Course Directory

University Honors Program Fall 2007 Courses

48C:001:21 Oral Communications

Class List

200:030:10 Dynamics of Human Development

010:196:13 Seminar:Making and Understanding the Video Essay

Liberal Arts Core

010:159:36   Medicine, Morality & Society: The Social Construction of Health & Illness with Dr. Kent Sandstrom, 12:30-1:45 TTh

**Fulfills Liberal Arts Core requirement for Category VI - Capstone (Junior standing )

Course Description: This course will have a highly interactive, seminar-based format and it is designed to address the following questions:

1. What is health? What is illness? How do doctors, scientists, and laypeople distinguish   between these two concepts? How are they influenced in this process by larger social, political, economic, and technological forces?
2. How and why can illnesses be seen as social constructions? What social conditions foster various types of illnesses? Which illnesses tend to acquire threatening moral and political meanings? How and why do they acquire such meanings? What implications does this have for those who experience these illnesses and for their communities?
3. How do social factors such as race, class, gender, and sexuality become salient in the social construction of illness? Also, how do these factors shape the personal experience of illness?
4. How and why has medicine become such a powerful instrument of social control in the 21st century, particularly in Western societies? Why is it increasingly serving this function in contemporary America ? What implications does this have for our own   understandings of illness, morality, deviance, and health?
5. What will health, illness, and medicine look like as the 21st century unfolds? What “diseases” and health threats will be most prominent? Why? How will these “diseases”   be publicly defined and addressed? What related dilemmas in medical care, prevention, and/or education will arise? What impact will this have upon our social and political relationships?
6. What is death? What are its key causes in our society? How has the nature and experience of death changed in recent decades? What are the central features of the dying process? What are the problems and limitations of popular models of this process? What forms of identity work do people engage in as they cope with dying? For instance, how and why do they construct and embrace post-mortal identities?

Professor Biography: Kent Sandstrom is Professor of Sociology in the Department of Sociology, Anthropology, and Criminology. He has taught at UNI for thirteen years and he has received the University's Outstanding Teaching Award and Distinguished Service Award. Prof. Sandstrom has published five books and dozens of articles on a wide range of sociological topics. Most recently, his research has focused on the identity and emotion work engaged in by persons living with HIV/AIDS. Prof. Sandstrom regularly teaches courses on social psychology, health and illness, deviance, and freedom and community. Before becoming an academic, he was employed as a community organizer and a social worker. If you would like to learn more about his background and teaching philosophy, please visit his website at www.uni.edu/sandstro .

400:001:05   Introduction to Psychology with Dr. Catherine DeSoto, 1:00-1:50 MWF

**Fulfills Liberal Arts Core requirement for Category VB

Course Description: Psychology is the scientific study of human behavior. Introduction to psychology is a good choice for students interested in understanding the processes that underlie human behavior. This course will be a study of what research has, and has not, told us about human behavior, and an understanding of the methods used to study human behavior will be emphasized through out. Brain function, learning, society and genetics are studied in terms of their influence on human behavior. The nature of memory, language and human development are considered. While the course emphasizes normal human behavior, there is some coverage of psychopathology. Class periods will usually involve statements by the instructor and a period of note taking. Class participation is encouraged! Sometimes, a video may be shown to stimulate class discussion. At the end of some classes there will be a quiz over that day's lecture. Quizzes will sometimes be in the format of a small-group composed essay. Students will illustrate their understanding of topics by composing an essay during tests, and written work will be carefully graded with substantive feedback.

Professor Biography: Before joining the psychology faculty at the University of Northern Iowa , Dr. Catherine DeSoto was at the University of Missouri (Ph.D., 2001). Her principal area of research involves investigating the influence of hormones on both normal behavior and the expression of psychopathology. She is broadly interested in how brain function affects behavior, and has done research involving various brain imaging techniques, including ERP's, optical imaging and MRI. She has authored seventeen publications and has received a Young Investigator Award. Her research findings on Estrogen and Borderline Personality Disorder have appeared in Science magazine. Secondary areas of interest include mathematical development and mathematical disabilities, neural investigations of the Stroop effect and language development. Website: www.uni.edu/desoto

48C:001:21   Oral Communication with Dr. John Fritch, 11:00-12:15 TTh

**Fulfills Liberal Arts Core requirement for Category IB

Course Description: This course is a survey course designed to assist the student in discovering how verbal and nonverbal communication messages function in a variety of settings (i.e., intrapersonal, interpersonal, group, and public contexts). By studying the process of communication and applying communication theory and principles to diverse real-life situations, they will have opportunities to practice and analyze communication skills in various communication contexts. In order to do this, this course involves both written and oral assignments throughout the semester.

