FS 101 Descriptions (Fall, 2015)

Section 1: Public Health: Issues of Epidemic Proportions
Professor Peterson; MWF 1:30-2:20

An exploration of public health through readings, discussion, and case studies. We explore factors influencing health in both developed and under-developed regions and define public health from several perspectives. The background of this subject is examined through key historical figures and milestones. Case studies are used to examine public health as an intricate web of interconnected disciplines including the sciences, social justice, economics, culture, and politics. The organization of the health care system is considered in the delivery of public health interventions. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 2: Uncertainty and Mindfulness: Making the Most of a College Education
Professor David Miller; MWF 1:30-2:20
***Living-Learning Community***
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An introduction to the value of liberal arts education and inquiry-based learning. Students interrogate the learning process and the meaning of education while developing a sense of what they think is important to know about themselves and the world, what they want to read, and what questions to raise. Inquiry is based on examination of recent and past history as well as current events presented in various types of media and by scholars, popular writers, journalists, filmmakers, and documentaries. Students are introduced to the college curriculum, including experiential and community-based learning (including “The Year of Meadville”), study abroad, and interdisciplinary minors. Emphasis is placed on developing a point of view through discussion, debate, analytical reading, and collaborative projects. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 3: Shakespeare on Screen
Professor Bulman; TTh 9:30-10:45

An examination of the phenomenon of Shakespeare’s popularity as a cultural icon in America today. Why do we read his plays? How do they speak to contemporary concerns about race, sexuality, social class, and morality? Why have they been adapted as films to appeal to wider audiences, and especially teens? Students read plays in conjunction with viewing recent screen adaptations: Taming of the Shrew and 10 Things I Hate About YouTwelfth Night and She’s the ManOthello and O; Macbeth and Scotland, PA. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 4: Making Meadville Home
Professor Lo; TTh 9:30-10:45
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An exploration of the spaces—such as churches, community centers, and houses—that helped newcomers make Meadville their home. We all want to belong to something or some place, but how do we make this happen, especially when we are new? Sometimes we enter with assigned roles and identities and, other times, we have to work hard to gain a sense of belonging. One way to establish a community and build relationships is to create a space where you know you belong. The final product of our study—a tour that features prominent buildings in Meadville—will become part of the Northwest Pennsylvania Heritage Project, an online app that provides information on sites in our community. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 5: Meadville’s Military Matters
Professor Hart; MWF 8-8:50
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

A study of Meadville’s military heritage. Students engage with people and places throughout Meadville and Crawford County as they conduct primary and secondary research to discover why the military matters to Meadville. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 6: From Eden to the Hunger Games: Utopias and Dystopias
Professor Caballero; TTh 8-9:15

An exploration of utopias and dystopias in literature and film. How do you know if you are in a utopia or a dystopia? How can you tell? Who gets to decide this reality and how is it decided? Who gets to stay and who is forced out? Why? How and to what extent are government, religion, and education connected to fantasies of freedom or tyranny in a society? Students engage with both historical and contemporary literature and film and examine the different and strange ways utopias and dystopias are imagined. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 8: Harvest of Empire: Latinos in the USA
Professor Hernández; MWF 2:30-3:20

An interdisciplinary introduction to the largest ethnic and linguistic minority in the United States – the Latino population. Latinos are Latin American immigrants from all nations, but are mainly of Mexican, Cuban, and Puerto Rican background. The majority of Latinos come from nations that suffered the initial advances of the United States during the last part of the nineteenth and much of the twentieth centuries. Through a study of history, politics, economy and ethnography, students learn about this complex population’s diverse national, ethnic and class origins. More importantly, students analyze the new and original culture that springs from the self-representation of the particular experience of being “Latino” in the U. S. A., as expressed in films, music, and fictional and non-fictional materials. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 9: Brazil: Not Just “el Jogo Bonito”
Professor N. Smith; TTh 11-12:15

