Compass Curriculum (for students admitted Fall 2015 forward)

About

The vision of Millsaps College affirms a dedication to engage students in a “transformative learning and leadership experience that results in personal and intellectual growth, commitment to good citizenship in our global society, and a desire to succeed and make a difference in every community they touch.” 

The Compass Curriculum is a key building block in that experience, and offers all incoming first-year students (beginning fall 2015) a new and exciting tool to find their best path to graduation and beyond! The Compass Curriculum is your guide to a life-changing education – one that helps you choose your own path, provides you the tools to use along the way, and offers learning opportunities uniquely tailored to your goals!

All Millsaps students must complete the Compass Curriculum specifically designed to develop the general abilities of a liberally educated person.

For freshman, take these courses:

  • Foundations
  • Fall Course in Problem Solving & Creative Practice and Integrative & Collaborative Learning (Ventures)
  • Spring Course in Communication in Humanities (Connections)

For transfer students, take this course:

  • Discovery

For all students, complete this requirement:

  • Our Human Heritage

For all students, complete courses in Explorations:

  • Business Knowledge
  • Fine Arts
  • Mathematics
  • Non-Native Language
  • STEM Experience
  • Understanding the Natural World
  • Understanding the Social World

For all students, complete these requirements:

  • Major Experience
  • Writing Proficiency
  • Writing Reflection on Liberal Studies

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Ventures

About

Offered in the fall semester, Ventures courses explore a problem or tightly focused set of problems. You will investigate relevant issues from multiple perspectives and propose possibilities for resolution, engaging in project-based work, collaborative learning, creative risk-taking, and adaptive strategies for problem solving. Course topics will be diverse and from a variety of disciplines.

This course offers an exciting opportunity for you to engage directly with faculty who will introduce you to a process of learning that develops skills needed by all critical thinkers: problem solving, creative practice, integrative learning, and collaboration. You will grapple with issues that have ethical, aesthetic, scientific, economic, or political impact today. You are expected, and will be empowered, to take on a decisive role in the classroom while learning to work with and respect multiple points of evidence and perspectives. Examples include:

  • Does Religion Belong in the Hospital?
  • What Does Heritage Have to Do with History?
  • Can I Still Eat It? Does the 5-Second Rule Work?
  • Will Zombies Rule the Planet? Problem-solving in Biochemistry
  • How Much Is a Job Worth?

The following information has been approved:

Description

Courses explore a problem or tightly-focused set of problems. Students investigate relevant issues from multiple perspectives and propose possibilities for resolution. The students engage in project-based work, collaborative learning, creative risk-taking, and adaptive strategies for problem-solving. Course topics will be diverse and from a variety of disciplines. Offered every Fall.

Student Learning Goals

Students will:

  • Use discipline-based problem-solving tools to identify, define and analyze a problem, and develop creative strategies for solving or coping with it.
  • Gather information from a variety of sources and consider multiple perspectives to identify criteria, analyze problems and evaluate potential solutions or improvement strategies.
  • Reflect on the viability of proposed solutions or responses to problems, revising strategies and conclusions as new information is gathered and analyzed.
  • Collaborate with others to achieve a common goal related to the problem they are studying.

Specific Methods for Fulfilling the Requirement

Students must complete FYCS/FYCSFA/FYCSOC/FYCSTEM 1010 Ventures in Problem Solving and Creative Practice & Integrative and Collaborative Learning for 4 credits.

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Connections

About

In the spring semester, you will focus on development of communications skills through the Connections courses. These courses are complementary to the distinctive goals of Our Human Heritage, which constructs a large-scale historical framework by examining multiple historical contexts and drawing on multiple humanities disciplines. The Connections courses address a specific topic situated within a single humanities discipline and in the topic’s historical context. You will create formal and informal communication products that demonstrate critical listening, reading, and, where appropriate, aural and visual comprehension of course material.

