The First Year Seminar (or FYS for short) is a small seminar-style class that all entering first-year students take during their first semester at TCNJ. The course enables entering students to work closely with a professor and their fellow students on a topic of their choosing outside of their major. It offers students an opportunity to engage in an intellectually exciting and challenging experience at the beginning of their college careers.
Instructions
- Some departments and schools give specific advice on how to choose your FYS course. Please check the “Major Specific FYS Info” page before picking your FYS.
- From the list of FYS courses, please pick eight sections that interest you.
- Once you have chosen eight FYS sections, please put them in your First Semester Worksheet.
- Your FYS choices will not be ranked when entered into the First Semester Worksheet. One of your choices will be assigned to you as your FYS.
| Class | Topic Description | Instructor | Civic Responsibility |
|---|---|---|---|
| FYS 161 01 | The Bible: American Bestseller
It is consistently America's best selling book: the Bible. No book has more profoundly shaped American history, and no book is held in wider esteem by Americans, generation after generation. Yet amazingly, most Americans have only read excerpts from the Bible, and have no understanding of the systems of biblical interpretation that have guided devout American readers for centuries. This seminar will change that. Students will learn about the multiple genres in this mini-library of ancient texts, and will read and freely discuss substantial selections from each genre. They will compare and contrast traditionalist, modernist, and scholarly systems of biblical interpretation. Students will explore some of the ways the Bible has influenced American history, literature, music, and film. And they will leave the course with a fuller understanding of the Bible its contents, interpretation, and influence on America. Course#: FYS 161-01 |
Clydesdale, Timothy | |
| FYS 161 02 | The Bible: American Bestseller
It is consistently America's best selling book: the Bible. No book has more profoundly shaped American history, and no book is held in wider esteem by Americans, generation after generation. Yet amazingly, most Americans have only read excerpts from the Bible, and have no understanding of the systems of biblical interpretation that have guided devout American readers for centuries. This seminar will change that. Students will learn about the multiple genres in this mini-library of ancient texts, and will read and freely discuss substantial selections from each genre. They will compare and contrast traditionalist, modernist, and scholarly systems of biblical interpretation. Students will explore some of the ways the Bible has influenced American history, literature, music, and film. And they will leave the course with a fuller understanding of the Bible its contents, interpretation, and influence on America. Course#: FYS 161-02 |
Clydesdale, Timothy | |
| FYS 161 03 | Anatomy of Great Places
Why do you feel more comfortable, safe, inspired, productive, and energized in some places rather than others? Insights from fields from 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, malls work better than others to achieve their desired outcomes. This seminar draws on a rich literature and professional expertise to explore the physical and social elements of great places. Students will visit, observe, discuss, read, write about, and present on the values, elements, and interventions of great places. The class will culminate in a jointly produced Atlas of Great Places. Course#: FYS 161-03 |
Foster, Kathryn | |
| FYS 161 04 | Climate Fiction
Writing for adults and young adults, science fiction writers are captivated (and disturbed) by the looming climate catastrophe, resulting in what is now called "climate fiction" (cli fi). We will investigate some visions of the near future, with weather "weirding," rising sea levels, and effects on human life. Despite the impending disaster, some cli fi writers offer us hope for the future. Course#: FYS 161-04 |
Graham, Jean | |
| FYS 161 05 | Climate Fiction
Writing for adults and young adults, science fiction writers are captivated (and disturbed) by the looming climate catastrophe, resulting in what is now called "climate fiction" (cli fi). We will investigate some visions of the near future, with weather "weirding," rising sea levels, and effects on human life. Despite the impending disaster, some cli fi writers offer us hope for the future. Course#: FYS 161-05 |
Graham, Jean | |
| FYS 161 06 | Songs on the Ballot: Music and U.S. Presidential Elections
What do Beyonce, Taylor Swift, The Village People, Lee Greenwood, The Rolling Stones, Bruce Springsteen, Kid Rock, U2, Stevie Wonder, Brooks and Dunn, Fleetwood Mac, and Louis Armstrong have in common? Besides being successful icons in their respective musical genres, all these artists, and more, have had their music played and/or have performed at political conventions and/or rallies, and/or have endorsed candidates for president. In this first-year seminar, students will explore the role of music in politics generally, and in U.S. presidential elections specifically. Through scholarly and journalistic writing, as well as audio recordings and videos of performances, students will develop critical reading, listening, and viewing skills, and they will also develop their reflective and academic writing regarding the relationship between music and politics. We will consider how an artist's lyrics, music, genre, and public image align (or seem to align) with a candidate's political platform. Sometimes artists object to their music being used to promote a particular candidate: in what ways do their lyrics, music, genre, and public image not align with a candidate's political platform? And we will weigh the effect that music has on election outcomes: how can an artist and/or song help a candidate win or lose at the ballot box? Course#: FYS 161-06 |
Heisler, Wayne | |
| FYS 161 07 | Studio Ghibli Films by Hayao Miyazaki
In this section of FYS we will study the anime films of Hayao Miyazaki, co-founder of Studio Ghibli in Japan. You will watch outside of class (on HBO/Max or DVD in the library) 10 of the 12 full-length films he has written and directed (for example, Spirited Away, My Neighbor Totoro, Princess Mononoke, and his latest film, The Boy and the Heron). Miyazaki’s films often feature a strong female protagonist, environmental concerns, the consequences of war, children’s maturation, and spiritual beings in a fantasy-type story with awe-inspiring animation. We will also learn about how the animism in Shinto and some Buddhist beliefs, as well as other aspects of Japanese culture and history, figure into Miyazaki’s films. Course#: FYS 161-07 |
Konkle, Lincoln | |
| FYS 161 08 | Studio Ghibli Films by Hayao Miyazaki
In this section of FYS we will study the anime films of Hayao Miyazaki, co-founder of Studio Ghibli in Japan. You will watch outside of class (on HBO/Max or DVD in the library) 10 of the 12 full-length films he has written and directed (for example, Spirited Away, My Neighbor Totoro, Princess Mononoke, and his latest film, The Boy and the Heron). Miyazaki’s films often feature a strong female protagonist, environmental concerns, the consequences of war, children’s maturation, and spiritual beings in a fantasy-type story with awe-inspiring animation. We will also learn about how the animism in Shinto and some Buddhist beliefs, as well as other aspects of Japanese culture and history, figure into Miyazaki’s films. Course#: FYS 161-08 |
Konkle, Lincoln | |
| FYS 161 09 | Mortality, Mind, and the Meaning of Life
This seminar explores some of the oldest, most profound, and most fascinating philosophical and religious questions that human beings have pondered for over 3000 years. Our course will focus on three main themes: What is mortality and immortality? What is the mind? Is there a purpose to human life? Students taking the course will hone their abilities to think critically about knowledge beyond the limits of their own personal experiences, to develop and defend their own positions and worldviews, and to develop imaginative and conceptual skills needed to compare and evaluate alternative positions and worldviews. Course#: FYS 161-09 |
Le Morvan, Pierre | |
| FYS 161 10 | Disability and Decolonial Perspectives: Deconstructing and Disrupting the Social and Cultural Gaze in media
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 161-10 |
Rao, Shridevi | |
| FYS 161 11 | Why Study Literature?
