• analyze and evaluate political phenomena;
• demonstrate an understanding of and skill in the process of social scientific inquiry;
• make explicit and analyze value judgments about political decisions and policies;
• explain the social-psychological sources and historical-cultural origins of their own political attitudes and values, and analyze critically the personal and social implications of alternative values; and
• demonstrate an understanding of the capacities and skills needed to participate effectively and democratically in society.

An introduction to the organization and function of the U.S. national government. Includes the U.S. Constitution; the federal system; political behavior; executive, legislative, and judicial powers; and public policy. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP U.S. Government and Politics exam may be considered as equivalent to successful completion of courses approved for S5 900.

An introduction to the organization and function of the U.S. national government. Includes the U.S. Constitution; the federal system; political behavior; executive, legislative, and judicial powers; and public policy.Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP U.S. Government and Politics exam may be considered as equivalent to successful completion of courses approved for S5 900.

Examines state and local political jurisdictions and systems, including their powers, organization, functions, development and contemporary problems.

Introduction to the principles and methods of political science, focusing on the nature and development of political science as a discipline, the political process, political institutions and the inter-relationships among elements in the political system.

Introduction to international relations, emphasizing contemporary international problems and relations. Includes analysis of international behavior, international law, foreign policy, causes of conflicts and potential solutions.

Comparative analysis of the political systems of selected countries, including such topics as institutions, electoral systems, principles of governance and causes of political instability and revolution. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP Comparative Government exam may be considered as equivalent to successful completion of courses approved for S5 905

Comparative examination of the political systems of selected non-Western countries, including institutions, electoral systems, principles of governance, causes of political instability and revolution, and techniques of political analysis.

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Psychology

Psychology is the scientific study of human and animal behavior, as well as those biological and mental processes that underlie behavior. Upon satisfactory completion of one or more psychology courses, students will:

• explain the nature of psychology as a contemporary science, discuss psychological issues intelligently and methodically, and describe both the contributions and limitations of psychological science and the promise of the future of the field and its attendant problems;
• explain the role played by the scientific method in the acquisition of knowledge about the basic principles of human and animal behavior;
• identify the principles that govern human and animal behavior and apply these principles to their own lives to enhance interactions between individuals and among societal groups;
• apply a knowledge of the historical background, basic theories, facts, and research questions in such major topic areas as research methods, biological psychology, cognitive psychology, learning theory and memory, perceptual processes, developmental psychology, personality, abnormal/clinical psychology, and social psychology;
• summarize research-based knowledge concerning the application of psychological principles to everyday life, including the study of the behavior of individuals and groups, the parameters of behavioral deviance and its various therapies, the study of individual differences, and explain the role of psychology in such areas as industry, complex organizations, law, and education; and
• explain and appropriately apply the code of ethics in psychology in diverse situations.

A survey of the study of human and animal behavior with emphasis on the scientific nature of contemporary psychological investigation. Topics may include the biology of behavior, sensation and perception, learning, memory, cognition, motivation, emotion, life-span development of behavior, personality, abnormal behavior and its therapies, social behavior and individual differences. Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of 3 or higher on the AP Psychology exam may be considered as equivalent to successful completion of courses approved for S6 900.

This course was discontinued as part of the IAI starting Fall of 2001.

This is a continuation of General Psychology I. See the Illinois Transferable General Education Core Curriculum (iTransfer Gen. Ed.) number S6 900. A score of 4 or 5 on the Advanced Placement (AP) Psychology exam will be accepted as S6 900. This does NOT mean, however, that the exam and score can also be used to substitute for a similar course required in a specific major.

Psychology :
A systematic introduction to theory and research on the ways social factors influence individual and group behavior. Examines attitudes, social perception, the establishment of norms, conformity, leadership, group dynamics and research methods, emphasizing their effects on the individual. (See also Sociology; credit granted only once and in 1 discipline.)