Students in the fall honors section will be expected to do in-depth research and critical analysis work for their assignments. The class will be organized around critical discussion and presentation of current events and issues to increase their thinking and presentation abilities as both producers and consumers of communication.

Professor Biography: Dr. Fritch is associate professor and head of the Department of Communication Studies.

520:020:04   Our Musical Heritage with Diane Vallentine, 11:00-12:15 TTh

**Fulfills Liberal Arts Core requirement for Category IIIA

Course Description: “OUR MUSICAL HERITAGE” explores music within the context of evolving Western culture, ca. 400-2000, and examines the basics of music fundamentals, vocabulary, historical periods, genres and composers. Our current styles of music have taken a very predictable and logical course of development and we will observe these changes from the earliest times through the 20 th Century. Even though this class concentrates on classical styles of music, this course is designed to enhance your general musical knowledge and to help you become a more perceptive and critical listener of any musical style. Emphasis will be placed not only on learning musical concepts but how these concepts apply to “real-life” experiences. Participation in related activities will enhance the student's knowledge and perceptions of musical performance practices, composing music, “behind the scenes” scenarios, etc.

Professor Biography: Diane Vallentine is an adjunct faculty member in the School of Music at the University of Northern Iowa where she has taught courses in music theory, saxophone and the Liberal Arts Core. She holds a Master of Music degree in Theory with an emphasis in Composition from the University of Kentucky and earned undergraduate degrees in Music Theory/Composition and Music Education at Southeast Missouri State University .

Professor Vallentine feels that it is important to present course materials in a manner in which the students are able to relate the subject matter to their own lives through meaningful learning experiences. Students will continue to be able to apply these concepts after completion of the course. The amount of effort and personal initiative a student is willing to put into the learning experience, inside and outside the classroom, directly relates to how much they gain from the class.

620:031:10   Introduction to Literature with Dr. Julie Husband, 2:00-3:15 TTh

**Fulfills Liberal Arts Core requirement for Category IIIB and IA

Note: Students who complete this writing-enhanced course will be able to satisfy Liberal Arts Core requirements in two categories: IIIB (Literature, Philosophy, or Religion) and IA ( Reading and Writing).

Course Description: One common image we have of the writer is that of a lonely figure scribbling or typing in an austere attic, isolated from the distractions and trivialities of the busy world below.  Likely you have been taught in the past that Nathaniel Hawthorne, Emily Dickinson, J.D. Salinger and others were such ultra-sensitive, introverted types.  I want to challenge this image of the writer by focusing on several literary movements, groups of writers and artists committed to formal and philosophical changes in American culture.  These writers shared their work in manuscript form, debated ways to make literature and art more vital, and often engaged in social protests.  Rather than the lonely garret, they worked in literary salons, in raucous cafes, and in crowded communes.  While there are many such counter-cultural movements, we will be focusing upon four:  the nineteenth-century transcendentalists, the Harlem Renaissance writers of the 1920's, the Beats of the 1950's, and the members of the Iowa Writers Workshop in the 1980's and 90's.

We will pay particularly close attention to the writing processes and stylistic choices of the writers we read, selectively adopting or adapting some as our own.  Thus, in addition to writing academic essays, we will be experimenting with short fictional sketches, poetry, and performances of dramatic material.  This section is smaller than other introduction to literature sections, making it possible for students to get to know one another well and consult one another on writing projects.  We will work together in a number of workshops designed to support student experimentation and to encourage rethinking and revision of papers.

Professor Biography: Dr. Husband is an Assistant Professor of nineteenth-century American literature.  She has co-authored a book with Jim O'Loughlin, Daily Life in the Industrial United States : 1870-1900 (Greenwood Press, 2004), and has published articles on Frederick Douglass, W.E.B. DuBois, the Lowell factory women, Lydia Maria Child, and Philip Roth.  Her recent work focuses upon the adaptation of anti-slavery rhetoric and icons to speak about northern class relations in the ante-bellum era, looking specifically at Lydia Maria Child, Nathaniel Hawthorne, the Lowell factory women, E.D.E.N. Southworth, and Frederick Douglass.