In this seminar, we begin by briefly examining current criticisms of literary studies as a discipline -- its perceived impracticality, its supposed inappropriateness as career preparation, and its alleged politicization and subjection to identity politics. Then we look more specifically at what literary scholars do when they study literature, reading some literary theory on how language works (Jacques Derrida), how gender works (Judith Butler), how culture works (Clifford Geertz), how ideology works (Louis Althusser), and how power works (Michael Foucault). We read a couple literary texts (The Road by Cormac McCarthy and The Bluest Eye by Toni Morrison) to practice the application of these theories. Finally, we use the theories and skills of literary studies to analyze real-world media (such as film, advertising, social media, video games, websites, memes, YouTube videos, K-dramas, or theme parks). In the process, we answer the question of why the study of literature is useful -- even crucial -- in our world. Course#: FYS 161-11 |
Steinberg, Glenn | |
| FYS 161 12 | Out of the Bubble: Cultivating Curiosity and Clarity in our Data-Driven World
In our hyper-connected world, we are inundated with graphs and statistics designed to influence how we think, feel, and make decisions. The media diet we consume often keeps us within a bubble of selective information. But what if we broke through that bubble? How can we uncover what's true behind the bold headlines, glossy visuals, and compelling numbers? This course equips students with the critical skills needed to dissect data, graphs, and statistics in everyday media in order to understand the numbers that are supposed to inform us. It emphasizes understanding and dialogue, and provides the tools to question assumptions, interpret data, recognize manipulative techniques, and reason our way to the truth. This course is designed for students of all viewpoints, and it aims to create a space for curiosity and thoughtful discussion in a polarized media landscape. Course#: FYS 161-12 |
Capece, Angela | |
| FYS 161 13 | Coming of Age Graphic Novels
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 161-13 |
Haikes, Belinda | |
| FYS 161 14 | What Can I Do to Make Change? Understanding Democracy and Citizen Engagement
"What can I do to make a change?" Is a question or attitude that sums up how many individuals feel about their ability to make change in their communities or country. A healthy and productive democracy relies on active, informed and responsible engagement from the populace. Unfortunately, many people learn the basics of government without a deeper understanding of principles and practices of a healthy democracy, let alone the practical steps one can take to affect change. This course directly addresses these problems by providing foundational theory and knowledge, combined with a practical application of the ideas learned through an action project. The action projects will allow students to see themselves as citizen actors and gain valuable firsthand experiences to bring forward into their adult lives, while they explore a topic that they feel is important. Course#: FYS 161-14 |
Burroughs, Greer | |
| FYS 161 15 | Data Visualization
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 161-15 |
Zrada, Melissa | |
| FYS 161 16 | Developing Technology: From Science Fiction to Reality
In this seminar course, we will use science fiction short stories, novels, and films to explore technologies introduced in science fiction and examine how those technologies were made reality. Students will explore how the technologies actually function from science and engineering perspectives and examine socioeconomic and ethical considerations. Possible topics include communication technologies, artificial intelligence & information analytics, health & healthcare, cyborgs & human enhancement, security & surveillance, virtual reality, and interfaces & wearables. The course will culminate in "creating" their own novel science fiction technology and then providing real world context by examining the current state of the art, identifying missing technological capabilities, and considering possible misuse or other negative effects. Course#: FYS 161-16 |
Wagner, Christopher | |
| FYS 161 17 | Dilemmas of the Digital Domain
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 161-17 |
Mazur, Janet | |
| FYS 161 18 | Life Happens
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 and personal life topics. Course#: FYS 161-18 |
Mccrary, Todd | |
| FYS 161 19 | Life Happens
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 and personal life topics. Course#: FYS 161-19 |
Mccrary, Todd | |
| FYS 161 20 | Internalizing Beauty, Becoming Self Aware
Self-confidence and understanding have shaped many students' image of themselves based solely on how they are accepted, or their knowledge of how they are accepted in their friend groups, society, social media, or even brief interactions with total strangers. Having access to a course that will reshape and expand this model creates a place for students to understand themselves and the foreign environment which they will come to call home within the next four years. Course#: FYS 161-20 |