An exploration of the culture of Brazil through a variety of sources. We consider the three general types of culture: culture with a capital C (formal culture), culture with a small c (everyday culture), and the culture of communication. We also examine the products, perspectives, and practices of Brazil. We study literature, history, film, art, music, and even soap operas and sports to find out what makes Brazilians Brazilian. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 12: Americans in Paris: Setting an Agenda for 20th-Century Culture
Professor Farrelly-Jackson; TTh 3-4:15

A multidisciplinary exploration of the rich contributions to modernist culture made by American expatriates in Paris in the first half of the 20th century and the significance of the city itself for the creative lives of these figures. Topics include Gertrude Stein’s contribution to modern art and literature, Man Ray’s role in the Dadaist and Surrealist movements, Hemingway’s Parisian apprenticeship, the cultural impact of African-American jazz musicians in Montmartre, and the particular significance of Paris for women and African-American writers and artists. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 13: Islam in America
Professor Mirza; TTh 11-12:15

A study of the history of Muslims in the United States from Colonial times to the present day. Attention is given to different segments of the Muslim community including African Americans, immigrants, and converts. Students explore the experience of Muslim Americans in order to better understand how America achieves and falls short of its values. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 14: Love and Friendship
Professor Holland; TTh 11-12:15

An exploration of close personal relationships as they have been traditionally understood in Western culture. What leads to love between two people? Does love bring out the best or worst in a person? What is the nature of friendship, and what qualities make a good friend? Are friendships between men different than friendships between women? These questions are explored through class discussion of films, television programs, music, and classic and modern texts, including Plato’s Symposium, Shakespeare’s Sonnets, and Fitzgerald’s The Great Gatsby. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 15: Education, Food, and Community: What Is My Responsibility?
Professor Weisman; MWF 1:30-2:20
***Living-Learning Community***
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An examination of the interplay between education and beliefs surrounding food and community. Students question assumptions concerning the production and distribution of food as well as related issues of justice. Our study connects with the college’s theme of “The Year of Meadville” to work with community members on projects concerning food and wellness. Inquiry addresses the responsibilities we each have toward food justice in the local community. Students participate in a Living Learning Community, and class activities include a Service-Learning component in the Meadville community. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 16: America: From “Melting Pot” to “Salad Bowl”
Professor Chowdhury; MWF 1:30-2:20

A study of the pluralistic nature of the United States. From historical, anthropological, and psychosocial perspectives, we explore America as a mosaic of varied influences from different cultures and ethnic groups. Students examine their own diverse roots and analyze issues surrounding the development of a racial and ethnic identity while simultaneously retaining the common ground of shared traditions and citizenship. Through readings, discussions, analytical essays, and presentations, we delineate the concept of America as a “melting pot” or “salad bowl” – two differing metaphors that describe assimilation and diversity in America. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 17: The Business of Sports
Professor Sickafuse; TTh 1:30-2:45

An exploration of business theories utilized in the operating activities of modern sports. The multibillion-dollar business of sports has become a pervasive element in our economy and our society. We analyze factors determining franchise profitability and market value and how sports franchises fit into the larger business strategies of modern corporate owners. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 18: Baseball’s Sabermetric Revolution
Professor Ormiston; TTh 3-4:15

An examination of baseball teams’ increasing utilization of advanced statistical analysis and economic theory to make decisions regarding player acquisition, game management, and business operations. We explore the statistical revolution in baseball—and its impact on the sport—over the last two decades. Further, students are exposed to the power—and limitations—of quantitative data to compose logical arguments, solve problems, and make informed predictions about the future. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 19: Born to be Wild: Film and the Sixties Generation
Professor Keeley; MW 11-12:15 and T 7-9 PM
***Living-Learning Community***

