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 six sections that interest you.
- Once you have chosen six 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 |
|---|---|---|---|
| 161-01 | Social Justice, Past and Present
What is a just or "good" society? What is the relation between moral or ethical values, social justice, and its practice? This seminar compares and contrasts ideas expressed in the past about these and related questions with ideas prevalent in our world today. Discussions will center on a selection of historical and contemporary works representative of diverse world views. We will also watch films that express ideas or compel thought about ethical beliefs and practices, and read news about related current events. Course#: FYS 161-01 |
Celia Chazelle | |
| 161-02 | Social Justice, Past and Present
What is a just or "good" society? What is the relation between moral or ethical values, social justice, and its practice? This seminar compares and contrasts ideas expressed in the past about these and related questions with ideas prevalent in our world today. Discussions will center on a selection of historical and contemporary works representative of diverse world views. We will also watch films that express ideas or compel thought about ethical beliefs and practices, and read news about related current events. Course#: FYS 161-02 |
Celia Chazelle | |
| 161-03 | The Bible America's Bestselling Book
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’s contents, interpretation, and influence on America. Course#: FYS 161-03 |
Tim Clydesdale | |
| 161-04 | Scholarly Study of Star Wars
In this section of First Seminar, "Scholarly Study of Star Wars," we will examine the original movie trilogy (Episodes IV, V, VI) as well as the prequels (I, II, III), and selected Star Wars films released since Disney purchased Lucasfilm. We will also read one Star Wars adaptation in fiction (novel or short stories), watch selected episodes of Star Wars TV series, and read about and discuss other ancillary creations (e.g., collectibles, Jediism) that make up the Star Wars cultural phenomenon. Our approach is interdisciplinary: film studies, literature, myth, philosophy, religious studies, history, sociology, economics/marketing, other. The primary sources we will discuss are the fictional works created by George Lucas and others; secondary sources include books and articles in a variety of disciplines on reserve at the library. Students will write analytical essays, give a researched presentation, write short online posts on the weekly films and textbook readings. The final project is a research paper on a topic related to Star Wars. We are not watching the films in class. Thus, you should consider signing up for Disney+ so that you can watch or re-watch the films over the summer (since we won't be able to avoid spoilers) and as we study them week-by-week throughout the semester. You will need to have watched the films you write essays about recently in order to support your points with specific references to the films (e.g., quoting dialogue, describing shots). The desired outcome of this course is that you will have grown in your reading, thinking, researching, writing, and speaking skills studying Star Wars as the means to that end. Course#: FYS 161-01 |
Lincoln Konkle | |
| 161-05 | Scholarly Study of Star Wars
In this section of First Seminar, "Scholarly Study of Star Wars," we will examine the original movie trilogy (Episodes IV, V, VI) as well as the prequels (I, II, III), and selected Star Wars films released since Disney purchased Lucasfilm. We will also read one Star Wars adaptation in fiction (novel or short stories), watch selected episodes of Star Wars TV series, and read about and discuss other ancillary creations (e.g., collectibles, Jediism) that make up the Star Wars cultural phenomenon. Our approach is interdisciplinary: film studies, literature, myth, philosophy, religious studies, history, sociology, economics/marketing, other. The primary sources we will discuss are the fictional works created by George Lucas and others; secondary sources include books and articles in a variety of disciplines on reserve at the library. Students will write analytical essays, give a researched presentation, write short online posts on the weekly films and textbook readings. The final project is a research paper on a topic related to Star Wars. We are not watching the films in class. Thus, you should consider signing up for Disney+ so that you can watch or re-watch the films over the summer (since we won't be able to avoid spoilers) and as we study them week-by-week throughout the semester. You will need to have watched the films you write essays about recently in order to support your points with specific references to the films (e.g., quoting dialogue, describing shots). The desired outcome of this course is that you will have grown in your reading, thinking, researching, writing, and speaking skills studying Star Wars as the means to that end. Course#: FYS 161-05 |
Lincoln Konkle | |
| 161-06 | Race to the Moon: An Exploration of the Space Race
We will explore the race to be the first to land on the Moon and the physics involved. Specifically, in this course, we will learn the basics of the physics needed to leave the surface of the Earth and travel and land on the lunar surface. Students will also research and get to know the astronauts and cosmonauts who took those first small steps for a man and giant leaps for mankind, as well as their missions. During this semester, we will look at the Mercury, Gemini, Apollo, Vostok, Voskhod, and Soyuz programs, using both primary sources and more recent depictions through film. We will finish the semester with a brief exploration of human space exploration since the race to the Moon, looking at both NASA's space shuttle missions and the more recent private efforts such as SpaceX. Course#: FYS 161-06 |
Lauranne Lanz | |
| 161-07 | The Evolutionary Controversy from Ancient Greece to the Modern American Classroom
In this course, the student will discover and critically evaluate changes in evolutionary thought, beginning with ideas of the ancient Greeks and following its change over the centuries as Western civilization and modern science developed. The class will follow both the intellectual and physical voyage of Charles Darwin as he explored both the writings of others and the distant lands that revealed the physical evidence that led to his formulation of the theory of evolution through natural selection. The course will trace the scientific advances that followed the publication of Darwin’s theory, as well as the cultural response to his often-controversial ideas, over the past 150 years. The course also will examine how opposition to Darwin’s theory has resulted in attempts to manipulate the teaching of science in classrooms—a largely American phenomenon. The student will develop a rich understanding of the science behind the theory of evolution and an appreciation for science as a way of knowing, both in a historical context and in modern times. Course#: FYS 161-07 |
Donald Lovett | |
| 161-08 | Science vs Society
The unprecedented spread of information and misinformation through social media has resulted in some unique challenges for the communication of science to a general audience. This course content has been selected to reframe classical genetics considering recent discoveries and modern molecular tools that have revolutionized our understanding of biology. In class, work will focus on challenges that surround hot-button topics such as assisted reproductive technology, genetics of complex diseases and psychological disorders, defining race, vaccination, next-generation sequencing, therapeutic cloning, stem cells, sequencing of the human genome, CRISPR/Cas9, among others. The writing assignments will allow students to intensely explore the technical, social, legal, financial, and ethical issues that have been created by unparalleled access to biological data. This course will begin with the basics of genetic analysis and no prior knowledge of any discipline is assumed. At the conclusion of the course, students should have the framework to understand the complex interactions between science and society and become better-informed citizens. Course#: FYS 161-08 |