Thorpe, Chinasa | |
| FYS 161 21 | Politics in Education
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 look at the current, most politically charged, educational topics and discuss if those in power are being inclusive or exclusive. Course#: FYS 161-21 |
Harris, Nicole | |
| FYS 161 22 | Beyond the End Zone: A Creative Writing Exploration of the NFL
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 its impact beyond the field. Course#: FYS 161-22 |
Richman, Jordan | |
| FYS 161 23 | Disney Made Me Do It: (Un)Realistic Expectations
"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 161-23 |
Babcock, Caitlin | |
| FYS 161 24 | Lasso Lessons: What Ted Teaches Us About Life and Leadership
In this course, we'll explore the complexities of leadership through examples from television, film, podcasts, TED Talks, and readings, using Ted Lasso as a starting point to examine themes like trust, authenticity, and relationship-building. Students will challenge the myth that great leadership is about one person, focusing instead on the value of self-care, mental health, emotional intelligence, and navigating failure. Discussions will delve into perceptions of gender and intersectionality in leadership. Assignments include self-reflections, rhetorical analyses, dynamic activities, and research-based arguments, all designed to help students enhance their personal and group leadership styles. Course#: FYS 161-24 |
Bagnarelli, Erica | |
| FYS 161 25 | Anatomy of a (Weather) Catastrophe
Natural disasters have destroyed communities around the world since the beginning of time, showcasing their duality of unparalleled beauty and relentless fury that is unique to this planet and those of us who live here. Students will each select one of four recent weather events to analyze throughout the semester: the Moore, OK F5 Tornado (2013); Hurricane Maria (2017); Winter Storm Uri (2021) or the Lahaina, HI Wildfire (2023). In addition to learning about the science behind the storm, students will conduct before and after analyses through a variety of lenses (financial; societal; political; etc.) and explore how communication positively and negatively contributed to the lead-up and aftermath. Taught by a self-proclaimed weather “nerdâ€, this seminar is for those who have always been fascinated by the skies! Course#: FYS 161-25 |
Barndt, Lindsay | |
| FYS 161 26 | Ethics and Choice-Based Video Games
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 161-26 |
Branin, Thomas | |
| FYS 161 27 | Critical Hit: the cultural impact of Dungeons & Dragons
The fantasy roleplaying game Dungeons & Dragons has reached a level of pop culture influence that is rarely achieved by most gaming properties. In this course, students will explore the history and impact of "the world's greatest roleplaying game" while forging skills in close reading, rhetorical analysis, and persuasive writing. We will examine seminal fantasy literature, news media from the infamous "Satanic Panic" era, podcast conversations with diverse content creators, and much more. Through class discussions and writing workshops, we will turn a critical eye on a complex sub-culture that was once dominated by the stereotype of the white, male, cis-hetero "nerd" but has since blossomed into a vibrant, inclusive community. Grab your pencil, paper, and polyhedral dice's time to find out what makes D&D such a critical hit. Course#: FYS 161-27 |
Hallinger, John | |
| FYS 161 29 | How Narrative Film Persuades
In analyzing particular narrative films, we will explore how screenplay, camera angles and shots, editing, acting, and direction help form story and particularly our response to it. How we engage with a film shows us the impact of the argument the filmmaker is making. What ingredients make a film compelling? How can an audience's response to a film make a difference in the world? Focusing on the implicit visual arguments that films make will allow us to create our own explicit written and visual arguments about these films. We will view three films together, make a five-minute small group film, and each student will create a longer researched essay on a film of the student's choosing. Course#: FYS 161-29 |
Ringer, Nina | |
| FYS 161 30 | Walt Disney's America
In this course, we will analyze the effect of Walt Disney and the Walt Disney Company on American culture. From the Great Depression into World War Two, and onward through the present day, Disney's stamp on culture is indelible. We will study the films of the Walt Disney Company for their explorations of racial and gender equality (or total lack thereof) as well as propaganda films distributed during World War Two. Other topics will include the change in the American tourism industry, American nostalgia, and how American history is depicted through the works of Disney. Course#: FYS 161-30 |
Hargreaves, Laura | |
| FYS 161 31 | Mindhunters: What Really Makes a Murderer?
