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The Commitment of Pine Manor College to its Students 

  • Pine Manor graduates are able to communicate with skill and clarity through writing, speaking and visual display. They convey an understanding of the purpose and audience of their work, and with the ability to draw on evidence and information to appropriately support the purpose of their communication, and that demonstrates insight and mastery of the topic.
  • Pine Manor College graduates possess the habits of mind that enable them to explore the complexities of ideas, problems and events with insight and care. They are able to gather and assess appropriate evidence and logic in ways that challenge assumptions and allow them to reach informed conclusions.
  • Pine Manor graduates possess the skills and experiences that enable them to effectively engage in cooperative and collaborative problem-solving with a diverse group of others and in a variety of settings.
  • Pine Manor graduates possess the experience and insight to work effectively with people from a variety of backgrounds. They are empowered to use their understanding of the world, as well as their specific skills and knowledge, to be engaged in civic life.
  • Pine Manor graduates are prepared for continuing engagement in their professions and communities with a background of knowledge and skills that enable them to creatively and effectively adapt to new situations.

College Core Competencies and Portfolio

Presentation and submission of learning portfolios is a graduation requirement for all Pine Manor College students. The formal presentations of the portfolio takes place during the senior year on designated days in the spring semester. The portfolio contains evidence of and reflections upon student learning related to the general education core competencies and accomplishments within the major. Pine Manor College’s Core Competencies represent the commitment of our learning community to develop the capacity for success in all of our students. The portfolio is facilitated through participation in select courses throughout all four years.

The Core Competencies:

For students starting Fall 2014 and after, the sophomore portfolio has been removed as a graduation requirement. All students will formally present their portfolio during their senior year on designated days in the spring semester. The portfolio contains evidence of and reflection upon student learning and intellectual development related to the core competencies and accomplishments within the major. The senior portfolio is facilitated through participation in junior/senior portfolio sessions presented within each major. Accommodations will be made for transfer or out-of-phase students to integrate them into the portfolio process.

General Education Core Curriculum Requirements

Distribution Requirements for Students Entering in Fall 2016 and later

All undergraduate degree-seeking students who enter Pine Manor College on or after August 2016 are required to meet the requirements for general education in the Common Curriculum. Students enrolled prior to August 2016 must complete the Breadth of Knowledge requirements to satisfy degree requirements (see description below). Courses accepted in transfer from other institutions are evaluated on an individual basis.  

  • Students take TWO courses within each Thematic Area, one of which must be a "Signature" course (except for the Lifelong Skills Area which does not include signature courses).
  • No more than three General Education courses may fulfill a major requirement or major elective.

  • In each thematic area, the two courses must come from different designations or disciplines (e.g. a student may not take both Art & Literature courses within the EN designation.). 

Thematic Areas

1.  Ideas, Values, and Meaning:
How do we examine humanity’s enduring questions?

In these courses students examine relevant, enduring questions by reflecting on their scientific, ethical, and social dimensions. Students explore how ideas, values and meanings shape responses to these questions. Courses integrate philosophical, literary, and historical foundations to address practical and contemporary problems.

IDEAS 1 

  • FYS101 First Year Seminar : First Year Seminars have three primary objectives. First, seminars are designed to foster successful academic and social transition to the College. Second, all seminars introduce students to the College's learning outcomes of communication, critical thinking, collaboration, citizenship, and integrated/applied learning in a climate that encourages respect for the many points of view represented in our diverse community. Finally, each individual seminar engages its students in learning on a particular topic that poses a significant question – such as “How do we live in a multicultural world?”, “What is the role of dissent in a democratic society?” or “How does sport reflect social values and beliefs, especially those dealing with race, gender, class, power and privilege, and religion?”