Sudhir Nayak | |
| 161-09 | Corrupting the Youth
One way to go into a philosophy course--and your FYS is a real philosophy course-- is to know what you are going to come out of it with. Philosophy is a skill. All of your assignments are geared toward teaching you the skills that philosophy is about: analyzing texts for their logic; genuine explanation instead of just reporting; the nature of logical arguments and flawed arguments; how to assimilate complex information (big picture and smaller details), and how to learn how to ask better questions. Course#: FYS 161-09 |
Consuelo Preti | |
| 161-10 | Corrupting the Youth
One way to go into a philosophy course--and your FYS is a real philosophy course-- is to know what you are going to come out of it with. Philosophy is a skill. All of your assignments are geared toward teaching you the skills that philosophy is about: analyzing texts for their logic; genuine explanation instead of just reporting; the nature of logical arguments and flawed arguments; how to assimilate complex information (big picture and smaller details), and how to learn how to ask better questions. Course#: FYS 161-10 |
Consuelo Preti | |
| 161-11 | American Communism and Anti-Communism in the 20th Century
This course is about the evolution of American Communism and those who opposed it during the 20th century. It will examine how Communism did and did not change over time, along with the relationship of the Communist movement to the American government, to other social movements, and to American culture more broadly. It will also examine the social and political forces that opposed Communism. Through an examination of scholarly texts as well as primary documents--from political pamphlets to transcripts of Congressional testimonies to songs and films and paintings--this course will challenge students to reflect--in discussion and through writing assignments--on how radical political movements shaped American politics and society. Students will complete a series of short writing assignments as well as two longer essays. Course#: FYS 161-11 |
Nicholas Toloudis | |
| 161-12 | 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 161-12 |
Melissa Zrada | |
| 161-13 | Flash Fiction
A type of short story that is 1,000 words or less is typically called "flash fiction." Flash fiction is gaining popularity in the literature world, with anthologies and journals devoted singularly to the form. However, some believe that a story under 1,000 words should not be considered a serious form of literature and is simply a passing trend in writing world. Students will read different types of flash fiction such as list stories, mosaics, and myth riffs to learn about the strengths and restrictions of the form. Students will use different types of literary theory to analyze the stories and will create their own pieces of flash fiction. Students will ultimately answer the questions: 1. is flash fiction a legitimate form? 2. why is it gaining popularity now? Course#: FYS 161-13 |
Madeline Anthes | |
| 161-14 | 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 161-14 |
Caitlin Babcock | |
| 161-15 | 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 161-14 |
Caitlin Babcock | |
| 161-16 | Leaders are Made, Not Born: Leadership Development at TCNJ
This class is designed to engage participants in recognizing and developing the leadership potential in themselves, the college, and their community. This course includes the study of leadership and application of leadership theories, concepts, and skills. Students will gain a better understanding of their own leadership potential through leadership assessments, exploration of values, and skill development. This interactive class will be looking at leadership through a variety of stories, readings, videos, and activities. At the end of the course, we hope that you have gained the skills to become a better student leader and to actively engage in and impact the College community. Course#: FYS 161-16 |
Jennifer Broyles | |
| 161-17 | Designing Your Life: The Possibility of Surprise and Building Creative Confidence
One of the big questions facing us all is, how can you have a satisfying and joyful life? Can you navigate the enduring possibility of surprise and the changes that impact life, such as a global pandemic, the future of work, or the [insert unexpected element here]? This course will introduce students to life design, leadership, and creative problem-solving to explore these questions and change. We will practice life design and design thinking exercises like wayfinding, reframing, and ideation, explore personal values and their influence on leading within your life and creating change, and discuss social, economic, and topical events and trends that create the surprises and change we must all navigate. Interactive classes and guest speakers are at the core of this course, culminating in a collaborative, multifaceted plan for each students’ potential future. Students will develop critical thinking and self-efficacy skills to consider the robust possibilities in life and as a new TCNJ student. Course#: FYS 161-17 |
Shannon Conklin | |
| 161-18 | 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 161-18 |
Ellen Farr | |
| 161-19 | 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 foundational knowledge of the reality of serial homicide in the United States and across the globe, inspecting the difference between a psychopath and sociopath, and exploring the typology (Holmes) and myths of serial killers. Class periods will be utilized for intense discussion surrounding the readings, as well as student discussion around their own comprehensive case study research. Course#: FYS 161-19 |
Elizabeth Gallus | |
| 161-20 | 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 foundational knowledge of the reality of serial homicide in the United States and across the globe, inspecting the difference between a psychopath and sociopath, and exploring the typology (Holmes) and myths of serial killers. Class periods will be utilized for intense discussion surrounding the readings, as well as student discussion around their own comprehensive case study research. Course#: FYS 161-19 |
Elizabeth Gallus | |
| 161-21 | Mirror Ball of Stress
This course explores the many facets of “stress”, including sources, interpretations, and influences on individuals and societies. By exploring the role of stress, students will consider a complexity of stressors, such as personal, interpersonal, institutional and community. Students will investigate the science behind the concept of stress and different impacts of stressors on health and well-being of individuals and populations living in a variety of local or global communities. Students will develop their own definitions of stress and compare these with what is available in scholarly literature and from popular perspectives. Course#: FYS 161-21 |
Karen Gordon | |
| 161-22 | Walt Disney's America
The Walt Disney Company is seemingly synonymous with wholesome Americana. Since the 1930s, Disney has created, reflected, and manipulated American history to present a narrative reflective of contemporary values. From the Great Depression and World War II to the 21st Century, this class will explore how Disney has shaped and been shaped by American culture. Course#: FYS 161-22 |
Laura Hargreaves | |
| 161-23 | What is Normal?