640:024:09   Religions of the World with Dr. Martha Reineke, 2:00-3:15 TTh

**Fulfills Liberal Arts Core requirement for Category IIIB and IA – (class in Honors Cottage)

Note: Students who complete this writing-enhanced course will be able to satisfy Liberal Arts Core requirements in two categories: IIIB (Literature, Philosophy, or Religion) and IA ( Reading and Writing).

Course Description: This course takes a thematic approach to the study of the world religions as students explore a question, “What is religion?,” through topics such as religious architecture, religious action (including life-cycle rituals associated with birth, adulthood, marriage, death), sacred objects, and personal religious change (e.g. the conversion experience). This course sets as its goal enabling honors students to actually use tools that scholars of religion employ to critically analyze the world religions. The course text will introduce the skills, selected essays will enable students to observe these skills employed by scholars of religion in the field, and student projects will get students out of the classroom and into “the real world” to use the tools of the scholar of religion in order to understand what humans are doing when they are being religious. This course incorporates varied writing assignments and active-learning pedagogy: small group work, projects, and discussion.

Professor Biography: I trace my fascination with religion to an incident that occurred when I was five years old and observed a fight between two boys in my neighborhood. One boy threatened another: “If you don't stop doing that, you are going to hell when you die.” I had no idea what he was talking about, but I knew from his tone of voice that hell must be a very bad place. I ran inside and asked my dad, “Where is hell?” My father, an “A” student in his college religion courses but a chemist by profession, sat down and gave me a brief history of hell. I was hooked! The images of hell fascinated me as did the many reasons people offered for believing in hell. From that moment on, I looked for other, equally intriguing ways in which humans expressed religious belief. My best friend from 7 th -12 th grade helped me with this project. Although I was active in a church, she did not recognize me as a Christian and spent six futile years trying to “save” me while I puzzled over her persistent desire that my religious beliefs mirror hers. My best friend eventually became a missionary and I became a professor of religion after completing an MA and Ph.D. at Vanderbilt University . In my teaching at UNI, I very much enjoy the opportunity to persuade students that of the many things humans do (e.g., live as families, work, use money, vote) among the most fascinating of human activities is their practice of religion. My particular interest as a scholar of religion is in the topic of religion and violence. The most central tools for my research are the mimetic theory of Ren é Girard and Lacanian psychoanalytic theory. I regularly share my research with students in two upper-level classes: “Why We Believe” (a psychology of religion class) and “Religion and Society.”

680:021:02    Humanities I with Dr. Jay Lees, 9:00-9:50 MWF

**Fulfills Liberal Arts Core requirement for Category IIA - (class in Honors Cottage)

680:021:07   Humanities I with Dr. Jay Lees, 10:00-10:50 MWF

**Fulfills Liberal Arts Core requirement for Category IIA - (class in Honors Cottage)

Course Description: This course surveys the development of Western Civilization from the ancient Hebrews to the beginning of the Renaissance in 1300.  We will survey the history and sample the literature of the Hebrews, Greeks, Romans, and finally of the various medieval European states.  The honors section will be conducted on the basis of active class participation.  Student presentations on a variety of subjects and discussions of issues and texts will augment formal lectures by the professor.  Also, each student will have at least one individual tutorial with the professor.

Professor Biography: The course is taught by Jay T. Lees of the history department. His specialty is medieval Germany . Lees teaches classes on English, German, and medieval history, as well as specialized courses on women in the Middle Ages, the Crusades, and Shakespeare as a historian. He is also one of the directors of the University of Northern Iowa Summer Study Abroad Program in Krakow Poland , where he teaches a course on the Holocaust, and the director of the UNI Sumer Study Abroad Program in Perugia , Italy , where he teaches a course on Sacred Space. Lees is a recipient of the University of Northern Iowa Class of 1949 Award for Excellence in Teaching, as well as a two-time recipient of the College of Social and Behavioral Sciences Award for Outstanding Teaching, and a recipient of an Apple Polishers Award from the Student Alumni Ambassadors.