Examples include:

  • Jesus, Kanye, and the Colonial Press: Selling Jesus in America Since the 17th Century
  • Redemption of Reality? The Force of Cinema
  • Mansfield Park and the Trouble of Faithful Adaptation
  • The Pentecostal Explosion: A 20th Century Global Phenomenon
  • Sartre’s No Exit and Camus’ The Misunderstanding: Divine Damnation or Self-Determined Destiny?

The following information has been approved:

Description

The distinctive goals of the FYCS 1020 are complementary to the distinctive goals of the Our Human Heritage program. The Our Human Heritage program constructs a large-scale historical framework by examining multiple historical contexts and drawing on multiple humanities disciplines; in contrast, FYCS 1020 addresses a specific topic situated within a single humanities discipline and in the topic’s historical context. Students will create formal and informal communication products that demonstrate critical listening, reading, and, where appropriate, aural and visual comprehension of course material. Offered every Spring.

Student Learning Goals

Students will:

  • Effectively interpret, analyze, and synthesize relevant materials through sustained inquiry in and research on an appropriately focused topic in the humanities. Students will challenge assumptions and draw defensible conclusions relevant to the topic.
  • Create effective oral presentations, written texts, and, where appropriate, audiovisual texts that clearly convey understanding in accordance with the demands of rhetorical context (including audience, context, purpose, genre, evidence, documentation, mechanics of communication, and argument).
  • Generate, frame, and explore an individual research question relevant to the course topic. Students will explore possible answers to the question through written, oral, and (when appropriate) other modes of communication, including a research paper on the topic.
  • Demonstrate appropriate use of and documentation of the work of others while attaining proficiency in the use of one or more formal styles of source citations suited to the communication product.

Specific Methods for Fulfilling the Requirement

Student must complete FYCS/FYCSFA 1020 Connections in Communication in Humanities Context for 4 credits.

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Discovery

Description

This course combines the problem-solving and collaborative focus of the Ventures course with the communication skills development of the Connections course to give transfer students a foundation in these key elements of the Millsaps educational experience. Courses will explore a focused problem or theme relevant to a particular disciplinary field to develop problem solving, collaboration, and written and oral communication skills.

Student Learning Goals

Students will:

  • Use discipline-based problem-solving tools to identify, define, and analyze a problem, and develop strategies for solving and coping with it.
  • Gather information from a variety of sources and consider multiple perspectives to identify criteria, analyze problems, and evaluate potential solutions.
  • Reflect on the efficacy of proposed solutions to problems, revising strategies and conclusions as new information is gathered and analyzed.
  • Collaborate with others to achieve a common goal related to the problem they are studying.
  • Create formal and informal communication products that demonstrate critical listening, reading, and, where appropriate, aural and visual comprehension of course material. These products include presentations, written texts, and/or audiovisual texts that attend to the demands of rhetorical context (including audience, context, purpose, genre, evidence, documentation, and argument).
  • Demonstrate appropriate use of and documentation of the work of others while attaining proficiency in the use of one or more formal styles of source citations suited to the communication product.

Specific Methods for Fulfilling the Requirement

Transfer students must complete TRCS 1050 Discovery for 4 credits.

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Our Human Heritage

About

A year-long course taken during the first year, Our Human Heritage is a humanities-based, interdisciplinary exploration of human experience and world cultures throughout history that considers intellectual development, artistic expression, and social and cultural evolution, from pre-history until the present. The course will develop skills for seeking, understanding, and interpreting cultural phenomena across numerous human contexts.

In your first year, you will study under one of two teams of faculty:

  • The Power team examines how power is manifested in society through gender, ownership, the state, conceptions of the divine, war, and the relationship between the individual and the community. The course proceeds topically (not chronologically) and draws on the expertise of faculty in Art History, Classical Studies, English, and Philosophy.
  • The Turning Points team examines significant transformations in society chronologically and draws on the expertise of faculty in History, Classical Studies, Spanish, Music, and Philosophy. This course provides a strong working model of intellectual connections in the humanities by engaging you in the exploration of a particular theme, question, idea, or concept by means of interdisciplinary humanistic inquiry. The course also allows for an examination of issues in a rich interdisciplinary context and will also build historical consciousness.