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 a 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 comprehensive case study research. Course#: FYS 161-31 |
Gallus, Elizabeth | |
| FYS 161 32 | Hashtag Activism - Social Media and the Craft of Persuasion
The course will explore social media (SM) 's impact on political decision-making and makers. First, we will establish definitions for 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 161-32 |
Rouse, Lamont | |
| FYS 161 33 | Hashtag Activism - Social Media and the Craft of Persuasion
The course will explore social media (SM) 's impact on political decision-making and makers. First, we will establish definitions for 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 161-33 |
Rouse, Lamont | |
| FYS 161 34 | Misfits and Monsters: How People with Mental Illness are Portrayed in Literature and Mass Media
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 161-34 |
Bonard, Mary | |
| FYS 161 28 | Misfits and Monsters: How People with Mental Illness are Portrayed in Literature and Mass Media
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 161-28 |
Bonard, Mary | |
| FYS 161 35 | The Sympathetic Villain: A Matter of Perspective
This interdisciplinary course invites students to delve into the complex and often captivating world of villainy across various mediums, including history, film, and literature. By examining iconic "villains" from historical figures to fictional "antagonists" we will explore the moral ambiguities that render them both repugnant and fascinating. Through critical analysis, we will investigate how aesthetic distance allows audiences to engage with and enjoy these morally questionable characters. We will discuss concepts such as empathy, detachment, and the psychological underpinnings of villainous charm, drawing connections between societal values and the portrayal of evil. Course#: FYS 161-35 |
Costantino, Paige | |
| FYS 161 36 | The Sympathetic Villain: A Matter of Perspective
This interdisciplinary course invites students to delve into the complex and often captivating world of villainy across various mediums, including history, film, and literature. By examining iconic "villains" from historical figures to fictional "antagonists" we will explore the moral ambiguities that render them both repugnant and fascinating. Through critical analysis, we will investigate how aesthetic distance allows audiences to engage with and enjoy these morally questionable characters. We will discuss concepts such as empathy, detachment, and the psychological underpinnings of villainous charm, drawing connections between societal values and the portrayal of evil. Course#: FYS 161-36 |
Costantino, Paige | |
| FYS 161 38 | Mirror Ball of Stress
Stress is experienced in everyone’s life. This FYS course examines many facets of “stress” including sources, theories, interpretations, and impacts on individuals and societies. Students will explore the role of stressors: personal, interpersonal, institutional, and community-based. Students will examine a range of impacts of stressors on health and well-being of individuals and populations living in a variety of local or global communities. Students will access databases, scholarly, and popular information about types of stressors from multiple sectors such as technological, digital, and political sources of stress. Through a variety of interactive learning experiences and assignments, students can gain greater self-awareness about becoming a successful student among peers in a higher education setting, and an increased confidence about writing, presenting, and researching at the college level. To promote interpersonal dialogue and self-reflection, students will engage in interviews, individual journaling, analyzing science-based literature, and writing pertinent to managing stressors in college life. Course#: FYS 161-38 |
Gordon, Karen Allyn | |
| FYS 161 39 | What is Normal? How we classify students in education
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 |
King, Michelle | |
| FYS 161 41 | The FIRE Movement: Financial Independence Retire Early, is it possible?
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 161-41 |
Steuber, Lindsay | |
| FYS 161 42 | The FIRE Movement: Financial Independence Retire Early, is it possible?
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 161-42 |
Steuber, Lindsay | |
| FYS 161 43 | Head to Pen- Refine your career goals on the road to creating a better YOU
When the head, heart, mind, and soul intertwine, what will you allow your pen to capture? During this course, students will learn how to write from their "inner core" the place where truth dwells. These sessions will be designed for students to view writing through the lens of their personal development and self- discovery process. We will focus on choice of major, intention on choosing that major and the undeclared major. These interactive class discussions and mapping exercises will encourage students to create a life full of endless possibilities. Along the journey, the students will gain essential concepts on writing with intention, trusting the process and the art of pausing and thinking. Gain valuable tips by reading thought provoking articles, journaling, podcasts, and You- tube videos. Course#: FYS 161-43 |
Whidbee, Yolanda | |
| FYS 161 44 | Head to Pen- Refine your career goals on the road to creating a better YOU
When the head, heart, mind, and soul intertwine, what will you allow your pen to capture? During this course, students will learn how to write from their "inner core" the place where truth dwells. These sessions will be designed for students to view writing through the lens of their personal development and self- discovery process. We will focus on choice of major, intention on choosing that major and the undeclared major. These interactive class discussions and mapping exercises will encourage students to create a life full of endless possibilities. Along the journey, the students will gain essential concepts on writing with intention, trusting the process and the art of pausing and thinking. Gain valuable tips by reading thought provoking articles, journaling, podcasts, and You- tube videos. Course#: FYS 161-44 |
Whidbee, Yolanda | |
| FYS 162 01 | Incarceration Nation: Literature of the Prison
This course will explore the literature by and about prisoners from 600 AD to the present. Interdisciplinary in nature, this course will weave together the studies of gender, criminology, psychology, sociology, and, most notably, literary analysis as we approach the groundbreaking texts written by one of the most neglected, silenced, but all-too-critical sectors of our population the incarcerated. Course#: FYS 162-01 |
Tarter, Michele | Race & Ethnicity |
| FYS 162 02 | Incarceration Nation: Literature of the Prison
This course will explore the literature by and about prisoners from 600 AD to the present. Interdisciplinary in nature, this course will weave together the studies of gender, criminology, psychology, sociology, and, most notably, literary analysis as we approach the groundbreaking texts written by one of the most neglected, silenced, but all-too-critical sectors of our population the incarcerated. Course#: FYS 162-02 |
Tarter, Michele | Race & Ethnicity |
| FYS 162 03 | Imprisoned Minds: Philosophy & Religion from Jail
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 162-03 |
Edwards, Mark | Race & Ethnicity |
| FYS 162 04 | Imprisoned Minds: Philosophy & Religion from Jail
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 162-04 |
Edwards, Mark | Race & Ethnicity |
| FYS 162 05 | Racism, Crime & Prisons in US History