680:022:11   Humanities II with Dr. James Robinson, 2:00-2:50 MWF

**Fulfills Liberal Arts Core requirement for Category IIA - (class in Honors Cottage)

Course Description: In this course, we study the great ideas that shaped Western civilization from the Renaissance and Reformation through most of the 18 th century, the Age of Reason (aka “the Enlightenment”). When dealing with the historical material, I emphasize those elements of the past most influential in shaping the present. These include the rise of capitalism, of science and of nationalism. Above all, we learn that events have causes and actions have consequences.

The class centers on both discussion and written material. The instructor strongly believes that student work should contribute to the development of the class as a whole. As a consequence, a good portion of the written assignments will be shared with fellow students via the Mailserv system. Students will be expected on occasion to come to class with a list of “talking points” that they intend to contribute to the discussion.

Texts we are using include: Spielvogel, Western Civilization , Vol. B; Shakespeare, Henry V; Machiavelli, The Prince ; Pope, Essay on Man ; Descartes, Meditations

Professor Biography: Though my scholarly background is in Asian religion, I have taught the Humanities sequence for over twenty years. I have long been interested in history and have reflected on whether or not there are certain patterns in the unfolding of human affairs. I have become convinced that history is about people and so the dynamics of history are the dynamics of the human psyche: love, fear, the quest for identity and above all, the quest for power.

680:121:03   Russia/Soviet Union with Dr. Kenneth Basom, 1:00-1:50 MWF

**Fulfill Liberal Arts Core requirement for Category IIB – (class in Honors Cottage)

Course Description: This course is an introduction to the rich and diverse cultures of Russia and the former Soviet Union . History and literature will be our primary windows into this culture because they have been crucial to Russian ideas of what it means to be Russian. We will also take music, film, geography, religion, the graphic arts and politics into consideration. The course will highlight the continuing conflict between Western influence and Russian distinctiveness. The influence of the many non-Russian cultures incorporated at various times into the Russian state will also be examined. We will read one of the most popular novels from the late soviet period, which happens to have been written by a non-Russian. There are many and diverse sources of Russian culture. Class discussion of films and readings will be an important part of the course. We may also take advantage of events on the UNI campus that are related to Russian culture (such as plays, films, lectures, and musical performances).

Professor Biography: I grew up near Washington , D.C. , and I guess that helps account for my chosen career as a professor of political science. The politics of other countries has long fascinated me. I have spent much of my career studying the politics of Eastern Europe and the former Yugoslavia . Nationalism and democratization have been two of my main areas of research. Through my research I have come to appreciate the importance of culture not only for politics but for all aspects of life. I do some of the old fashioned lecture format in my classes, but I try to keep it informal and jazz it up by impersonating various historical or imaginary characters. I enjoy using excerpts of films and sometimes entire films in my classes. I am increasingly relying on class discussions in my courses to allow students the opportunity to reflect on course material and try out ideas.

680:125:02   India with Dr. Louis Fenech, 10:00-10:50 MWF

**Fulfill Liberal Arts Core requirement for Category IIB

Course Description: The class begins by critiquing contemporary Euro-American ideas of India and her culture and traces such developments from the time of Alexander the Great. In the process we examine how later manifestations of this long fascination, especially as evinced in Star Trek, the Simpsons, and various other perpetrators of American ‘popular culture' chew up and spit out the concept of India providing ideas not really different from those of its predecessors. In so doing we examine India on the terms of those who live and have lived within the subcontinent. The course thus includes sections on literature and history, government, political economy, religion and culture.  

Professor Biography: Fenech enjoys Indian food especially Punjabi cuisine. He hopes his lecturing is as spicy as his culinary tastes. Trained as a historian of religion, literature, and culture (a dash of this, that, and the other) Fenech's courses reflect his interests. When he's not cooking Punjabi food he publishes works on those who live in the Punjab . These deal especially with Sikh history, religion, culture, and literature.

800:072:05   Introduction to Statistical Methods with Dr. Thomas Kline, 10:00-10:50 MWF

**Fulfills Liberal Arts Core requirement for Category IC

Course Description: The Honors Introductory Statistics course covers traditional topics from descriptive statistics, probability, and inferential statistics.  Students will be introduced to the thinking and methods involved in statistics that can be applied to real world applications.   Appropriate technologies will be used throughout the course.  Projects to apply the methods studied will be assigned.

