2024 Fall FYS Courses

This first-year seminar course will explore the evolution of emotion and consciousness through the observation, investigation and understanding of brain structures and associated behaviors from across a sample of living organisms. Students will be provided with a curated selection of readings that will provide a basic understanding of simple autonomous robots that mimic animal behaviors, and general brain structure and function. Then, instead of combing through fossil records, the evolution of brain structure will commence, beginning with insects and progressing through the more complicated brains of fish, amphibians, reptiles, birds and finally to mammals. This progression will allow students to understand and appreciate the benefits and costs associated the evolution of the brain, and where and why emotions and consciousness may have started.

Course#: FYS 161-02
Professor: Brett Busha
Day/s & Time/s: MR 9:30 - 10:50 AM

Why do you feel more comfortable, safe, inspired, productive, and vitalized in some places rather than others? Insights from fields as varied as psychology and public health to engineering and urban design reveal a lot about what makes some places—e.g., parks, neighborhoods, streets, cities, suburbs, airports, campuses, transit corridors, malls—work better than others to achieve their desired outcomes. This seminar draws on a rich scholarly and professional literature to explore the physical and social elements of great urban places. Students will visit, observe, discuss, read and write (and rewrite) about, and present on the elements, values, and interventions of great places. The class will culminate in a jointly produced Atlas of Great Places. You will never look at a place the same way again.

Course#: FYS 161-05
Professor: Kathryn Foster
Day/s & Time/s: TF 2:00 - 3:20 PM

Throughout the semester, participants will dissect the visual and narrative elements that define this genre, analyzing iconic works from diverse cultural and artistic perspectives. The course emphasizes the interplay between text and image, exploring the storytelling techniques graphic novelists employ to convey the nuances of adolescence. Engaging discussions will unravel the universal themes of identity, self-discovery, and the challenges of growing up, fostering a deeper appreciation for the unique ways graphic narratives capture this transformative period's essence. The curriculum is designed to engage students in critical discussions surrounding identity, societal expectations, friendship, love, and the universal quest for meaning in an increasingly complex world.

Course#: FYS 161-08
Professor: Belinda Haikes
Day/s & Time/s: TF 2:00 - 3:20 PM

In this section of FYS, Scholarly Study of Star Wars Films and Series, we will examine the original movie trilogy (Episodes IV, V, VI) as well as the prequel trilogy (I, II, III), and selected Star Wars films released since Disney purchased Lucasfilm. We will also read one Star Wars adaptation in fiction (novel or short stories), watch selected episodes of Star Wars TV series, and read about and discuss other ancillary creations (e.g., collectibles, Jediism) that make up the Star Wars cultural phenomenon. Our approach is interdisciplinary: film studies, literature, myth, philosophy, religious studies, history, sociology, economics/marketing, other. The primary sources we will discuss are the fictional works created by George Lucas and others; secondary sources include books and articles in a variety of disciplines on reserve at the library. Students will write analytical essays, give a researched presentation, and write short online posts on the weekly films and textbook readings. We are not watching the films in class; thus, you should consider signing up for Disney+ so that you can watch or re-watch the films over the summer (since we won't be able to avoid spoilers) and as we study them week-by-week throughout the semester. You will need to have watched the films you write essays about recently in order to support your points with specific references to the films (e.g., quoting dialogue, describing shots). The desired outcome of this course is that you will have grown in your reading, thinking, researching, writing, and speaking skills studying Star Wars as the means to that end.

Course#: FYS 161-13
Professor: Lincoln Konkle
Day/s & Time/s: TF 11:00 - 12:20 PM

In this section of FYS, Scholarly Study of Star Wars Films and Series, we will examine the original movie trilogy (Episodes IV, V, VI) as well as the prequel trilogy (I, II, III), and selected Star Wars films released since Disney purchased Lucasfilm. We will also read one Star Wars adaptation in fiction (novel or short stories), watch selected episodes of Star Wars TV series, and read about and discuss other ancillary creations (e.g., collectibles, Jediism) that make up the Star Wars cultural phenomenon. Our approach is interdisciplinary: film studies, literature, myth, philosophy, religious studies, history, sociology, economics/marketing, other. The primary sources we will discuss are the fictional works created by George Lucas and others; secondary sources include books and articles in a variety of disciplines on reserve at the library. Students will write analytical essays, give a researched presentation, and write short online posts on the weekly films and textbook readings. We are not watching the films in class; thus, you should consider signing up for Disney+ so that you can watch or re-watch the films over the summer (since we won't be able to avoid spoilers) and as we study them week-by-week throughout the semester. You will need to have watched the films you write essays about recently in order to support your points with specific references to the films (e.g., quoting dialogue, describing shots). The desired outcome of this course is that you will have grown in your reading, thinking, researching, writing, and speaking skills studying Star Wars as the means to that end.In this section of FYS, Scholarly Study of Star Wars Films and Series, we will examine the original movie trilogy (Episodes IV, V, VI) as well as the prequel trilogy (I, II, III), and selected Star Wars films released since Disney purchased Lucasfilm. We will also read one Star Wars adaptation in fiction (novel or short stories), watch selected episodes of Star Wars TV series, and read about and discuss other ancillary creations (e.g., collectibles, Jediism) that make up the Star Wars cultural phenomenon. Our approach is interdisciplinary: film studies, literature, myth, philosophy, religious studies, history, sociology, economics/marketing, other. The primary sources we will discuss are the fictional works created by George Lucas and others; secondary sources include books and articles in a variety of disciplines on reserve at the library. Students will write analytical essays, give a researched presentation, and write short online posts on the weekly films and textbook readings. We are not watching the films in class; thus, you should consider signing up for Disney+ so that you can watch or re-watch the films over the summer (since we won't be able to avoid spoilers) and as we study them week-by-week throughout the semester. You will need to have watched the films you write essays about recently in order to support your points with specific references to the films (e.g., quoting dialogue, describing shots). The desired outcome of this course is that you will have grown in your reading, thinking, researching, writing, and speaking skills studying Star Wars as the means to that end.

Course#: FYS 161-14
Professor: Lincoln Konkle
Day/s & Time/s: TF 2:00 - 3:20 PM

In the face of much criticism, the United States is one of the few democracies around the world that has retained the use of the death penalty. Why? Together, in this class, we will examine the historical, political, legal, and social forces that have shaped the death penalty in the United States and continues to do so. Specific topics that will be examined include its history and current state, public support and opposition, theoretical and empirical support (or lack thereof), and central issues in the debate including its human and fiscal costs, racial and class discrimination, legal considerations, and wrongful convictions. The perspectives of those most deeply impacted by capital punishment will be a central feature of the course content and materials.

Course#: FYS 161-15
Professor: Margaret Leigey
Day/s & Time/s: MR 11:00 - 12:20 PM

This course is about the evolution of American Communism and those who opposed it during the 20th century. It will examine how Communism did and did not change over time, along with the relationship of the Communist movement to the American government, to other social movements, and to American culture more broadly. It will also examine the social and political forces that opposed Communism. Through an examination of scholarly texts as well as primary documents--from political pamphlets to transcripts of Congressional testimonies to songs and films and paintings--this course will challenge students to reflect--in discussion and through writing assignments--on how radical political movements shaped American politics and society. Students will complete a series of short writing assignments as well as a longer essay.

Course#: FYS 161-17
Professor: Nicholas Toloudis
Day/s & Time/s: MR 2:00 - 3:20 PM

In the face of much criticism, the United States is one of the few democracies around the world that has retained the use of the death penalty. Why? Together, in this class, we will examine the historical, political, legal, and social forces that have shaped the death penalty in the United States and continues to do so. Specific topics that will be examined include its history and current state, public support and opposition, theoretical and empirical support (or lack thereof), and central issues in the debate including its human and fiscal costs, racial and class discrimination, legal considerations, and wrongful convictions. The perspectives of those most deeply impacted by capital punishment will be a central feature of the course content and materials.

Course#: FYS 161-19
Professor: Margaret Leigey
Day/s & Time/s: MR 9:30 - 10:50 AM

"No matter how your heart is grieving, if you keep on believing, the dream that you wish will come true." ~Disney's Cinderella.

Disney has been a staple in the lives of children and adults since the late 1930s and has continued to instill "life lessons" through the decades. In this course, we will explore the expectations we may have created based on the perceived values portrayed in Disney films. We will discuss how these classic Disney films may have influenced our understanding of love & relationships, gender roles, body image, racial identity and adapting to adversity with just a song & a dance, etc. We will also explore how recent Disney film releases have impacted these expectations and the changes we see reflected in current society.