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 161-23 |
Michelle King | |
| 161-24 | 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 161-24 |
Janet Mazur | |
| 161-25 | The American Musical: Art or Popular Culture
From Hamilton to Fun Home to Dear Evan Hansen, how does the contemporary American musical reflect the cultural concerns of our moment? What insight does the American musical theatre uniquely provide for a better understanding of our complex world? This seminar will explore the dramatic and performance art of the American musical theatre to investigate how this popular art form confronts (and has always confronted) some of the most important issues of contemporary American society. In addition to discussing several recent scripts and scores (in class), and exploring relevant historical and analytical readings (on a social media platform), we will screen some theatre productions and short documentaries on streaming video; complete several brief exercises that explore the nature of academic writing; develop two short written assignments; and write a longer researched essay that will explore a historical or contemporary work, figure, or trend informing the American musical theatre. Finally, we will attempt to devise a short original musical as part of a collaborative group project. Course#: FYS 161-25 |
David Muller | |
| 161-26 | Science Fiction: A Human Quest
How have the creation of constructs such as robots and warp drive given rise to such powerful philosophic statements as the Three Laws of Robotics and The Prime Directive? How have androids such as Asimov's R Daneel Alivaw and Star Trek's Data pushed our understanding of what it means to be human? Students will explore the struggle to answer this question through the lens of various science fiction novels, short stories, flash fiction pieces, podcasts, television series, and/or films. There will be a series of short writing assignments that will culminate in a final paper in which the student will present and support an argument for what it truly means to be human. Course#: FYS 161-26 |
Susan O'Connor | |
| 161-27 | The Persuasive Power of Recent Television Narrative
Many have claimed we are in a new golden age of television, or Peak TV. The Sopranos and The Wire were pioneers that have been followed by multiple recent serialized stories that have attracted film directors, actors, and writers. We have moved from the confinement of networks to cable, pay subscription services, and streaming platforms. Content is developing as quickly as technology, offering us a broader palette of more characters who look like more of us. How we engage with the stories these characters tell shows us the impact of the argument the creators are making. Focusing on the implicit visual arguments these stories make will allow us to create our own explicit written and visual arguments about them. We will explore and write about three of these series, uncovering strategies that each uses to persuade. Students will write one longer final essay on one other series of their choice. Additionally, in small groups, students will create, shoot, and pitch a ten-minute pilot for their own series. Course#: FYS 161-27 |
Nina Ringer | |
| 161-28 | Apocalypse Now
The media is saturated with cries of the apocalypse with news outlets regularly covering religious and astrological doomsday prophets. Survivalists have television shows teaching their skills and zombie movies are frequent box office hits. Our culture both fears and craves the end days. What does this say about humanity and its innate settings? To what extent does fear of the apocalypse mirror uncertainties of our own times? Does this fear represent humanity at its worst, or can it be indicative of the great reaches we can accomplish? This course will explore those questions, and will use fiction, film, and a number of articles as prompts to write about issues such as hope, fear, religion, and perseverance. Course#: FYS 161-28 |
Randy Schmidt | |
| 161-29 | Lasso Lessons: What Ted Teaches Us About Life and Leadership
"I believe in hope. I believe in belief." In summer 2020, Ted Lasso emerged quickly as a streaming series about an American football coach shipped to England to manage a professional soccer team. What began as a binge-worthy comedic escape from pandemic-life quickly became a complex look at not only what makes a great leader but also what makes great teams. On and off the pitch, the show highlights the complexity of leadership surrounding relationship building, trust, and authenticity. We will spill the tea - through examples in television and film, podcasts, TED Talks, and assigned readings - and explore themes and intersectionalities in a thoughtful way that dispels the myth that great leadership is bigger than one person. This course will challenge students to create and/or enhance their own personal and group leadership styles, with particular emphasis placed on the value of self-care and mental health, emotional intelligence, working through failure, and perceptions of gender in leadership. Assignments will include self-reflections, rhetorical analysis, dynamic in-class activities, and research-based written arguments. Course#: FYS 161-29 |
Lindsay Barndt & Erica Kalinowski | |
| 161-30 | The FIRE Movement (Financial Independence/Retire Early) & Its Issues
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, narrow career paths, BIPOC, LGBTQ, etc. through various print and video media. Course#: FYS 161-30 |
Lindsay Knapp | |
| 161-31 | Political Ideologies
This First Year Seminar introduces students to the central ideologies that structure contemporary political life. These include Liberalism, Conservatism, Socialism, Nationalism, Fascism, Anarchism, and Communism. We will also study four alternative traditions that unsettle standard ideological framings of politics by highlighting dimensions of power and experience overlooked in the dominant schools of thought. These alternative traditions include religious thought, countercultural thought, African American thought, and feminist thought. Some of the contested questions we consider include: Is ideological thinking helpful in clarifying and understanding the political world? Conversely, do ideological frameworks conceal more than they reveal, obscuring the complexities of lived politics? Is it helpful or possible in modern democracies to curtail or transcend ideologically driven politics? Or is ideology inherent to the formation of political society and the workings of collective life? Through close readings of primary texts and class discussions, this FYS builds the intellectual toolkit necessary to consciously anchor oneself in the political world and make sense of one's political commitments. Course#: FYS 161-31 |
Maxwell Burkey | |
| 161-32 | AI & Machine Learning In Music
In recent years, concerns have been increasingly expressed about the use of Artificial Intelligence (AI) and Machine Learning (ML) techniques to produce and sell popular music. In this course, we will investigate how these advanced software systems are constructed and learn about the technologies that power them at scale. Then, we will study how algorithms have been deployed in music streaming and recommendation services and other music software to increase profits and market to specific socioeconomic segments. We will engage with the controversies through readings, first-person interviews, and writing assignments. We will then propose our own alternative approaches to apply AI and ML away from the models of consumption established by the music industry, and toward more creative, human-centered, music-making activities. Musical experience not required. Course#: FYS 161-32 |
Teresa Nakra | |
| 161-33 | Social Media & Hashtag Activism