The following information has been approved:

Description

This course is a humanities-based, interdisciplinary exploration of human experience and world cultures throughout history, considering intellectual development, artistic expression, social and cultural evolution, from pre-history until the present.  The course will develop skills for seeking, understanding, and interpreting cultural phenomena across numerous human contexts. 

Student Learning Goals

Students will:

  • Explore some of the key creative works, generative ideas, pivotal events, and problems that have shaped human experience from prehistoric time to the present.
  • Develop a historical consciousness for understanding human and cultural evolution.
  • Explore global, geographic, and historical diversity through multiple fields of the arts and humanities.
  • Develop skills of being a thoughtful and discerning interpreter of cultures.
  • Develop reading and writing skills for engaging primary sources.

Specific Methods for Fulfilling the Requirement

Students must complete FYHH 1010 Our Human Heritage Part 1 and FYHH 1020 Our Human Heritage Part 2 (8 hours, 2 semesters).

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Understanding the Social World Exploration

Description

In the Exploration of the Social World, students will develop an academic and intellectual foundation for understanding and/or engaging in diverse social settings and for reflecting critically on social and cultural phenomena, through a 4-credit-hour social science or behavioral science course. This requirement fosters opportunities for engaged citizens to understand a multifaceted social world and act within it.

Student Learning Goals

Students will:

  • Use social science methodologies and theories to understand and compare social behavior, patterns, and/or systems.
  • Demonstrate a working knowledge of diverse social systems and contexts.
  • Critically examine and analyze issues of power and difference as they manifest themselves (explicitly and/or implicitly) in the societies of which we are a part.
  • Connect academic studies with day-to-day social experiences.

Specific Methods of Fulfilling the Requirement

A social science or behavioral science course which has been approved by the Compass Council or an approved Ventures (FYCSOC 1010) course.

Courses Approved to Meet This Requirement

  • ECON 1000 Principles of Economics
  • EDUC 1000 Human Development in Cross-Cultural Perspective
  • EDUC 2000 Problems in Human Creativity
  • EDUC 4750 Special Topics in Education (counts when called "Snapchat, Tweets, and #Instafamous: Identity-Cultivation on Social Media")
  • FYCSOC 1010 Ventures in Social World (approved sections only; topics vary by term)
  • HIST 2120 History of Mississippi
  • HIST 2350 European History Since 1789
  • HIST 3410 First World War—A Global Approach
  • HIST 3420 Second World War
  • SOAN 1000 Introduction to Sociology
  • SOAN 1100 Introduction to Anthropology
  • SOAN 1110 Introduction to Archaeology and World Prehistory
  • SOAN 2120 The Many Dimensions of Poverty
  • PEAC 2000 Introduction to Peace and Justice Studies
  • PHIL 3300/PSYC 3300 Moral Psychology and Neuroscience
  • PLSC 1000 Introduction to American Government
  • PLSC 3250 Politics in Film and Pop Culture
  • PSYC 1000 Introduction to Psychology

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Understanding the Natural World Exploration

Description

In the Exploration of the Natural World, students will learn, use, and interpret scientific knowledge of the natural world through experimentation with and observation of its processes and relationships, through 4 credit hours of lab or field coursework (normally introductory level) in the natural sciences. Students will experience scientific methods through formation, testing, and refinement of hypotheses, models, and theories.

Student Learning Goals

Students will:

  • Understand how scientific inquiry is based on investigation of evidence from the natural world, and how scientific knowledge and understanding evolves based on new evidence.
  • Recognize the scope and limits of scientific inquiry.
  • Participate in scientific inquiry and communicate the elements of the process, by making careful and systematic observations, developing and testing a hypothesis, analyzing evidence, and interpreting results.

