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Fall 2017

Students choose to complete either a Learning Community or a First-Year Seminar to complete the FYE graduation requirement.

Learning Communities (LC) link two academic courses (6-8 credit hours). Faculty teaching these courses work together to establish joint activities and common curriculum themes designed to explore the ways in which subjects are interrelated. All Learning Communities fulfill the FYE Graduation Requirement in addition to counting towards other general education requirements (listed with each LC).

First-Year Seminar (FYSE) is an academic course (3 credit hours) that explores special topics taught by outstanding faculty. 
All FYE courses have an attached Synthesis Seminar (FYSS).  FYSS courses are not academic and are discussion based so students get the most out of the experience.  Upperclassmen serve as peer facilitators and lead weekly 50-minute synthesis seminars that introduce students to the College’s academic community. The synthesis seminar component offers the advantage of getting the perspective of and advice from a successful College of Charleston student.

Students must be enrolled in all parts of their Learning Community (including all science labs) or First-Year Seminar to receive credit.

Experiencing Charleston
If These Buildings Could Talk: Architecture and Historic Preservation through Charleston (LC)
Sending the ‘Write’ Message: Managing Tourism in Charleston (LC)
Beyond the Grave: What Old Cemeteries Tell and Teach the Living 
The Wonderful World of Real Estate According to King Street
The Gullah Community: Ethnographic Research in Gender and Identity
Charleston Writers

Countries and Cultures, Past and Present
City of Light: A History of Paris (LC)
Foundations of the Modern World in the Classical Past (LC)
Brazil: The Land of Contrasts (LC)
Latin America and the French Caribbean (LC)
Spanish Panorama: The Culture, Language, and Geography of Spain (LC)
Green Germany! Ecology, Sustainability, and Renewable Energy Technology in Contemporary Germany (LC)
A Window into Russia: the major people, events, and influences of Russia’s cultural history
Global Perspectives: ¡Barcelona!(SPAN 202) 
Global Perspectives: ¡Cuba! (SPAN 202)
World History Through Food   
Children and the Holocaust
Human Rights in Latin America Culture and Literature

Engaging with Contemporary Issues
Communication and Advocacy (LC)
Feminist Jiu-Jitsu for Self-Defense (LC)
Psychology of Women’s Studies and Gender Issues (LC)
Society and the Individual (LC)
Economics of Globalization
Human Rights, Asylum & Immigration
Conflict in the Middle East Through the Eyes of Traditional and Social Media
The Law, Enforcement, and Virtue: An Ethical Examination of Policing Today
The US and Globalization
All About Groups
Not Fit for the Dinner Table: Religion, Race, and Politics in America
Sociology of Food
Popular Culture in America
Latino/as in the United States

Education and Development
What is Normal? Stories of Neurodiversity (LC)
The Pursuit of Happiness
“This is Water”: Working towards a meaningful life
Emerging Adulthood: The Age of Possibilities
Everything I Need to Know I Learned in Kindergarten
STEAM Education with a Culturally Relevant Twist
Another Brick in the Wall: Exploring the Representation of Education in Pop Culture
Education and the Good Life
Teaching Fellows
Special O.P.S. Therapy Tactics

Technology, Science and Health
From Russia with Code: Cybersecurity & Russia (LC)
Biology and Chemistry for Pre-Med Students (LC)
Gateway to Neuroscience (LC)
STEM-SCAMP (LC)
Computer Science Scholars (LC)
Heavy Metals and Wall Street (LC)
The Life of the Senses
Biomimicry: Nature as Mentor
The Human Animal: Paleolithic Bodies in a Modern World
Apocalypse to Warp Drive: Physics in Film
Out of the Lab and Into the World: Science, Media, and Society
Planes, Trains, and Automobiles: More Than Just a Movie
Math in Motion: Teaching and Leaning Math Through Movement, Walking, and Sight-Seeing

Engaging Our World Through the Arts, Literature, and Religion
Beyond the Surface: Writing About the Screen, Stage, and Page (LC)
Psychological and Literary Analysis of Harry Potter (LC)
Art, Sustainability, and the Good Life (LC20)
Bad Books
Cowboys, Cops, Crooks, and Cosmonauts: Pop Culture and American Identity in the Twentieth Century
Where is Religion?
Religion, Animals, and Animal Ethics
Exploring Cultural Strengths and Diversity through Storytelling
Behind the Curtain: Exploring the World of Live Theatre

Learning Communities:


Beyond the Surface: Writing About the Screen, Stage, and Page (LC1)
ENGL 110: Introduction to Academic Writing and THTR 176: Introduction to Theatre and FYSS 101
Malinda McCollum and Mark Landis
English and Theatre
4 English and 3 humanities credits
CRNs: 11130 and 12196 and 13603
Course times: TR 9:25-10:40 and T 10:50-11:40, TR 1:40-2:55 and T 6:05-5:55

Students will analyze theatre, visual arts, advertising, and popular culture in order to develop arguments about the effects and messages in a variety of texts. Students will consider each text’s layers of meaning, studying details in order to build claims about what the text evokes or suggests.  In THTR 176, students will attend several plays and be presented with writing assignments that ask students to articulate the participation of their own hearts and minds when joined with an audience at the theatre.  In ENGL 110, students will explore how ads, TV shows, films, photos, and posters use images to present arguments, reinforce and/or challenge cultural values, and influence viewers.



From Russia with Code: Cybersecurity & Russia (LC2)
RUSS 101: Elementary Russian I and CSCI 199: Cybersecurity and FYSS 101
Irina Erman and Ralph Crosby
Russian and Computer Science
3 foreign language and 3 elective credits
CRNs: 10186 and 13601 and 13602
Course times: MWF 11:00-11:50 and TR 8:30-9:45 and R 3:05-3:55

In recent years, Russian cybercrime has become the most dangerous threat to the US computer security systems. Government and businesses are scrambling to find Cybersecurity experts who specialize in Russian. This learning community helps you to acquire this much-needed expertise in the connections between Russia and Cybersecurity. RUSS 101 introduces the Cyrillic alphabet and Russian language, with a focus on computer vocabulary. CSCI 199 focuses on the domains of cybersecurity with specific examples applied to the Russian attacks. We will cover the following domain areas and touch on specific Russian attacks that penetrated the area in question: Access control and identity management, cryptography, policies, procedures, and awareness, physical security, perimeter defenses,  network defenses, host defenses, application defenses, and data defenses.





Biology and Chemistry for Pre-Med Students (LC3 A-B)
BIOL 111: Intro to Cell and Molecular Biology and BIOL 111L*:  Intro to Cell and Molecular Biology Lab and CHEM 111**: Principles of Chemistry and CHEM 111L: Principles of Chemistry Lab and FYSS 101
Kathleen Janech and Wendy Cory and Richard Lavrich/Jeff Tomlinson
Biology and Chemistry and Chemistry
8 natural science credits***
(A) CRNs: 10114 and 11772 and 10214 and 13604
(A) Course times: TR 9:55-11:10 and  MWF 10:00-10:50 and M 12:00-3:00 and T 3:30-4:20
(B) CRNs: 13605 and 11773 and 10218 and 13606
(B) Course times: TR 9:55-11:10 and  MWF 10:00-10:50 and M 4:00-7:00 and T 3:30-4:20

This learning community is tailored to incoming first-year students with a strong desire to pursue a career in medicine or in biomedical research. The fields of Chemistry and Biology are increasingly intertwined and faculty will use these two introductory courses to demonstrate the natural connections between the fields. 
* Students must enroll in BIOL 111L separately for full enrollment in this Learning Community
** Math 111 is a pre-requisite or co-requisite for CHEM 111.  Alternatively, students who place into calculus via the Math Aleks placement exam can enroll in CHEM 111.
***4 credits towards natural science general education requirements and 4 credits towards science major.