The course will explore the impact that social media (SM) has on political decision-making and makers. First, we will establish definitions for such constructs as social media and activism. The course will then trace the origins of hashtag activism and look at some of the most effective examples of social media's influence on policymakers. Our journey includes the various ways social activism is displayed on different SM platforms (Facebook, Twitter, Instagram, YouTube, Snapchat, MarcoPolo, etc), and will include a consideration of the best practices in this area. Students will actively engage in studying a social media activism case on their favorite subject, and they will (theoretically) develop a campaign for SM activism on a topic of strong interest. Course#: FYS 161-33 |
Lamont Rouse | |
| 162-01 | You Shall Not Pass: Race, Ethnicity, and the the Pop Culture Fantasy Genre
This freshmen seminar will explore the presumption of a racially white-washed fantasy genre in literature, TV, film, and more that has only recently hit the national spotlight. Backlash for casting minorities as leads in popular fantasy stories such as Harry Potter and the Cursed Child, The Little Mermaid, The Lord of the Rings, and Interview with a Vampire have called into question our complacent acceptance of a "white" fantasy genre in terms of mainstream popularity. This seminar will examine the "gatekeepers" of this mainstream genre and their "challengers" to come to a deeper understanding of race and ethnicity in pop culture's interpretation of such a fantastical fictional genre of storytelling. Students will conduct research with scholarly, popular, and multimodal sources in addition to reading primary sources including fictional literature, TV shows, and movies to explore how the complacent acceptance of "white fantasy" has dominated the genre for years and how contemporary artists, writers, actors and actresses, directors, and more are not only challenging the norms of race in fantasy but also rewriting the genre and its delivery in pop culture for a new generation that is more inclusive and that breaks the boundaries of "traditional fantasy." Themes of race, privilege, and intersectionality will be discussed, analyzed, and synthesized into traditional research papers as well as reflections, classroom presentations, and a culminating multimodal project designed for an audience outside of academia. Course#: FYS 162-01 |
Courtney Malpass | Race & Ethnicity |
| 162-02 | Imprisoned Minds: Philosophy and 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 and religious studies, but also with concerns that many of us share today. Questions to be addressed include: What is the meaning of life?‚ Where can I find happiness? What does it mean to live in freedom? What can be done about injustice and oppression? Readings include works by Plato, Boethius, Hannah Arendt, Martin Luther King, Jr., & Angela Davis. Course#: FYS 162-02 |
Mark Edwards | Race & Ethnicity |
| 162-03 | The Evolution of African American Gospel Music
This course traces Black Gospel Music from its origins to its present day varied arrangements. Lectures will include information presented on Black Gospel Music Icons; the various instruments and styles of musical arrangements and more to present the richness and value of this cultural expression. Students come prepared to sing a little (as a group only) and attend at least two worship experiences (i.e., Sunday morning worship and/or a Gospel concert). Course#: FYS 162-03 |
Todd McCrary | Race & Ethnicity |
| 162-04 | The Evolution of African American Gospel Music
This course traces Black Gospel Music from its origins to its present day varied arrangements. Lectures will include information presented on Black Gospel Music Icons; the various instruments and styles of musical arrangements and more to present the richness and value of this cultural expression. Students come prepared to sing a little (as a group only) and attend at least two worship experiences (i.e., Sunday morning worship and/or a Gospel concert). Course#: FYS 162-03 |
Todd McCrary | Race & Ethnicity |
| 162-05 | Social Justice: Theory, Problems & Practice
The purpose of this course is to examine the concept of social justice. Students will develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues. Throughout the course, we will analyze strategies for bringing about positive social change. By examining the groups that have access- the have and have nots- we gain insight into the inequalities which exist for disenfranchised populations. The course will highlight societal issues such as poverty, race, oppression, gender, education, immigration and environmental issues in the US. The goals for this class include increasing personal awareness, expanding knowledge, and encouraging action. As social justice can be a complex concept to digest, we will maintain a classroom community that enables all members to feel supported and empowered when exploring daily social justice dilemmas. Course#: FYS 162-05 |
Althia Muse | Race & Ethnicity |
| 162-06 | Social Justice: Theory, Problems & Practice
The purpose of this course is to examine the concept of social justice. Students will develop an understanding of the theoretical, social, and historical underpinnings of various equity and social justice issues. Throughout the course, we will analyze strategies for bringing about positive social change. By examining the groups that have access- the have and have nots- we gain insight into the inequalities which exist for disenfranchised populations. The course will highlight societal issues such as poverty, race, oppression, gender, education, immigration and environmental issues in the US. The goals for this class include increasing personal awareness, expanding knowledge, and encouraging action. As social justice can be a complex concept to digest, we will maintain a classroom community that enables all members to feel supported and empowered when exploring daily social justice dilemmas. Course#: FYS 162-05 |
Althia Muse | Race & Ethnicity |
| 162-07 | Leadership for Social Justice
This interactive course examines the role of leadership in advancing social justice in America and globally. Primary topics include human rights, equality, equity, freedom, and resposnibility. As important, we will explore and critically evaluate various theories and models of effective leadership for the public good. This course utilizes an evidence-based approach to studying effective leaders in the public and private sectors, including government officials, non-profit agents, citizen activists, as well as social and corporate entrepreneurs. We also will investigate the values, traits and competencies associated with successful efforts to realize positive social change. 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 and experiential learning. Course#: FYS 162-07 |
Antonino Scarpati | Race & Ethnicity |
| 162-08 | Multicultural NYC
Is New York really the capital of the World? How did it become such a great multicultural city? What does it mean to be a New Yorker? These are some of the essential questions that will guide us as we study the events that shaped New York‚ multicultural history from its beginnings to the present. As we explore different periods of the city's history some of the areas we will focus on are immigration, changing neighborhoods, crime, technology, quality Course#: FYS 162-08 |
Matthew Winkel | Race & Ethnicity |
| 162-09 | Multicultural NYC
Is New York really the capital of the World? How did it become such a great multicultural city? What does it mean to be a New Yorker? These are some of the essential questions that will guide us as we study the events that shaped New York‚ multicultural history from its beginnings to the present. As we explore different periods of the city's history some of the areas we will focus on are immigration, changing neighborhoods, crime, technology, quality Course#: FYS 162-09 |