An exploration of the 1960s through the study of film. The social, political, and intellectual upheaval of the late 1960s produced a brief period of great activity in the American Cinema in which conventions of both form and content were challenged. We examine films produced during the late 1960s that best chronicle the shifting values of American society. Topics include the rise of the anti-hero, the use of explicit violence, and the development of the independent film-making industry. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 21: “There’s No Place Like Home”
Professor Wilson; MWF 9-9:50
***Living-Learning Community***
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An examination of what it means to be and feel at home. What is a home? What makes a place a home? What does it mean to feel homesick? What is the connection between a home and a homeland? Who gets to be and feel at home, and who doesn’t? What does it mean to be home-less? These are just a few of the questions that we wrestle with in our interrogation of the multiple meanings and powers of home. This section is connected to “The Year of Meadville” and engages with themes of community, citizenship, and/or place. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 22: The Contemporary American Musical
Professor Cosdon; TTh 9:30-10:45

A study of the contemporary American musical, with a focus on the presentation of difference and diversity. A series of recent, boldly inventive American musicals have challenged long-held values and cultural norms. Rather than the traditional fusion of syrupy plotlines with flashy songs and dances, these shows are “taking musical theatre on a whole new trip.” Musicals studied may include Sunday in the Park with George, Rent, Hairspray, Avenue Q, Wicked, Spring Awakening, next to normal, Bloody Bloody Andrew Jackson, The Book of Mormon, and Fun Home. Coursework emphasizes the development of effective oral and written communication skills, with a focus on description, summary, and critical thinking.

Section 23: The Philosophy of Mathematics
Professor LoBello; MWF 9-9:50

An introduction to the philosophy of mathematics. We consider the questions of what mathematics is, and how it is related to other branches of knowledge. We read Plato’s Timaeus, Book I of Euclid’s Elements of Geometry, the story of Archimedes in Plutarch’s Life of Marcellus, Descartes’ Discourse on Method, and Hadamard’s The Psychology of Invention in the Mathematical Field. Students write papers on each of these books and present them to the seminar for discussion; they also prove geometrical propositions before the class. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 24: Academic Research in Popular Culture
Professor Dodge; MWF 1:30-2:20

An exploration of the common perceptions of the academic world. While our study primarily views examples in mathematics and other natural sciences, students are strongly encouraged to explore their own fields and academic interests. Discussions focus on identifying generalizations about academic research made in literature, television, movies, and the Internet, then comparing those opinions to the perspective of active researchers. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 25: Natural Resource Conservation
Professor Bowden
***Living-Learning Community***
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An investigation of natural resource use and conservation. Northwest Pennsylvania has a diversity of natural resources that provide environmental and economic opportunities to the region. We examine protection and management of forests, farms, wildlife, streams, and wetlands, as well as the economic and social concerns that challenge informed use and long-term protection of valuable resources. In this laboratory and field-based class, students can expect to spend a considerable amount of time outdoors in the diversity of weather enjoyed by this region. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 26: Exploring Health Disparities: Social Determinants of Health and Disease
Professor Waggett; MW 11-12:15
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An examination of patterns of health and social determinants of disease. Students explore factors that contribute to disease and wellness. Where and how we live, work, and play influences our health, but can also lead to systemic health disparities domestically and abroad. We explore the impact of factors such as poverty, stress, race, and geographic location on overall health and wellness and then apply these concepts to the epidemiology of malaria in high-risk countries. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 27: Science, Mysticism, and Nature
Professor Carbone; TTh 11-12:15

An exploration of the scientific and spiritual dimensions of the human-nature relationship. We explore a few of the areas where some of the world’s most ancient spiritual beliefs and modern scientific discoveries converge in unexpected ways and inform modern environmental philosophies like deep ecology, ecofeminism, and social ecology. Field trips to the outdoors, places of spiritual practice, and/or research laboratories allow for the investigation of nature from a range of perspectives. Students can also expect to explore contemplative tools like meditation and sensory awareness exercises to examine and refine their personal experiences of nature. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 28: Punks
Professor Schindler; TTh 9:30-10:45

An investigation of one aspect of the history of social and cultural rebellion in the modern era.  We study the punk movement through its diverse manifestations from the seventies to the nineties.  The course focuses not only on the music but also on the literature, fashion, behavior, and philosophy of punks.  Attention is also paid to other manifestations of anti-authoritarianism as dadaism, anarchism, and just plain bad behavior.  Course work emphasizes the development of oral and written communication skills with a focus on description, summary and critical thinking.