Course#: FYS 161-20
Professor: Caitlin Babcock
Day/s & Time/s: MR 3:30 - 4:50 PM

Fairy tales are ubiquitous. As universal tales, they transcend time and culture and continue to be remixed and reimagined, offering endless possibilities for interpretation. This course explores and evaluates the pervasive influence of fairy tales in literature and pop culture. We will trace the evolution of fairy tales, from oral tradition to print, media, and stage, and analyze stories through various lenses. Through critical reading of traditional and modern fairy tales, film analysis, classroom discussions, academic readings, and in-class exercises, we will examine how these stories have shaped our personal perceptions, delve into the tales' social implications, and investigate why they remain timeless.

Course#: FYS 161-22
Professor: Ellen Farr
Day/s & Time/s: MR 11:00 - 12:20 PM

Fairy tales are ubiquitous. As universal tales, they transcend time and culture and continue to be remixed and reimagined, offering endless possibilities for interpretation. This course explores and evaluates the pervasive influence of fairy tales in literature and pop culture. We will trace the evolution of fairy tales, from oral tradition to print, media, and stage, and analyze stories through various lenses. Through critical reading of traditional and modern fairy tales, film analysis, classroom discussions, academic readings, and in-class exercises, we will examine how these stories have shaped our personal perceptions, delve into the tales' social implications, and investigate why they remain timeless.

Course#: FYS 161-23
Professor: Ellen Farr
Day/s & Time/s: T 5:30 -8:20 PM

This course will utilize existing literature, lectures, and extensive class discussion to theoretically analyze extreme deviant behavior; specifically serial murder. The course will explore the psychosocial motivations of serial murderers, as well as how their media depiction often intensifies the cultural appetite for more information. The course will begin by briefly establishing a foundational knowledge of the reality of serial homicide in the United States and across the globe, inspect the difference between a psychopath and sociopath, and explore the typology (Holmes) and myths of serial killers. Class periods will be utilized for intense discussion surrounding the readings, as well as student discussion around their own comprehensive case study research.

Course#: FYS 161-24
Professor: Elizabeth Gallus
Day/s & Time/s: MR 3:30 - 4:50 PM

In this course we will examine the history and impact of LGBTQ+ representation in Young Adult books. We will read and write about the YA novel Juliet Takes a Breath by Gabby Rivera, in which our protagonist is a queer Puerto Rican college student from the Bronx. Using this book and other examples of Queer YA fiction, we will discuss various topics including social identity, intersectionality, heartbreak and relationships, family and community, body image, allyship, language, and more. We will reflect on our past by writing about early messages and socialization as well as look to the future to explore the role of queer YA books and coming of age stories as tools for social justice advocacy.

Course#: FYS 161-25
Professor: Romina Generali
Day/s & Time/s: T 5:30 - 8:20 PM

In this course we will examine the history and impact of LGBTQ+ representation in Young Adult books. We will read and write about the YA novel Juliet Takes a Breath by Gabby Rivera, in which our protagonist is a queer Puerto Rican college student from the Bronx. Using this book and other examples of Queer YA fiction, we will discuss various topics including social identity, intersectionality, heartbreak and relationships, family and community, body image, allyship, language, and more. We will reflect on our past by writing about early messages and socialization as well as look to the future to explore the role of queer YA books and coming of age stories as tools for social justice advocacy.

Course#: FYS 161-26
Professor: Romina Generali
Day/s & Time/s: R 5:30 - 8:20 PM

The Walt Disney Company is seemingly synonymous with wholesome Americana. Since the 1930s, Disney has created, reflected, and manipulated American history to present a narrative reflective of contemporary values. From the Great Depression and World War II to the 21st Century, this class will explore how Disney has shaped and been shaped by American culture

Course#: FYS 161-27
Professor: Laura Hargreaves
Day/s & Time/s: W 5:30 - 8:20 PM

Do you ever think about who decides what is (not) taught to students in grade K - 12? Do you ever wonder how the varied levels of government, local groups and individual parents are involved in shaping educational concepts; and how much influence they exercise vs. how much they should exercise? With lectures, discussions and through the use of blogs, social media posts, newspaper and research articles this seminar will critically explore the current issues in K-12 education, discussing issues around ethics, diversity, equity, inclusion.

Course#: FYS 161-28
Professor: Nicole Harris
Day/s & Time/s: W 5:30 - 8:20 PM

Using the book The Hip-Hop Mindset: Success Strategies for Educators and Other Professionals (Jenkins 2023) as the central text of this course, we will focus on what hip-hop culture has taught us over the last 50 years. The Hip-Hop Mindset Framework offers students ways to strengthen their skills related to leadership, work ethic, commitment, and resilience, and to be authentic while doing so. While steeped in the foundations of the musical genre of hip-hop, the framework is vast in that it is applicable to all audiences. In this course we will thoughtfully consider hip-hop’s 50 years of cultural contributions as we critically analyze books by and about hip-hop artists, television shows and films related to the genre, and lyrics which exemplify The Hip-Hop Mindset Framework. Students will utilize academic references to draft essays, engage in group work assignments, and deliver presentations.

Course#: FYS 161-29
Professor: Tieka Harris
Day/s & Time/s: W 5:30 - 8:20 PM

Is theatre still necessary in the age of social media and the internet? How has the experience of being “distanced” and “virtual” affected our communal need for performance? Do we still need live theatre and performance to help provide an understanding of the world in which we live and the life that we inhabit? In this seminar, we will explore these questions by discussing the fundamentals of theatre and performance and examining a handful of classic and contemporary plays and musicals. In addition to class discussion of the plays and relevant readings, students will complete several brief exercises that explore the nature of academic writing, attend two live performances, and write two essays (a review response and a production response) before writing a longer researched essay that will explore a historical or contemporary work, figure, or trend informing contemporary theatre and performance. (This is a theatre appreciation course, not a performance-based or acting course; no prior knowledge of theatre is required or expected).

Course#: FYS 161-30
Professor: David Muller
Day/s & Time/s: TR 5:30 - 6:50 PM

Is theatre still necessary in the age of social media and the internet? How has the experience of being “distanced” and “virtual” affected our communal need for performance? Do we still need live theatre and performance to help provide an understanding of the world in which we live and the life that we inhabit? In this seminar, we will explore these questions by discussing the fundamentals of theatre and performance and examining a handful of classic and contemporary plays and musicals. In addition to class discussion of the plays and relevant readings, students will complete several brief exercises that explore the nature of academic writing, attend two live performances, and write two essays (a review response and a production response) before writing a longer researched essay that will explore a historical or contemporary work, figure, or trend informing contemporary theatre and performance. (This is a theatre appreciation course, not a performance-based or acting course; no prior knowledge of theatre is required or expected).

Course#: FYS 161-31
Professor: David Muller
Day/s & Time/s: TR 7:00 - 8:20 PM

How have the creation of constructs such as robots and warp drive given rise to such powerful philosophic statements as the Three Laws of Robotics and The Prime Directive? How have androids such as Asimov's R Daneel Alivaw and Star Trek's Data pushed our understanding of what it means to be human? Students will explore the struggle to answer this question through the lens of various science fiction novels, short stories, flash fiction pieces, podcasts, television series, and/or films. There will be a series of short writing assignments that will culminate in a final paper in which the student will present and support an argument for what it truly means to be human.

Course#: FYS 161-32
Professor: Susan O'Connor
Day/s & Time/s: TF 8:00 - 9:20 AM

The National Football League (NFL) is the most popular sport in the United States. Over recent years, it has become much more than just a game that is played on a field. From increased marketing as seen through more international games to a wider audience through sports betting and even debates and analysis on the health risks linked to concussions, the NFL is full of rich storylines beyond the hash marks. Throughout this course, students will develop and refine their writing skills through a plethora of writing prompts and a variety of topics encompassing elements from on the field and focusing on it’s impact beyond the field.

Course#: FYS 161-33
Professor: Jordan Richman
Day/s & Time/s: MR 11:00 -12:20 PM

We could not have imagined the aftermath of the 2020 Presidential election. Our FYS will look at the 2024 election through the lens of its media depiction to determine what connection media have to the outcome, and particularly how media’s rapidly changing face affects this election. We will study an encapsulated version of the primary process and the Democratic and Republican conventions to catch up. We will then closely monitor the weeks leading up to the November election to explore all facets of the impact media have on the campaigns, including the debates, political ads, speeches, candidates’ websites, polling, and particularly how the Presidential election is framed by the noise surrounding it. Who decides the outcome?