Matthew Winkel | Race & Ethnicity |
| 162-10 | 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 162-10 Course#: FYS 162 |
Tiffany Youngblood | Race & Ethnicity |
| 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 |
Tiffany Youngblood | Race & Ethnicity |
| 162-12 | Emotional Fortitude and Flow
This course will provide students with opportunities to explore and develop their emotional intelligence and fluency. Through readings, class discussions and course assignments, students will be encouraged to explore different aspects of their emotional lives including triggers, coping style, habituated responses, genetic predispositions and affective tolerance. Students will learn to orient to their emotions in new and exciting ways by practicing a mindfulness based approach to emotional intelligence and personal development. The notion of emotions as conveyors of valuable messages will be reviewed, in addition to how emotions are generated and processed in the brain and body. Emotional hijacking will be explored, as well as the concept of state shifting. Important interpersonal skills will be fostered throughout the course dialogue including self- awareness, perspective-taking, empathic listening and assertive self-expression. Course#: FYS 162-12 |
Pamela Zamel | Race & Ethnicity |
| 162-13 | You Shall Not Pass: Race, Ethnicity, and the the Pop Culture Fantasy Genre
This freshmen seminar will explore the presumption of a racially white-washed fantasy genre in literature, TV, film, and more that has only recently hit the national spotlight. Backlash for casting minorities as leads in popular fantasy stories such as Harry Potter and the Cursed Child, The Little Mermaid, The Lord of the Rings, and Interview with a Vampire have called into question our complacent acceptance of a "white" fantasy genre in terms of mainstream popularity. This seminar will examine the "gatekeepers" of this mainstream genre and their "challengers" to come to a deeper understanding of race and ethnicity in pop culture's interpretation of such a fantastical fictional genre of storytelling. Students will conduct research with scholarly, popular, and multimodal sources in addition to reading primary sources including fictional literature, TV shows, and movies to explore how the complacent acceptance of "white fantasy" has dominated the genre for years and how contemporary artists, writers, actors and actresses, directors, and more are not only challenging the norms of race in fantasy but also rewriting the genre and its delivery in pop culture for a new generation that is more inclusive and that breaks the boundaries of "traditional fantasy." Themes of race, privilege, and intersectionality will be discussed, analyzed, and synthesized into traditional research papers as well as reflections, classroom presentations, and a culminating multimodal project designed for an audience outside of academia. Course#: FYS 162-13 |
Courtney Malpass | Race & Ethnicity |
| 163-01 | Terms of EnQueerMent: A History of LGBTQ Identity in Film and Media
Over the past 100 years, the history of coming out at the movies has been a slow process. However, in the 21st century, the presence of LGBTQ characters, stories, writers, directors and performers in movies has become increasingly visible and even politically charged. Issues about sexuality, gender and identity have also been evidenced in other creative arts including music and television, as well. Using a wide range of classic and contemporary movies as texts, this course explores issues of diversity and representation while also looking at what LGBTQ themes contribute to our understanding of contemporary culture and social justice. What unique perspectives, stories and experiences do these films and filmmakers offer us and how do they tell a different story through film? Film screenings will be paired with readings, written assignments and presentations that enhance our critical thinking about controversial issues. Course#: FYS 163-01 |
Alan Amtzis | Gender |
| 163-02 | Rebel Girls: How Girls Do Activism
This course will examine how girls, young women, and non-binary folks "do" activism. We will consider the various methods, tools, and strategies used to inspire socio-cultural and political change in the community. With an emphasis on those individuals who society views as girls and young women as leaders and agents of change, the course explores what it means to be a "girl" activist. We will examine the intersections of age, gender, and power to understand how to engage and lead social change efforts despite marginalized status. Toward this end, the course will explore the function of social media, popular culture, film, music, protest, and satire in social change movements. Students will also have the opportunity to engage with activists from various communities to learn about their leadership strategies. This Liberal Learning course satisfies two civic responsibilities: gender and global. Course#: FYS 163-02 |
Kristen Clark | Gender |
| 163-03 | Masculinities and the Media
This course explores the concept of masculinities and their expression by those of all genders. It also explores how masculinities intersect with race, class, sexuality, and ability and with several societal factors such as academics, the workplace, and health. We will focus this exploration through the use of popular media and learn to analyze the same. Course#: FYS 163-03 |
Zach Gall | Gender |
| 163-05 | Communication and Gender
This course explores the intersection between gender and communication in various context (i.e. policy, dating, workplace, friendships, etc.). George Bernard Shaw stated, The single biggest problem in communication is the illusion that it has taken place. During this course will explore some attitudes and beliefs surrounding communication and gender in relation to stereotypes, race, class and age. This course may utilize various tools including Ted Talks, films, television shows, podcasts, current events and in-class exercises and presentations. Course#: FYS 163-05 |
Dionne Hallback | Gender |
| 163-06 | The Literature 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. 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 163-06 |
Laura Kranzler | Gender |
| 163-07 | The Literature 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. 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 163-07 |
Laura Kranzler | Gender |
| 163-08 | All the Rage
This course will examine social, political and cultural perceptions of women's anger. We will explore contemporary literature, pop culture, social media and other examples of women's rage and how it impacts one's perceptions of women and their impact on society, social movements, politics and relationships. Since the 2016 election, women have been responding with fury. Whether it's #MeToo, "nevertheless, she persisted," Maxine Waters "reclaiming her time," or pussy hats at the Women's March, women and anger have been the topic of many essays, critiques, discussions and news stories. We will look at these examples as they are covered in the news media and discussed by sociologists, activists and public figures. We will look not just at gender, but also race and discuss how identity, stereotypes and cultural norms impact both expression of and perception of anger. Course#: FYS 163-08 |
Tina Tormey | Gender |
| 163-09 | 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. 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 163-09 |
Nelson Rodriguez | Gender |
| 163-10 | Non-Traditional Gender and Sexual Orientation in Fiction