IDEAS 2 

  • ED/HU 302 Foundations of Education:  This course provides an overview of the historical foundations of American education from its philosophical roots to its role in the 21st Century. The course explores the role of education in pre-colonial America, during colonization, and its importance in the development of our democracy. The impact of the Depression and World War on education will be discussed. The course covers the battle for equality in education and the legislation that accompanied that struggle. We will study the impact of politics on American schools, and education’s importance to democracy in the 21st century. The students will discuss licensing requirements, the moral and legal responsibilities of teachers, employment trends for teachers, teachers’ unions, and important professional organizations. During several of the sessions students will visit and observe in a variety of educational settings, and in a variety of grade levels.  Pre-requisite:  Junior or senior status or permission of instructor. Signature Course.  
  • TH215 Theatre for Social Change:   Students will discover how to use theatre concepts to create positive change in a community.  In this active, experiential course, students will engage in storytelling, devising, facilitation, and evaluation. They will build thematic pieces aimed at pressing social issues, research facts and core concepts, learn how to facilitate community dialogue, and go out into the community to deliver performances that activate conversation, increase understanding, and spark change.  Signature Course 

Ideas II courses are 200-level or 300-level courses that include a substantial project or research paper. 

2.  Art & Literature:
How do the arts portray the human experience?

In these Arts and Literature courses, students explore the ways in which writers and artists throughout history have endeavored to portray humanity and the world. Students gain an understanding of the creative process and the ways in which writers and artists express cultural values and beliefs as well as their own individual identity in their work. By investigating the arts across diverse cultures, from ancient forms to new media, students learn interpretive and expressive tools to deepen their understanding of the human experience. 

  • AH 101 Introduction to Art History:  This course is a one-semester introductory survey of painting, sculpture, architecture, and graphic arts from the ancient to the contemporary worlds.  In class these works of art are analyzed both for  their individual stylistic characteristics and their relationship to one another.  The broader historical  context is also carefully examined (e.g. what was the role or the function of the work of art?; does the work of art embody values held by the artist and his or her society?; what was the participation  of the patron?; what place does the work of art occupy in the artist’s career?).  
  • AH 105 Space, Place, and Experience:  This is an architectural history course that focuses on the spaces and places in our built environment and our experiences that are shaped by them.  Students explore the following questions:  How and why are spaces and places conceived and planned?  How do people experience spaces and places?  How do individuals interact with others in spaces and places?  How is individual and group identity defined by spaces and places?  What do spaces and places reveal about our personal and broader cultural values?  Spaces and places will be viewed in their historical contexts (ancient through post-modern) through the lenses of architectural/urban history, anthropology, sociology, and psychology.  SIGNATURE COURSE 
  • AH 260 Art of the Harlem Renaissance: Students will explore the work of African-American painters, sculptors, and photographers during the 1920s and 1930s. Centered in Harlem, these artists formed part of the first significant African-American cultural movement. Issues of cultural and racial identity as well as the stylistic features of works of art will be examined in this course. The artists covered will also be studied as part of the broader cultural phenomenon of the Harlem Renaissance, which included the work of philosophers, writers, performers, and political activists.
  • DA 260 Dance in America:  Surveys the evolution of theatrical dance in America through readings, films, videos, and attendance at dance performances. Emphasizes the development of uniquely American styles—modern, jazz, tap, hip-hop and dance in the musical—as well as the Americanization of ballet.
  • ED 212 Picture Books, Literature for Young Children:  This course stresses the importance of language and literature in all areas of children’s academic learning as well as literature being a source of entertainment. The course focuses on the study of genres of children’s picture books. Literature will be examined in terms of plot, setting, theme, characterization, style, point of view, illustrations, age range and design. Author-Illustrators and their backgrounds will be explored. The course will address criteria for selecting and interpreting quality books for children with different developmental needs and multicultural backgrounds. The course will examine the many dimensions of responses to literature.
  • EN 203 British Literature:  An Introduction:  This survey course will introduce you to major British authors and literary movements.  You will consider the impact of history on content, voice, and creativity in works by authors such as Chaucer (The Canterbury Tales), Jonathan Swift (A Modest Proposal), Oscar Wilde (A Picture of Dorian Grey), and Virginia Woolf (To the Lighthouse).
  • EN 206 Creative Writing:  Develops the ability to write creatively in a variety of genres including fiction, poetry, and the personal essay. Students analyze writing and samples from published authors in class and compile a writing portfolio.
  • EN 216 Shakespeare I:  A survey of Shakespeare’s original plays including modern adaptations on stage and/or screen.  Students will read 4-5 plays over the course of the semester, including at least one comedy and one tragedy.
  • EN232 American Writers: Faith, Race and Gender:  Provides grounding for all further study of American literature. A consideration of how a wide variety of American authors, both women and men, black and white, wrote innovative narratives, poetry, and essays that created new versions of the American experiment. Interdisciplinary approach. Writers include Nathaniel Hawthorne, Frederick Douglass, Harriet Beecher Stowe, Walt Whitman, Emily Dickinson, and Mark Twain. Required for English majors 
  • TH 104 Introduction to the Theatre:  This course explores the collaborative nature of theatre by examining the contributions of the actor, playwright, director, and designers, as well as their relationship to one another and to theatre architecture, production, management, and criticism. Students attend at least one performance in Boston and participate in classroom exercises and projects.
  • VA 103 Images to Ideas:  Visual literacy is the ability to understand and interpret ideas expressed through visual means, such as paintings, maps, photographs, charts, graphs, and symbols. This course will feature studio projects exploring the visual elements, along with readings, to enhance both creative and critical thinking skills.