City of Light: A History of Paris (LC4)
FREN 101: Elementary French and FYSE 121: City of Light and FYSS 101
Kathy Kaufmann and Bill Olejniczak
French and History
3 foreign language and 3 elective credits
CRNs: 10289 and 13608 and 13609
Course times: MWF 10:00-10:50 and MWF 11:00-11:50 and R 4:05-4:55

In this interdisciplinary learning community, students will learn about Paris, including its political, social, economic, and cultural history, art and architecture, literature, philosophy, and language.  Linking FYSE 121 with FREN 101 adds a strong historical component to FREN 101 and an enhanced linguistic and cultural component to FYSE 121.  Students will acquire the skills of a historian as they explore Paris from its ancient beginnings to modern times through film, fictional works, and historical accounts.



Communication and Advocacy (LC5)
COMM 104: Public Speaking and ENGL 110: Intro to Academic Writing and FYSS 101
Julie Davis and Caroline Hunt
Communication and English
3 elective and 4 English credits
CRNs: 13610 and 11517 and 13611
Course times: TR 12:15-1:30 and MWF 10:00-10:50, W 9:00-9:50 and R 5:05-5:55

Being able to persuasively and effectively support, oppose, or request some idea, cause or other item is the heart of advocacy, and important for both personal and professional success.  The linked courses in this learning community will introduce students to the strategies, techniques, and ethical implications involved in the advocacy process.  It will examine advocacy at many different levels: self, individual, other, group, corporate, and issue. Students will learn how to both create effective advocacy messages and critically evaluate the messages they encounter.



Foundations of the Modern World in the Classical Past (LC6)
GREK 101: Ancient Greek and CLAS 105: History of the Classical World and FYSS 101
Samuel Flores and Andrew Alwine
Classics
3 foreign language and 3 history credits (pre-modern)
CRNs: 10369 and 11686 and 13612
Course times: MWF 11:00-11:50 and MWF 9:00-9:50 and W 4:00-4:50

This learning community introduces students to the literature, history, material culture, and language of the Classical Greeks and Romans. Classics 105 surveys the history these two dynamic civilization, whose impact on later history has been profound. The course begins with the origins of civilization in ancient Mesopotamia and brings the narrative down to the fall of Rome. We pay special attention to the influence of classical civilization on our own times. Greek 101 introduces the basics of Greek grammar, syntax, and vocabulary in preparation for the reading of Greek literature. It also includes the translating of adapted and original Greek passages that complement many of the topics, ideas, and authors discussed in Classics 105.

Gateway to Neuroscience (LC7 A-D)
BIOL 111: Intro to Cell and Molecular Biology and PSYC 103: Intro to Psychological Science and FYSS 101
Miranda McManus and Dan Greenberg
Biology and Psychology
4 natural science and 3 social science credits
(A) CRNs: 13702 and 13744 and 13703
(A) Course times: TR 8:30-9:45 and TR 12:15-1:30 and T 4:05-4:55
(B) CRNs: 13704 and 13745 and 13705
(B) Course times: TR 8:30-9:45 and TR 12:15-1:30 and R 4:05-4:55
(C) CRNs: 13706 and 13746 and 13707
(C) Course times: TR 8:30-9:45 and TR 1:40-2:55 and M 5:00-5:50
(D) CRNs: 13708 and 13748 and 13709
(D) Course times: TR 8:30-9:45 and TR 1:40-2:55 and M 6:00-6:50

This learning community is aimed at entering first-year students with a strong desire to become health care professionals. These courses will demonstrate and reinforce the inherent, extensive connections between psychology and biology. PSYC 103 will introduce students to the science of behavior with special emphasis on the biological bases of behavior (neuroscience) and psychological disorders. BIOL 111 focuses on molecular and cellular biology, including neurobiology, highlighting the biochemical processes that define living systems.  Special emphasis will be placed on a multimedia approach to this learning community with the use of reading assignments, computer exercises, video clips, written work, group discussions, etc. Students will also have an opportunity to attend pre-professional health advising sessions. Students must also register for any BIOL 111L section to receive full credit.



If These Buildings Could Talk: Architecture and Historic Preservation through Charleston (LC8 A-B)
ARTH 105: Introduction to Architecture and HPCP 199: Introduction to Historic Preservation and FYSS 101
Gayle Goudy and Ashton Finley
Art and Architectural History and Historic Preservation and Community Planning
6 humanities credits
(A) CRNs: 13710 and 13711 and 13712
(A) Course times: MWF 1:00-1:50 and MWF 10:00-10:50 and T 8:05-8:55 am
(B) CRNs: 13766 and 13767 and 13768
(B) Course times: MWF 1:00-1:50 and MWF 10:00-10:50 and T 8:05-8:55 am

Using the historic city of Charleston as our laboratory this learning community will introduce students to the world of architecture and historic preservation. The Architectural History portion will cover Western architecture from ancient to contemporary focusing on styles represented locally. The Historic Preservation portion introduces students to heritage management and preservation issues focusing on Charleston examples through field trips and studying buildings in situ. Students will write stylistic analyses, learn basic architectural terminology, and learn to research and analyze architectural and historical significance using primary source material.


Sending the ‘Write’ Message: Managing Tourism in Charleston (LC9 A-B and LC10 A-B)
HTMT 210: Principles and Practices in Hospitality and Tourism Management and ENGL 110: Introduction to Academic Writing and FYSS 101
Bob Frash and Kelly Owen
Hospitality and Tourism Management and English
3 elective credits and 4 English credits
(9A) CRNs: 10646 and 11094 and 13713
(9A) Course times: TR 1:40-2:55 and TR 8:00-9:15, T 9:25-10:15 and T 5:05-5:55
(9B) CRNs: 13755 and 11131 and 13714
(9B) Course times: TR 1:40-2:55 and TR 10:50-12:05, R 9:50-10:40 and T 6:05-6:55
(10A) CRNs: 13750 and 14108 and 13715
(10A) Course times: TR 12:15-1:30 and TR 10:50-12:05, R 9:50-10:40 and T 6:05-6:55
(10B) CRNs: 13756 and 13757 and 13758
(10B) Course times: TR 12:15-1:30 and TR 1:40-2:55, T 3:05-3:55 and W 6:00-6:50

The purpose of this learning community is to explore how to conduct business in the hospitality industry. Special attention will be paid on how to communicate ideas and strategies effectively throughout both the industry and the community. This class will introduce students to the hospitality environment and guide them in developing professional skills through writing business correspondences such as memos, reports, resumès and cover letters as well as creative and analytical features focusing on industry issues. Students will explore Charleston and all its offerings to understand how the tourism industry works in one of the world’s premier destinations.