This course will examine depictions of gender identity and sexual orientation in works of fiction. Specifically, we will consider how literary fiction provides a space to express and examine identities that do not fall neatly into a dichotomous category such as male/female or gay/straight. Concepts such as gender fluidity, androgyny, and pansexuality will be explored, including intersections with other forms of identity. We will also discuss the nature of fiction literature, as well as the relationship between fiction and the real world. Students should expect to read several novels and be aware that some works, though literary in nature, may contain graphic depictions of sex and/or sexual abuse. Course#: FYS 163-10 |
Nathaniel Drenner | Gender |
| 163-11 | Gender & Celebrity: Deconstruction
We will deconstruct the most powerful women that made a household name for themselves in pop culture around the world. Together we will analyze the powerful influence they have on society, as well as the power we have as a society to dehumanize their existence. The strength of these female celebrities and influence of their actions is astonishing, but does society do this intentionally to build these distinguished people up to unfathomable standards to simply destroy them in a moment of weakness? More importantly, how this has prominently affected their state of being as a human watching these celebrities struggle to live a healthy life. In society, do we uphold the male counterpart to the same set of standards and unrealistic expectations to demise them at a later point in their livelihood. Did *NSYNC, Kanye West, or Brad Pitt make the same waves in culture as these powerful women did or is society holding powerful, influential women to a different standard for their amusement? Course#: FYS 163-11 |
Kristina Fasulosa | Gender |
| 163-12 | Diversity and the Workplace
Studying diversity in the workplace offers students the opportunity to learn about modern day strategies related to hiring practices, fast track recruiting an overall areas of inclusion. As diversity crosses a multitude of areas (race, class, gender, age, socioeconomic, level of education, differing abilities, etc.), this course will provide students the opportunity to engage in dynamic and energetic conversations (inclusive of social media trends and personal experiences), writings and guest speakers. Additionally, ethical and legal standards as well as stereotypical practices will be reviewed. Open mindedness is crucial in this judgement free and safe space. Course#: FYS 163-12 |
Lynette Harris | Gender |
| 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 164-10 |
Laura Bruno | Global |
| 164-02 | Health: A Global Perspective
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 exploration of how dimensions of wellness and social determinants of health impact the health and wellness of individuals and populations locally and globally. Course#: FYS 164-02 |
Anne Farrell | Global |
| 164-03 | Global Representations of Healthcare and its Professions
This freshman seminar will explore how the healthcare system and its professionals are represented using a global perspective. Non-fiction and fiction literature, news media, movies, and television shows are explored to both describe how health and healthcare providers are imagined and represented in these media sources as well as to compare those representations across culture and in comparison to reality. Emphasis is placed on critical analysis of media in both classroom discussion and in written essays and papers. The student is encouraged to reflect on how the images and portrayals may affect their own lives as well as lives of others, including marginalized populations. Course#: FYS 164-03 |
Vicki Brzoza | Global |
| 164-04 | East Asian Fashion Connections
This course will delve into the last 100 years of culturally unique fashion of East Asian countries. Students will investigate how the global events heavily influenced the fashion trends of those countries. Starting from the United States, we will travel to China, Japan, Korea, the Philippines, and Taiwan, to see how each country’s beauty standards have evolved throughout the last century. We will examine how commercial, societal, or pop-cultural events can intertwine and impact on the way people dress. After studying the similarities and the differences between each of these East Asian countries, we will link elements of fashion to the influence of historical events, political regimes, and global powers. This course will explore the last 100 years of fashion through texts, film, and students’ own heritages. Students will analyze and write about a variety of perspectives on the connections between East Asian fashion and the rest of the world. Course#: FYS 164-04 |
Celia Liu | Global |
| 164-05 | East Asian Fashion Connections
This course will delve into the last 100 years of culturally unique fashion of East Asian countries. Students will investigate how the global events heavily influenced the fashion trends of those countries. Starting from the United States, we will travel to China, Japan, Korea, the Philippines, and Taiwan, to see how each country’s beauty standards have evolved throughout the last century. We will examine how commercial, societal, or pop-cultural events can intertwine and impact on the way people dress. After studying the similarities and the differences between each of these East Asian countries, we will link elements of fashion to the influence of historical events, political regimes, and global powers. This course will explore the last 100 years of fashion through texts, film, and students’ own heritages. Students will analyze and write about a variety of perspectives on the connections between East Asian fashion and the rest of the world. Course#: FYS 164-05 |
Celia Liu | Global |
| 164-06 | The Middle East thru Literature and Film
Students are introduced to Middle Eastern cultures, society, and politics through literature (novels, short stories, poetry) and films from the region. The aim is to familiarize students with the peoples of that region and how they understand themselves, their societies and the challenges they face. Organized around several topical themes – e.g., authoritarian governance, gender relations, ethno-confessional diversity, the question of Palestine -- the FYS exposes students to Middle Eastern perspectives on subjects which are intrinsically important and which receive considerable media attention in Europe and North America. This exposure, and the discussions that ensue in class, enrich students' knowledge base and sensitivity, while developing a critical lens regarding how we think and talk about other cultures and societies. Course#: FYS 164-06 |
Miriam Lowi | Global |
| 164-07 | The Middle East thru Literature and Film
Students are introduced to Middle Eastern cultures, society, and politics through literature (novels, short stories, poetry) and films from the region. The aim is to familiarize students with the peoples of that region and how they understand themselves, their societies and the challenges they face. Organized around several topical themes – e.g., authoritarian governance, gender relations, ethno-confessional diversity, the question of Palestine -- the FYS exposes students to Middle Eastern perspectives on subjects which are intrinsically important and which receive considerable media attention in Europe and North America. This exposure, and the discussions that ensue in class, enrich students' knowledge base and sensitivity, while developing a critical lens regarding how we think and talk about other cultures and societies. Course#: FYS 164-07 |
Miriam Lowi | Global |
| 164-08 | Art of Happiness from a Buddhist Perspective