Sociology:
Exploration of the connections between group experience and individual behavior, including the development of "self," conformity and deviance, attitudes, attraction, intergroup interaction and collective behavior. (See also Psychology; credit granted only once and in 1 discipline.)

Or one or both of the following:

A study of the neurobiological, physical, cognitive, social and emotional development of humans from conception through childhood, adolescence, adulthood and old age. Emphasizes normal developmental stages and patterns of adjustment to differing life-time demands. The theories and principles of human development are examined in light of contemporary research.

Introduction to theory and research on the biological, physical, social and cognitive development of the human child from conception to adolescence. Topics may include genetic factors, prenatal development, sensory and perceptual changes, motor system development, language acquisition, social learning, cultural influences and aspects of abnormal development.

Introduction to the development of children and adolescents (or adolescents), with emphasis on physical and physiological changes and social and cognitive development. Topics may include: the role of play; sociocultural influences; stresses associated with adolescence; changing relationships with family, friends and the opposite sex; identity development; sexuality; drug use; suicide; and delinquency.

Introduction to the changes that occur from early adulthood through old age. Topics may include: career choice and development; mate selection and marriage; conventional and nonconventional families; theories of adult personality development; mid- and late-life transitions; aging; and dying, death and bereavement.

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Sociology

Sociology is the systematic study of human society and human behavior in social settings. Upon satisfactory completion of one or more sociology courses, students will:

I>compare and contrast basic sociological theories, including functionalism, conflict theory, and symbolic interactionism, as well as the methodology of sociological analysis;
• describe the factors governing social life, including culture and subculture, socialization, social structure and organization, social institutions, and social control;
• identify the factors in social change, including the historical development of society, deviance, collective behavior, and social movements; and
• apply a global and cross-cultural perspective in understanding the sources of similarities and differences in the human experience.

A study of society, including the rules, interactions and cultural patterns that organize everyday life. Includes the analysis of social conflict, the structure and function of institutions, the dynamics of individual and group interactions, social stratification and interactions among diverse groups of people.

Analysis of contemporary social problems and investigation of theories on social organization and conflict. Explores the genesis, significance and amelioration of social problems.

Survey of the contemporary family in historical and cross-cultural perspectives. Includes trends in mate selection, marriage, child-rearing, employment, gender roles and communication within the family.

Analysis of racial, religious, ethnic and other groups, examining persistence of group identity, inter-group relations, social movements, government policy and related social problems.

Introduction to sociological perspectives on gender as a factor in social stratification, gender role acquisition, and individual and social consequences of changing social definitions of gender roles.

Psychology :
A systematic introduction to theory and research on the ways social factors influence individual and group behavior. Examines attitudes, social perception, the establishment of norms, conformity, leadership, group dynamics and research methods, emphasizing their effects on the individual. (See also Sociology; credit granted only once and in 1 discipline.)

Sociology:
Exploration of the connections between group experience and individual behavior, including the development of "self," conformity and deviance, attitudes, attraction, intergroup interaction and collective behavior. (See also Psychology; credit granted only once and in 1 discipline.)

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Interdisciplinary Social/Behavioral Science

Interdisciplinary courses that combine 2 or more of the social and behavioral science disciplines and that meet the following criteria will be acceptable.

"Social and behavioral science interdisciplinary courses" are those that integrate two or more disciplines in the social and behavioral sciences. Courses will be survey in nature, broad in scope, and foundational in the sense that they provide students with a basis for intellectual development and further study in the various disciplines. The relationship between the disciplines will be made explicit in the course. Textbooks and readings from those disciplines will be a significant part of the course, and methods of instruction may include instructors from more than one of the disciplines teaching jointly. On satisfactory completion of an interdisciplinary social and behavioral science course, students will

• derive a balance of the concepts, theories, methods, and conclusions of each discipline.
• gain an understanding of two or more of the social or behavioral sciences

Interdisciplinary courses that combine 2 or more of the social and behavioral science disciplines and that meet the following criteria will be acceptable.

