Experiential course teaches female students to become proficient in basic self-defense techniques that are easy to learn, easy to retain and easy to execute in high stress situations and to help them identify potential threats, development barrier strategies, and improve physical fitness.

Experiential course taught in the TWU fitness center teaches students how to train themselves. It teaches basic exercise science, training fundamentals, lifting techniques, and individualized program design. In addition to a short group teaching session, each class students will perform their own workouts while tracking their progress with training logs and evaluating their results at the end of the course.

Experiential course provides students with a moderate training program designed for beginning runners to achieve manageable goals with minimal risk of injury culminating with a 5k fun run. This walk/run program strives to runners reach these goals while growing in an understanding of a healthy lifestyle that will support their endeavor of running. Good training shoes and basic training clothes are mandatory to participate since training will take place outside, rain or shine. A sports watch is helpful to have as well.

Self-directed study designed to meet the criterion for a one credit HKIN activity course if required for graduation. This course is for students who have completed 100 credits and due to special circumstances are unable to take one of the activity courses offered. The self-directed physical activity program must total 24 hours of physical activity over a minimum of eight weeks and with the following three basic components: cardiovascular activity, strength, and flexibility exercises. Ten of the hours must be overseen by a certified supervisor.

This course uses reading, discussion, and student presentations to examine the ways that historians have conceptualized the Atlantic World and those who people it. It considers the very idea of the Atlantic system as a framework for historical study and the ways in which various historiographical and methodological approaches have affected the way we understand the people and events of the Atlantic basin.

This course examines in detail the background and development of Christian thought and life in the period spanning the Apostolic Fathers through to the Council of Nicaea (325). Particular attention is paid to how the early Christians understood themselves, how they interpreted their religious tradition and related it to their religious experience, and how they defined their own purposes. This course seeks to contextualize pre-Christianity in its diverse expressions.

During the twentieth century, it became clear that the majority of Christians worldwide were not Europeans or North Americans but Latin Americans, Africans, and Asians. Some observers interpret this as a major shift in the very nature of Christianity but others view it as the renewal of what is essentially a non-Western religion. Instead of representing an entirely new development, they see the twentieth century growth of Christianity as a return to the history of Christianity before 1200- 1400 AD when Europe developed as its dominant heartland.

This course examines the period of transition and turmoil in European history, from approximately 1360 to 1550, known as the Renaissance. As the cultural synthesis of the high middle ages was crumbling, poets, philosophers, artists, architects, theologians, and statesmen in search of a fresh model for society rejected the late medieval scholastic worldview and embraced a new educational program, the studia humanitatis, based on a re-evaluation and revival of classical culture.

Students examine, through readings, discussion, and student presentations, the way that men and women in Europe circa 1300 to 1700 embraced alternative religious beliefs, some of which were accepted and domesticated by the Catholic or protestant institutional churches, while others were rejected and persecuted as heresy and/ or witchcraft by both. Students also evaluate different historiographical and methodological approaches to the study of heterodoxy.

Under the direction of a supervisor, students who do not do a thesis, research and write a major paper of approximately 10,000-15,000 words in length.