Feminist Jiu-Jitsu for Self-Defense (LC11)
FYSE 141: Studies in Women's and Gender Studies and PEAC 120: Women’s Self-Defense and FYSS 101
Kristi Brian and John Venable and Pat McGuigan
Women and Gender Studies and Health and Human Performance
5 elective credits
CRNs: 13716 and 12072 and 13718
Course times: TR 10:50-12:05 and TR 8:00-9:15 and R 6:05-6:55

This learning community combines jiu-jitsu training for self-defense and an introduction to feminist empowerment. Each week students will have physical self-defense training on the mat and classroom engagement centered on feminist analysis of oppression, identity, power and the body. The course aims to achieve a holistic approach to an interactive dialogue. Students will be encouraged to document throughout the course how their own evolution towards greater empowerment is shaped by the jiu-jitsu practice and feminist teachings. The course is intended to be inclusive and suitable for all genders. Men, women, transgender, and gender non-conforming students will all be acknowledged for the situated knowledge they bring to the topic.


 


Psychology of Women’s Studies and Gender Issues (LC12 A-B)
PSYC 103: Intro to Psychological Science and WGST 200: Intro to Women's and Gender Studies and FYSS 101
Jennifer Wright and Lisa Ross
Psychology
3 social science and 3 humanities credits
(A) CRNs: 13751 and 13719 and 13720
(A) Course times: TR 12:15-1:30 and TR 8:00-9:15 and M 5:00-5:50
(B) CRNs: 13721 and 13722 and 13723
(B) Course times: TR 12:15-1:30 and TR 8:00-9:15 and T 3:05-3:55

Students in this learning community will explore the foundations of psychology, with an eye to how basic neurological and psychological processes (learning, memory, perception, social cognition) help us to understand various gender, race, class, and sexual orientation issues. We’ll also look closely at the development of gender and sexual orientation and the influence that biological, familial, and cultural factors have on developmental trajectories.  From the Women’s and Gender Studies side we will discuss historical and contemporary feminism, race, class, and sexual orientation, along with a variety of gender-related issues – e.g., eating disorders, sexual harassment, rape, pregnancy, and sexual reproduction, etc. Our discussions will continue to highlight the importance of various psychological processes for understanding these issues.


Society and the Individual (LC13)
SOCY 101: Intro to Sociology and ENGL 110: Intro to Academic Writing and FYSS 101
Ann Stein and Anna Lonon
Sociology and English
3 social science and 4 English credits
CRNs: 11901 and 10455 and 13724
Course times: TR 9:25-10:40 and MWF 10:00-10:50, W 12:00-12:50 and W 8:00-8:50 am

Have you ever wondered why people behave the way they do? Observe human behavior through the windows of Sociology and English for a better understanding of your world.  Discover the insights that these disciplines offer about how society affects you and how you affect society. Both classes will look at this theme through provocative essays and other readings.


STEM-SCAMP (LC14)
BIOL 111: Intro to Cell and Molecular Biology and BIOL 111L: Introduction to Cell and Molecular Biology Lab and MATH 120: Introductory Calculus and MATH 120L: Introductory Calculus Lab and FYSS 101
Deb Bidwell and Chris Korey and Sofia Agrest
Biology and Biology and Math
4 natural science and 4 math credits
CRNs: 12483 and 12079 and 11222 and 11152 and 13726
Course times: MWF 11:00-11:50 and R 9:00-12:00 and MWF 10:00-10:50, T 9:25-10:40 and MWF 2:00-2:50 and T 4:05-4:55

Will the end of the human race come at the hands of a pandemic virus? How are scientists approaching the study of Avian Influenza, Ebola, and the Zika virus, The focal theme for this learning community, which connects Biology 111 (Introduction to Cell and Molecular Biology) for Science Majors and Math 120  (Calculus), will be the world of viral biology--both the science of virology as well as how these two disciplines approach the study of viruses. Viral biology will be the theme of our discussion of basic cellular and molecular biology in our Biology class. A themed project across both classes will have students explore how epidemiologists model viral outbreaks using calculus.  Students wills also be in a linked BIOL 111 Laboratory that is part of the Howard Hughes Medical Institutes’ SEA Phages program that connects students to an ongoing research project whose aim is to identify new bacterial viruses. This course to open only to pre-selected students.



Brazil: The Land of Contrasts (LC15)
LTPO 270: Studies in Brazilian Film and PORT 101: Elementary Portuguese and FYSS 101
Luci Moreira and Jose Moreira
Hispanic Studies and Hispanic Studies
3 humanities and 3 foreign language credits
CRNs: 11605 and 11543 and 13727
Course times: MW 2:00-3:15 and MWF 11:00-11:50 and M 6:00-6:50 pm

LTPO 270 is taught in English and combines readings and films. The idea of Brazil as a country of paradoxes or contrasts (poor and rich, old and modern, liberal and conservative, violent and peaceful, religious and profane) will be presented. We will analyze the reasons behind the contrasts. Portuguese 101 is an introductory language course with a strong emphasis on Brazil, a nation of increasing global importance economically, politically, and environmentally. Students will learn the basic language elements required for communication. Classes encompass cultural products, practices, and perspectives through music, films, cultural events, dance, capoeira (Afro-Brazilian martial art), and cuisine of Brazil.


Psychological and Literary Analysis of Harry Potter (LC16 A-B)
ENGL 190: Harry Potter and PSYC 103: Introduction to Psychological Science and FYSS 101
Trish Ward and Adam Doughty
English and Psychology
3 humanities and 3 social science credits
(A) CRNs: 12299 and 13728 and 13729
(A) Course times: MW 4:00-5:15 and MWF 8:00-8:50 am and M 6:00-6:50 
(B) CRNs: 13730 and 13731 and 13732
(B) Course times: MW 4:00-5:15 and MWF 8:00-8:50 am and W 6:00-6:50

Have you read each book in the Harry Potter series? More than once? Have you watched each Harry Potter movie? More than once? If so, then this learning community is for you! The purpose of the community is to explore critically several of the themes present in the Harry Potter series. These themes include, among others, love, death, power, innocence, prejudice, appearance/reality, choice/fate, and what it means to be human. The exploration will be accomplished in various ways. For example, you will practice close reading and analysis of all seven books in the series with special attention to how the themes are developed and how they relate to psychological principles and research findings.


Latin America and the French Caribbean (LC17)
LACS 101: Introduction to Latin American and Caribbean Studies and French 101: Elementary French and FYSS 101
Sarah Owens and Kathy Kaufmann
Hispanic Studies and French
3 humanities and 3 foreign language credits
CRNs: 10652 and 13743 and 13733
Course times: TR 10:50-12:05 and MWF 11:00-11:50 and M 3:00-3:50

This Learning Community will combine Introduction to Latin American and Caribbean Studies with French 101. Overall, students will be introduced to pertinent historical aspects of Latin America and the Caribbean related to its social, political, cultural, and economic development, while at the same time learning the basics of the French language. This Learning Community will also shine a light on current events in the French Caribbean with a specific emphasis on the island of Guadeloupe.