3.  Social Systems:
What is the relationship between the individual and society? 

Courses in the Social Systems area of learning explore how institutions and social groups shape the relationship between the individual and society. Students examine various social systems, around the world and over time, from the family to the ethnic group and from the nation-state to the global economy. Students gain knowledge about the foundations and development of the social sciences, and the analytical tools of these disciplines in order to understand social issues.

  • ECE 121  The Human Foundation: The Cognitive, Physical and Social Emotional Development of Children
    Early Childhood is a critical time of growth and development in children. In this course students will be involved in a comprehensive study of children’s cognitive, psychosocial, and physical growth from conception to age nine. They will learn about the impact and importance of a knowledgeable caregiver, of the child’s environment, and the importance of play for children’s development. Students will learn current theories appropriate to early human development, using as a context diversified environments in which they observe. Students will learn about new major research studies as well as the classic theories of development of individuals such as Piaget, Erikson, Gesell, Montessori, Bronfenbrenner, Kohlberg, and Vygotsky. Students will evaluate the underlying assumptions, implications of theories, and their application for all children in a diverse multicultural world. They will view films and hear from individuals who work in the field. This class will also have a 15-hour observational component, to provide students’ additional insight and an initial understanding of observational tools, and assessments to document and interpret children’s ever-changing development.   
  • MN 101 Introduction to Business:  This course provides an opportunity to learn the role business plays in society on a national and international level. Students will have the opportunity to explore their roles as consumers, employees, or investors. They will have the opportunity to learn about corporate socially responsibility. Students will also explore how global politics and economics impacts business strategy and management decisions. This course provides a useful link between liberal arts studies and the business world.
  • PS125 Globalization:  This course examines the contemporary interconnections of the human community – globalism – and the process of globalization. We trace these connections by focusing on three arenas: the movement of people, culture and ideas; the relationships of production and exchange; and the consequences for conflict and climate. On each of these we will explore the background and basic concepts, develop an understanding of the processes of globalization that are taking place now, and examine political actions on each topic.    SIGNATURE COURSE
  • PS145 POLITICS AND ECONOMICS IN THE US:  Economic activity profoundly influences politics in the US – and vice versa. In this course, students gain an understanding of basic concepts, such as markets, supply and demand, and innovation. They also understand the role of government in regulating economic activity, such as through fiscal and monetary policies. The approach is both historical and contemporary – so students understand the evolving nature of the political economy and how that shapes contemporary issues.   SIGNATURE COURSE
  • PY206 Social Psychology:  This course focuses on the scientific study of how a person’s behavior is changed by interactions with others.  Topics include interpersonal attraction, conformity, prejudice, attitude-changing behavior in groups, and leadership. SIGNATURE COURSE
  • PY 224 Group Dynamics:  This course looks theoretically and practically at behavior in primary and secondary groups. Students learn skills to analyze processes and to improve group effectiveness. Topics explored include leadership, communication processes, group development, decision making, conflict, and group maintenance.
  • PY234 Cross Cultural Psychology: This course is an introduction to the field of cross-cultural psychology.  Most courses in psychology are based on western ideas and research; assuming what is true for western cultures is true of all human beings.  This course will focus on the relationship between culture and behavior.  It will expose students to the profound effect that culture has on individual development and the development of social norms.   Students will learn techniques on how to effectively interact with individuals from diverse cultural backgrounds.  Particular emphasis is placed upon how culture shapes identity, perception, cognition, development, emotions, personality, and social relations.  The course also examines the research methods used in cross-cultural psychology and ethnocentric biases in research  SIGNATURE COURSE
  • SO255 Rethinking Justice:  Restorative and Rehabilitative Practices:    