In this course, students explore the ways in which historical racism shapes perceptions of crime, particularly racist stereotypes about Black crime and the myth (or assumption) of white innocence, racist fictions that drive the mass imprisonment of people of color in the U.S. today. We begin with an examination of racist beliefs about crime and racist punishment practices in the slavery era then the post-slavery (post-Civil War era), the Jim Crow period, and end with the 1970s to present (the New Jim Crow era or "War on Drugs" era). Throughout the course, students confront the reality that white supremacy, white privilege, and the racist terrorizing of communities of color (through state agencies like the police) are not phenomena of the past, but institutionalized in the present. In so doing, students are empowered to think critically and creatively about ways to eradicate the social injustices that maintain the racist systemic legal oppression of people of color in the U.S. Course#: FYS 162-05 |
Francis, Leigh-Anne | Race & Ethnicity |
| FYS 162 06 | Racism, Crime & Prisons in US History
In this course, students explore the ways in which historical racism shapes perceptions of crime, particularly racist stereotypes about Black crime and the myth (or assumption) of white innocence, racist fictions that drive the mass imprisonment of people of color in the U.S. today. We begin with an examination of racist beliefs about crime and racist punishment practices in the slavery era then the post-slavery (post-Civil War era), the Jim Crow period, and end with the 1970s to present (the New Jim Crow era or "War on Drugs" era). Throughout the course, students confront the reality that white supremacy, white privilege, and the racist terrorizing of communities of color (through state agencies like the police) are not phenomena of the past, but institutionalized in the present. In so doing, students are empowered to think critically and creatively about ways to eradicate the social injustices that maintain the racist systemic legal oppression of people of color in the U.S. Course#: FYS 162-06 |
Francis, Leigh-Anne | Race & Ethnicity |
| FYS 162 07 | Consequences of Actions and Accountability: Race, Privilege, and the Complexities of Justice
This course critically examines the moral dilemmas, consequences of actions, and the complexities of justice as portrayed in the Netflix series Your Honor. Students will explore how characters navigate issues surrounding race, ethical decisions, often driven by personal motives, and the resulting impact on themselves, their families, and society. Central to the course is an exploration of how race plays a significant role in shaping the experiences and choices of the characters, particularly within the context of the legal system. through an in-depth analysis of the show's narrative, students will engage with themes such as systemic inequality, racial prejudice, and the balance between moral duty and personal loyalty. Ultimately, students will reflect on how our understanding of right and wrong is shaped by the intersection of personal, cultural, and institutional forces. Course#: FYS 162-07 |
Hallback, Dionne | Race & Ethnicity |
| FYS 162 08 | Consequences of Actions and Accountability: Race, Privilege, and the Complexities of Justice
This course critically examines the moral dilemmas, consequences of actions, and the complexities of justice as portrayed in the Netflix series Your Honor. Students will explore how characters navigate issues surrounding race, ethical decisions, often driven by personal motives, and the resulting impact on themselves, their families, and society. Central to the course is an exploration of how race plays a significant role in shaping the experiences and choices of the characters, particularly within the context of the legal system. through an in-depth analysis of the show's narrative, students will engage with themes such as systemic inequality, racial prejudice, and the balance between moral duty and personal loyalty. Ultimately, students will reflect on how our understanding of right and wrong is shaped by the intersection of personal, cultural, and institutional forces. Course#: FYS 162-08 |
Hallback, Dionne | Race & Ethnicity |
| FYS 162 09 | Multicultural NYC
Is New York the capital of the world? How did it become such a great multicultural city? What does it mean to be a New Yorker? These essential questions will guide us as we study the events that shaped New York's multicultural history from its beginnings to the present. As we explore different periods of the city's history, we will focus on 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 162-09 |
Winkel, Matthew | Race & Ethnicity |
| FYS 162 10 | Multicultural NYC
Is New York the capital of the world? How did it become such a great multicultural city? What does it mean to be a New Yorker? These essential questions will guide us as we study the events that shaped New York's multicultural history from its beginnings to the present. As we explore different periods of the city's history, we will focus on 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 162-10 |
Winkel, Matthew | Race & Ethnicity |
| FYS 162 11 | Rebuilding a City
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 162-11 |
Youngblood-Mcclendon, Tiffany | Race & Ethnicity |
| FYS 162 12 | Rebuilding a City
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 162-12 |
Youngblood-Mcclendon, Tiffany | Race & Ethnicity |
| FYS 162 13 | Social Justice: Theory, Problems & Practice (Race & Ethnicity)
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. The design of this course will additionally facilitate your exploration and assessment of your own personal identity, worldview, and experiences. Through exploring how race, class, gender, sexual orientation, religion and ability are social constructions we will see how such constructions affect each of our identities, our relationships, and our overall perceptions of the world and our place in it. Various strategies to address social justice will be illustrated and students will begin to examine their own approach to advocacy. Community engaged learning experiences will additionally be integrated into the course. Course#: FYS 162-13 |
Muse, Althia | Race & Ethnicity |
| FYS 162 14 | Social Justice: Theory, Problems & Practice (Race & Ethnicity)
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. The design of this course will additionally facilitate your exploration and assessment of your own personal identity, worldview, and experiences. Through exploring how race, class, gender, sexual orientation, religion and ability are social constructions we will see how such constructions affect each of our identities, our relationships, and our overall perceptions of the world and our place in it. Various strategies to address social justice will be illustrated and students will begin to examine their own approach to advocacy. Community engaged learning experiences will additionally be integrated into the course. Course#: FYS 162-14 |
Muse, Althia | Race & Ethnicity |
| FYS 162 15 | Exploring the Creative, Social, and Psychological Power of Popular Music
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 162-15 |
Blum, Jordan | Race & Ethnicity |
| FYS 162 16 | Exploring the Creative, Social, and Psychological Power of Popular Music
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 162-16 |
Blum, Jordan | Race & Ethnicity |
| FYS 162 17 | So You Think You Can Dance? Dance for Social Change.
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 162-17 |
Colosimo, Christine | Race & Ethnicity |
| FYS 162 18 | So You Think You Can Dance? Dance for Social Change.