Course#: FYS 161-34
Professor: Nina Ringer
Day/s & Time/s: TF 9:30 - 10:50 AM

This course will examine how people with mental illness are portrayed in various formats including literature, television, films and animation. Students will discuss and write about the portrayals through in-class and otherwise assigned writing exercises including, but not limited to, group work, peer reviews, papers and class presentations.

The course will focus on developing students' abilities to establish a point of view on controversial issues, defend theses statements, enhance research skills and develop formal oral and written communication skills.

Course#: FYS 161-36
Professor: Mary Bonard
Day/s & Time/s: TF 12:30 - 1:50 PM

The class is designed to engage participants in recognizing and developing the leadership potential in themselves, the college, and their community. The course includes the study of leadership and application of leadership theories, concepts, and skills. Students will gain a better understanding of their own leadership potential through leadership assessments, exploration of values, and skill development. This interactive class will look at leadership through a variety of stories, readings, videos, and activities. At the end of the course, we hope that you have gained the skills to become a better student leader and to actively engage in and impact the College community.

Course#: FYS 161-37
Professor: Jennifer Broyles
Day/s & Time/s: M 5:30 - 8:20 PM

Does climate change really exist and why is it stressful? Both climate change and stress can reflect multiple impacts on human health. This course explores the many intersections of stress and climate change. Students will develop a foundation of what is stress, and compare different stressors within climate change, based on sciences and hype. Students’ discussions and writing will focus on what elements of climate change contribute to personal, social, community-based, and global stress responses. Students will investigate and debate specific trends and issues pertaining to climate change due to natural causes and human actions (social, political, physical, and psychological). Through research, readings, and expert-based webinars, students will develop a project reflecting their interpretations of adaptation to stress and future climate conditions. Course materials will come from a variety of open source, public access, library-based publications and media.

Course#: FYS 161-38
Professor: Karen Allyn Gordon
Day/s & Time/s: M 5:30 - 8:20 PM

The course will explore the ways in which the American education system and the standards assessment movement has attempted to define normalcy. Students in American schools are classified as normal, above normal and below normal but how are the criteria for these categories derived? What behaviors, skills, and knowledge or developmental levels meet the criteria for each category? Through readings and research the course will consider the reasons why schools aim to stratify their students and who benefits and who loses by these stratifications. We will also look briefly at the history of American education and related key social, political and cultural factors that have influenced the desire to sort who is normal as well as below and above normal. Finally, you will draw on your own personal experiences in high school and through your college search to reflect on how the classification process affected you personally, both positively and negatively

Course#: FYS 161-39
Professor: Michelle King
Day/s & Time/s: MR 9:30 - 10:50 AM

Sure, you haven’t started your career yet, but have you considered what it means to retire early at age 30? The idea of retiring early sounds great, but is it actually attainable for most Americans or is it another version of exclusivity and wealth? The F.I.R.E. (Financial Independence/Retire Early) movement has built momentum among 20- and 30-somethings in the United States. But what does it mean to really accomplish this goal? In this course we will explore the many factors of this movement – socioeconomics, BIPOC, LGBTQ, etc. through various print and video media.

Course#: FYS 161-40
Professor: Lindsay Knapp
Day/s & Time/s: MW 5:30 - 6:50 PM

The media is saturated with cries of the apocalypse with news outlets regularly covering religious and astrological doomsday prophets. Survivalists have television shows teaching their skills and zombie movies are frequent box office hits. Our culture both fears and craves the end days. What does this say about humanity and its innate settings? To what extent does fear of the apocalypse mirror uncertainties of our own times? Does this fear represent humanity at its worst, or can it be indicative of the great reaches we can accomplish? This course will explore those questions, and will use fiction, film, and several articles as prompts to write about issues such as hope, fear, religion, and perseverance.

Course#: FYS 161-42
Professor: Randy Schmidt
Day/s & Time/s: MR 11:00 - 12:20 PM

Course#: FYS 161-43
Professor: Yolanda Whidbee
Day/s & Time/s: TF 2:00 - 3:20 PM

From pharmacotherapies to individualize cancer treatment to implantable devices that allow paralyzed individuals to stand, this freshman seminar will explore the latest advancements revolutionizing biomedicine and the fundamental ethical questions arising from real situations encountered by the developers, health professionals, patients, and society. Non-fiction literature, news and social media, press releases, and video clips are used to describe the newest biomedical technologies and to explore the benefits and risks, as well as ethical problems they may present. Emphasis is placed on critical analysis of each biomedical technology discussed in both classroom discussion and in written essays and papers.

Course#: FYS 161-45
Professor: Patricia Gellasch
Day/s & Time/s: MR 8:00 - 9:20 AM

Is there any aspect of our lives that the Internet and/or digital technology does NOT affect? From how we obsessively connect through text messaging and social media feeds to how we listen to music, study, date, vote, acquire the news and shop, our online and digital interactions profoundly shape our daily existence. In this course, we examine the possibilities and the problems that technology poses. We will also explore the impact on those who do not have access to the technology that has become ubiquitous in our lives.

Course#: FYS 161-46
Professor: Janet Mazur
Day/s & Time/s: MR 12:30 - 1:50 PM

Drawing from the field of critical disability studies and decolonial theory, this course introduces students to disability as a social and cultural construct that is anchored in a certain interpretive framework of the body, behavior, and human differences. The dominant discourse on disability is often situated in a biomedical model. Viewed through this interpretive framework, disability is assumed to be a universal construct that crosses spatial, temporal, or contextual boundaries. It can travel to any context and retain the `original¿ meaning irrespective of local understandings. This course challenges and disrupts these typical understandings of disability. It introduces disability as a concept that is rooted in specific contexts, epistemologies, and perceptions of human differences. Drawing on recent work in the area of decolonial theory, critical disability studies, and first person narratives, this course introduces students to the diversity of the disability experience and the multitude of lenses for understanding disability. The course presents a capacity based perspective and an intersectional lens on disability.

Course#: FYS 161-47
Professor: Shridevi Rao
Day/s & Time/s: TF 2:00 - 3:20 PM

Our world is full of data visualizations; the news, sports, and even weather are all sources of data in our everyday lives. But how often do we stop to think about the ways in which data is presented to us and why? In this course, students will learn to become critical consumers and creators of visualized data. Course activities will explore issues around how data is visualized, best practices for designing data visualizations, and hands-on experiences creating original data visualizations.

Course#: FYS 161-48
Professor: Melissa Zrada
Day/s & Time/s: TF 11:00 - 12:20 PM

We will read poems and short stories by a diverse range of today’s most celebrated published authors, studying the strategies they use in their work. In response, students will write their own creative pieces, as well as an essay on a story or poem of their choice. We will learn how writers give constructive feedback on another’s work and how they incorporate feedback into their writing.

Course#: FYS 161-49
Professor: Catherine Rosemurgy
Day/s & Time/s: MR 12:30 - 1:50 PM

The course will explore the impact that social media (SM) has on political decision-making and makers. First, we will establish definitions for such constructs as social media and activism. The course will then trace the origins of hashtag activism and look at some of the most effective examples of social media's influence on policymakers. Our journey includes the various ways social activism is displayed on different SM platforms (Facebook, Twitter, Instagram, YouTube, Snapchat, MarcoPolo, etc), and will include a consideration of the best practices in this area. Students will actively engage in studying a social media activism case on their favorite subject, and they will (theoretically) develop a campaign for SM activism on a topic of strong interest.

Course#: FYS 161-50
Professor: Lamont Rouse
Day/s & Time/s: MR 8:00 - 9:20 AM

The course will explore the impact that social media (SM) has on political decision-making and makers. First, we will establish definitions for such constructs as social media and activism. The course will then trace the origins of hashtag activism and look at some of the most effective examples of social media's influence on policymakers. Our journey includes the various ways social activism is displayed on different SM platforms (Facebook, Twitter, Instagram, YouTube, Snapchat, MarcoPolo, etc), and will include a consideration of the best practices in this area. Students will actively engage in studying a social media activism case on their favorite subject, and they will (theoretically) develop a campaign for SM activism on a topic of strong interest.

Course#: FYS 161-51
Professor: Lamont Rouse
Day/s & Time/s: MW 5:30 - 6:50 PM

In the history of philosophy and religion, many important works have been written by authors who were behind bars. This course introduces this extensive tradition and the concerns raised. Such texts deal, not only with classical problems in the history of philosophy & theology, but also with concerns that many of us share today. Questions to be addressed include: “Where can I find happiness?” “What does it mean to live in freedom?” “What can be done about injustice and oppression?” Readings include works by Plato, Boethius, Hannah Arendt, Martin Luther King, Jr., & Angela Davis.