    How do we as a society define justice? Does our current criminal justice system adequately administer justice for all involved parties?  This course introduces students to alternative systems of justice including the principles and practices of restorative justice programs, community corrections, and problem-solving courts.  We will explore the needs and roles of stakeholders (victims, offenders, and communities) as we examine and challenge assumptions of the larger scaled themes of crime, justice, and punishment. Particular focus will be placed on learning how to apply restorative justice principles to current problems within both the adult and juvenile criminal justice systems.  SIGNATURE COURSE

  • SPS 220 Local Action—Global Change: Local communities around the world are facing similar problems, regardless of which part of the globe they inhabit. This course focuses on a selection of broad issues and the questions and struggles inherent in them; topics include human rights and social justice, homelessness, and AIDS. The class explores the local and global manifestations of these problems and develops “action plans” for addressing them.

4.  Scientific Understanding:
How does understanding the scientific process empower us to become informed citizens?

These courses investigate topics that emphasize the foundations of science, science as a way of knowing, and the uses of science. Courses incorporate discovery-based learning and critical thinking to make connections between observation and interpretation of natural phenomena. Students gain an understanding of the scientific method: hypothesis formation and testing, collection of data, analysis of data, and interpretation of data in the context of hypotheses. Students are able to use the sciences to address social and political issues and become critical thinking citizens.

  • BI101 Principles of Biology: Bi101 provides an introduction to the basic principles of biology and a structure/function analysis of the cell. Topics include: chemical principles, cell structure and function, energy, cellular metabolism and growth and an introduction to Mendelian genetics. A weekly lab complements lecture material with appropriate experiments and demonstrations.
  • BI102 Principles of Biology II:  The course starts with an overview of macromolecules with a focus on DNA and protein.  Students will also study patterns of inheritance and how genetics influences the process of evolution.  Students will then learn how evolution has led to biodiversity by looking at the classification of organisms.  We will look at Bacteria, Archaea, Protists and Plants.  Finally we will look at how organisms interact with their environment through the study of ecosystems and ecology.  Weekly labs will support the concepts in the class by investigating specific examples of genetics, inheritance, structure and function of different phyla of living organisms.  Questions pertaining to these experiments will challenge you to think and reason about the information. Can be taken before BI101.
  • BI115 Life in the Universe (Astrobiology):  Is there life elsewhere in the Universe? Are there other planets in our Solar System or in planetary systems around other stars where life originated and survived? How much like Earth do planets have to be in order to support life? Are they common or rare? In this class, we will consider these and related questions from a variety of perspectives, with an emphasis on evidence supplied by astronomical observations and theories. The scientific study of these questions is now commonly referred to as astrobiology, a new and rapidly expanding interdisciplinary field. Course content will include the overall scale and organization of structure in the Universe, the formation of stars and planets, the nature and history of life on Earth, the physical processes that affect the habitability of planets, the current efforts to detect planets around other stars, and the prospect of interstellar travel.
  • BI230 Emerging Diseases:  Scientific literacy is crucial for decision-makers in our society.  An informed public is essential for the health and well-being of the local and global community.  The challenge of emerging diseases has both historical roots and immediate urgency. These diseases have a two-fold impact: a) they pose immediate, dangerous and sometimes life-threatening challenges to a specific population and b) they are capable of spreading to other populations within close proximity with the added danger of an eventual world-wide infection.  Ancient and current history are full of examples of diseases that emerged locally and spread globally:  the bubonic plague(s) in Europe during the Middle Ages, the global pandemic of “Spanish Influenza” in 1918, the repeated waves of infectious polio virus epidemics world-wide in the 1900s, the continuous sporadic outbreaks of Ebola virus infections, the current HIV pandemic now spanning 40 years, and emerging viral infections, such as Zika. SIGNATURE COURSE
  • CH110 Principles of Chemistry I:  This course introduces the standards for measurements, energy and matter, the Periodic Table, atomic theory and structure, chemical bonds, Lewis structure and VSEPR, mole concept, stoichiometry and balancing chemical equations.  Problem solving is stressed.  A three-hour laboratory complements lecture material with appropriate demonstrations and experiments.  
  • ED224 The Teaching of Math and Science:  This course addresses the integration of math and science.  Students examine math and science concepts, and all areas of STEM curriculum. They study concepts, vocabulary, and math and science’s connection with other areas of the educational curriculum.  In math, numbers and operations, geometry, patterns and measurement are the major content areas addressed.  In science, physical science, life science, earth science and engineering and technology are addressed.  For future teachers, “student engagement with science and technology/engineering is a critical emphasis that can only be achieved through quality curriculum and instruction.” (Massachusetts Frameworks, 2016)   
  • IDS 105 Environmental Studies from Global Perspectives:  This course includes basic framework required for a sustainable future, discusses economics, politics, and public policy on the environmental topics, and reviews basic ecology of living things. In addition, it also includes topics relevant to human population and essential resources such as water, soil, crops etc. The focus is also on harnessing energy for human societies such as energy from fossil fuels, nuclear power, and renewable energy. The course also discusses global climate change, atmospheric pollution, water pollution, solid waste disposal, and hazardous chemical waste. SIGNATURE COURSE
  • PY101 Introduction to Psychology:  This course is an introduction to the scientific study of behavior and mental processes. In addition to the history and methods of psychology, the following areas will be covered:  learning, memory, biological foundations of psychology, sensation and perception, human development, consciousness, theories of personality, social psychology, psychological disorders and their treatment.  Lab sections will provide students with an opportunity to observe and experiment with psychological phenomenon.