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 162-18 |
Colosimo, Christine | Race & Ethnicity |
| FYS 162 19 | Human Trafficking: A Domestic and International Crisis
This class will explore the topic of domestic and international human trafficking. Students will learn the history and different forms of trafficking, discuss the connect between exploitation and race, ethnicity, class, gender, and the obstacles of prosecuting criminal cases or identifying cases of human trafficking. Students will explore ways to make change through education and advocacy within the community. Assignments will include a film review on international human trafficking and researching different counties. Guest speakers will include law enforcement and human trafficking organizations. Course#: FYS 162-19 |
Hadley, Heather | Race & Ethnicity |
| FYS 162 20 | Race to Justice
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 162-20 |
Kabel, Asmaa | Race & Ethnicity |
| FYS 162 21 | Race to Justice
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 162-21 |
Marchetti, Stefnie | Race & Ethnicity |
| FYS 162 22 | College Behind Bars
Marginalized or 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 examining aspects of the U.S. prison system, 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 162-22 |
Simpson, Amanda | Race & Ethnicity |
| FYS 162 23 | Leadership for Social Justice
This interactive course examines the vital role of effective leadership in advancing social justice. We will critically examine leadership efforts to address enduring and emerging social problems such as oppression, inequality, inequity, and other violations of human rights in the U.S. and globally. As important, we will investigate theories and models of effective leadership for the public good, including the values, traits and competencies associated with positive social change. Course work will include evidence-based, case study analysis of leaders in the public and private sectors, including elected officials, non-profit agents, citizen activists, as well as social and corporate entrepreneurs. As important. we will investigate Texts, films, videos and supplemental readings include nonfiction and fiction works as well as contemporary mass and social media sources. Conditions permitting, the instructor plans to incorporate guest presenters. Course#: FYS 162-23 |
Scarpati, Antonino | Race & Ethnicity |
| FYS 163 01 | Gendered Female in Shakespeare's Comedies
Heroines in William Shakespeare's comic dramas are a window into the construction of gendered (and status-based) identities in the Early Modern World. Women characters are often central to the unfolding of the comic plot, and many of Shakespeare's best comedies were written while Queen Elizabeth I was still alive. Most of his plays were performed at Court for her to attend. We will both watch (filmed stage productions or movies) and read six comic dramas. Students will practice both timed in-class writing and untimed take home academic prose. We will have a guest speaker who has acted in and directed Shakespeare. Course#: FYS 163-01 |
Steinberg, Diane | Gender |
| FYS 163 02 | Health Care Politics: Cultural Perspectives on Illness, Disability, and Medicine
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 163-02 |
Halpern, Ira | Gender |
| FYS 163 03 | Health Care Politics: Cultural Perspectives on Illness, Disability, and Medicine
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 163-03 |
Halpern, Ira | Gender |
| FYS 163 04 | LGBTQ & Media Studies
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 163-04 |
Rodriguez, Nelson | Gender |
| FYS 163 05 | Modern Love: Dating in a Digital Age
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, discussion and debate. This course will challenge Course#: FYS 163-05 |
Tormey, Christina | Gender |
| FYS 163 07 | Living in a Fairy Tale World
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 163-07 |
Farr, Ellen | Gender |
| FYS 163 08 | Queer Voices: Young Adult Fiction
This course explores the history and impact of LGBTQ+ representation in Young Adult (YA) literature. We will focus on Juliet Takes a Breath by Gabby Rivera, a groundbreaking novel featuring a queer Puerto Rican college student from the Bronx. Through this text and other examples of queer YA fiction, we will examine themes such as social identity, intersectionality, heartbreak and relationships, family and community, body image, allyship, and the power of language. Students will critically analyze the novel and other supplement readings while reflecting on early messages and socialization regarding identity and belonging. Additionally, we will look to the future, considering how queer YA literature serves as a tool for social justice advocacy and empowerment for young readers navigating their own coming-of-age journeys. Course#: FYS 163-08 |
Generali, Romina | Gender |
| FYS 163 09 | Queer Voices: Young Adult Fiction
This course explores the history and impact of LGBTQ+ representation in Young Adult (YA) literature. We will focus on Juliet Takes a Breath by Gabby Rivera, a groundbreaking novel featuring a queer Puerto Rican college student from the Bronx. Through this text and other examples of queer YA fiction, we will examine themes such as social identity, intersectionality, heartbreak and relationships, family and community, body image, allyship, and the power of language. Students will critically analyze the novel and other supplement readings while reflecting on early messages and socialization regarding identity and belonging. Additionally, we will look to the future, considering how queer YA literature serves as a tool for social justice advocacy and empowerment for young readers navigating their own coming-of-age journeys. Course#: FYS 163-09 |
Generali, Romina | Gender |
| FYS 163 10 | Rebel Girls: How Girls Do Activism and Social Change
This course will examine how girls and young women "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 girls and young women as leaders and agents of change, the course explores what it means to do "girl" activism. We will examine the intersections of age, gender, and power to understand how girls engage and lead social change efforts despite their marginalized status. Toward this end, the course will explore the function of social media, popular culture, film, music, protest, and satire in social change movement. Course#: FYS 163-10 |
Colbeth, Cecilia | Gender |
| FYS 163 11 | Rebel Girls: How Girls Do Activism and Social Change
This course will examine how girls and young women "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 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 girls engage and lead social change efforts despite their marginal 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 female activists from various communities to learn about their leadership strategies. This Liberal Learning course satisfies two civic responsibilities: gender and global. Course#: FYS 163-11 |
Clark, Kristen | Gender |
| FYS 163 12 | Once Upon an Adaptation: Retellings of Fairy Tales and Mythology
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 "Once Upon an Adaptation: 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 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 163-12 |
Gold, Robyn | Gender |
| FYS 163 13 | Once Upon an Adaptation: Retellings of Fairy Tales and Mythology
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 "Once Upon an Adaptation: 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 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 163-13 |