Professor Biography: Dr. Thomas P Kline, B.S. Mathematics, M.A. C. & I., M.A. Mathematics, Ph.D. C & I, has taught mathematics and statistics for over 40 years; the last 21 years in the mathematics department at the University of Northern Iowa.  Research interests include calculator technology applied to education.

900:023:06   American Civilization with Dr. Barbara Cutter, 12:30-1:45 TTh

**Fulfills Liberal Arts Core requirement for Category VA – (class in Honors Cottage)

Course Description: This is an introductory level course designed to introduce you to some major themes in American society from the pre-Columbian era to the present. This course will not provide a simple chronology of events, but instead will explore how the politics, social movements, and technological developments of the United States were embedded in a broader stream of cultural values, popular prejudices, ideologies and semi-official mythologies. We will look at a number of key shifts in American society including the cultural contacts and conflicts that resulted from European colonization, the transition from a colony to a republic, from subsistence oriented economy to a market oriented society, from a rural nation to an urbanized one, from a pre-modern sense of human insignificance to a modern concept of humanism and individualism. In this class, we will try to puzzle out what these and several other transformations mean, both for our society and ourselves. Because this is an entry level course there will be some lecture, but there will also be a heavy focus on class discussion, which means students need to come to class prepared to be active participants.

Professor Biography: Barbara Cutter is an associate professor in the History Department. She got her B.A. in Russian Studies from Columbia University , and her Ph.D. in U.S History from Rutgers University . Her specialties are American gender, cultural and environmental history. She is the author of Domestic Devils, Battlefield Angels: the Radicalism of American Womanhood, 1830-1865 . She is currently working on a project exploring the rise of northwoods wilderness vacations in the U.S. and Canada from the 1850s-1920s.

Honors Seminars and Electives

200:030:10   Dynamics of Human Development with Dr. Suzanne Freeman, 2:00-3:15 TTh

**Partial Fulfillment of Level I of the Professional Education Requirements

Note: This is a 3-4 hour course. Students needing credit in 200:017 – Field Experience should register for 4 hours in 200:030 (do not register for 200:017). Those not needing field experience should register for 3 hours. The 3 credit hours for Dynamics of Human Development will be applied toward your Honors designation.

Course Description: This class is an introductory course in child and adolescent development.  We will focus on basic developmental principles and the manner in which genetic and environmental factors interact. Students will identify and describe the behavioral characteristics that are associated with physical, cognitive, social and emotional development of the child and adolescent.  We will examine and discuss how factors such as the family, peer group, school, and mass media act as facilitators or inhibitors of the development of children and adolescents.  Students will develop an appreciation for individual differences in human development and gain an understanding of the ways in which development is influenced by historical and cultural factors.

A primary goal of this class is to help students reflect on the context of development and learning including culture, community, school, class, and student characteristics.  Another goal is to help students develop some of the skills necessary for successful graduate and professional careers. The final objective is to facilitate the exchange of ideas. Each student has a unique experience related to child and adolescent development and the class will benefit from students sharing their experiences related to their experiences with child and adolescent development. Assignments will include more papers and student presentations than exams.

Professor Biography: Suzanne Freedman has been teaching in the Educational Psychology and Foundations Department at UNI since 1994. She received her Master's and Ph.D. in Human Development from the University of Wisconsin-Madison .  Professor Freedman teaches Dynamics of Human Development, Exploring Teaching, Psychology of Adolescence, Development of the Middle School Child, and a correspondence class on the Psychology of Interpersonal Forgiveness.  In addition to teaching, Professor Freedman conducts research on the psychology of forgiveness and how the process of forgiveness affects people who have been deeply, personally, and unfairly hurt.

Professor Freedman has three children- an 8 year old boy, a five year old girl, and a 7 month old girl, who all consistently contribute to her knowledge on child development.

010:196:13   Seminar: Making and Understanding the Video Essay with Dr. Scott Cawelti, 3:30-4:45, TTh

**3 credit hour seminar – Requires sophomore standing

Course Description: Overview: We will devote the semester to both studying and creating video essays using inexpensive digital cameras and editing software. Students will learn about the nature of this relatively recent form, as well as experience creating short nonfiction video essays that don't require extensive scripting. A wide variety of short and feature-length cinematic/video essayists will be examined, including Agnes Varda, Chris Marker, Morgan Spurlock, Barbara Sonneborn, and others, including student/amateur video essayists. Students will engage in planning, shooting, editing, and completing two or three short video essays on a variety of subjects. The ultimate goal of this seminar will be to help students understand the nature and value of images, both still and moving, for creating and conveying meaning that both enhances and transcends written and spoken language. My hope is that students will begin to add such images to their expressive “toolkit” and use them often in their academic and personal communications.