 
Spanish Panorama: The Culture, Language, and Geography of Spain (LC18)
SPAN 202: Intermediate Spanish and FYSE 120: Global Perspectives: The Geography and the Cultures of Spain and FYSS 101
Devon Hanahan and Antonio Perez-Nunez
Hispanic Studies 
3 foreign language credits and 3 elective credits
CRNs: 10529 and 13734 and 13735
Course times: MWF 1:00-1:50 and TR 1:40-2:55 and T 6:05-6:55

Students will take a traditional Spanish 202 class that includes additional reading and writing about Spain as they relate to the topics covered in the accompanying FYE course. In the FYE, students will learn enough Spanish history to understand how Spain’s geography has definitively shaped its history and culture more so than many other countries. The topics covered include the following topics of Spain: geography and cities, a brief history, government, feasts and festivals, art and literature, cuisine, youth culture and outlook, and the education system. Students will be assigned to different regions of Spain and will create presentation involving writing and speaking to share their research with the class.


 


What is Normal? Stories of Neurodiversity (LC19)
ENGL 110: Intro to Academic Writing and FYSE 132: What is Normal? and FYSS 101
Kathy Beres Rogers and Jennifer Wilhelm
English and Psychology
4 English credits and 3 elective credits
CRNs: 10458 and 13736 and 13737
Course times: MWF 10:00-10:50, M 9:00-9:50 and TR 9:25-10:40 and R 4:05-4:55

Is normal really only a setting on the clothes drier? The premise that there is a definition of “normal” has often been questioned in literature… and in life. What do we mean when we discuss disability – intellectual or physical? In this learning community, we will challenge the stereotypes and misinformation surrounding people with disabilities, and we will consider the abilities that people with these conditions manifest. We will read novels and memoirs dealing with “disability,” including but not limited to autism, intellectual disability, Tourette’s, cerebral palsy, and loss of limb. We will discuss the history of legal discrimination against people deemed “not normal” as well as medical technologies developed to help people achieve a “normal” life.


Art, Sustainability, and the Good Life (LC20)
ARTS 220: Sculpture I and ARTS 119: Drawing I
Joey Van Arnhem and Yvette Dede
Studio Art
6 elective credits
CRNs: 13331 and 10053 and 13739
Course times: W 6:00-9:45 and R 1:40-5:25 and W 4:00-4:50

This learning community will be a studio art collaboration between Sculpture I and Drawing I. The purpose of the learning community is to introduce the study of 2D and 3D forms and concepts as they apply to the realization of two dimensional and sculptural ideas in space and time. Form and content receive equal emphasis. Along with introducing 2D and 3D media and creation, this course will places emphasis on artistic process as a means to creating meaningful artwork. The course will emphasize conceptual reasoning and consideration of material choice, craft, form, space, site, presentation, and context as well as concepts of sustainability. It will provide a forum for the discussion and exploration of artistic practices and include discussions and art practice that address the topics of ‘what is a good life’ and how this question can be investigated through the act of creating art and living a creative life. (Note: this learning community fulfills the drawing requirement for Sculpture I).


Green Germany! Ecology, Sustainability, and Renewable Energy Technology in Contemporary Germany (LC21)
GRMN 101: Elementary German and FYSE 118: Green Germany and FYSS 101
Steven Della Lana and Rob Kohn
German Studies
3 foreign language credits and 3 elective credits
CRNs: 11755 and 13790 and 13740
Course times: MWF 10:00-10:50 and TR 1:40-2:55 and T 8:05-8:55 am
 
In this course, students will learn about Germany as a leader in green technology, ecology, and sustainable development. Students will analyze art, literature, philosophy, and texts covering scientific, political, and economic aspects of environmental issues. Students will learn how to evaluate arguments made in various media, find and critically evaluate sources, reflect on their own cultural assumptions and norms, and compare/contrast their perspectives with German ones. In German 101, students will work their way through beginning German, with an added emphasis on vocabulary about nature and sustainability as well as additional short nature poems in German and cultural readings in English on the state of sustainability initiatives and green politics in Germany. There will be specific German vocabulary organized around the units covered in the accompanying seminar.


Computer Science Scholars (LC22)
FYSE 112: Computer Science Scholars and CSCI 220: Computer Programming I and CSCI 220L: Computer Programming I Lab and FYSS 101
Lancie Affonso and RoxAnn H. Stalvey
Computer Science and Computer Science
7 elective credits
CRNs: 13738 and 10261 and 11194 and 13741
Course times: TR 3:35-4:50 and TR 11:20-12:35 and M 5:35-8:05 and T 5:05-5:55

This learning community introduces computer science scholars to some of the computer and digital technology concepts and skills necessary to success in college, careers, and in life. We will evaluate the impact of emerging digital technologies on local and global culture and the ethical dilemmas that arise and learn how to write computer programs to solve complex problems. Students will discuss computer ethics, intellectual property rights, privacy, freedom of speech, and globalization. Students will analyze information systems components (people, procedures, hardware, and software) from organizational and technological perspectives. Students will also attend computer science research presentations and learn about student research opportunities in computer science, data science, computing in the arts, and information systems. Students enrolled in this learning community must have the pre-requisite: CSCI 120 or CSCI 140 or CSCI 180 or CSCI 215 or MATH 105 or MATH 111 or higher math or permission of the department.


Heavy Metals and Wall Street (LC23)
FYSE 115: Heavy Metals and Wall Street and CHEM 101: General Chemistry and CHEM 101L: General Chemistry Lab and FYSS 101
Denise Fugo and Katherine Mullaugh
Finance and Chemistry
3 elective credits and 3 natural science credits
CRNs: 13753 and 13653 and 10216 and 13754
Course times: TR 10:50-12:05 and TR 9:25-10:40 and W 12:15-3:15 and W 5:00-5:50

In the public arena environmental conservation and economic prosperity are often pitted against each other. Do we have to sacrifice one for the other? Students participating in this learning community will learn about both the chemical underpinnings of environmental issues and the economic challenges to resolving them. Using the example of animal agriculture, students will be able to use quantitative reasoning to integrate both the scientific and economic principles that dictate how our food is produced and the resulting impacts on the environment. As a result of this learning community students will be able to think critically about how their food is produced and how to manage their choices for minimal environmental impact.
 

First-Year Seminars:

The Gullah Community: Ethnographic Research in Gender and Identity
FYSE 103 and FYSS 101
Ade Ofunniyin
Anthropology
CRNs: 13613 and 13614
Course times: TR 10:50-12:05 and R 9:05-9:55 am

This course proposes to introduce first-year students to the Gullah-Geechee community, culture, and historical significance in the context of ethnographic research and fieldwork, and through a lens of gender and identity studies. Our focus will be on women’s narratives, especially those that centralize multi-national/regional identity and the desire to reconcile this identity by returning to their “roots” or homelands, or by evoking their ancestors’ narratives. The class will read the novel Daughters of the Dust, written by Julie Dash, who is currently a visiting scholar at the College of Charleston in African American Studies. We will also take several class travel excursions to significant historical sites or places of interest such as Penn Center in Beaufort, SC, and Feilding’s Home in downtown Charleston.


The Life of the Senses
FYSE 105 and FYSS 101
Rebekah Compton
Art History
CRNs: 13617 and 13618
Course times: TR 3:05-4:20 and T 8:05-8:55 am

How is life (both the good and the bad) affected by our sensory experiences? This course examines the fives senses and the ways in which they shape our understanding and relationship to other people, our environment, and our selves. Throughout history, the senses have been both celebrated and condemned because of their ties to the body and emotions rather than to the rational intellect. Though often overlooked, the sense can play a direct role in spiritual states and experiences of transcendence. This course includes both a reading component (philosophical, fictional, and scientific writings on the senses) and an experiential one (dinner, museum, and concert) in which students engage with heightened sensory experiences.