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 the contemporary Buddhist thinkers (such as The Dalai Lama, and Thích Nhất Hạnh). 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 good and happy life by applying the teachings to their contemporary life and society. Course#: FYS 164-08 |
Jiayan Mi | Global |
| 164-09 | Language and Society
Do you love correcting grammar? In this course, you'll find out the justifications for some popular grammar rules. Do you detest when people correct others' grammar? In this course, you'll explore a scientific view of language wherein those corrections have no standing. We use language almost every moment of our lives, but in this course, you'll get to take a deeper look at language and how it has interacted and continues to interact with culture. We'll start by defining human language by comparing it to other primates' communication, then we'll look at the history of human language contact. We'll explore how language and culture do "and don't" affect each other around the world. With all that knowledge, we'll compare current popular ideas of language and compare them to the findings from our methodological approach. Course#: FYS 164-09 |
Tim O'Neill | Global |
| 164-10 | Conspiracy Theory in American Culture & Politics
Conspiracy theories and fringe ideas have long been a significant part of popular discourse when it comes to topics in American culture and politics: from the JFK assassination and the moon landings, to the 9/11 attacks and recent presidential elections. Especially with the proliferation of the internet and social media platforms, people today face the unique and difficult task of evaluating the credibility of sources of news/ information and deciding what actually constitutes historical fact. This course dives into the issues surrounding the perpetuation of conspiracy theories developed from the first half of the 20th Century to the present, chronicling major events in history that spark the most controversy and evaluating the pros and cons of various analytical approaches. In striking the proper balance between being overly skeptical on the one hand, or too impressionable on the other, students will explore the boundaries of their core beliefs while working to advance their critical thinking and academic writing skills. Course#: FYS 164-10 |
Thomas Arndt | Global |
| 164-11 | Conspiracy Theory in American Culture & Politics
Conspiracy theories and fringe ideas have long been a significant part of popular discourse when it comes to topics in American culture and politics: from the JFK assassination and the moon landings, to the 9/11 attacks and recent presidential elections. Especially with the proliferation of the internet and social media platforms, people today face the unique and difficult task of evaluating the credibility of sources of news/ information and deciding what actually constitutes historical fact. This course dives into the issues surrounding the perpetuation of conspiracy theories developed from the first half of the 20th Century to the present, chronicling major events in history that spark the most controversy and evaluating the pros and cons of various analytical approaches. In striking the proper balance between being overly skeptical on the one hand, or too impressionable on the other, students will explore the boundaries of their core beliefs while working to advance their critical thinking and academic writing skills. Course#: FYS 164-11 |
Thomas Arndt | Global |
| 164-13 | Finsta Famous: What is the Difference Between the Real and Digital World
College students are unlike any other peer group before due to the advances in technology, social media, and changes in the virtual risk-taking phenomenon. 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 which our class will explore. This class will also review the history of advancement in technologies and social media platforms, expansion of risk-taking behaviors, and explore the benefits and challenges of an online persona. Course#: FYS 164-13 |
Jordan Draper | Global |
| 164-14 | Change the World! Individual Impact in International Politics
You are the next generation of global change agents! This course will examine the challenges of today’s international agenda and opportunities presented for individuals to effect change in a complicated and globalized world. We will analyze a variety of individuals working across a range of international issues who have made an impact addressing global problems: people who have changed the world. By exploring a variety of sources (e.g., biographies, documentaries, inter-governmental reports, fiction, scientific articles, political analysis) we will examine the strategies they used, how they worked within or outside existing political structures, and the success or impact of their efforts. What lessons can we learn about how an individual can help solve today’s pressing international problems? Course#: FYS 164-14 |
Anne-Marie Gardner | Global |
| 164-15 | The History of 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 "response to, history" most significant diseases, including plague, influenza, tuberculosis, smallpox, polio, cholera, malaria, syphilis, HIV/AIDS and Ebola. We will begin with the current COVID-19 Pandemic. What did the wworld do correctly and incorrectly - why is is lasting so long? Through reading, writing, and class discussions, students explore the effects of each disease on two levels: the biological (microbiology, pharmacology, and immunology) and the societal (epidemiology and sociology). Students will understand the biology of each disease while also learning its historical framework. The ethics of infectious disease monitoring and control, including quarantines, mandatory health department notification, and the use of experimental drugs, will also be the subject of classroom discussions. Current events relating to disease that crop up during this semester will be brought into the classroom on a weekly basis. What will be the next Pandemic? Will we learn from the past? Course#: FYS 164-15 |
Rita Mary King | Global |
| 164-16 | The History of 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 "response to, history" most significant diseases, including plague, influenza, tuberculosis, smallpox, polio, cholera, malaria, syphilis, HIV/AIDS and Ebola. We will begin with the current COVID-19 Pandemic. What did the wworld do correctly and incorrectly - why is is lasting so long? Through reading, writing, and class discussions, students explore the effects of each disease on two levels: the biological (microbiology, pharmacology, and immunology) and the societal (epidemiology and sociology). Students will understand the biology of each disease while also learning its historical framework. The ethics of infectious disease monitoring and control, including quarantines, mandatory health department notification, and the use of experimental drugs, will also be the subject of classroom discussions. Current events relating to disease that crop up during this semester will be brought into the classroom on a weekly basis. What will be the next Pandemic? Will we learn from the past? Course#: FYS 164-16 |
Rita Mary King | Global |
| 164-17 | Fake News, Facebook, and Society: Reimagining the Global Village
This seminar explores the impact that the revolution in digital and electronic media has had on society in terms of how information spreads and on the state of public discourse. Through this course, we will trace the emergence of the electronic nervous system and how technology-enabled communications transformed the way news and information spread and are consumed. We will then delve into the long-term implications of this change and how it has irreparably altered the form, function, and behavior of not just the media, but social interactions between individuals and established institutions. We will end the semester by considering the long-term implications of this shift, the future of media, and the roles & responsibilities of individuals in this changing environment. Course#: FYS 164-17 |