Course#: FYS 162-01
Professor: Mark Edwards
Day/s & Time/s: TF 9:30 - 10:50 AM

In the history of philosophy and religion, many important works have been written by authors who were behind bars. This course introduces this extensive tradition and the concerns raised. Such texts deal, not only with classical problems in the history of philosophy & theology, but also with concerns that many of us share today. Questions to be addressed include: “Where can I find happiness?” “What does it mean to live in freedom?” “What can be done about injustice and oppression?” Readings include works by Plato, Boethius, Hannah Arendt, Martin Luther King, Jr., & Angela Davis.

Course#: FYS 162-02
Professor: Mark Edwards
Day/s & Time/s: TF 11:00 - 12:20 PM

Consider the debate, whether leaders are born or made – or stated another way: Can you learn to be a leader? In a word, the answer is “Yes”. This interactive course will use videos, electronic simulations, and case studies to exercise your “leadership muscle”. The premise of this course is that leadership is a relational and ethical process of people attempting to accomplish positive change. In other words, leadership is about relationships. During the course, students will develop an understanding of leadership as learnable skills that can be developed and nurtured. The class will evaluate trends in social responsibility, explore inclusive leadership practices, and assess the process of leading others in environments increasingly characterized by change and complexity. Students will make choices and decisions that align with their articulated intentions. A focus of the activities will be on cultivating a sense of self-awareness and relational transparency that inspires trust. By the end of the course, students should know how to flex their leadership muscles.

Course#: FYS 162-03
Professor: Donald Leake
Day/s & Time/s: W 5:30 - 8:20 PM

The purpose of this course is to examine the concept of social justice. Students will develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues. Throughout the course, we will analyze strategies for bringing about positive social change. By examining the groups that have access- the have and have nots- we gain insight into the inequalities which exist for disenfranchised populations. The course will highlight societal issues such as poverty, race, oppression, gender, education, immigration and environmental issues in the US. The goals for this class include increasing personal awareness, expanding knowledge, and encouraging action. As social justice can be a complex concept to digest, we will maintain a classroom community that enables all members to feel supported and empowered when exploring daily social justice dilemmas.

Course#: FYS 162-05
Professor: Althia Muse
Day/s & Time/s: W 5:30 - 8:20 PM

This interactive course examines the critical role of leadership in advancing social justice in America and globally. Social problems such as oppression, inequality, inequity, and other violations of human rights are emphasized. The course utilizes an evidence-based, case study analysis of social justice leaders in the public and private sectors. As important. we will investigate the values, traits and competencies associated with effective leadership for positive social change. Course content include texts, videos and supplemental readings drawn from a variety of non-fiction and fictional sources. Conditions permitting, the instructor plans to incorporate guest presenters and community engaged learning.

Course#: FYS 162-06
Professor: Antonino Scarpati
Day/s & Time/s: TF 11:00 - 12:20 PM

Is New York really the capital of the World? How did it become such a great multicultural city? What does it mean to be a New Yorker? These are some of the essential questions that will guide us as we study the events that shaped New York‚ multicultural history from its beginnings to the present. As we explore different periods of the city's history some of the areas we will focus on are immigration, changing neighborhoods, crime, technology, quality of life, money, power, culture, and art. Our course time will be divided between presentations, in-class discussions, and real-world experiences.

Course#: FYS 162-07
Professor: Matthew Winkel
Day/s & Time/s: M 5:30 - 8:20 PM

This first-year seminar will examine the structure and issues affecting the inner-city, how those issues effect the youth, and ultimately the community. In this course students will explore the ways in which historical racism shaped society and has shown favor to white people. Some of the issues that impact the inner-city are the failing school systems, the impact of drugs, inadequate housing, and parental involvement but the root of the problem may be in the hands of the government. We will study historical patterns and follow current news to explore the issues, with the objection of finding solutions for those communities. Some of the questions this class will consider are: Is the school system failing the youth or is the youth just not taking advantage of valuable opportunities? What decisions are the youth faced with when drugs are involved? What, if anything, can the parents do to tackle these issues? What can you do if you had the means? Throughout the course, students will be expected to participate in open discussions. In doing so, students are better prepared to think critically and creatively about ways to eliminate the injustices that hinder people of color in the U. S.

Course#: FYS 162-08
Professor: Tiffany Youngblood
Day/s & Time/s: MR 12:30 - 1:50 PM

This first-year seminar will examine the structure and issues affecting the inner-city, how those issues effect the youth, and ultimately the community. In this course students will explore the ways in which historical racism shaped society and has shown favor to white people. Some of the issues that impact the inner-city are the failing school systems, the impact of drugs, inadequate housing, and parental involvement but the root of the problem may be in the hands of the government. We will study historical patterns and follow current news to explore the issues, with the objection of finding solutions for those communities. Some of the questions this class will consider are: Is the school system failing the youth or is the youth just not taking advantage of valuable opportunities? What decisions are the youth faced with when drugs are involved? What, if anything, can the parents do to tackle these issues? What can you do if you had the means? Throughout the course, students will be expected to participate in open discussions. In doing so, students are better prepared to think critically and creatively about ways to eliminate the injustices that hinder people of color in the U. S.

Course#: FYS 162-09
Professor: Tiffany Youngblood
Day/s & Time/s: MR 3:30 - 4:50 PM

Over the past sixty years, popular music has evolved significantly, not only in terms of stylistic attributes (such as the influx of literally dozens of subgenres), but also in terms of who's making the music; what they're talking about; and how audiences have responded to said progress in sound and meaning. In this course, we will study certain artists, genres, eras, formats, and movements to examine various arguments, psychosocial effects, and demographic representations that have been explored in popular music.

For instance, how have certain creators and genres tackled gender and race over the past few decades? What about politics? Why do certain genres resonate with certain people? How does music help support our mental health and sense of identity, belonging, and connection? Are there any albums or artists that take a more literary/conceptual approach? Etc.

Students will be invited to share and expand upon their own tastes in music through in-class listening sessions, discussion board posts, and other methods; students will also research and incorporate popular and scholarly sources into original formal papers whose objectives may range from in-depth album analyses to argumentative essays regarding the intersection of music and various demographics (race, gender, sexuality, age, and the like). Simply put, we will look beyond the mere entertainment factor(s) of popular music to assess the substantial and universal intentions and outcomes that impact us all.

Course#: FYS 162-10
Professor: Jordan Blum
Day/s & Time/s: MR 9:30 - 10:50 AM

Over the past sixty years, popular music has evolved significantly, not only in terms of stylistic attributes (such as the influx of literally dozens of subgenres), but also in terms of who's making the music; what they're talking about; and how audiences have responded to said progress in sound and meaning. In this course, we will study certain artists, genres, eras, formats, and movements to examine various arguments, psychosocial effects, and demographic representations that have been explored in popular music.

For instance, how have certain creators and genres tackled gender and race over the past few decades? What about politics? Why do certain genres resonate with certain people? How does music help support our mental health and sense of identity, belonging, and connection? Are there any albums or artists that take a more literary/conceptual approach? Etc.

Students will be invited to share and expand upon their own tastes in music through in-class listening sessions, discussion board posts, and other methods; students will also research and incorporate popular and scholarly sources into original formal papers whose objectives may range from in-depth album analyses to argumentative essays regarding the intersection of music and various demographics (race, gender, sexuality, age, and the like). Simply put, we will look beyond the mere entertainment factor(s) of popular music to assess the substantial and universal intentions and outcomes that impact us all.

Course#: FYS 162-11
Professor: Jordan Blum
Day/s & Time/s: MR 11:00 - 12:30 PM

Millions of people have tuned in to the hit reality TV show, “So You Think You Can Dance” and pulled for their favorite dancers to make the finals. But few viewers understand the evolution of dance from early Hollywood films to the contemporary digital era. This course introduces students to a myriad of dance styles and how dancing bodies are represented on the American screen -- whether it be in pop music videos, reality television contests, commercial advertisements, YouTube performances, or TikTok challenges. We’ll study how dance helps interpret social, historical, and economic contexts of the day and how dance on screen can shape and impact spectators’ lived experience. We will examine the broader social world of dance and ask whether Screendance distributes concepts of racist agendas and gender normativity and how it may affect social constructs of each.