Gold, Robyn | Gender |
| FYS 163 14 | Masters of Horror
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 163-14 |
Kranzler, Laura | Gender |
| FYS 163 15 | Masters of Horror
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 163-15 |
Kranzler, Laura | Gender |
| FYS 163 16 | The Female Hero: Contradictions in Strength and Sexuality
Traditionally, heroic characteristics have been associated with stereotypically masculine traits, which makes the examination of female heroes both compelling and necessary. We will deconstruct female heroes, 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 heroic narrative. Assignments will include a semiotic analysis of a self-selected hero and a research-based historical perspective. Course#: FYS 163-16 |
Sass-Germain, Laura | Gender |
| FYS 163 18 | Sleuthing 101: The Evolution of Nancy Drew
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 163-18 |
Termyna-Singer, Kayla | Gender |
| FYS 164 01 | A Global Approach to Wellness
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 164-01 |
Bruno, Laura | Global |
| FYS 164 02 | Asian & Global Workplace Cultures
This course explores the complexities of workplace cultures across East Asia and their influence on global professional environments. Students will examine the unique values, practices, and social dynamics that define professional interactions in Asian societies while gaining insights into how these principles translate and adapt in diverse global contexts. Through engaging discussions, case studies, and research, students will explore topics such as leadership and hierarchy, communication styles, work ethics, etiquette, collectivism, gender dynamics, and strategies for navigating cultural differences. Coursework will include exploratory, causal analysis, and proposal essays, emphasizing critical thinking and practical applications. The course equips students with the cultural competence and adaptive skills necessary for success in international workplaces. Whether aiming to work in East Asia, collaborate with Asian professionals, or develop a global career, students will gain valuable insights into cross-cultural interactions and create personalized career plans aligned with their aspirations in an increasingly interconnected world. Course#: FYS 164-02 |
Liu, Celia | Global |
| FYS 164 03 | Asian & Global Workplace Cultures
This course explores the complexities of workplace cultures across East Asia and their influence on global professional environments. Students will examine the unique values, practices, and social dynamics that define professional interactions in Asian societies while gaining insights into how these principles translate and adapt in diverse global contexts. Through engaging discussions, case studies, and research, students will explore topics such as leadership and hierarchy, communication styles, work ethics, etiquette, collectivism, gender dynamics, and strategies for navigating cultural differences. Coursework will include exploratory, causal analysis, and proposal essays, emphasizing critical thinking and practical applications. The course equips students with the cultural competence and adaptive skills necessary for success in international workplaces. Whether aiming to work in East Asia, collaborate with Asian professionals, or develop a global career, students will gain valuable insights into cross-cultural interactions and create personalized career plans aligned with their aspirations in an increasingly interconnected world. Course#: FYS 164-03 |
Liu, Celia | Global |
| FYS 164 04 | Psychology, History, and Life Impact of Money: Promoting Financial Literacy for a Lifelong Journey
This course is designed to introduce students to the essentials of financial literacy, blending practical knowledge with an exploration of the psychological, social, and global dimensions of money. We will cover essential topics such as personal finance, budgeting, investing, and the psychology behind financial decisions. Additionally, we will examine the historical, social, and market structures that influence financial systems and how cultural and generational perspectives shape financial behavior. Course#: FYS 164-04 |
Haddock, Joseph | Global |
| FYS 164 05 | Buddhist Art of Happiness
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 164-05 |
Mi, Jia-Yan | Global |
| FYS 164 06 | Saving Us: Strategies for Sustainable Living
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 news media, 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 164-06 |
Kartoz, Constance & Webber, Kathleen | Global |
| FYS 164 07 | Fantastic Beings in Japan
Disembodied spirits, trickster animals that assume human shape, Godzilla and Pokemon: these are just a few of the monsters that have beguiled and enchanted the Japanese cultural imagination through the ages. Referred to as “yokai”/fantastic beings, ‘bakemono”/transforming things, or “kaiju”/mysterious beasts, these beings of the otherworld or the supernatural realm provide unique insights into the collective cultural psyche – the fears and desires – of the Japanese. Through an exploration of monsters in visual arts and scholarly studies, this course will introduce students to the cultural discourses of the monstrous in Japan. Course#: FYS 164-07 |
Ogren, Holly | Global |
| FYS 164 08 | Fantastic Beings in Japan
Disembodied spirits, trickster animals that assume human shape, Godzilla and Pokemon: these are just a few of the monsters that have beguiled and enchanted the Japanese cultural imagination through the ages. Referred to as “yokai”/fantastic beings, ‘bakemono”/transforming things, or “kaiju”/mysterious beasts, these beings of the otherworld or the supernatural realm provide unique insights into the collective cultural psyche – the fears and desires – of the Japanese. Through an exploration of monsters in visual arts and scholarly studies, this course will introduce students to the cultural discourses of the monstrous in Japan. Course#: FYS 164-08 |
Ogren, Holly | Global |
| FYS 164 09 | Babel Falls: Language and Colonialism in R.F. Kuang's BABEL: AN ARCANE HISTORY
In 2022, Oxford linguist and author R. F. Kuang took the literary world by storm when she published her powerful historical fantasy epic BABEL: AN ARCANE HISTORY, which debuted at #1 on the NEW YORK TIMES Bestseller List. In a sort of grown-up and more grounded version of another English-orphan-goes-to-magical-school novel you might know, Robin, a precocious Cantonese boy is swept into a world of academia and witchcraft when he learns his world's magical systems exploit languages' distinct meanings for words. Along the way Robin, and you, will learn how imperial forces in general and academia specifically are exploiting their colonies, and how the colonies fight back. In our semester together, we'll read the novel, but also relevant articles on the book's themes, to gain historical perspective, textual analysis, and critical thinking skills. Course#: FYS 164-09 |
O'Neill, Timothy | Global |
| FYS 164 10 | Likes, Risks, and Realities: The Gen Z Dilemma of Social Media
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 164-10 |
Draper, Jordan | Global |
| FYS 164 11 | The History of Infectious Disease
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 (currently at the highest levels since the 1950s), HIV/AIDS and Ebola. We will begin with the current (2025) 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? Did we learn from past Pandemics? Course#: FYS 164-11 |