Specific Methods for Fulfilling the Requirement

A lab or field course in the natural sciences that has been approved by the Core Council.

Courses Approved to Meet This Requirement

  • BIOL 1000 Introduction to Cell Biology with Laboratory
  • BIOL 1010 General Botany with Laboratory
  • BIOL 1020 General Zoology with Laboratory
  • BIOL 1730 Explore the Natural World with Laboratory
  • CHEM 1000 Nutrition with Laboratory
  • CHEM 1213 and CHEM 1211 General Inorganic Chemistry I with Laboratory
  • CHEM 1223 and CHEM 1221 General Inorganic Chemistry II with Laboratory
  • GEOL 1000 The Physical Earth with Laboratory
  • GEOL 1200 Geosystems with Laboratory
  • GEOL 1300 Human and Natural Disasters with Laboratory
  • GEOL 2000 Plate Tectonics and Earth History with Laboratory
  • GEOL 3510 The Greater Yellowstone Geoecosystem
  • PHYS 1201 and PHYS 1203 College Physics I with Laboratory
  • PHYS 1211 and PHYS 1213 College Physics II with Laboratory
  • PHYS 2001 and PHYS 2003 General Physics I with Laboratory
  • PHYS 2011 and PHYS 2013 General Physics II with Laboratory

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Mathematics Exploration

Description

In the Exploration of Mathematics, students will study and solve pure and applied mathematical problems from both visual and analytic perspectives, through 4 credit hours of course work or equivalent proficiency. The courses that satisfy this requirement will develop the student’s ability to convert conceptual information into problems that can be solved using standard mathematical and geometrical tools, solve the problems, and interpret the results.

Student Learning Goals

Students will:

  • Accurately interpret and explain information presented mathematically and graphically.
  • Quantify problems, apply abstract symbolic manipulation or reasoning, and interpret the results.
  • Understand how the computational skills taught apply in contexts both within and outside mathematics.
  • Explicitly describe assumptions in estimation, modeling, or data analysis, and make appropriate inferences with critical thinking.
  • Develop and interpret mathematical models of raw data, or physical or social phenomena.

Specific Methods for Fulfilling the Requirement

  • An ACT math subscore of 28 or higher
  • An SAT math subscore of 630 or higher
  • College mathematics transfer credit the equivalent of college algebra or higher
  • Any Millsaps mathematics course approved by the Compass Council

Courses Approved to Meet This Requirement

  • MATH 1000 Topics in Mathematics
  • MATH 1130 Elementary Functions
  • MATH 1150 Statistics
  • MATH 1210 Survey of Calculus
  • MATH 1220 Analytic Geometry and Calculus I
  • MATH 2230 Analytic Geometry and Calculus II
  • MATH 2240 Analytic Geometry and Calculus III
  • MATH 3540 Differential Equations

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STEM Exploration

Description

In the Exploration of Science, Technology, Engineering, and Mathematics (STEM), students will learn to value innovation and the acquisition of new knowledge, by focusing on assessing and applying this knowledge to new contexts, through 4 credit hours of coursework (normally introductory level course). This requirement prepares students to approach problems not previously encountered; to evaluate new situations, new phenomena, and new data; and to make sense of the world using rapidly changing information and technology.

Student Learning Goals

Students will:

  • Explore interconnections among science, technology, engineering, and/or mathematics, and see how they are practiced in applied contexts.
  • Understand and accurately explain scientific problems and information presented quantitatively.
  • Apply STEM content.
  • Formulate research questions and draw conclusions.

Specific Methods for Fulfilling the Requirement

Pending approval by Compass Council, courses that may be appropriate for this domain include the following:

  • An approved natural science course (with or without lab).
  • An approved mathematics course.
  • An approved computer science course with programming language.
  • An approved research methods or applied statistics course in the social sciences or business.
  • An approved Ventures (FYCSTEM 1010) course with a strong science literacy component.