Section 30: Peace or Blood: Reacting to the Controversies of the Civil War Era
Professor Binnington; MW 1-2:15
**Living-Learning Community**

An examination, via historical role-playing, of the abolition movement and the secession crisis that led to the Civil War. Students engage one another as members of factions or in individual roles in two historic assemblies, first debating the issues of slavery in the late 1840s and then the issues of secession in the early 1860s. We focus on evaluation of primary sources and the presentation of those sources through collaborative activity. Our work presumes that individuals play a significant role in history and asserts that broader economic and social forces place constraints on what individuals may do, but that those forces do not determine human events—people do. Frequent public speaking and writing exercises are required. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 31: Memorializing War
Professor Herrman; TTh 9:30-10:45

A study of written and physical commemorations for the casualties of war. We trace development through Homer’s Iliad, Athenian state funeral orations and burials, American Civil War national cemeteries and speeches, European World War I monuments, and the National Mall in Washington, D.C. We read ancient literature and inscriptions and modern essays and poetry. We consider changes in the social purpose of commemoration, from monuments designed to promote ongoing war to healing memorials. We emphasize the growth of inclusiveness as monuments look to the home front and the role of women in war. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 32: Chinese Emperors and Empresses: from the First to the Last
Professor Wu; MWF 9-9:50

A study of the than 200 emperors in China’s 2000-year-long imperial history. What role did they play in Chinese history and in making China as it is today? How are they evaluated by the Chinese people? Using scholarly works, autobiographies, documentaries and feature films, students study the rise and fall of the most important Chinese emperors and empress from the first emperor of the Qin to the very last one, Puyi, who abdicated in 1912. We examine how these monarchs established a Chinese imperial system, sought and maintained their power and pursued change, looked at their own position in history, and handled their relationships with ministers, families, and their subjects. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 33: Deconstructing Psychopathology,Gender, and Film
Professor Heuchert; TTh 9:30-10:45

An exploration of the representations of psychological disorders presented in feature films.  Gender is one of the primary perspectives used to guide a critical analysis of the portrayal of women and men, those with psychological disorders, as well as those who diagnose and treat people with psychological disorders.  Several films such as Betty Blue, House of Games, My Life as a Dog, and Mr. Jones are studied.  The impact of these popularized representations on our everyday knowledge of psychological disorders and our views of women and men are analyzed through extensive readings and critical class discussions, and several written and oral presentations. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 34: Brain, Art, and Mind
Professor Jeffrey Hollerman; MWF 9-9:50

An exploration from a neuroscientific viewpoint of various art forms, including music, visual arts, dance, language, and literature, as well as philosophy. Neuronal processes involved in sensation, perception, movement, cognition, and emotion are discussed in relation to artistic expression and appreciation. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 35: It’s My Privilege: Defining Diversity, Difference, and Deviance
Professor Dickey; TTh 9:30-10:45

An exploration of the power of privilege to define the meaning of difference. When is difference disapproved of as deviant, and when is it celebrated as diversity? We examine the meanings attached to social differences and how these differences shape people’s lives. We analyze literary, popular, and academic writings to consider how we—as individuals, community members, and citizens—define and experience human difference. Discussions based on close reading of the texts, written assignments, and oral presentations are emphasized. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 39: Are You Game?
Professor Dearden; TTh 1:30-2:45