Course#: FYS 162-12
Professor: Christine Colosimo
Day/s & Time/s: MR 11:00 - 12:20 PM

Millions of people have tuned in to the hit reality TV show, “So You Think You Can Dance” and pulled for their favorite dancers to make the finals. But few viewers understand the evolution of dance from early Hollywood films to the contemporary digital era. This course introduces students to a myriad of dance styles and how dancing bodies are represented on the American screen -- whether it be in pop music videos, reality television contests, commercial advertisements, YouTube performances, or TikTok challenges. We’ll study how dance helps interpret social, historical, and economic contexts of the day and how dance on screen can shape and impact spectators’ lived experience. We will examine the broader social world of dance and ask whether Screendance distributes concepts of racist agendas and gender normativity and how it may affect social constructs of each.

Course#: FYS 162-13
Professor: Christine Colosimo
Day/s & Time/s: MR 12:30 - 1:50 PM

Marginalized and underserved groups remain the focus of conversation in higher education. Often these groups are identified within certain social constructs including race and ethnicity, gender and sexual orientation, socioeconomic status and others. Incarceration as a status, however, is another topic of conversation that has been re-emerging with strong support and controversy. In this course, we will use selected articles and various media forms to discuss college study for incarcerated students, including reviewing the US prison system, examining types of college in-prison programs, arguments around expanding access to and the impacts of college in-prison study or college behind bars.

Course#: FYS 162-14
Professor: Amanda Simpson
Day/s & Time/s: TR 5:30 - 6:50 PM

This course will be equipped with readings, videos and class discussions that will help to foster a writing environment for the students. Stories based on how life truly happens factoring in the good and the bad and how life situations can change the pace of life; the direction of life and how to safely and in a healthy way deal with those life situations that can be perplexing at times. Students will be frequently required to "tell the story" either of what happened in the past or present. The papers will focus on selected topics as they relate to life in general or personal life topics.

Course#: FYS 162-15
Professor: Todd Mccrary
Day/s & Time/s: MR 8:00 - 9:20 AM

This course will be equipped with readings, videos and class discussions that will help to foster a writing environment for the students. Stories based on how life truly happens factoring in the good and the bad and how life situations can change the pace of life; the direction of life and how to safely and in a healthy way deal with those life situations that can be perplexing at times. Students will be frequently required to "tell the story" either of what happened in the past or present. The papers will focus on selected topics as they relate to life in general or personal life topics.

Course#: FYS 162-16
Professor: Todd Mccrary
Day/s & Time/s: TF 8:00 - 9:20 AM

This course explores LGBTQ (lesbian, gay, bisexual, transgender, and queer) identity, culture, and politics by way of their representations in popular and independent films/documentaries, as well as in other forms of mass media. Students will be introduced to a broad range of scholarly and media materials for the study of LGBTQ media and popular culture. Topics covered include: the history of LGBTQ representations in the media; the complexity of LGBTQ visibility in films and documentaries; the complex relationship between comedy, media, and LGBTQ identity; representations of LGBTQ intimacy and erotic life; the notion of resistance in LGBTQ-produced media; the coming out metaphor/narrative in popular culture; the role of social media in fostering LGBTQ activism and community; and media portrayals of transgender/genderqueer identities and bodies. By way of these and other topics, this course provides an opportunity to consider the significant role that media have played in advancing a global transformation on the topic of LGBTQ.

Course#: FYS 163-01
Professor: Nelson Rodriguez
Day/s & Time/s: MR 2:00 - 3:20 PM

While all women characters in William Shakespeare's plays -- as performed in his era -- would have been portrayed by male actors, some of his comic heroines disguise themselves as boys or men, and a few of his male characters escape from persecutors by disguising themselves as women. We will explore performed gender on the Renaissance stage by watching performances of and reading Twelfth Night, As You Like It, The Taming of the Shrew, Much Ado About Nothing, The Merchant of Venice, and Measure for Measure. These comedies allow us to discuss gender politics and gender roles of the Early Modern world, and to explore the intersections among gender, social status, and religion.

Course#: FYS 163-02
Professor: Diane Steinberg
Day/s & Time/s: MR 3:30 - 5:20 PM

" 'I believe in hope. I believe in belief.' In summer 2020, Ted Lasso emerged quickly as a streaming series about an American football coach shipped to England to manage a professional soccer team. What began as a binge-worthy comedic escape from pandemic-life quickly became a complex look at not only what makes a great leader but also what makes great teams. On and off the pitch, the show highlights the complexity of leadership surrounding relationship building, trust, and authenticity.

We will spill the tea - through examples in television and film, podcasts, TED Talks, and assigned readings - and explore themes and intersectionalities in a thoughtful way that dispels the myth that great leadership is bigger than one person. This course will challenge students to create and/or enhance their own personal and group leadership styles, with particular emphasis placed on the value of self-care and mental health, emotional intelligence, working through failure, and perceptions of gender in leadership. Assignments will include self-reflections, rhetorical analysis, dynamic in-class activities, and research-based written arguments."

Course#: FYS 163-03
Professor: Erica Kalinowski
Day/s & Time/s: MR 8:00 - 9:20 AM

This course will examine how girls, young women, and non-binary folks "do" activism. We will consider the various methods, tools, and strategies used to inspire socio-cultural and political change in the community. With an emphasis on those individuals who society views as girls and young women as leaders and agents of change, the course explores what it means to be a "girl" activist. We will examine the intersections of age, gender, and power to understand how to engage and lead social change efforts despite marginalized status. Toward this end, the course will explore the function of social media, popular culture, film, music, protest, and satire in social change movements. Students will also have the opportunity to engage with activists from various communities to learn about their leadership strategies. This Liberal Learning course satisfies two civic responsibilities: gender and global.

Course#: FYS 163-04
Professor: Cecilia Colbeth
Day/s & Time/s: T 5:30 - 8:20 PM

We will deconstruct the most powerful women that made a household name for themselves in pop culture around the world. Together we will analyze the powerful influence they have on society, as well as the power we have as a society to dehumanize their existence. The strength of these female celebrities and influence of their actions is astonishing, but does society do this intentionally to build these distinguished people up to unfathomable standards to simply destroy them in a moment of weakness? More importantly, how this has prominently affected their state of being as a human watching these celebrities struggle to live a healthy life. In society, do we uphold the male counterpart to the same set of standards and unrealistic expectations to demise them at a later point in their livelihood. Did *NSYNC, Kanye West, or Brad Pitt make the same waves in culture as these powerful women did or is society holding powerful, influential women to a different standard for their amusement?

Course#: FYS 163-05
Professor: Kristina Fasulo
Day/s & Time/s: M 5:30 - 8:20 PM

This course explores the intersection between gender and communication in various context (i.e. policy, dating, workplace, friendships, etc.). George Bernard Shaw stated, The single biggest problem in communication is the illusion that it has taken place. During this course will explore some attitudes and beliefs surrounding communication and gender in relation to stereotypes, race, class and age. This course may utilize various tools including Ted Talks, films, television shows, podcasts, current events and in-class exercises and presentations.

Course#: FYS 163-06
Professor: Dionne Hallback
Day/s & Time/s: MR 11:00 - 12:20 PM

Having an ever-present access to the internet and a cell phone has shifted how we date, pursue and assess romantic interests. In this class, we will look at the research and discuss how dating has evolved, and identify the merits and the traps that accompany online dating. This class will feature regular readings, documentary viewing, discussion and debate.

Course#: FYS 163-07
Professor: Christina Tormey
Day/s & Time/s: MR 3:30 - 4:50 PM

This course will examine how girls, young women, and non-binary folks "do" activism. We will consider the various methods, tools, and strategies used to inspire socio-cultural and political change in the community. With an emphasis on those individuals who society views as girls and young women as leaders and agents of change, the course explores what it means to be a "girl" activist. We will examine the intersections of age, gender, and power to understand how to engage and lead social change efforts despite marginalized status. Toward this end, the course will explore the function of social media, popular culture, film, music, protest, and satire in social change movements. Students will also have the opportunity to engage with activists from various communities to learn about their leadership strategies. This Liberal Learning course satisfies two civic responsibilities: gender and global.

Course#: FYS 163-08
Professor: Kristen Clark
Day/s & Time/s: R 5:30 - 8:20 PM

Fairy tales and mythology are extremely prevalent in pop culture. Think about it: we see these classic stories retold in movies, TV shows, books, poetry, music videos, theatrical performances, and advertisements today. In "Adapting Antiquity: Retellings of Fairy Tales and Mythology " students will engage in the act of comparative analysis to study how a variety of global fairy tales and myths have been shaped via the oral tradition as well as in writing, animations, live action films, and theatrical performances to convey ideological beliefs. Emphasis will be placed on studying a variety of novel-length adaptations of these classical tales in comparison to their earlier counterparts. Throughout our coursework we will consider how adaptations of these classical stories work to either challenge or perpetuate the belief systems conveyed therein.