"Social and behavioral science interdisciplinary courses" are those that integrate two or more disciplines in the social and behavioral sciences. Courses will be survey in nature, broad in scope, and foundational in the sense that they provide students with a basis for intellectual development and further study in the various disciplines. The relationship between the disciplines will be made explicit in the course. Textbooks and readings from those disciplines will be a significant part of the course, and methods of instruction may include instructors from more than one of the disciplines teaching jointly. On satisfactory completion of an interdisciplinary social and behavioral science course, students will

• derive a balance of the concepts, theories, methods, and conclusions of each discipline.
• gain an understanding of two or more of the social or behavioral sciences

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Interdisciplinary Humanities/Fine Arts and Social/Behavioral Sciences

Courses that combine thematic-or genre-based study in both humanities and fine arts with study in one or more social or behavioral sciences. Completion of both HS 900 and HS 901 (6 credits) are necessary to receive credit toward the IAI General Education Core Curriculum (GECC).

Interdisciplinary courses are those that integrate two or more disciplines. Courses will be survey in nature, broad in scope, and foundational in the sense that they provide students with a basis for intellectual development and further study in the various disciplines. The relationship between the disciplines will be made explicit in the course. Textbooks and reading from those disciplines will be a significant part of the course, and methods of instruction may include instructors from more than one of the disciplines teaching jointly. On satisfactory completion of an interdisciplinary course, students will:

1. derive a balance of the concepts, theories, methods, and conclusions of each discipline, and,
2. gain an understanding of two or more of the disciplines covered.

Courses that combine thematic-or genre-based study in both humanities and fine arts with study in one or more social or behavioral sciences. Completion of both HS 900 and HS 901 (6 credits) are necessary to receive credit toward the IAI General Education Core Curriculum (GECC).

Interdisciplinary courses are those that integrate two or more disciplines. Courses will be survey in nature, broad in scope, and foundational in the sense that they provide students with a basis for intellectual development and further study in the various disciplines. The relationship between the disciplines will be made explicit in the course. Textbooks and reading from those disciplines will be a significant part of the course, and methods of instruction may include instructors from more than one of the disciplines teaching jointly. On satisfactory completion of an interdisciplinary course, students will:

1. derive a balance of the concepts, theories, methods, and conclusions of each discipline, and,
2. gain an understanding of two or more of the disciplines covered.

Courses that combine thematic-or genre-based study in both humanities and fine arts with study in one or more social or behavioral sciences. Completion of both HS 902 and HS 903 (6 credits) are necessary to receive credit toward the IAI General Education Core Curriculum (GECC).

Interdisciplinary courses are those that integrate two or more disciplines. Courses will be survey in nature, broad in scope, and foundational in the sense that they provide students with a basis for intellectual development and further study in the various disciplines. The relationship between the disciplines will be made explicit in the course. Textbooks and reading from those disciplines will be a significant part of the course, and methods of instruction may include instructors from more than one of the disciplines teaching jointly. On satisfactory completion of an interdisciplinary course, students will:

1. derive a balance of the concepts, theories, methods, and conclusions of each discipline, and,
2. gain an understanding of two or more of the disciplines covered.

Courses that combine thematic-or genre-based study in both humanities and fine arts with study in one or more social or behavioral sciences. Completion of both HS 902 and HS 903 (6 credits) are necessary to receive credit toward the IAI General Education Core Curriculum (GECC).

Interdisciplinary courses are those that integrate two or more disciplines. Courses will be survey in nature, broad in scope, and foundational in the sense that they provide students with a basis for intellectual development and further study in the various disciplines. The relationship between the disciplines will be made explicit in the course. Textbooks and reading from those disciplines will be a significant part of the course, and methods of instruction may include instructors from more than one of the disciplines teaching jointly. On satisfactory completion of an interdisciplinary course, students will:

1. derive a balance of the concepts, theories, methods, and conclusions of each discipline, and,
2. gain an understanding of two or more of the disciplines covered.

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