Biomimicry: Nature as Mentor
FYSE 108 and FYSS 101
Deb Bidwell
Biology
CRNs: 13619 and 13620
Course times: MWF 2:00-2:50 and M 3:00-3:50

What can nature teach humans about fitting in on earth?  When and why did humans become isolated from the natural world?  Nature constructs, transports, communicates, and transacts business, yet balances form and function with elegant efficiency.  It self assembles, wastes nearly nothing, recycles everything, and produces no pollution.  How can modern human civilization (re)learn to live sustainably with the other 30 million species sharing our planet, yet keep our modern lifestyle? Biomimicry is the exciting, emerging, interdisciplinary field that looks to nature as a mentor to design sustainable solutions to human problems.  With over 3.8 billion years of experience, the natural world has already solved the same challenges humans are facing today! In this inspiring, hands-on First Year Seminar we’ll explore biomimicry, and prepare students to take on leadership roles in the sustainability movement.


The Human Animal: Paleolithic Bodies in a Modern World
FYSE 108 and FYSS 101
Bob Podolsky
Biology
CRNs: 13621 and 13622
Course times: MW 3:00-4:30 and T 3:05-3:55

Humans in industrialized societies suffer from a number of ailments that may be rooted in a mismatch between the conditions under which much of human evolution occurred (e.g., food scarcity, unrefined foods, lack of obsessive cleanliness, sunlight-based activity, early reproduction, bipedalism on a soft substrate) and the conditions of modern western life. This class will explore this idea beginning with basic principles of evolution and recent human evolution, moving to ailments that have been addressed through modern medicine, and ending with the promise and ethical challenges of future technologies. The course will involve active and inquiry-based learning, giving students responsibility to research human conditions of interest, ranging among cancers, skin conditions, dietary diseases, neurological impairments, metabolic conditions, and musculo-skeletal disorders.


Beyond the Grave: What Old Cemeteries Tell and Teach the Living  
FYSE 111 and FYSS 101
Patrick Harwood
Communication
CRNs: 13765 and 13624
Course times: M 6:00-8:45 and W 5:00-5:50
 
The College of Charleston is surrounded by Charleston’s historic streets, buildings, and cemeteries.  This seminar will focus on the many 18th and 19th century graveyards within walking distance of campus. We will use multiple disciplinary perspectives to study lives lost long ago and what how they were buried, memorialized, and remembered can tell us about our lives and lifestyles today. The instructor of this has authored two books about Magnolia Cemetery, a beautiful and historic 19th century Victorian cemetery located on the outskirts of Charleston.


The Pursuit of Happiness
FYSE 112 and FYSS 101
Yulia Kahl
Computer Science
CRNs: 13625 and 13626
Course times: TR 10:50-12:05 and W 8:00-8:50 am

Some try to achieve happiness, while others question its existence beyond a kind of contentment or temporary joy. In this course, we will explore various prescriptions for attaining happiness and their relation to a moral code, a sense of purpose, and the freedom to make one’s own choice. We’ll learn from a philosopher, an emperor, a prophet, a poet, a self-made man, a refugee, an architect, a computer scientist, and a science fiction writer.
 


Economics of Globalization
FYSE 113 and FYSS 101
Beatriz Maldonado-Bird
International Studies/Economics
CRNs: 13627 and 13628
Course times: MWF 11:00-11:50 and W 10:00-10:50

This course introduces topics surrounding economic globalization. It examines the historic and current economic causes and consequences of global integration. Topics include history of globalization, the role of international trade, post-WWII global monetary system and financial integration. It evaluates the arguments on both sides of the globalization debate as well as globalization's effects on domestic economies and policies, labor markets, production, and on the environment (among other topics).


Charleston Writers
FYSE 114 and FYSS 101
Julia Eichelberger
English
CRNs: 13631 and 13632
Course times: TR 12:15-1:30 and M 9:00-9:50

We’ll analyze recurring themes and diverging interpretations of the city in novels (Porgy, Three O’Clock Dinner, Why We Never Danced the Charleston, Rich in Love), a memoir (Lemon Swamp), folktales (Doctor to the Dead), and nonfiction (We are Charleston). Each text offers a different spin on Charleston and the Lowcountry. Some people in these books face hostility from their neighbors, and some seek out people different from themselves, hoping to redefine their relationship to their community. Students will discuss these readings, research a real-life event or location that appears in them, and write an essay analyzing one text. Finally, you’ll create an original work expressing your own interpretation of Charleston.


The Wonderful World of Real Estate According to King Street
FYSE 115 and FYSS 101
Elaine Worzala
Finance
CRNs: 13633 and 13634
Course times: TR 9:25-10:40 and F 10:00-10:50

This course will introduce students to the multi-faceted nature of the real estate industry. King Street will be our case study. We will explore office, retail/restaurant, industrial, residential, hospitality, and public spaces. An incredible laboratory, students will go out in the field to experience the marketplace and we will bring professionals into the classroom. Students will be able to see first-hand the variety of real estate that is located in an urban environment and the professionals will expose students to the many different career paths that are intimately involved with this discipline including business, law, historic preservation, public policy, politics, urban studies, environmental sciences, and arts management.


A Window into Russia: the major people, events, and influences of Russia’s cultural history
FYSE 118 and FYSS 101
Oksana Ingle
German and Russian Studies
CRNs: 13637 and 13638
Course times: MWF 9:00-9:50 and F 8:00-8:50 am

LET RUSSIA SURPRISE YOU. Step through “A Window into Russia” for a colorful survey of Russia’s major historical events and figures, along with a glimpse into the country’s literature, art, music, and contemporary life. You have never seen Russia like this, and you will never think of it the same. Come travel with us through one of the world’s most intriguing cultures.


Bad Books
FYSE 118 and FYSS 101
Irina Erman
German and Russian Studies
CRNs: 13639 and 13640
Course times: TR 12:15-1:30 and R 11:05-11:55

Let’s admit it, we’ve all enjoyed a bad book or watched a terrible movie. Bad books are fun and they have more power over us than you think. If we’re not careful, they can even make us do bad things – like create a class about them! Do you like reading bestsellers, like Twilight? Or, do you prefer classics, like Dostoevsky or Nabokov? You might be surprised to learn that Dostoevsky was criticized for being a bad writer and publishers rejected Nabokov’s Lolita because of its bad content. But what does “bad” even mean? Here is your chance to read the greatest bad books of all time and to think about what makes them bestsellers, classics, or simply bad.


Global Perspectives: ¡Barcelona!
SPAN 202 and FYSS 101
Emily Beck
Hispanic Studies
CRNs: 10528 and 13641
Course times: TR 10:50-12:05 and M 4:00-4:50
 
This course fulfills the requirements for SPAN 202 and covers the required departmental curriculum with an additional focus on the history, culture, and dynamic experience of the city of Barcelona through supplementary readings, artistic works, film, and new media. Barcelona has long attracted tourists for its amazing architecture, delectable gastronomy, unique cultural history, distinctive urban layout, the variety of artists who have been inspired by the city and its lively social scene. This course is structured to allow students the opportunity to discuss, review vocabulary, and practice grammar activities related to the famous metropolis of Barcelona. Students will create presentations involving writing and speaking skills to share their research about diverse aspects of the city with the class. Students must test into SPAN 202 in order to enroll in this course.