5.  Lifelong Skills:  
Writing and Quantitative Reasoning: 

All of the courses within this cluster help students develop key skills – effective writing and quantitative reasoning – that are considered not only important for the development of lifelong learners, but essential for helping students successfully meet the challenges of career, community and citizenship in today's global society.  These courses will help students develop effective writing through the use of persuasive essays, public speaking, and research papers.  Courses in Quantitative Reasoning (QR) will help students develop practical quantitative skills relevant to their everyday life and professional success.  This list includes courses already approved in our academic catalog for writing and QR.  Students will take one writing course (either EN102 or ENH102) and any one of the Quantitative Reasoning  courses listed below.

Writing Skills (select ONE)

  • EN 102 Persuasive Writing:  Builds on the skills and processes introduced in EN 101/CC 110, but introduces more challenging academic writing. This class emphasizes the rhetoric of analytic and persuasive writing and information literacy in the context of the research paper.
  • ENH 102 Honors Persuasive Writing:  For students with exceptional achievement in EN 101/CC 110 or for those that have met the required Accuplacer score. This class emphasizes the rhetoric of analytic and persuasive writing and information literacy in the context of the research paper.

QR Skills (select ONE)

  • AC206 Accounting 2:  A continuation of Accounting I, this course focuses on generally accepted accounting principles. Students are exposed to the way accounting data are used in the decision-making process. Accounting for partnerships and corporations, financial statement analysis, and the Statement of Cash Flow is examined. Prerequisite: AC 205.  
  • BI 289 Biostatistics:  This course is an introduction to the fundamentals of descriptive and inferential statistical analysis for students in the biological and health sciences. Topics covered will include data measurement, frequency distribution and graphic presentation, probability, hypothesis testing, analysis of variance, chi square tests and correlation and regression. Additional topics will include relative risk, odds ratio, rates of fatality, rates of morbidity and life tables. The course will have particular focus on the design of experiments, probability theory and alternative methods of analysis. Data are drawn from labs, the lay and research literature. The course includes a weekly one-hour lab.
  • IDS 123 A World of Patterns: Mathematics in Nature and the Arts:  In this interdisciplinary course, the student examines the connections between the underlying scientific principles of number, ratio, and pattern in nature and how humans have employed them in a variety of ways. This course bridges the study of number, ratio, and pattern with the functional and symbolic numerical relationships underlying art, architecture, music, philosophy, religion, and science. Successful completion of this course fulfills the Pine Manor College quantitative reasoning requirement.
  • MA 102 Essential Algebra:  Essential Algebra is a special topics course, which fulfills the quantitative reasoning requirement and which emphasizes problem-solving and real-world applications. Specific topics of focus may change and might include such themes as, sports, art/patterns, community issues, and more. Mathematical concepts involved in this course include basic skills review, probability/statistics, financial literacy, and the study of such functions as linear, quadratic, and exponential. QR.  Prerequisites: None.
  • MA 103 Geometry and Measurement:  This course includes the study of measurement, lines, planes, angles, triangles, circles, polygons, and three dimensional objects. Emphasis is placed on utilizing intuitive geometric reasoning, visualization techniques, and practical applications. Deductive and inductive reasoning will be utilized, and an understanding of proof and logic is developed. Students will have the opportunity to engage in geometric construction using straightedges, compasses, and protractors. This course fulfills the Pine Manor College quantitative reasoning requirement.
