English 
Overview
Career Opportunities
Admissions/Requirements
Curriculum
You know that an associate degree is the first critical step towards the best career options, and that getting one can be a convenient and affordable way to move ahead. And if that degree is the William Woods University associate degree in liberal arts, it can be even more than that.
William Woods University offers an associate degree that exposes you to the university’s rigorous general education curriculum, with courses that have been formatted at an accelerated pace to get you on track toward a new career and continued education faster.
The associate degree in liberal arts also exposes you to an extraordinary academic community comprised of expert faculty members who will engage you, care about your academic goals, and encourage you to collaborate with your peers for a more in-depth, interactive learning experience. This program can be the beginning of a relationship with some talented and unique mentors, one that will continue to flourish long after you’ve finished your 61 credit hours of study and earned your degree.
An associate degree is the first rung in the ladder for many jobs. It can give you the edge in hiring and salary for entry-level positions in the business world. As such, it can help you support yourself as you reach for the next rung — the bachelor’s degree. Completing 61 credit hours of prescribed general education fulfills the requirements for admission into any of our degree-completion programs and meets William Woods University’s general education requirements.
As a student in our Associate of Arts program, you can expect to be introduced to new ideas and challenge your understanding of the world around you. This solid academic foundation earns you a degree that will benefit you in the workplace. It is also the perfect first step toward a bachelor’s degree. In many areas of study, the associates of arts degree will count as half of your bachelor’s degree requirements.
We are confident that you will gain the necessary skills to think creatively and critically, will use logic to increase your ability to reason, will change your view of social behavior and will embrace culture.
But that’s not all you will gain. In addition to the core credits, you select 18 hours of electives enabling you to tailor your associate’s degree to your unique interests.
Liberal Arts (A.A.) – 12 Credits
The Liberal Arts (A.A.) is a 60-hour degree rooted in the University’s General Education curriculum.
| Students learn to summarize and critique the ideas, theories, and arguments found in college level academic and non-academic articles. Basic research skills and critical thinking skills are also components of the course. Furthermore, the student will recognize the ways in which plagiarism may be prevented through appropriate and accurate documentation of source material. Prerequisite: English ACT 19-27 or ENG 099 credits: | English Composition I - W | 3 |
| Students learn how to draft, revise, and edit multiple-source papers that have reflective analysis, sound argumentation, clear organization, well developed paragraphs, and correct sentences. Furthermore, students will recognize the ways in which plagiarism may be prevented through appropriate and accurate documentation of source material. Prerequisites: ENG101 credits: | English Composition II -W | 3 |
| Students will study the elements and principles of composition as applied to two-dimensional and three-dimensional forms. A wide range of materials and techniques will be covered. For non-art majors. (Lab fee) credits: | Basic Design -X | 3 |
| Treats major topics in the arts for non-majors with an emphasis on techniques of artistic production, analysis of form and content, an historical perspective, and a critical study of artistic perception. credits: | Art Appreciation -X | 3 |
| This course surveys some of the most significant works of art in sculpture, architecture, fiber arts, and painting. Regions covered include Asia, Africa, Oceania, and the Americas, from prehistoric time periods through the present, using text readings, research, power point presentations, and individual works. The art and architecture will be used as examples of stylistic differences as well as documents of their time and place to reflect the history, politics, religion, and geographic location of the various cultures. Familiarity with these works helps students understand the motivation behind the creation of art throughout history and the role of art in each particular culture. This will further inform the way in which the function of art has changed over time. credits: | Art Through the Ages -U | 3 |
| This course focuses on the dynamic practice between the creative power of the arts and the strategic planning of activism. Students will survey existing theory on artistic activism and analyze social movement case studies as a basis for an informed perspective. Students will then learn how to create images digitally that rouse emotion with an emphasis on bringing about social change. This course is intended for anyone, whether they have an art background or not, who wishes to better understand and participate in the arts, activism, and social change. credits: | Art and Activism | 3 |
| A straightforward, fundamental approach to managing a small firm. Students will organize, interpret data and show the proper procedures in planning, operating, directing, and evaluating a new small business. credits: | Entrepreneurship | 3 |
| Formulate and develop the business/management communication process and its functions in a business environment. All types of business communications will be analyzed, practiced, and assessed credits: | Business Communications | 3 |
