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BMMT 205 - Women in Business [GEUS]
Social and business conditions that support the entry of women to executive positions in business; career opportunities at the professional and executive levels of business.
Credit 3 hrs May not be repeated for additional credit
Grade Mode Normal (A-F) Course Rotation
Cross-Listed with
Class-Level Restriction Undergraduate standing
This course fulfills the requirement for General Education in the area of Perspectives of a Diverse World- U.S. Diversity , as it reviews the role of women in business from the perspective of the individual and the manager. It traces the development of women’s roles in the workforce starting with the dramatic influx of women in manufacturing during World War II. Then it looks at the changing social and business conditions from the 1960’s through today, which has added to the growing numbers of women workers. Laws enacted to eliminate gender discrimination in employment are reviewed, as well as legislation only applicable to women (such as with pregnancy). This course also examines masculine, feminine and androgynous management and leadership styles, and the unique work challenges faced by women of color. The challenges of global job assignments are reviewed, particularly as they relate to women in children, Lastly, the course introduces students to organizations that provide support for women pursuing business careers.
Notes -
Equivalent Courses BEDU 205, WGST 205, WMST 205
Updates Equivalent courses added 11/2017; Approved for GEUS 5/2013, effective Winter 2014; COT Reorganization 6/2014
Summer 2024 Course Sections
Fall 2024 Course Sections
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BMMT 250 - Personal Finance [GEQR]
The management of financial resources to satisfy personal or family goals. Budgeting, consumer credit, investments, insurance, real estate, wills and trusts, and income taxes. Students learn to make decisions within the context of a realistic consumer-oriented environment.
Credit 3 hrs May not be repeated for additional credit
Grade Mode Normal (A-F) Course Rotation
Class-Level Restriction Undergraduate standing
This course uses mathematical principles to solve real-life personal financial problems and teaches students to be smart consumers and prudent investors by using arithmetic, geometric, algebraic, probabilistic and statistical methods using the Microsoft Office application, Excel.
Personal money management is not a skill that many students possess entering college. It is a learned skill, and this course uses math basics and advanced applications to teach students how to make smart money decisions. Students will, for example, learn how to get the best value for their money when purchasing a car with an automobile loan. This is done using standard math formulas. Students will use different models to determine what type of investment strategy to follow, how to estimate and earn the best return on investments, and how portfolio changes or the federal funds interest rate can affect growth.
This course also teaches students how to read personal financial planning cases, identify the important components, analyze the situation on what mathematical model to apply, apply mathematical principles to the financial problem, and make recommendations on financial strategies.
At the end of the course, students will create a personal financial plan evaluating the three stages in their working life: early career, mid-career, end-career. They will incorporate course topics and make calculations, predictions and quantitative analyses on such areas as financial planning, money management, income and asset protection, and investments. The plan must include a discussion of the three statement model; the creation and inclusion of financial data for each life stage; a summary of the financial assumptions used to create the financial data; a demonstration of arithmetic, geometric, algebraic, and probabilistic methods used in the plan; alternative financial analyzes for each stage (for example, if a person is not working due to securing an advanced degree); the use of quantitative relationships using symbols, equations, graphs, and tables to present and summarize data; and a summary of the predicted outcomes what you have learned from your analysis.
As such, this course meets the outcomes for a course in the Quantitative Reasoning [GEQR] category of the General Education Program.
Notes -
Updates Approved for GEQR 4/2018, effective Fall 2018; COT Reorganization 6/2014
Summer 2024 Course Sections
Fall 2024 Course Sections
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CASI 206 - Culture and the Holocaust [GEGA]
Culture and the Holocaust is an interdisciplinary examination of the Holocaust, the systematic murder of more than six million Jews, Slavs, Gypsies, homosexuals and others judged politically and racially undesirable by the Nazi regime of Adolf Hitler.
Credit 3 hrs May not be repeated for additional credit
Grade Mode Normal (A-F) Course Rotation
Class-Level Restriction Undergraduate standing
Study of the Holocaust, the systematic extermination of six million Jews, Slavs, Gypsies and other “undesirables” by the Nazi regime of Adolf Hitler, offers students an extraordinary opportunity to examine the various mechanisms that produce a culture of intolerance and to see how, in a modern state, such a culture of intolerance can ultimately lead to genocide. “Culture and the Holocaust” meets the Global Awareness requirement of the general education curriculum because it offers a number of examples of the apparatuses by which modern regimes have managed to marginalize populations, subject them to horrific abuse, and, often enough, kill them- indeed, the Holocaust has become almost a blueprint for oppressive regimes throughout the globe interested in the politics and practice of mass murder. The course asks students to evaluate the roles of perpetrators, victims, and bystanders. It asks students to think about what sorts of actions- religious, political, military- might have prevented the slaughter. Finally, the courses ask students to reflect on how it is possible in the aftermath of the Holocaust, that genocide has continued throughout the world, paying close attention to related and perhaps similar events, questioning the degree to which the Holocaust can be “compared” to the Armenian genocide, Stalin’s programs of collectivization and his desire to “liquidate the kulaks as a class,” the horrors of ethnic cleansing in the Balkans, and the massacre of the Tutsi people in Rwanda in 1994.
Notes -
Summer 2024 Course Sections
Fall 2024 Course Sections
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