Global Perspectives: ¡Cuba!
SPAN 202 and FYSS 101
Mary Ann Blitt
Hispanic Studies
CRNs: 10531 and 13642
Course times: MWF 3:00-3:50 and R 5:05-5:55

This course will fulfill the required Spanish 202 course and cover all of the required departmental curriculum, but it will also introduce students to the culture of Cuba, including art, music, and literature. The course will provide a brief overview of important historical events needed to understand cultural practices and influences. Students will be assigned different aspects of Cuban culture and will create presentations involving writing and speaking to share their research with the class. Students must test into SPAN 202 in order to enroll in this course.


“This is Water”: Working Towards a Meaningful Life
FYSE 120 and FYSS 101
Susan Divine
Hispanic Studies
CRNs: 13643 and 13644
Course times: MWF 12:00-12:50 and F 8:00-8:50 am

This class will look at two very big question: what is “work” and how does it add meaning to our lives? With mounting pressures on colleges and universities to produce future “employees” rather than “scholars,” coupled with a global discourse on high levels of unemployment, fear over immigration, as well as ongoing conversations about closing the wage gap and raising the minimum wage, this course will engage cross-cultural notions of labor. We will look at how work constructs our identity at multiple levels. Each narrative or film studied will allow for a discussion of specific aspects of work as it relates to history, structures of power, politics, the urban, gender, and trauma. We will look at how emperors, holocaust survivors, anarchists, immigrants, and how those in the class view individual identity as it relates to work.


World History Through Food   
FYSE 121 and FYSS 101
Timothy Coates
History
CRNs: 13645 and 13646
Course times: R 4:00-6:45 PM and T 3:05-3:55

This class will cover substantial historical development and periods during the modern era. We will use a thematic approach focusing on food and cover European exploration in early modern times, the Columbian connection post 1500 as it relates to food, the formation of the Atlantic World based on sugar and slavery, the links between the Industrial Revolution and New Imperialism, the Cold War, and finally globalization.


Human Rights, Asylum & Immigration
FYSE 121 and FYSS 101
Tim Carmichael
History
CRNs: 13647 and 13648
Course times: MWF 9:00-9:50 and FM 4:00-4:50

This course will explore the concept of Human Rights, as well as Human Rights theory and practice, in the post-WWII era, with a focus on the United States and the fields of immigration and political asylum. The Universal Declaration of Human Rights (1948) will start our discussion and raise questions about universalism vs. relativism and individual vs. communal rights. To demonstrate how historical context affects people’s views on many issues, much of the course will comprise of selected case studies from Cold War period, the early post-Cold War period (1990s), and the post-9/11 world. While grappling with the idea of universal Human Rights (and topics such as race, class, gender, violence, repression, rule of law, justice, infrastructure/communications, and culture), we will also study how they affected immigration and political asylum processes in the United States in these three distinct historical eras.


Cowboys, Cops, Crooks, and Cosmonauts: Pop Culture and American Identity in the Twentieth Century (sections A-B)
FYSE 121 and FYSS 101
Rich Bodek
History
(A) CRNs: 13649 and 13650
(A) Course times: TR 9:25-10:40 and M 9:00-9:50 am
(B) CRNs: 13651 and 13652
(B) Course times: TR 10:50-12:05 and W 9:00-9:50 am

Westerns, Mysteries, and Science Fiction were three of the most popular literary genres in the first half of the twentieth century to construct ideas of what Americans should be, do, and think. We are going to read classic and not-so-classic examples of each to encounter ideas about honor, gender, violence, science, race, and more. We will see how ideas shift and change over time, and, indeed, how often conflicting ideas can be at work in the same story. If you sign up for this course, be prepared to ride the range, walk the mean streets of the big city, and explore the stars.


Where is Religion? (sections A-B)
FYSE 124 and FYSS 101
Shari Rabin
Jewish Studies
(A) CRNs: 13654 and 13655
(A) Course times: TR 10:50-12:05 and M 10:00-10:50
(B) CRNs: 13656 and 13657
(B) Course times: TR 12:15-1:30 and W 10:00-10:50

Everything happens somewhere. This course will analyze those "somewheres" within American religious history, from churches to prisons, mosques to mikvehs. We will use particular controversies – involving Judaism and other religious traditions – in order to understand how diverse religious communities have claimed space in America and how space has been significant to discussions of religion in American public life. 


Children and the Holocaust
FYSE 124 and FYSS 101
Ted Rosengarten
Jewish Studies
CRNs: 13658 and 13659
Course times: MW 4:00-5:15 and R 8:05-8:55 am

Why did Nazi Germany target Jewish children with such special ferocity?  A small number escaped or were rescued and lived to write their recollections which are just now surfacing.  The ordeal of non-Jewish children in war-time Europe—German, Polish, Ukrainian—a story long buried in silence, is also finding a voice in film and literature today.  This seminar will investigate the experiences of all children who were swept up in the “Final Solution” and ask questions they might have asked about the world that produced the catastrophe whose meaning eludes us still.

Conflict in the Middle East Through the Eyes of Traditional and Social Media
FYSE 124 and FYSS 101
Allison Kaplan Sommer
Jewish Studies
CRNs: 14072 and 14073
Course times: TR 12:15-1:30 and W 3:00-3:50 

This interdisciplinary course will focus how the traditional media covers the state of Israel, the Palestinians, and the conflict between them and how the new dominance of social media platforms have affected coverage and events and created new opportunities and challenges. Special focus will be given to the coverage of wars, peace neogtiations, and other points of crisis. We will also consider how events in the wider Middle East have affected press coverage, The course will include class conversations with journalists who actually cover the region. 


Human Rights in Latin America Culture and Literature
FYSE 125 and FYSS 101
Edward Chauca
Latin American and Caribbean Studies
CRNs: 13660 and 13551
Course times: TR 1:40-2:55 and W 5:00-5:50

The second part of the twentieth century in Latin America was marked by an increase of military dictatorships, state terrorism, and armed conflicts that left thousands of deaths, forced disappearances, and victims of torture and abuse. Because the transitions to democracy did not deliver the long expected justice and reparations for the victims, the struggles for and advocacy of human rights became one of the key concerns for governments, NGOs, victims associations, writers, filmmakers, artists, and scholars. Focusing in the cases of Argentina and Peru, this course approaches how cinema, literature, and medical anthropology have approached debates on human rights, legal and political impunity, demands for collective and individual reparations, and the unequal burden of trauma between genders.


Latino/as in the United States
FYSE 125 and FYSS 101
Nadia Avendaño
Hispanic Studies
CRNs: 13662 and 13663
Course times: TR 9:25-10:40 and R 6:05-6:55

This seminar introduces students to the field of Latino/a Studies in order to better understand the place of Latinos/as in U.S. politics, history, and culture. Students will be asked to examine how a heterogeneous and changing Latino/a population both shapes and is shaped by life in the United States. A selection of texts from various disciplines (including literature, history, music, and film) will inform our class discussions. The course will look at constructions of "Latinidad" as they relate to questions of identity, class, race, and/or ethnicity, religion, gender and sexuality, (im)migration, language, and popular culture.