| An investigation of management concepts with an emphasis on the four basic managerial functions of planning, organizing, leading, and controlling, including the application of decision making, group dynamics, communication, and the business environment. credits: | Principles of Management | 3 |
| This course is an introduction to the nature, method, and scope of economic analysis regarding the macroeconomic performance of nations. Indicators of a nation’s macroeconomic performance include the economic growth rate, the tendency toward inflation, and the level of unemployment. This course introduces students to the process of monetary and fiscal policy, and also introduces students to each policy’s impact on national economic performance. Students also are introduced to the nature of global trade and economic development. credits: | Macroeconomics -Q | 3 |
| Designed to introduce the student to the area of oral communication with exercise covering the various phases. credits: | Intro To Speech Communication -O | 3 |
| This is a course of discovery. Though the analysis of a particular kind of communication – argumentation – we will attempt to reveal the means of persuasion available to those who wish to influence others. credits: | Logic and Persuasion -i | 3 |
| This course examines communication in interpersonal relationships. There is a balance between theoretical and practical approaches. credits: | Interpersonal Communication | 3 |
| In this course we will look closely at the ways gender is communicated within various cultural and institutional settings (how we come to know what it is to be a woman or a man), the multiple ways humans communicate within and across gender lines (how we express ourselves as gendered individuals and why we do it many different ways), and the relationships of the two. credits: | Gender Communications | 3 |
| This course will examine digital forensics as it relates to both civil and criminal investigations. Topics include best practices in securing, processing, acquiring, examining and reporting on digital evidence as well as an examination of software programs such as Encase™, which is often used in digital investigations. credits: | Digital Evidence and Forensic Investigations | 3 |
| This course will focus on the fundamental principles of information security management from a systems perspective. While other courses will provide the deep dive into specific areas of security, this course will serve as an exploration into the varying principles of systems-level information security management that are employed to achieve secure solutions. credits: | Introduction to Cybersecurity-Q | 3 |
| The laws and policies dealing with cybercrime, cyber warfare and privacy will be explored and analyzed. Ethics in cybersecurity will also be reviewed with a focus on international perspectives. Prerequisites: CSS 210 and MIS 250 credits: | Cybersecurity Law & Ethics | 3 |
| Through digital collaboration, this course will introduce the student to Web 2.0 tools by integrating and utilizing these tools in a business settings. Students will examine the theory of online business, simulations and other pedagogical implications while considering the social, interpersonal, cultural and technical implications of Web 2.0 in a business sense. (Students will be required to have Webcam & mic/headset) credits: | Cloud Computing-Q | 3 |
| In this course we will look closely at the ways gender is communicated within various cultural and institutional settings (how we come to know what it is to be a woman or a man), the multiple ways humans communicate within and across gender lines (how we express ourselves as gendered individuals and why we do it many different ways), and the relationships of the two. credits: | Gender Communications | 3 |
| A study of the origins, development, and principal doctrines of the major living religions of the world. Primary focus is on: Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, and Islam. credits: | World Religions -U | 3 |
| This course focuses on the ways in which diversity, intersectionality, racism, and oppression shape human experiences and identity development; affect equity and inclusion; and influence social work practice across systems. Students will explore related topics, including White supremacy, White privilege, power, poverty, marginalization, and alienation. Students will be introduced to cultural humility and anti-racism, as they learn to use critical reflection, self-awareness, and self-regulation to identify and manage their personal values, beliefs, and biases. credits: | Introduction to Diversity and Intersectionality -i | 3 |
| Functional skills approach for beginning students, focusing on developing the ability to communicate as well as an awareness and appreciation of Hispanic culture. credits: | Elementary Spanish I -U | 3 |
| Further development of communication skills. Continued study of Hispanic culture, new linguistic structures, and vocabulary to enable students to express and defend opinions, to narrate, and to describe. Prerequisite – SPA 101 or 2 years of high school Spanish. credits: | Elementary Spanish II -U | 3 |
| This course addresses various aspects of multiculturalism and cultural diversity such as culture, race, ethnicity, gender, class, religion, language, age, and exceptionality. By examining these micro-cultures, students will understand and use this knowledge to meet individual student needs and address cultural differences effectively in the classroom. Concepts and strategies for teaching different cultural, racial, and ethnic groups, including English language learners, are included. credits: | Multicultural Education -U | 3 |
credits: | Educational Technology | 3 |