An exploration of the importance of games in human culture: why we play games; what we can learn from games about human nature, society, and interpersonal interactions; and how games help us learn. Students examine these questions through discussion of game theory as well as hands-on experience playing a variety of games. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 41: “Saying No!” Dissent in American Politics
Professor B. Smith; MWF 9-9:50

An examination of dissenting voices in American politics over the last century. While social critics and political historians have often noted the broad agreement among Americans about basic political and cultural values, dissenters have periodically questioned these apparently shared assumptions and challenged the boundaries of American political culture. We focus on dissenting voices from both the Left and the Right, ranging from ambivalent immigrants and suburban rebels to working-class traditionalists, radical feminists, and critics of social inequality. In listening to such dissenting voices, we examine jarring elements within the American political tradition, ask whether there exists a dissent tradition in America, and consider to what extent dissent remains a lively possibility for 21st-century Americans. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 42: War Stories
Professor Kirschner; MWF 3:30-4:20

An exploration of different modes of writing about conflict. ISIS, the war on terror, demonstrations: at times, conflict seems to be everywhere. How do the accounts we read affect our perception of conflicts? How do we think and write about them? Through exploring different modes of writing about conflict, such as editorials, testimonials, fiction, and music, students learn to recognize the strengths and weaknesses of different approaches and how style choices can affect readers’ reactions. Students develop their own voices as speakers and as writers, honing their abilities to organize ideas effectively and to use language clearly and powerfully. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 44: Ecology, History, and Conservation of French Creek
Professor Wissinger; M 1:30-4:20 and W 1:30-2:45
This section is connected to the “Year of Meadville” and will engage with themes of community, citizenship, and/or place.

An exploration of the unique biodiversity of French Creek and conservation strategies for maintaining its ecological integrity and watershed. In the first part of the class, we discuss why French Creek is considered a “jewel of biodiversity” and a historically important waterway. The second part of the class addresses strategies for protecting the biotic integrity of the stream, with a focus on non-point source pollution associated with land use, and biomonitoring approaches to assess stream health. Writing and speaking assignments are based on discussion topics and field trip experiences. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking. This FS 101 section includes an extended class period to facilitate field trips.

Section 45: History of the Universe, from Aristotle to Einstein and Beyond
Professor Willey; MWF 2:30-3:20
**Living-Learning Community**

An historical overview of cosmology, the study of the origin and large scale structure of the universe. We examine the history of humankind’s understanding of the universe from earliest times up to the present day. In addition, we examine the scientific, cultural, and religious forces that influence the continuing evolution of the history of our understanding of the universe. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

Section 46: Earth Matters on Stage
Professor Mehler; MWF 10:00-10:50

An investigation of the intersection of natural and manmade environments for live performance. We explore the thematic and material presentation of nature on stage over the past one hundred years. Readings are taken from the disciplines of theatre, architecture, industrial design, and business. Our study culminates in a proposal for a local live performance event that foregrounds nature, utilizes local and sustainable resources, and has a positive ecological and community impact. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking.

FS 102; open to Transfer Students only

Section 1: Visual Politics in Film
Professor Tamashiro; TTh 3-4:15

An exploration of political themes in the cinema with a focus on race, gender, power, class, culture, and conflict.  The central question of this seminar—how stories and descriptions in film shape particular political outlooks, myths, and ideologies—is answered by studying selected feature-length films for political content. Political topics to be covered include idealism, conservatism, liberalism, and constructivism.  Students are required to attend film screenings outside of scheduled class time.  This seminar develops written and oral communication skills with an emphasis on persuasive communication in an academic context.

Section 2: Music and the Holocaust
Professor J. Hepler; TTh 9:30-10:45

An examination of the musicians and the music of both the Nazis and oppressed groups during the Holocaust. Our study provides an example of musical marginalization and oppression in the past, with the goal of encouraging global understanding and tolerance in the present. Classical, folk, and popular styles are included. This seminar develops written and oral communication skills with an emphasis on persuasive communication in an academic context.