King, Rita | Global |
| FYS 164 12 | The History of Infectious Disease
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 (currently at the highest levels since the 1950s), HIV/AIDS and Ebola. We will begin with the current (2025) 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? Did we learn from past Pandemics? Course#: FYS 164-12 |
King, Rita | Global |
| FYS 164 13 | Disability and Social Justice: Rethinking Ability, Advocacy, and Inclusion
This course explores disability as an integral aspect of human identity, alongside other social categories like race, class, and gender, using a postmodern lens. Students will examine global disability rights, including the UNCRPD, and how these intersect with social justice movements for other marginalized groups. Through readings, films, and group projects, students will analyze the political, social, and economic implications of disability and develop skills in activism, advocacy, and policy analysis. The course fosters collaborative learning and helps students challenge stigmas, explore inclusive practices, and critically engage with issues of ability and inclusion. By the end, students will be equipped to advocate for systemic change and contribute to a more inclusive society. Course#: FYS 164-13 |
Schuler, Amy | Global |
| FYS 164 14 | Global Issues, Local Impacts: (Re)- Introducing Trenton, NJ
Many problems that contemporary societies face are intellectually challenging and unlikely to be solved by a one person or one disciplinary approach. This course aims to help students to recognize the difficulty of such issues, to give them the skills to recognize and begin to address global problems, to understand the value of cross-cultural collaboration, and to help them communicate across borders and cultures. The course will examine approaches to studying the world and emphasize hands-on experience while focusing on global issues at the local level as a way to provide a foundation for understanding and participating in local change that will have global impact. The focus will be on on global problems and challenges common to all people, and students will be challenged to develop interdisciplinary perspectives, problem-solving abilities, collaborative skills, an appreciation of difference, and leadership abilities. These skills will be strengthened by community engagement activities in Trenton during the fall semester. Students will see firsthand the effects of people who are affected by global challenges like poverty, religious conflict, immigration, discrimination, and economic decline. In the process, they will learn how personal experiences are connected to universal ones, so that they can understand perspectives different than their own, and learn to communicate effectively across cultural barriers. Course#: FYS 164-14 |
Bateup Thomas, Joanne | Global |
| FYS 164 15 | What is "democracy" anyway?
"Democracy" is a concept that we read and hear about constantly today. Most people want to protect democracy and to alert their fellow citizens about the threats to democracy. Political scientists and historians warn us that it is both valuable and fragile. The concept of democracy (from the Ancient Greek demokratia) is applied today to many 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 in different historical and cultural contexts? How is it related to the ideals of a "republic"? How is democracy different from "liberalism"? We will explore these and other questions through ancient and modern texts, podcasts, and movies. Course#: FYS 164-15 |
Chiekova, Dobrinka | Global |
| FYS 164 16 | World on Fire
This course seeks to utilize a comparative, multidisciplinary approach to understanding humanity's (and fire's) place in the natural world and to encourage and rethink our relationship with the woods, and our bond with nature itself. Throughout the course, each week will read fictional and nonfiction texts and apply lessons from Stephen Pyne's The Pyrocene, our primary text, to bridge primeval and modern thinking about fire, and will ultimately be used as the primary text of a research paper that draws upon previous response papers to discuss our modern relationship to fire and how it must change. Course#: FYS 164-16 |
Erkkila, Andrew | Global |
| FYS 164 17 | Change the World! Individuals in International Politics
You are the next generation of global change agents! This course will examine international challenges like climate change, human rights and global health and opportunities for individuals like you to effect change on the world stage. 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's pressing international problems? Course#: FYS 164-17 |
Gardner, Anne-Marie | Global |
| FYS 164 18 | Change the World! Individuals in International Politics
You are the next generation of global change agents! This course will examine international challenges like climate change, human rights and global health and opportunities for individuals like you to effect change on the world stage. 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's pressing international problems? Course#: FYS 164-18 |
Gardner, Anne-Marie | Global |
| FYS 164 19 | An Exploration of Culture Through World Cinema
This course invites students to delve into the rich tapestry of global cultures as represented in international films. By defining culture and examining its various manifestations, students will engage in critical discussions and analyses of selected films from diverse regions around the world. Through extensive research and scholarly debate, we will uncover how films not only reflect cultural values and beliefs but also challenge and shape societal narratives. Students will enhance their cultural literacy by interpreting the intricate ways in which film conveys themes of identity, tradition, and social change, ultimately fostering a deeper understanding of the interconnectedness of global societies. Course#: FYS 164-19 |
Lammons, Elizabeth | Global |
| FYS 164 20 | Music and the Natural World
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 and their applications across cultures and species. We look at how nature is represented in traditional music compositions, questions around how music arises in human evolution, the physics of sound and biological responses to the experience of music, some relevant philosophical writing and how these topics manifest in political and social contexts. Material is drawn from a wide variety of academic disciplines including the sciences, arts and philosophy. Course#: FYS 164-20 |
Wilkinson, Carlton | Global |
| FYS 164 21 | Disability and Social Justice: Rethinking Ability, Advocacy, and Inclusion
This course explores disability as an integral aspect of human identity, alongside other social categories like race, class, and gender, using a postmodern lens. Students will examine global disability rights, including the UNCRPD, and how these intersect with social justice movements for other marginalized groups. Through readings, films, and group projects, students will analyze the political, social, and economic implications of disability and develop skills in activism, advocacy, and policy analysis. The course fosters collaborative learning and helps students challenge stigmas, explore inclusive practices, and critically engage with issues of ability and inclusion. By the end, students will be equipped to advocate for systemic change and contribute to a more inclusive society. Course#: FYS 164-21 |
Schmidt, Randy | Global |