Marc Monseau | Global |
| 164-18 | Global Perspectives and Trends on Disability: A focus on Activism and Advocacy; "Not everything that is faced can be changed, but nothing can be changed until it is faced" - James Baldwin
James Baldwin may not have been speaking about the human rights of people with disabilities around the world, but his sentiments apply. Despite the awareness of international communities (e.g. United Nations, World Bank), the barriers to equal opportunity and social/community inclusion have yet to be eliminated for people with disabilities. In nearly every country in the world people with disabilities remain vulnerable to poverty, discrimination and abuse. Therefore, this course is designed so that students will become Global Activists for people with disabilities around the world. In cooperation with United Nations' Program on Disability for the Convention on the Rights of Persons with Disabilities, students will work in small groups to craft and implement an activist campaign designed to value-add to improving the human rights of people with disabilities in other countries and cultures. This seminar will be closely aligned to the course of study at TCNJ for students with intellectual disabilities: Career and Community Studies Certificate Program. This is a program (https://ccs.tcnj.edu/) with in the School of Education that implements a post-secondary course of study for a small cohort of youth 18-25 with intellectual disabilities that desire a college experience that leads to adult roles and responsibilities. It is expected that through collaborative and controlled experiences, students in this seminar and the certificate program will jointly benefit from exploring the course themes. Course#: FYS 164-18 |
Amy Schuler | Global |
| 164-19 | Music and the Natural World
This course introduces elementary topics and tools of music, philosophy, anthropology, physics, biology and other fields to examine aspects of the relationship between the natural world and the music of human society. Beginning with a discussion of the possible origins and purposes of music, we trace the thread of environmental influence in musical styles. Historical and current examples from a wide variety of musical functions, styles and traditions are considered, including Western Classical music, folk styles, rituals, communication and language, commercial music and the uses of music in art and sound installations. We also examine problems related to the study of the appearance of music in non-human species. We end with observations of nature in virtual performances and environments of the digital age and speculation of nature's continued role in the future evolution of the musical experience. An overarching question is the degree to which humans see themselves and human activity as separate, rather than an expression of the natural world. This has immediate relevance to our outlook as a society on ongoing the human relationship with the environment. Course#: FYS 164-19 |
Carlton Wilkinson | Global |
| 164-20 | Global Perspectives and Trends on Disability "A Focus on Activism and Advocacy"; "Not everything that is faced can be changed, but nothing can be changed until it is faced" - James Baldwin
James Baldwin may not have been speaking about the human rights of people with disabilities around the world, but his sentiments apply. Despite the awareness of international communities (e.g. United Nations, World Bank), the barriers to equal opportunity and social/community inclusion have yet to be eliminated for people with disabilities. In nearly every country in the world people with disabilities remain vulnerable to poverty, discrimination and abuse. Therefore, this course is designed so that students will become Global Activists for people with disabilities around the world. In cooperation with United Nations’ Program on Disability for the Convention on the Rights of Persons with Disabilities, students will work in small groups to craft and implement an activist campaign designed to value-add to improving the human rights of people with disabilities in other countries and cultures. This seminar will be closely aligned to the course of study at TCNJ for students with intellectual disabilities: Career and Community Studies Certificate Program. This is a program (https://ccs.tcnj.edu/) with in the School of Education that implements a post-secondary course of study for a small cohort of youth 18-25 with intellectual disabilities that desire a college experience that leads to adult roles and responsibilities. It is expected that through collaborative and controlled experiences, students in this seminar and the certificate program will jointly benefit from exploring the course themes. Course#: FYS 164-20 |
Jerry G Petroff | Global |
| 164-21 | A Global Perspective on Sustainable Transportation
This course will introduce students to the multiple facets of sustainable transportation through a combination of lectures, readings, media presentations and discussions. The course is specifically intended to provide students with a broad-based, multi-disciplinary introduction to sustainable transportation from a local, national, and global perspective. Students are introduced to the concept of transportation systems as it relates to the everyday movement of people and goods and the relationships to current issues of sustainability. Students will be tasked to think critically about the interconnections of natural, technological, cultural and economic issues surrounding transportation systems and how they can be preserved for future users. Course#: FYS 164-21 |
Thomas Brennan | Global |
| 164-22 | Activism Through Sports
Over the last Century, Athletes have moved beyond the athletic arena to use their voices to garner attention to social injustices, civil rights, and issues abroad. While sometimes controversial, these public displays of protest begin a conversation bigger than the athlete themselves.This course will dive into the historical feats that athletes have accomplished in the name of civil liberties for all. Using discussions, reflections, and creative projects, this course will push students thinking further to understand how their voices can be as powerful as their idols. Course#: FYS 164-22 |
Khayriy Tilghman | Global |
| 164-23 | Activism Through Sports
Over the last Century, Athletes have moved beyond the athletic arena to use their voices to garner attention to social injustices, civil rights, and issues abroad. While sometimes controversial, these public displays of protest begin a conversation bigger than the athlete themselves.This course will dive into the historical feats that athletes have accomplished in the name of civil liberties for all. Using discussions, reflections, and creative projects, this course will push students thinking further to understand how their voices can be as powerful as their idols. Course#: FYS 164-23 |
Khayriy Tilghman | Global |
| 164-24 | Global Issues Local Impacts
In this course, you will be introduced to the varying disciplines and approaches to understanding our world and yourself. You will enhance your intercultural awareness through an exploration of identity, culture, and societies. Through readings, films, discussion, and direct observation you will explore how global issues are manifested in your new home, Trenton, NJ. You will improve professional writing and speaking skills through writing critical and reflective essays, conducting interviews, presenting individually and in groups, and designing a culminating research project. Course#: FYS 164-24 |
Joanne Bateup | Global |