The Law, Enforcement, and Virtue: An Ethical Examination of Policing Today
FYSE 129 and FYSS 101
Jennifer Baker
Philosophy
CRNs: 13664 and 13665
Course times: TR 9:25-10:40 and W 12:00-12:50

Policing and the modern criminal justice system are in a moment of “crisis”. In this course students will be given the philosophical tools along with the history, context, and information necessary to make cogent and informed ethical critiques of existing practices or critiques of current criticisms. Students will read selections from books written by, respectively, a historian, a philosopher, social scientists on the issue of policing, ethics, and criminal justice. Students will be taught the three major philosophical approaches to ethics, and will be expected to apply these to an application of justice which they research locally. The result should be informed yet original thought about a crucial dimension of our polity.


Apocalypse to Warp Drive: Physics in Film
FYSE 130 and FYSS 101
Chris Fragile
Physics
CRNs: 13666 and 13667
Course times: MWF 10:30-11:20, M 7:00-10:00 pm (film screening) and W 6:00-6:50

This course will use popular media, particularly movies, as a basis for teaching fundamental principles of physics such as force, momentum, energy, power, heat, temperature, and relativity. Movies are a great tool for this purpose, because while some filmmakers do a good job of sticking to the laws of physics, many blatantly ignore them. By the end of the course, students should be able to distinguish good movie physics from bad and recognize physics principles in the world around them. 


The US and Globalization 
FYSE 131 and FYSS 101
Guoli Liu
Political Science
CRNs: 13668 and 13669
Course times: TR 1:40-2:55 and T 5:05-5:55

The course examines the changing relations between China and the United States in a globalizing world.  Globalization refers to the integration of the world’s communications, culture, economics, and norms, thereby creating a much more interdependent world. This seminar examines the assumptions, theories, and concepts that shape U.S.-China relations. We will explore the diverse factors, national and global, influencing the position and actions of China and the United States.  The course focuses on four aspects: (1) analytical approaches to and theoretical perspectives on Chinese and U.S. foreign policy; (2) connections between domestic politics and foreign relations; (3) critical issues in contemporary U.S.-China relations; and (4) the future of the U.S.-China relations.


Out of the Lab and Into the World: Science, Media, and Society
FYSE 132 and FYSS 101
Gabrielle Principe
Psychology
CRNs: 13670 and 13671
Course times: TR 8:00-9:15 am and M 9:00-9:50 am

Science is central to many of the big issues that we as a society are grappling with, such as climate change, environmental regulation, health care, and even what’s in schoolchildren’s textbooks. At the same time, scientific literacy has declined and there is increased skepticism about the value of science in informing decision making. These trends have been accompanied by a shortage of useful and accurate science writing for the general public. In this course, we will explore all of these issues and more as we ask what happens when science enters the public sphere, and explore the ethical, social, and political issues raised by media coverage of science.


Emerging Adulthood: The Age of Possibilities
FYSE 132 and FYSS 101
Amy Kolak
Psychology
CRNs: 13672 and 13673
Course times: TR 1:40-2:55 and W 3:00-3:50

In this course, we will review research, theory, and practice related to Emerging Adulthood (a relatively new term that is being applied to individuals between 19 and 29 in primarily industrialized countries). The variety of factors, including social, economic, and psychological, that are related to the emergence of this new developmental period, along with its impact on society, will be discussed. Research on the various domains (i.e. school, work, love, family, and identity) of emerging adults’ lives will be examined. Finally, we will explore individual behaviors and contexts that may be associated with the successful navigation of this period.


All About Groups
FYSE 132 and FYSS 101
C. Vincent Spicer
Psychology
CRNs: 13674 and 13675
Course times: MWF 8:00-8:50 am and T 8:05-8:55 am

Most of our waking hours are spent interacting in groups. We are educated in groups, we worship in groups, we work in groups, and we play in groups. But even though we live our lives in groups, we often take them for granted. In this course we will learn the reasons why people form themselves into groups and the different functional types of groups that exist.  The course also will focus on the role that conformity, leadership, and power play in influencing group members. Also, the dynamics of large crowds and mobs will be examined along with the basic and inevitable reasons for conflict between groups.  Finally, students will learn why, on a group task, it is often the minority of members who do the majority of the work.


Religion, Animals, and Animal Ethics
FYSE 134 and FYSS 101
Todd LeVasseur
Religious Studies
CRNs: 13676 and 13677
Course times: MWF 9:00-9:50 am and W 6:00-6:50 pm

This course is designed to introduce College of Charleston students to how religions have conceived of, used, taught about, and interacted with non-human animals via ethics, rituals, myths, sacred texts/narratives, and diet. The course operates under an evolutionary epistemology, tracing the development of animals and human-animal interactions from the dawn of Homo sapiens through the current mass extinction crisis with religion providing a point of entry into understanding these interactions. Students will research and discuss ethical issues about conservation biology, preserving the genetic fitness of species, intensive animal agriculture, emerging findings from animal ethology, and the treatment of companion animals. Methods and theories of inquiry will be comparative in scope (between religious traditions), as well as interdisciplinary (ethics/philosophy, religious studies, conservation biology, cognitive ethology, ecopsychology).


Not Fit for the Dinner Table: Religion, Race, and Politics in America
FYSE 134 and FYSS 101
Matthew Cressler
Religious Studies
CRNs: 13680 and 13681
Course times: TR 10:50-12:05 and T 8:05-8:55 am

What are you told not to talk about around the dinner table? Religion… politics… and we’re encouraged not to talk about race pretty much anywhere. The irony, of course, is that we live in a society deeply divided along these very lines. This course seeks to break these taboos by cultivating the tools to engage in conversations around the issues that really matter in the twenty-first century. What is race? What is religion? How are these concepts connected? And how do they shape politics in the United States, not just electoral politics but even more so the politics of everyday life? We will examine these questions by exploring America’s past and present in the classroom and around Charleston.


Sociology of Food
FYSE 135 and FYSS 101
Idee Winfield
Sociology
CRNs: 13682 and 13683
Course times: TR 3:05-4:20 and W 3:00-3:50

Biology may dictate that we eat, but what and how we eat depends upon wider cultural values and social practices. This course puts food into its social contexts. We examine how what we eat and the way we eat it expresses our social identities and tells other where we fit in the social order. We explore how the system for producing and marketing food affects not only what (and how much) we eat, but creates issues of food justice in the larger society. We also examine how food is both an object of politics and a basis for social movements.
 