Courses Approved to Meet This Requirement

  • BIOL 1000 Introduction to Cell Biology with Laboratory
  • BIOL 1010 General Botany with Laboratory
  • BIOL 1020 General Zoology with Laboratory
  • BIOL 1730 Explore the Natural World (includes a lab)
  • CHEM 1213 and CHEM 1211 General Inorganic Chemistry I with Laboratory
  • CHEM 1223 and CHEM 1221 General Inorganic Chemistry II with Laboratory
  • CSCI 1010 Computer Science I
  • CSCI 1020 Computer Science II
  • FYCSTEM 1010 Ventures with STEM (approved sections only; topics vary by term)
  • GEOL 1000 The Physical Earth with Laboratory
  • GEOL 1200 Geosystems with Laboratory
  • GEOL 1300 Human and Natural Disasters with Laboratory
  • GEOL 2000 Plate Tectonics and Earth History with Laboratory
  • GEOL 3510 The Greater Yellow Geoecosystem
  • MATH 1150 Elementary Statistics
  • MATH 1220 Analytic Geometry and Calculus I
  • MATH 2230 Analytic Geometry and Calculus II
  • MATH 3540 Differential Equations
  • MATH 3750 Special Topics in Mathematics (counts when called "Mathematical Modeling")
  • PHYS 1201 and PHYS 1203 College Physics I with Laboratory
  • PHYS 1211 and PHYS 1213 College Physics II with Laboratory
  • PHYS 2001 and PHYS 2003 General Physics I with Laboratory
  • PHYS 2011 and PHYS 2013 General Physics II with Laboratory
  • SOAN 2100 Methods and Statistics

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Non-Native Language Exploration

Description

In the Exploration of Non-Native Language, students will demonstrate proficiency in a non-native language through 8 credit hours of coursework, equivalent experience, or proficiency. This requirement emphasizes language study as a vital means to understanding other cultures, literatures, historical perspectives, and human experiences. Students will become more aware of their own native language and culture, and they will enhance their communication, reasoning, and thinking skills. Courses fulfilling this requirement must maintain at least 3 contact points per week.

Student Learning Goals

Students will:

  • Attain a basic, working knowledge of a linguistic system different from their own.
  • Demonstrate the ability to read, write, and communicate orally at the foundational, introductory level in the non-native language.
  • Become aware of the differences between their own language and non-native language, thus learning more about their own first language.
  • Understand the history of the language they study.

Specific Methods of Fulfilling the Non-Native Language Domain

Students must demonstrate proficiency equivalent of two semesters of college-level coursework. The non-native language requirement may be fulfilled in one of the following ways:

  • Two semesters of non-native language coursework in the same language at Millsaps.
  • An appropriate score on a college-administered placement exam in a language taught at Millsaps.
  • Study abroad or other formal language training at another institution, provided that the student supplies to the Office of Records supporting documentation including relevant transcript(s), syllabi, certificate, and/or diploma for transferring credits.
  • AP, IB, or CLEP Exam Scores: 3 or higher on an Advanced Placement (AP) exam, a grade of 5 or higher on an IB exam, or appropriate score on CLEP exam. In some cases, these scores may grant the student credit hours towards graduation. Note: Higher scores on AP and IB exams are required for the foreign language requirement for the B.A. degree.
  • Demonstrated proficiency via examination in a language not offered at Millsaps. The student must find a reputable exam administered by an independent third party. The relevant chair will determine the quality of the exam and consult with other experts if necessary.
  • For international students whose first language is not English, this requirement will ordinarily be satisfied by proficiency in English evidenced by an official minimum TOEFL score of 80 on the IBT TOEFL, 220 on the computer-based TOEFL, or 550 on the paper-based TOEFL. In lieu of the TOEFL exam, students may submit IELTS scores of band 6.5 or higher. In instances where international students do not have required test scores, a plan will be developed in consultation with the ESL specialist. Coursework will be determined in consultation with the ESL specialist. Note: For academic purposes, a student is considered a native speaker of a language other than English if the student was raised in a non-English speaking country and was formally educated through all or most of high school in a language other than English.