Course#: FYS 163-10
Professor: Robyn Gold
Day/s & Time/s: TF 2:00 - 3:20 PM

In this class we will be reading horror novels and watching horror films by writers and directors such as Henry James, R. L. Stevenson, Silvia Moreno Garcia, and Jordon Peele that encompass all aspects of horror: dread, paranoia, bodily corruption, acts of violence, and elements of the supernatural. We will discuss how race and social class are represented in the texts. We will also examine images of the home, the family, masculinity and femininity, and victim and victimizer, paying special attention to the representation of gender and sexuality. This is a reading and writing intensive course that will help students develop their skills at analyzing literary texts, writing thoughtful and well-organized essays, and critically examining how the horror we read relates to the world in which we live.

Course#: FYS 163-11
Professor: Laura Kranzler
Day/s & Time/s: TF 2:00 - 3:20 PM

In this class we will be reading horror novels and watching horror films by writers and directors such as Henry James, R. L. Stevenson, Silvia Moreno Garcia, and Jordon Peele that encompass all aspects of horror: dread, paranoia, bodily corruption, acts of violence, and elements of the supernatural. We will discuss how race and social class are represented in the texts. We will also examine images of the home, the family, masculinity and femininity, and victim and victimizer, paying special attention to the representation of gender and sexuality. This is a reading and writing intensive course that will help students develop their skills at analyzing literary texts, writing thoughtful and well-organized essays, and critically examining how the horror we read relates to the world in which we live.

Course#: FYS 163-12
Professor: Laura Kranzler
Day/s & Time/s: TF 3:30 - 4:50 PM

Since 1930, when Nancy Drew solved "The Secret of the Old Clock," the girl sleuth has had the influence on generations of readers. Able to outwit villains and solve mysteries faster than local law enforcement, Nancy Drew has served as a role model and a feminist icon for young readers. With versions of this character being rewritten in books, movies, computer games, and television shows throughout the decades, Nancy Drew is a household name. Students will analyze her actions and celebrity through scholarship, media, and literature. Using a feminist lens, this course will analyze how and why this fictitious teenage detective has been able to stay relevant for over 80 years, with each generation getting their own modernized version of her, while also honing in on sleuthing techniques used by Nancy herself.

Course#: FYS 163-13
Professor: Kayla Termyna-Singer
Day/s & Time/s: T 5:30 - 8:20 PM

Health care is fundamentally political. In this course, we’ll explore the intersecting histories of American medicine and literary and cultural expression to investigate questions of health and disability justice both within the healthcare system and in terms of how medicine has been understood, critiqued, and imagined. How have writers of fiction, filmmakers, and cultural critics posed and interrogated questions of sickness and health? How have their narratives reinforced or challenged biases in the practice of medicine? We will discuss topics in the history of health care spanning the nineteenth, twentieth, and twenty-first centuries, including the gendered politics of early American nursing; Civil War hospitals; critiques of racial bias in health care; emerging questions of medical ethics; the entanglements of sexuality and science as they have shaped discourses of LGBTQ health; and online illness and disability activism. Throughout, we will consider how medical and literary texts from the past speak to contemporary debates about health – and especially about health care disparities – today. This course will involve essay writing and presentations. It will be a collaborative seminar, involving plenty of class participation.

Course#: FYS 163-14
Professor: Ira Halpern
Day/s & Time/s: TF 9:30 - 10:50 AM

Health care is fundamentally political. In this course, we’ll explore the intersecting histories of American medicine and literary and cultural expression to investigate questions of health and disability justice both within the healthcare system and in terms of how medicine has been understood, critiqued, and imagined. How have writers of fiction, filmmakers, and cultural critics posed and interrogated questions of sickness and health? How have their narratives reinforced or challenged biases in the practice of medicine? We will discuss topics in the history of health care spanning the nineteenth, twentieth, and twenty-first centuries, including the gendered politics of early American nursing; Civil War hospitals; critiques of racial bias in health care; emerging questions of medical ethics; the entanglements of sexuality and science as they have shaped discourses of LGBTQ health; and online illness and disability activism. Throughout, we will consider how medical and literary texts from the past speak to contemporary debates about health – and especially about health care disparities – today. This course will involve essay writing and presentations. It will be a collaborative seminar, involving plenty of class participation.

Course#: FYS 163-15
Professor: Ira Halpern
Day/s & Time/s: TF 2:00 - 3:20 PM

Health care is fundamentally political. In this course, we’ll explore the intersecting histories of American medicine and literary and cultural expression to investigate questions of health and disability justice both within the healthcare system and in terms of how medicine has been understood, critiqued, and imagined. How have writers of fiction, filmmakers, and cultural critics posed and interrogated questions of sickness and health? How have their narratives reinforced or challenged biases in the practice of medicine? We will discuss topics in the history of health care spanning the nineteenth, twentieth, and twenty-first centuries, including the gendered politics of early American nursing; Civil War hospitals; critiques of racial bias in health care; emerging questions of medical ethics; the entanglements of sexuality and science as they have shaped discourses of LGBTQ health; and online illness and disability activism. Throughout, we will consider how medical and literary texts from the past speak to contemporary debates about health – and especially about health care disparities – today. This course will involve essay writing and presentations. It will be a collaborative seminar, involving plenty of class participation.

Course#: FYS 163-16
Professor: Ira Halpern
Day/s & Time/s: TF 3:30 - 4:50 PM

“Making up stories is an inherently political act,” the Pakistani novelist Mohsin Hamid has commented. Among the many forms of narrative, the novel is especially suited to conveying political values, ideas, and conflict. This seminar focuses on how writers around the world have used the novel to think about global and national politics. Students will read a wide variety of novels (graphic, detective, dystopian, autobiographical, magical realist) in exploring how writers have imagined power, government, and citizenship in such places as China, Iran, the Soviet Union, Africa, South Asia, and the Americas. Reading and writing assignments will prepare students for college-level work in all majors.

Course#: FYS 164-01
Professor: David Blake
Day/s & Time/s: MR 12:30 - 1:50 PM

"Wellness is an active process of becoming aware of and making choices toward a healthy and fulfilling life. Wellness is more than being free from illness, it is a multidimensional dynamic process of change and growth. This process varies from person to person as there are a variety of societal and cultural influences that can be of support or hindrance. This course will engage
students through the deep exploration of personal wellness and how personal, interpersonal, and cultural expectations impact all areas of wellness. Additionally, the exploration and practical application of a variety of traditional and complementary alternative medicine approaches will be used to support reading material and challenge students to rethink what constitutes well rounded wellness practices. The use of current entertainment articles, daily news, research articles, books chapters, videos, television, and social media may affect personal health choices and overall wellness"

Course#: FYS 164-02
Professor: Laura Bruno
Day/s & Time/s: TF 11:00 - 12:20 PM

This course teaches students about political and social issues involved in teaching English globally and locally, with a focus on topics like linguistic imperialism and types of bilingualism. It provides students with the theoretical knowledge and practical skills needed for teaching English as a Second or Foreign Language in various settings in the United States and abroad. Students complete and reflect on 15 hours of work connected to an on-line tutoring experience which satisfied The College’s Community Engaged Learning mission.

Course#: FYS 164-03
Professors: Stuart Carroll & Solange Lopes-Murphy
Day/s & Time/s: MR 3:30 - 4:50 PM

Many studies have demonstrated the contemporary crisis of attention, characterized by the barrage of stimuli competing for our cognitive bandwidth. This crisis, fueled by the digital age's proliferation of information and constant connectivity, raises profound questions about the quality of our focus, the erosion of contemplative spaces, and the impact on our collective ability to engage in meaningful pursuits, either alone or with others. This course explores the multifaceted dimensions of the attention crisis, examining its societal implications, individual well-being consequences, and the imperative for cultivating mindful practices in navigating the turbulent currents of a hyper-distracted world.

Course#: FYS 164-04
Professor: Holly Haynes
Day/s & Time/s: TF 11:00 - 12:20 PM

Climate change is challenging every global citizen to consider how to craft a sustainable lifestyle. The purpose of this course is to explore the science behind climate change, the global response and impact and ultimately to consider one's personal and local strategies for sustainable living. A wide range of readings and media will be explored, from newsmedia, social media, books, movies and plays. Students will develop an ability to analyze these sources and to consider sustainable actions around the globe.