| A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness. credits: | Exceptional Child | 3 |
| This course is a comprehensive overview of the foundations of education in the United States. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically includes a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process. The nine Missouri Teacher Standards will be integrated, and used as a guide, throughout the course. credits: | Foundations of Education | 3 |
| Students identify and interpret the narrative, visual, and genre conventions of classical Hollywood style. Additionally, students identify and interpret the defining characteristics of the major American film genres. Prerequisite – ENG101 credits: | Film Genres -Q | 3 |
| Creative Writing is considered from aesthetic and structural perspectives: students read and discuss contemporary writing in poetry, fiction, creative non-fiction, and/or drama; develop their expressive writing skills through writing assignments; discuss and evaluate concepts related to the aesthetic challenges writers face. Prerequisite – ENG101 credits: | Introduction to Creative Writing -X | 3 |
| Students are introduced to the major genres of literature (fiction, poetry, and drama), as well as their attendant forms, conventions, and contexts. Students are also introduced to techniques for interpreting, analyzing, and commenting on literature, using the vocabulary of literary studies. Prerequisites: ENG101 credits: | Introduction to Literature -Q | 3 |
| Writing With Style is an intermediate level class that pushes students to further develop their skills in creative writing, academic writing, and workplace writing. In a semester divided evenly between these different writing styles, students will use elements of the different writing styles to draft substantial original compositions. They will develop vocabulary and strategies to enhance written work in varied environments. Prerequisite: ENG102 credits: | Writing with Style | 3 |
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| This course provides students with a general knowledge of contemporary concepts, job duties, and responsibilities associated with managing the human resources function of an organization. Topics include understanding the role and responsibilities of human resource professionals, conducting job analyses, developing, and understanding the importance of job descriptions, motivational theories, and how human resource professionals can both influence and impact organizational culture. credits: | Introduction to Human Resources | 3 |
| In this course, students will explore key talent management challenges faced by modern organizations. This includes ways to manage organizational talent in alignment with business strategy and develop, engage and retain key talent within the organization. credits: | Talent Management | 3 |
| This course introduces students to career development theories, occupational education and the organization of career development programs. Students will also explore the relationships between lifestyle and the workplace. credits: | Career Development | 3 |
| This course analyzes the relationship between management and the workforce. The perspective of employers, employee and employee representatives will be analyzed across a variety of issues found in the modern workforce. Areas of consideration may include compensation, benefits, job classification, legal principles of the employment relationship and training and development. Additionally, students learn how to deal with contemporary issues confronting the employer/employee relationship. credits: | Management and Labor Relations | 3 |
| This introductory course will examine crime in America with a focus on the role of police, courts, and correctional institutions. Students will consider the balance between freedom and security issues and evaluate the strengths and weaknesses of the American justice system as it adapts to cultural, political, and societal changes. credits: | Introduction to Criminal Justice | 3 |
| An introduction to the American legal system including sources of law, the court systems and fundamental legal principles in several substantive areas of law. credits: | American Legal System -Q | 3 |
| This course takes a critical look at codes of ethics that guide the legal profession and contemporary moral and ethical problems that comprise much of the debate over current legal issues such as abortion, euthanasia, and capital punishment. These topics are examined thought the lens of various ethical theories including utilitarianism, categorical imperative, divine command theory and cultural relativism. credits: | Law, Ethics and Morality -U | 3 |
| This course focuses on the ways in which diversity, intersectionality, racism, and oppression shape human experiences and identity development; affect equity and inclusion; and influence social work practice across systems. Students will explore related topics, including White supremacy, White privilege, power, poverty, marginalization, and alienation. Students will be introduced to cultural humility and anti-racism, as they learn to use critical reflection, self-awareness, and self-regulation to identify and manage their personal values, beliefs, and biases. credits: | Introduction to Diversity and Intersectionality -i | 3 |
| This course introduces students to a variety of leadership concepts and serves as a foundational course for more advanced study in leadership. Topics include but are not limited to motivating others, management communication, training and development, team building and improving leadership qualities within each person. credits: | Concepts in Leadership | 3 |