Courses Approved to Meet This Requirement

  • AMSL 1000 American Sign Language and Deaf Culture I
  • AMSL 1010 American Sign Language and Deaf Culture II
  • FREN 1000 Basic French I
  • FREN 1010 Basic French II
  • GREE 1000 Introduction to Greek I
  • GREE 1010 Introduction to Greek II
  • LATN 1000 Introduction to Latin I
  • LATN 1010 Introduction to Latin II
  • RLST 1010 Introduction to Classical Hebrew I
  • RLST 1020 Introduction to Classical Hebrew II
  • SPAN 1000 Basic Spanish I
  • SPAN 1010 Basic Spanish II

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Business Knowledge Exploration

Description

In the Exploration of Business, students will be provided with fundamental business knowledge and skills to understand the logic of the marketplace and the capacities of organizations and organizational leaders to affect human life across the street and around the globe.

Student Learning Goals

Students will:

  • Develop decision-making abilities for real-world business problems
  • Meet at least two of the following three objectives:
    1. Interpret and use financial data to make informed decisions.
    2. Explain factors that affect markets and describe the impact of markets on organizations and society.
    3. Identify and develop key leadership skills necessary for good citizenship in organizations and society.

Specific Methods for Fulfilling the Requirement

Students will fulfill the requirement in one of two ways:

  • Through the completion of the introductory course in two of three business disciplines—accounting (ACCT 2000), economics (ECON 1000), or management (MGMT 2000).
  • Through a specific interdisciplinary course titled MMAL 1000 Money, Markets, and Leadership (4 hours, 1 semester), which will be available beginning the 2016–2017 academic year.

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Major Experience

About

The Major Experience is an experiential learning graduation requirement that ensures every Millsaps student directly connects with our vision of producing transformative leaders who will have positive impacts across the street and around the globe. The Major Experience requirement can be satisfied with an approved 4-hour course or approved experiential equivalent. Students will engage in a transformative learning or leadership experience on campus, or will apply their Millsaps education to an experience off campus.

Student Learning Goals

Students will:

  • Integrate and apply academic skills to understanding practical experiences and problems found beyond the traditional classroom.
  • Develop a foundation for lifelong engaged learning as a Millsaps graduate.
  • Analyze the experience critically to integrate knowledge and experience and to achieve new understandings.

Specific Methods for Fulfilling the Requirement

Every course fulfilling the Major Experience requirement must satisfy the student learning goals. The Major Experience must be completed while the student is enrolled at Millsaps and normally after the freshman year. Wellspring and exclusively freshman courses (Ventures, Our Human Heritage, and Connections) are not acceptable for Major Experience credit. Courses and experiences (4-hour course/combination of courses, or experiential equivalents) that will satisfy this requirement include the following:

  • Study abroad: A 4-hour study abroad course offered by Millsaps College will satisfy the Major Experience requirement.
  • Field-based course: An approved 4-hour domestic field-course (where at least 75% of the course takes place in the field during which students are actively engaging with an applied learning experience) offered by Millsaps College will satisfy the Major Experience requirement.
  • Community-engaged coursework: Each CEL course will satisfy one-half of the Major Experience requirement. Approved CEL courses require at least ten (10) hours of engagement with a community partner, in collaboration with classmates, and toward completion of a project. The requirement for CEL designation is documented through a CEL application and a section in the syllabus that details the CEL component of the class.
  • Undergraduate research experience: Undergraduate research experiences that total 4 hours of earned credit or the experiential equivalent (e.g., non-credit summer research experiences) will satisfy the Major Experience requirement. Research experiences must be approved by a Millsaps faculty/staff member.
  • Honors project: Successful completion of an Honors project will satisfy the Major Experience requirement.
  • Ford Fellowship: Successful completion of a Ford Teaching Fellowship collaboration (regardless of credit hours earned) will satisfy the Major Experience requirement.
  • Internship/student teaching: Internship experiences that total 4 hours of earned credit or the experiential equivalent will satisfy the Major Experience requirement. Internships must be approved by a Millsaps faculty/staff member.
  • Petition-approved experience: In some cases, the Major Experience requirement may be satisfied in non-traditional ways (i.e., not-for-credit internships, summer research experiences, self-designed projects with faculty oversight, etc.). In such cases, an approved petition is required before the experience is undertaken. To obtain a petition, contact the Director of the Major Experience in the Center for Career Education or click here to download it.
  • Combined experience: A student may assemble any combination of approved courses or experiences that total the equivalent of 4 credit hours in order to satisfy the Major Experience requirement.