Course#: FYS 164-07
Professors: Constance Kartoz & Kathleen Webber
Day/s & Time/s: MR 2:00 - 3:20 PM

"This course aims to help students explore the intricacies of workplace cultures in diverse Asian societies and navigate the cultural differences they might encounter in a global market. In this engaging course, students will delve into the unique dynamics, values, and practices that shape professional environments in countries across East Asia. Key Topics include Leadership and Authority, Effective Communication, Work Ethic, Etiquette, Collectivism, Gender Dynamics, Globalization and Adaptation, and Conflict Resolution in Asian cultural-related workplaces.

Throughout the course, students will engage in discussions, readings, research, essay writing, and case studies to deepen their understanding of Asian workplace culture dynamics. Whether you aspire to work in East Asia or collaborate with Asian colleagues, this course equips you with the cultural competence and practical skills needed for success in diverse professional settings.

The learning objectives are for students to gain a deep understanding of the cultural rules in East Asian society that influence workplace behaviors, including the role of hierarchy, collectivism, and communication styles. Furthermore, students will gain insights into career opportunities in East Asia and develop a career plan that aligns with their personal and professional goals."

Course#: FYS 164-08
Professor: Celia Liu
Day/s & Time/s: MR 12:30 - 1:50 PM

"This course aims to help students explore the intricacies of workplace cultures in diverse Asian societies and navigate the cultural differences they might encounter in a global market. In this engaging course, students will delve into the unique dynamics, values, and practices that shape professional environments in countries across East Asia. Key Topics include Leadership and Authority, Effective Communication, Work Ethic, Etiquette, Collectivism, Gender Dynamics, Globalization and Adaptation, and Conflict Resolution in Asian cultural-related workplaces.

Throughout the course, students will engage in discussions, readings, research, essay writing, and case studies to deepen their understanding of Asian workplace culture dynamics. Whether you aspire to work in East Asia or collaborate with Asian colleagues, this course equips you with the cultural competence and practical skills needed for success in diverse professional settings.

The learning objectives are for students to gain a deep understanding of the cultural rules in East Asian society that influence workplace behaviors, including the role of hierarchy, collectivism, and communication styles. Furthermore, students will gain insights into career opportunities in East Asia and develop a career plan that aligns with their personal and professional goals."

Course#: FYS 164-09
Professor: Celia Liu
Day/s & Time/s: MR 2:00 - 3:20 PM

This seminar seeks to explore the nature and meanings of happiness from a Buddhist perspective. Students will read the basic teachings about happiness from both the Buddhist canons and some outstanding contemporary Buddhist thinkers. Emphasis will be placed on the key concepts of happiness such as compassion, wisdom, mindfulness, affection, kindness, gratitude, right ethical conducts and mental/emotional wellness cultivation. Students are encouraged to think about what it would mean to live a happy and healthy life by applying the Buddhist teachings to their personal life in particular and contemporary society in general.

Course#: FYS 164-11
Professor: Jia-Yan Mi
Day/s & Time/s: TF 2:00 - 3:20 PM

Do AIs think? Do YOU think? Is there a difference? Do you think you know what that difference is? In this course, we are going to explore the ways that human minds work; what theories explain it; whether those theories apply to AI, and how to navigate a future with AI. Algorithms already run your social media and so many other aspects of your life, and there are logical, social, and ethical implications we need to be ready for!

Course#: FYS 164-12
Professor: Consuelo Preti
Day/s & Time/s: MR 12:30 - 1:50 PM

The lives and musical careers of the Beatles reflect profound cultural changes that took place in the aftermath of the Great Depression and World War II. In particular, the extraordinary transformation of this group in a decade and a half from one of many local Liverpool bands to the most influential popular music group of all time and an international cultural arbiter offers insight into the modern cultural world. With the Beatles as its focus, this seminar will explore such topics in modern cultural history as race relations, women’s rights and gender issues, youth culture, consumerism, counterculture and protest, mass media and public relations, as well as, of course, developments in popular music.

Course#: FYS 164-13
Professor: David Venturo
Day/s & Time/s: TF 2:00 - 3:20 PM

Do AIs think? Do YOU think? Is there a difference? Do you think you know what that difference is? In this course, we are going to explore the ways that human minds work; what theories explain it; whether those theories apply to AI, and how to navigate a future with AI. Algorithms already run your social media and so many other aspects of your life, and there are logical, social, and ethical implications we need to be ready for!

Course#: FYS 164-14
Professor: Consuelo Preti
Day/s & Time/s: MR 2:00 - 3:20 PM

College students, Generation Z or Generation "Zoomers," are quite a unique group based on advances in technology, social media, and changes in the virtual risk-taking phenomenon occurring within their lifetime. These shifts have created a sense of invincibility where young adults differentiate and disassociate with the decisions, they make online from the physical "real" world. This ability to disconnect and separate from the real world can have both positive and adverse effects. Our class will explore this topic and review current examples (ie. TikTok Challenges) which demonstrate the rise in risk-taking behaviors.

Course#: FYS 164-16
Professor: Jordan Draper
Day/s & Time/s: TF 12:30 - 1:50 PM

Throughout history, humans have been burdened with countless infectious diseases. Some of these, due to their lethality or their insidious spread, have become legendary. In this course, students examine the societal impact of, and science's response to, history's most significant diseases, including plague, influenza, tuberculosis, smallpox, polio, cholera, malaria, syphilis, HIV/AIDS and Ebola. We will begin with the current (2024) Pandemic/Epidemic and then the COVID-19 Pandemic. What did the world do correctly and incorrectly - why is it lasting so long? Through reading, writing, and class discussions, students explore the effects of each disease on two levels: the biological (microbiology, pharmacology, and immunology) and the societal (epidemiology and sociology). Students will understand the biology of each disease while also learning its historical framework. The ethics of infectious disease monitoring and control, including quarantines, mandatory health department notification, and the use of experimental drugs, will also be the subject of classroom discussions. Current events relating to disease that crop up during this semester will be brought into the classroom on a weekly basis. What will be the next Pandemic? Will we learn from the past?

Course#: FYS 164-17
Professor: Rita King
Day/s & Time/s: MW 5:30 - 6:50 PM

"James Baldwin may not have been speaking about the human rights of people with disabilities around the world, but his sentiments apply. Despite the awareness of international communities (e.g. United Nations, World Bank), the barriers to equal opportunity and social/community inclusion have yet to be eliminated for people with disabilities. In nearly every country in the world people with disabilities remain vulnerable to poverty, discrimination and abuse. Therefore, this course is designed so that students will become Global Activists for people with disabilities around the world. In cooperation with United Nations' Program on Disability for the Convention on the Rights of Persons with Disabilities, students will work in small groups to craft and implement an activist campaign designed to value-add to improving the human rights of people with disabilities in other countries and cultures.

This seminar will be closely aligned to the course of study at TCNJ for students with intellectual disabilities: Career and Community Studies Certificate Program. This is a program (https://ccs.tcnj.edu/) with in the School of Education that implements a post-secondary course of study for a small cohort of youth 18-25 with intellectual disabilities that desire a college experience that leads to adult roles and responsibilities. It is expected that through collaborative and controlled experiences, students in this seminar and the certificate program will jointly benefit from exploring the course themes."

Course#: FYS 164-18
Professor: Amy Schuler
Day/s & Time/s: T 5:30 - 8:20 PM

"James Baldwin may not have been speaking about the human rights of people with disabilities around the world, but his sentiments apply. Despite the awareness of international communities (e.g. United Nations, World Bank), the barriers to equal opportunity and social/community inclusion have yet to be eliminated for people with disabilities. In nearly every country in the world people with disabilities remain vulnerable to poverty, discrimination and abuse. Therefore, this course is designed so that students will become Global Activists for people with disabilities around the world. In cooperation with United Nations' Program on Disability for the Convention on the Rights of Persons with Disabilities, students will work in small groups to craft and implement an activist campaign designed to value-add to improving the human rights of people with disabilities in other countries and cultures.

This seminar will be closely aligned to the course of study at TCNJ for students with intellectual disabilities: Career and Community Studies Certificate Program. This is a program (https://ccs.tcnj.edu/) with in the School of Education that implements a post-secondary course of study for a small cohort of youth 18-25 with intellectual disabilities that desire a college experience that leads to adult roles and responsibilities. It is expected that through collaborative and controlled experiences, students in this seminar and the certificate program will jointly benefit from exploring the course themes."

Course#: FYS 164-19
Professor: Olivia Sullivan
Day/s & Time/s: T 5:30 - 8:20 PM

Over the last Century, Athletes have moved beyond the athletic arena to use their voices to garner attention to social injustices, civil rights, and issues abroad. While sometimes controversial, these public displays of protest begin a conversation bigger than the athlete themselves.This course will dive into the historical feats that athletes have accomplished in the name of civil liberties for all. Using discussions, reflections, and creative projects, this course will push students thinking further to understand how their voices can be as powerful as their idols.