  • MA 105 Data Matters:  Do you buy lottery tickets? How likely are you to win? Is it true that the life expectancy in poor countries could be increased by giving televisions to the citizens of the countries? This course will prepare students to understand, present and assess statistical information, and to become critical and capable consumers of everyday statistics found in the news and in a variety of disciplines. Students who have completed MA 205 (Introduction to Statistics) may not enroll in MA 105. MA 105 will not replace MA 205 or BI 289 as a required course in the B.S. in Biology. Successful completion of this course fulfills the Pine Manor College quantitative reasoning requirement.
  • MA 108 Algebra II:  This course includes the study of polynomial and rational expressions, radicals, systems of equations, quadratics, and functions. Emphasis is placed on problem-solving using algebraic techniques and practical applications. This course fulfills the Pine Manor College quantitative reasoning requirement.
  • MA 110 Precalculus:  In this course, students explore the basic concept of functions and relations. Topics covered include the properties and graphs of linear, quadratic, polynomial, exponential, logarithmic, and trigonometric functions. This course is strongly recommended for students planning to major in education or science.
  • MA 115 Calculus I:  Students are introduced to the concepts of limits, continuity, differentiation of algebraic and trigonometric functions. The discussion of each of these topics includes the practical application of the mathematical concepts studied. Students have the opportunity to use graphing calculators to help create models and make reasonable predictions. Fall. Prerequisite: Grade of C or higher in MA 110 or permission of Math Program Coordinator. Group: III and QR
  • MA 116 Calculus II:  Methods of integration are introduced. Other topics include differentiation and integration of inverse trigonometric, exponential, and logarithmic functions and improper integrals.
  • MA125 Mathematical Problem Solving (2 credits):  Has typical school math left you disinterested in the topic? This course may be for you. In this class you will be working alone and with classmates to solve open-ended problems in various ways. We will share our solution methods with each other and compare them.
  • MA130 Money Matters: Financial Literacy (2 credits):  Not sure how to make your money work for you? In this class, we will work on important financial skills like, budgeting, investing, paying taxes, understanding your paycheck (deductions), and deciding whether to take on debt and thinking about how to manage it. (MA125 and MA130 must be taken together to fulfill the QR requirement).
  • MA 205 Introduction to Statistics:  The fundamentals of descriptive and inferential statistics, including the normal distribution, sampling distributions, estimation, hypothesis testing, analysis of variance, chi-square tests, and linear correlation and regression. Students learn to use statistical software. Each student completes an independent project involving the collection, presentation, and analysis of data
  • PY 340 Research Design and Applied Statistics:  This course introduces students to research methods and statistics used to answer questions posed in applied settings. The basic principles of research design including the posing of hypotheses, development of operational definitions and research measures along with selection of appropriate statistical analyses will be taught with the aim of applying these skills in a real world setting. Using a community-based research model students are partnered with community members to design a research proposal to answer questions posed by the community. Students learn various research designs, data collection techniques and appropriate statistics to develop a proposal to be carried out in PY 341: Community Based Research Practicum. There is a weekly two-hour lab.
  • SPS 381 Methods of Social Research (S-L):  This course introduces students to research methods and statistics used to answer questions posed in applied settings. We will examine the nature of social science research and describe the methods that set it apart from our more common sense attempts at human inquiry, such as including the posing of hypotheses, development of operational definitions and research measures. Using a community-based research (CBR) model students partner with community organizations to design a research project that answers questions posed by the partner. Students learn various research designs, data collection techniques and build knowledge of descriptive statistics. The research proposal is carried out in SPS 382: Practice of Social Science Research. Fall. Prerequisite: Any one of the following: SO101, PS111, PS125. Group: II (for students who entered prior to Fall 2016).  