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Fine Arts Exploration

Description

In the Exploration of Fine Arts, students will be equipped with tools that help them explore the aesthetic dimension of human life, through 4 credit hours of course work or approved experience. This requirement will introduce students to the rich artistic realms associated with images, sounds, objects, movement, and/or language. Students will gain the ability to evaluate and critique artistic works, while actively participating within artistic communities. Students will also develop their powers of artistic expression, performance, and/or discernment.

Student Learning Goals

Students will:

  • Demonstrate knowledge of artistic practice through producing and/or analyzing work in a specific discipline (creative writing, music, theatre, or the visual arts).
  • Identify and/or apply strategies that enable artistic decision-making as associated with individual artists, periods, and/or cultures.
  • Evaluate the function of artistic expression by reflecting the ways art may affirm, challenge, or alter audience perspective.

Specific Methods for Fulfilling the Requirement

The Fine Arts requirement may be fulfilled by a 4-credit-hour course or approved experiences equivalent to 4 credit hours in one area that have been approved by Core Council. An approved Ventures (FYCSFA 1010) or Connections (FYCSFA 1020) course may also apply.

Courses Approved to Meet This Requirement

  • ARTH 1000 Ancient and Medieveal Art
  • ARTH 1100 Italian Renaissance Art
  • ARTH 1200 Baroque Art
  • ARTH 1300 Eighteenth and Nineteenth Century Art
  • ARTH 2200 Contemporary Art
  • ARTH 2560 Modern Art
  • ARTH 2760 Special Topics in Art History (counts for Fine Arts only when class is called "American Art" or "African American Art")
  • ARTS 1000 Beginning Drawing
  • ARTS 1100 Beginning Painting
  • ARTS 1200 Beginning Printmaking
  • ARTS 1300 Beginning Sculpture
  • ARTS 1400 Beginning Digital Arts
  • CRWT 2400 Introduction to Creative Writing
  • CRWT 3000 Advanced Reading and Writing Fiction
  • CRWT 3750 Topics Vary by Term (counts when called "Fiction Workshop")
  • CRWT 4900 Senior Workshop in Creative Writing
  • FYCSFA 1010 Ventures with Fine Arts (approved sections only; topics vary by term)
  • FYCSFA 1020 Connections with Fine Arts (approved sections only; topics vary by term)
  • MUSC 1000 Foundations of Music
  • MUSC 2000 Interactive Music Theory II
  • MUSC 2100 History of Jazz
  • MUSC 2120 The Musical World of the Age of Enlightenment
  • MUSC 2130 Women and Music
  • MUSC 2140 World Music - Globalization in Sound
  • MUSC 2180 The Music Arts Culture and History of Taiwan
  • MUSC 1511, 1521, 2511, 2521, 3511, 3521, 4511, 4521, 1512, 1522, 2512, 2522, 3512, 3522, 4512, 4522, 1531, 1541, 2531, 2541 Private Music Studio Instruction
  • MUSC 15S1, MUSC 15C1, MUSC 1501: Music Ensembles
  • PHIL 2210 Aesthetics
  • THEA 1500 Acting I
  • THEA 4410 Company Performance
  • THEA 4420 Company Production

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Writing Requirement

There are two writing requirements for graduation: the Millsaps Writing Proficiency Portfolio and the Writing Reflection on the Value of the Millsaps Experience.