| In this course, students will develop perspectives on leadership in the organizational context. They will examine the models and theories of leadership with reference to organizational vision, goals, strategies, culture, and ethical standards. They will learn leadership practices to support and enhance organizational effectiveness and efficiency. Through case studies, reflective and experiential projects, they will develop the leadership skills required to effectively lead individuals, groups, and teams. Students will build a sound grasp of leadership knowledge and competencies that they can apply to actual, real-life organizational and business problems. credits: | Introduction to Organizational Leadership | 3 |
| In this course, students will develop their ability to lead in complex, dynamic and often fast-changing environments. Students will analyze leadership as it is practiced and evaluate the personal dangers leaders often face when they practice leadership. This course is based on the research of Ronald Heifetz, Dean Williams and Marty Linsky. credits: | Adaptive Leadership | 3 |
| The course will cover the principles needed to create and lead effective teams. Students will generate, compare and assess effective team interventions to produce high achieving teams in organizational settings. Topics covered in this course include stages of team development, identifying and assigning appropriate human capital to teams, team culture and alignment to corporate culture, ensuring team productivity through effective and timely leader interventions and team disbandment. credits: | Leading Teams | 3 |
| An introduction to the field of political science, including a review of political institutions, political action, theory and practice. The American system of Government will be emphasized. credits: | Politics and Government -X | 3 |
| An introduction to the American legal system including sources of law, the court systems and fundamental legal principles in several substantive areas of law. credits: | American Legal System -Q | 3 |
| This course takes a critical look at codes of ethics that guide the legal profession and contemporary moral and ethical problems that comprise much of the debate over current legal issues such as abortion, euthanasia, and capital punishment. These topics are examined thought the lens of various ethical theories including utilitarianism, categorical imperative, divine command theory and cultural relativism. credits: | Law, Ethics and Morality -U | 3 |
| This course will introduce you to the use of critical thinking skills to understand and evaluate political speech and action. The course will be structured around the political principles contained in the Declaration of Independence and the United States Constitution. We will use the tools of critical thinking to engage in analysis and discussion of concepts contained in these documents including the meaning of justice, liberty, equality and freedom. We will then critically evaluate the use of these terms by current political figures and organizations by looking at political speech, proposals, platforms and actions that utilize these terms. credits: | Critical Thinking About Politics -i | 3 |
| An introduction to psychology as a scientific discipline surveying the biological basis of behavior, motivation, learning, sensation, perception, memory, thinking and language. credits: | General Psychology I -U | 3 |
| An introduction to psychology as a scientific discipline surveying interpersonal behavior, personality development, intelligence, psychopathology, assessment, treatment, and research methodology. credits: | General Psychology II -Q | 3 |
| The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare. credits: | Child and Adolescent Development | 3 |
| The purpose of this course is to provide students with an understanding of how the social world affects individuals’ lives. Students will learn key theories that explain the power of a situation in shaping our thoughts, attitudes, and behaviors. Course issues include perception, prejudice, attitudes, conformity, group dynamics, attraction, aggression, and prosocial behaviors. Students will be expected to apply social psychology theory to social situations. Prerequisite – PSY102 or PSY105 credits: | Social Psychology | 3 |
| This introductory course will examine crime in America with a focus on the role of police, courts, and correctional institutions. Students will consider the balance between freedom and security issues and evaluate the strengths and weaknesses of the American justice system as it adapts to cultural, political, and societal changes. credits: | Introduction to Criminal Justice | 3 |
| An introduction to psychology as a scientific discipline surveying the biological basis of behavior, motivation, learning, sensation, perception, memory, thinking and language. credits: | General Psychology I -U | 3 |
| An introduction to psychology as a scientific discipline surveying interpersonal behavior, personality development, intelligence, psychopathology, assessment, treatment, and research methodology. credits: | General Psychology II -Q | 3 |
| This course focuses on the ways in which diversity, intersectionality, racism, and oppression shape human experiences and identity development; affect equity and inclusion; and influence social work practice across systems. Students will explore related topics, including White supremacy, White privilege, power, poverty, marginalization, and alienation. Students will be introduced to cultural humility and anti-racism, as they learn to use critical reflection, self-awareness, and self-regulation to identify and manage their personal values, beliefs, and biases. credits: | Introduction to Diversity and Intersectionality -i | 3 |