  • Signature Courses 

    Signature Courses are courses designated for the General Education curriculum and define the PMC brand.  They seek to unite undergraduates in the exploration of compelling topics that span disciplines and challenge our existing ideas about the world we live in. These courses highlight Pine Manor’s particular strengths in promoting active interchange between faculty and students through engaging in experiential learning. They are designed to facilitate students’ intellectual curiosity and success outside the classroom as well as develop skills for their careers.  Signature courses are meant to promote breadth of knowledge about the social and natural world, and key skills in analysis, literacy, and numeracy. Signature courses are designed as courses focusing on skills in reading, writing, discussion, critical thinking, cultural awareness, and group work

    Signature Courses adhere to the following criteria:

    1. Prompts awareness of interdisciplinary connections between different areas of study (Ideas Courses are specifically designated as interdisciplinary)
    2. Incorporate experiential learning
    3. Address each of the 4 General-Education Core Competencies (Communication, Critical Thinking, Collaboration, and Citizenship)
    4. Challenge existing ideas about the world we live in   



      Distribution Requirements for Students Entering Prior to Fall 2016 

         

      Students will demonstrate learning that encompasses a Breadth of Knowledge of the Contemporary World and Its Roots. In order to familiarize students with a range of approaches and ways of understanding the complexities of the contemporary world and its roots, students shall, by the end of senior year, demonstrate breadth of knowledge by having taken any two courses of their own choosing (excluding exceptions as noted), from each of the four groups described below. The student must select eight courses, two from each of the four disciplinary groups. Each course must have a unique disciplinary designation. Required Composition or required Mathematics courses may not satisfy this outcome. Courses in a student’s major may be counted. Students may select any of the courses currently in the Pine Manor College curriculum to address this requirement, as long as they meet the criteria described above and are 4-credit (or paired, 2-credit courses, such as Dance 101/102).

         

      Group I: Humanities
      Courses in Group I familiarize students with cultural landmarks and with close contextual and critical analysis of artistic, literary, linguistic, or philosophical work. Included are courses in Art History, English (except EN 100), French, Humanities, Philosophy, Religion, and Spanish.

       

      Group II: Social Sciences
      Courses in Group II study human beings in a social order: how societies evolve, social processes, and the institutional and legal frameworks of a society. Included in Group II are courses in Accounting, Anthropology, Early Childhood Education, Economics, Education, Finance, History, Management, Marketing, Political Science, Sociology, and Social and Political Systems.

       

      Group III: Natural and Behavioral Sciences
      Courses in Group III introduce the student to science as a discipline, expose the student to the scientific method, teach problem-solving techniques, and require the use of analytical and/or quantitative thinking. To fulfill the Natural and Behavioral Sciences requirement, students must complete at least one 5-credit course with a laboratory component and any other Group III courses. Group III includes courses in Biology, Chemistry, Mathematics, Physics, and Psychology.

       

      Group IV: Arts and Communication
      Courses in Group IV expose students to ways of communicating ideas, observations, beliefs, and feelings. Each field of study seeks to express content through its own unique form. Creativity, aesthetics, and technique are fundamental to each field. Courses in Communication, Dance, Music, Theatre, and Visual Arts fulfill Group IV requirements.

         

      IDS (Interdisciplinary Knowledge)
      Students must also select a ninth course that has been designated by as supporting learning that explicitly crosses and combines more than one traditional field of inquiry. These courses may be designated directly as interdisciplinary (IDS), or have a dual designation (e.g., EC/PS). They also include courses in Women’s Studies (WS), and other specific courses on a list approved and updated periodically. See the listing of Interdisciplinary Courses in the Courses section of the catalog.

         

      First Year Seminars
      All incoming first-year students are enrolled in First Year Seminars, which take place each fall. These required one-semester courses carry four credits and focus on a variety of topics and activities designed to foster successful academic and social transition to the college. Seminar instructors will also serve as first-year advisors for students in their class and throughout the first year. Seminars topics may change from year to year. 

         

      English Writing/College Composition
      Every student must complete the English Writing/College Composition sequence with a passing grade of C or higher or satisfy the requirement through a portfolio of work.

         

      Quantitative Reasoning
      Students are required to demonstrate competence in Quantitative Reasoning through the college assessment process or successful completion of a designated QR course.