Course#: FYS 164-20
Professor: Khayriy Tilghman
Day/s & Time/s: T 5:30 - 8:20 PM

Over the last Century, Athletes have moved beyond the athletic arena to use their voices to garner attention to social injustices, civil rights, and issues abroad. While sometimes controversial, these public displays of protest begin a conversation bigger than the athlete themselves.This course will dive into the historical feats that athletes have accomplished in the name of civil liberties for all. Using discussions, reflections, and creative projects, this course will push students thinking further to understand how their voices can be as powerful as their idols.

Course#: FYS 164-21
Professor: Khayriy Tilghman
Day/s & Time/s: R 5:30 - 8:20 PM

In this course, you will be introduced to the varying disciplines and approaches to understanding our world and yourself. You will enhance your intercultural awareness through an exploration of identity, culture, and societies. Through readings, films, discussion, and direct observation you will explore how global issues are manifested in your new home, Trenton, NJ. You will improve professional writing and speaking skills through writing critical and reflective essays, conducting interviews, presenting individually and in groups, and designing a culminating research project.

Course#: FYS 164-22
Professor: Joanne Bateup
Day/s & Time/s: TR 5:30 - 6:50 PM

The concept of democracy is applied today to many rather dissimilar political systems. We have borrowed it from the Ancient Greeks to refer to our own political values. Unlike philosophers and political leaders in the past, today many proclaim their love for “democracy”, but what does this concept entail? We will examine the idea of democracy through a collection of texts as varied as a Greek play, Machiavelli, the Federalist papers, articles, and movies. In this course we will explore topics such as: the birth of democracy in Ancient Greece, comparison between the Greek democracy and the Roman republic, and the relationship between the individual and the community.

Course#: FYS 164-23
Professor: Dobrinka Chiekova
Day/s & Time/s: MR 2:00 - 3:20 PM

You are the next generation of global change agents! This course will examine the challenges of today's international agenda and opportunities presented for individuals like you to effect change in a complicated and globalized world. We will analyze the work of individuals who have made an impact addressing global problems: people who have changed the world. By utilizing a variety of sources, we will explore the success of their efforts. What lessons can we learn about how an individual can help solve today' pressing international problems?

Course#: FYS 164-24
Professor: Anne-Marie Gardner
Day/s & Time/s: TF 9:30 - 10:50 AM

This course examines the phenomenon of music as it relates to ecology. We listen to all types of musical traditions and practices, offering and challenging definitions of music of all cultures, and including other species. We look at how nature is represented in traditional music compositions, how music arises in human evolution, the physics of sound and the biological responses around the experience of music, some relevant philosophical writing and various manifestations of these topics in political and social contexts. Material is drawn from a wide variety of academic disciplines.

Course#: FYS 164-25
Professor: Carlton Wilkinson
Day/s & Time/s: W 5:30 - 8:20 PM

Interactive narrative games such as Detroit: Become Human, Heavy Rain, and Beyond: Two Souls present players with a myriad of ethical dilemmas that often blur the lines of what is right and what is wrong. These games require players to make decisions that alter the game's ending through consequences.

In this course, students will engage in critical discussions and reflective exercises, analyzing the impact of their decisions within the virtual worlds of interactive storytelling. Through gameplay, students will be confronted with dilemmas that challenge traditional ethical frameworks, encouraging them to evaluate and justify their choices within a dynamic and evolving narrative.

Through gameplay analysis, group discussions, reflective essays, and project-based assessments, students will develop their application of ethical principles and deepen their understanding of ethics in complex real world concepts.

Course#: FYS 161-52
Professor: TJ Branin
Day/s & Time/s: TR 5:30 - 6:50PM

This course examines the current climate around racial injustices. Students will engage in weekly discussions based upon personal experiences, timely readings, films, documentaries, and visual media highlighting current events related to issues of social injustice and systemic racism. Heavy reliance will be placed on both speaking and writing within this course as a way of fostering an understanding of and shedding light on pertinent issues surrounding racial injustices. Due to the sensitive topics discussed and explored, this course will be taught with two sections of the class running concurrently.

Course#: FYS 162-17
Professor: Stefanie Marchetti
Day/s & Time/s: R 5:30 - 8:20PM

This course examines the current climate around racial injustices. Students will engage in weekly discussions based upon personal experiences, timely readings, films, documentaries, and visual media highlighting current events related to issues of social injustice and systemic racism. Heavy reliance will be placed on both speaking and writing within this course as a way of fostering an understanding of and shedding light on pertinent issues surrounding racial injustices. Due to the sensitive topics discussed and explored, this course will be taught with two sections of the class running concurrently.

Course#: FYS 162-18
Professor: Asmaa (Jesse) Kabel
Day/s & Time/s: R 5:30 - 8:20PM

This course will explore the impact race has on decisions and outcomes in the criminal justice system, from investigations, evaluation of witness credibility, jury selection to sentencing.

Course#: FYS 162-19
Professor: Tracy Thompson
Day/s & Time/s: MR 3:30 - 4:50PM

" 'I believe in hope. I believe in belief.' In summer 2020, Ted Lasso emerged quickly as a streaming series about an American football coach shipped to England to manage a professional soccer team. What began as a binge-worthy comedic escape from pandemic-life quickly became a complex look at not only what makes a great leader but also what makes great teams. On and off the pitch, the show highlights the complexity of leadership surrounding relationship building, trust, and authenticity.

We will spill the tea - through examples in television and film, podcasts, TED Talks, and assigned readings - and explore themes and intersectionalities in a thoughtful way that dispels the myth that great leadership is bigger than one person. This course will challenge students to create and/or enhance their own personal and group leadership styles, with particular emphasis placed on the value of self-care and mental health, emotional intelligence, working through failure, and perceptions of gender in leadership. Assignments will include self-reflections, rhetorical analysis, dynamic in-class activities, and research-based written arguments."

Course#: FYS 163-17
Professor: Erica Kalinowski
Day/s & Time/s: TR 5:30 - 6:50PM

Female characters are often undeveloped and one-dimensional, and this problem is often exacerbated in the creation of female villains. We see the temptress, the witch, the betrayer, but not much else. We will deconstruct female villainous from history and fairy tales as well as pop culture mediums. We will deconstruct female villains, specifically examining how strength and sexuality are portrayed. Through literature, articles, movies, and other types of media, students will analyze the function of gender in writing the villanous narrative. Assignments will include a semiotic analysis of a self-selected villain and a creative project.

Course#: FYS 163-18
Professor: Laura Sass-Germain
Day/s & Time/s: TR 5:30 - 6:50PM

The objective of this course is to engage with, analyze, and discuss depictions of love and relationships that might border on being unhinged, problematic, or downright toxic. In doing so, we will write and develop four major essays – three thesis-driven synthesis essays and one research essay – which engage with the course material in-depth. Throughout the course, we will cover texts ranging from the Bible to Lolita, from the Twilight film to the Fall of the House of Usher, and more! We will even be learning and applying literary lenses and critique, such as in applying gender theory to The Great Gatsby. In analyzing different depictions of what can be called "love," we can break down that fundamental question once posed by Haddaway: "What is love?"

Course#: FYS 163-19
Professor: Michael Boldizar
Day/s & Time/s: MR 11 - 12:20PM

In this course, we will explore Western dress history and the politics of fabrics and economics. Our timeframe will be from the French Revolution through to the 2020 with a focus on slavery, seamstresses, haute couture, and fashion in the past and present. We will watch films, look at museum sites, and follow fashion historians on podcasts and Instagram.

Course#: FYS 163-20
Professor: Donna Raskin
Day/s & Time/s: TR 7 - 8:20PM

We will deconstruct the most powerful women that made a household name for themselves in pop culture around the world. Together we will analyze the powerful influence they have on society, as well as the power we have as a society to dehumanize their existence. The strength of these female celebrities and influence of their actions is astonishing, but does society do this intentionally to build these distinguished people up to unfathomable standards to simply destroy them in a moment of weakness? More importantly, how this has prominently affected their state of being as a human watching these celebrities struggle to live a healthy life. In society, do we uphold the male counterpart to the same set of standards and unrealistic expectations to demise them at a later point in their livelihood. Did *NSYNC, Kanye West, or Brad Pitt make the same waves in culture as these powerful women did or is society holding powerful, influential women to a different standard for their amusement?

Course#: FYS 163-21
Professor: Kristine Fasulo
Day/s & Time/s: T 5:30 - 8:20PM