The Millsaps Writing Proficiency Portfolio

Demonstration of writing proficiency through the Millsaps Writing Proficiency Portfolio is a graduation requirement. All students, traditional or transfer, should fulfill this requirement no later than the end of their second year at Millsaps; transfer students entering as juniors or seniors will need to complete the requirement no later than the term prior to their anticipated graduation date. The Writing Center will provide appropriate out of class support for writers through workshops and one-on-one sessions; for information about available support opportunities, please visit the Writing Center website. For more information about the contents of the portfolio and instructions for submission, please visit the Writing Program website.

To submit their portfolios for review by faculty committee, students must do the following:

First year: Attend two mandatory Writing Program workshops.

a. Introduction to the Millsaps Writing Program: During the first two weeks of their first semester, each student must attend a Writing Program workshop introducing the writing proficiency requirement and instructing students in the use of the required campus writing reference text. All students are required to purchase this text and bring it to the workshop; the text for the 2015–2016 incoming class is EasyWriter, 5th edition (Lunsford: Bedford St. Martin’s). Copies of the text will be available for purchase at the campus bookstore. The workshop schedule will be distributed via email to all first-semester students; it will also be posted on the Writing Program’s website. Note: Completion of this workshop is required; students will not be able to access their online Writing Proficiency Portfolio space until they have completed this requirement.

b. Introduction to Reflective Writing: During the second semester (spring term for most but offered in the fall for transfer students), each student must attend a Writing Program workshop on reflective writing to help them prepare for submission of their portfolio in their second year. The workshop schedule will be distributed via email to all first-semester students; it will also be posted on the Writing Program’s website.

Second year: By the end the spring semester of their second year, each student must submit the following documents to their online writing portfolio space. Specific instructions will be distributed to students via email; they will also be posted on the Writing Program's website. Note: Failure to complete this requirement on time will result in registration delays in subsequent semesters and may prohibit you from taking your comprehensive examinations.

Required portfolio documents:

a. A brief (two to four pages) reflective introduction to the portfolio. Written outside the context of a specific course, this document serves as the student’s thesis about their writing development at Millsaps. Subsequent items provide the evidence referenced in this reflective introduction. The Writing Center will offer workshops to help students with this document; for more information, see the Writing Center’s website.

b. Four papers from classes taken at Millsaps College, taken from at least two of the three divisions below. Course categories:

1. Arts & Humanities
2. Business
3. Sciences

These papers will normally be sourced from courses taken to fulfill elements of the Core Curriculum. Of these four papers, at least two must demonstrate use of multiple secondary research and proper application of a clearly identified/identifiable documentation system. The total number of pages expected for this section of the portfolio is 25–30 (assuming an average page length of 250 words); while we will accept page counts slightly under or over the expected norm, excessive deviation may affect the assessor’s ability to evaluate the work, and the student may be asked to submit more appropriate alternatives.

c. One “wild card” document reflecting an element of the student’s communication development. This document can be written, oral (recording/video), or visual in nature; the only requirement is that it be able to be shared in digital form. While the length of the wild card item is not prescribed, we encourage students to remember that readers will be assessing a large number of portfolios.

Special note for transfer students: The categories for essay submission may vary according to the student’s academic record prior to attending Millsaps College. Students transferring in at the junior or senior level are allowed to substitute one paper written for a course at a previous college or university as one of their four essays. Transfer students with questions about the portfolio should speak with the Director of Writing & Teaching to ascertain what papers to submit. For more information, consult the Writing Program's website or visit the Writing Program office in John Stone Hall.

The Writing Reflection on the Value of the Millsaps Experience

A critical reflective paper must be completed during the senior year on the value of the Millsaps Experience in conjunction with either the department’s senior seminar or another major course.

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