Format of student participation and evaluation: Students will discuss at length how video essays “work” when they succeed, and how they are distinct from conventional documentary and nonfiction forms. They will also learn a variety of production strategies, including composition, lighting, sound, and editing with the help of videographer and class consultant Scott Smith. Students will be evaluated by one extended paper on the video essay as well as on the quality of their presentations/video essays.

Professor Biography: Dr. Cawelti is a professor in the Department of English.

010:196:14   Seminar: Multidisciplinary Perspectives on the Holocaust with Dr. Stephen Gaies, 3:00-4:50, W

**2 credit hour seminar – Requires sophomore standing

Course Description: History books say that the Holocaust ended in 1945, but in many ways it is still with us. The unique tragedy of the Holocaust--the systematic, state-sponsored persecution and murder of the Jews of Europe by Nazi Germany and its collaborators--has been a subject of enormous interest in a broad range of fields and endeavors, including international law and diplomacy, history, ethics, psychology and psychiatry, and the arts. The Holocaust has also introduced new concepts to and posed new questions in these disciplines. This seminar will explore the Holocaust from a variety of disciplinary perspectives, and you will learn about the past and current relevance to those disciplines--and through those disciplines, to the public at large--of the Holocaust.

By the end of the seminar, I want you to feel that you have benefited from the reading you do and the discussions we have about that reading. “Benefiting,” though, may mean that your reading and our discussions leave you with more questions, not fewer: questions that you will feel compelled to investigate by doing more reading and more thinking. In addition, I hope that you will look at and respond to the world around you differently as a result of having explored the unique event that we call the Holocaust. To that end, each of you will be part of a four- or five-member team that will collaborate to develop a resource guide on a contemporary issue that can be viewed from one or different interdisciplinary perspectives on the Holocaust.

Professor Biography: Stephen J. Gaies is a Professor of English in the Department of English Language and Literature. For much of his professional career, he has specialized in applied linguistics and the preparation of teachers of English to speakers of other languages. These are the areas of most of his publications, including two books, Peer Involvement in Language Learning and Impact Grammar (co-authored with Rod Ellis) and numerous journal articles and research reports on second language acquisition, language testing, and language-teaching methodology. A former editor of the TESOL Quarterly (1984-1989), since 1982 he has served all over the world as a consultant on language education for the U.S. Department of State and other organizations. In recent years, his professional focus has shifted to Holocaust studies. He teachers a course in Holocaust literature each semester at UNI and will be teaching a course on the Holocaust in a UNI study abroad program in Poland this summer. He is the Co-Chair of UNI's Holocaust Remembrance and Education Program and the Program Chair of the 2007 Legacy of the Holocaust Conference, to be held in Krakow , Poland , in May.

010:197:01   Honors Thesis/Project with Jessica Moon, arranged

The Honors Thesis/Project is the final step towards earning a University Honors designation from the University of Northern Iowa . The thesis/project gives Honors students the opportunity to explore a scholarly area of interest with the guidance of a faculty member. It is intended to serve as the culmination of the Honors experience.

The thesis/project provides you with experience in research as well as an opportunity to demonstrate your knowledge and expertise. While the process may at times be challenging, it will also be rewarding. You will enhance your knowledge of the chosen topic and further develop your research or creative skills. The final product should leave you with a sense of pride and accomplishment for what you have attained.

Students wishing to register for Honors Thesis/Project must meet with Jessica to discuss course requirements and have their registration holds removed. Call Brenda at 3-3175 to make an appointment.

010:198:01   Honors Independent Study with Jessica Moon, arranged

The purpose of independent study is to provide students with an opportunity to participate in an educational experience beyond what is typically offered in the classroom. Students must be prepared to exercise a great deal of independent initiative in pursuing such studies. Honors students may receive independent study credit for research projects of their own or those shared with faculty members, certain internship opportunities, or some types of work or volunteer experiences.

Students wishing to register for Honors Independent Study must meet with Jessica to discuss course requirements and have their registration holds removed. Call Brenda at 3-3175 to make an appointment.