Popular Culture in America (sections A-B)
FYSE 135 and FYSS 101
Paul Roof
Sociology
(A) CRNs: 13848 and 13849
(A) Course times: MW 2:00-3:15 and R 8:05-8:55 am
(B) CRNs: 13850 and 13851
(B) Course times: MW 3:25-4:40 and R 5:05-5:55 pm
This course is designed to introduce students to critical analysis of contemporary popular culture in the United States.  Students will get an overview of the insights, findings, concepts, and perspectives that are held by a wide variety of interdisciplinary popular culture scholars today.  Several prominent areas of popular culture to be studied include: advertising, television, film, music, religion, and cyberculture


Planes, Trains, and Automobiles: More Than Just a Movie
FYSE 136 and FYSS 101
Kent Gourdin
Supply Chain and Information Management
CRNs: 13684 and 13685
Course times: MWF 10:00-10:50 and M 11:00-11:50

Most consumers have little concern for how the products they purchase reach stores. Despite the fact that these come from all over the world, most of us only notice those instances when what we want is not available. We know we live in a port city, perhaps notice a big ship when it is in the harbor, or curse all of the trucks moving containers on our roadways, but we never give a thought to what they represent. This course will introduce students to the fascinating areas of global transportation, logistics, and supply chain management which work together to get us the products we want, when we want them, at a price we are willing to pay.


 
Everything I Need to Know I Learned in Kindergarten
FYSE 138 and FYSS 101
Kelley Mayer-White
Teacher Education
CRNs: 13686 and 13687
Course times: MW 11:00-12:15 and M 5:00-5:50

What did you learn in kindergarten? Maybe you learned your colors and shapes, how to count and write your name. But, I bet you learned a whole lot more than that. Research shows what a child learns during the preschool and kindergarten years sets the foundation for their later experiences in school, as well as for their life outside the classroom. This seminar will begin with an exploration of the history and foundational theories of early childhood education, as well as key principles of child development for children ages birth to five. Students will take time to reflect on their own early care and schooling and how these experiences influenced who they are today. Emphasis will also be placed on learning how to appropriate interpret and synthesize educational research articles.


Math in Motion: Teaching and Leaning Math Through Movement, Walking, and Sight-Seeing
FYSE 138 and FYSS 101
Nenad Radakovic
Teacher Education
CRNs: 13688 and 13689
Course times: MW 11:00-12:15 and W 3:00-3:50 

How do we learn to love math? This course is designed for students of all math levels and will explore how to learn and teach math, by connecting math to the real world. Students will investigate how to use movement to learn and teach mathematics. Activities include: investigating shapes through walking, using movement to explore functions, and clapping to study periodic functions. Love exploring? We will also take various Math Trails around downtown Charleston and campus, including museums and galleries. A Math Trail is a walk through the community that involves questions about the mathematical features of objects (buildings, parks, etc.) on the trail. Students will then then design their very own Math Trail choosing their favorite part of the city.


STEAM Education with a Culturally Relevant Twist
FYSE 138 and FYSS 101
Tracey Hunter-Doniger and Cynthia Hall
Teacher Education and Geology
CRNs: 13690 and 13691
Course times: MW 2:00-3:15 and T 4:05-4:55

STEAM (science, technology, engineering, art and math) education is on the rise and educators need to learn how to infuse the arts into the STEM subjects; but that is not where the preparation should end, especially in school with underserved populations. Teachers need to understand that STEAM education must be presented in a way that makes the lessons culturally relevant to the students. This FYE course will explore STEAM education through a culturally relevant model. Students will first investigate their own culture and cultural experiences, then they will learn a variety of STEAM approaches including, 3D printing, art, and design thinking. The course will culminate with students creating a STEAM lesson to be taught at College of Charleston’s Dixie Plantation.


Another Brick in the Wall: Exploring the Representation of Education in Pop Culture
FYSE 138 and FYSS 101
Reid Adams
Teacher Education
CRNs: 13692 and 13693
Course times: MW 2:00-3:15 and R 3:05-3:55

In this course, our main purpose will be to explore and analyze how education has been represented in popular culture. The term "education," refers to teachers, students, principals, and the everyday processes of schooling, and the phrase "popular culture," refers to such media forms as films, television shows, music videos and songs, and other media forms. The rationale for undertaking such an exploration or representations of education in popular culture is that films, television programs, music CDs and videos, video games, etc. - are "public pedagogies" that play a powerful role in mobilizing meaning, pleasures, and identifications. Students will explore and analyze films, videos, music and other popular culture texts throughout the semester to help better understand the role it plays in constructing how we come to know "education" and "schooling."



Teaching Fellows
FYSE 138 and FYSS 101
Mary Ann M. Hartshorn
Teacher Education
CRNs: 13694 and 13695
Course times: TR 10:50-12:05 and M 6:00-6:50 pm

This course is specifically designed for freshmen Teaching Fellows. These students have chosen education as their major and profession in return from the State of South Carolina. This course is the first in a series of learning experiences for students who will teach in South Carolina schools after graduation. Part of the Teaching Fellows Program and the Teacher Education Program offered by the School of Education, Health, and Human Performance, this course is designed to help students adjust to college life and excel as future educators. This course to open only to pre-selected Teaching Fellows.


Special O.P.S. Therapy Tactics
FYSE 138 and FYSS 101
Susan Flynn
Teacher Education
CRNs: 13696 and 13697
Course times: W 3:00-6:00 pm and M 3:00-3:50

Special O.P.S. Therapy Tactics course is designed to provide students interested in pursuing a degree in occupational and physical therapy as well as teacher education, with the knowledge and skills to design and implement movement experiences to enhance children's physical, social and emotional development. Students will participate in an aquatic and motor clinic putting theory to practice teaching young children in a therapy setting. Students will be required to go to an off-site facility during scheduled class times for 7 of the semester class sessions.  Students will need at least 45 minutes of travel time before 3:00 p.m. 


Exploring Cultural Strengths and Diversity through Storytelling
FYSE 138 and FYSS 101
Renard Harris
Teacher Education
CRNs: 13698 and 13699
Course times: TR 12:15-1:30 and W 11:00-11:50

Whether real or imagined, stories make us who we are. Stories inform us of our past, support out present, and shape our futures. Culture, or “ways of being”, influence the way we share and interpret stories, and our cultural differences gives each of us a lens to see and understand the world around us. The way an individual speaks, carries him/herself, responds to the mundane and reacts to the unfamiliar is founded in the stories of that individual’s cultural strengths. These cultural strengths can be used to navigate oneself through social and academic spaces. This course is about the art of storytelling to express one’s cultural strengths and the opportunity to share in a diverse community.

Education and the Good Life
FYSE 138 and FYSS 101
Brian Lanahan
Teacher Education
CRNs: 13949 and 13950
Course times: MW 2:00-3:15 and R 3:05-3:55 

This course will address two essential questions: “What is the ‘good life’?” and “How can education lead to the ‘good life’?”  The first part of the course will address the notion of the “good life” and challenge students to form their own definition based on selections from seminal pieces of western philosophy.  The second half of the course will analyze the role of education in leading students to and providing them with the “good life” as well as how students, teachers, and society can collaborate to provide such an education through the lens of selections from works of seminal educational philosophy.


Behind the Curtain: Exploring the World of Live Theatre 
FYSE 139 and FYSS 101
Glenda Byars
Theatre and Dance
CRNs: 13700 and 13701
Course times: MWF 11:00-11:50 and F 9:00-9:50

This is a survey course designed to introduce the student to many aspects of the live theatre experience and practice. This includes dramatic literature, playwriting, “show business”, acting and directing, design elements and techniques, and critical evaluation of plays and specific productions. The objective is to increase the students’ understanding and appreciation of the role of theatre in society and as an art form through live theatre attendance, active participation, lecture and reading.