FYP Courses 2016

LC 1: A Holocaust Cabaret: Performance as Resistance

HI 291: The Holocaust in Film, Theater, Video and the Arts (Dr. Lori Weintrob)
TH 106: Introduction to Acting (Prof. Theresa McCarthy)
RFT: Weintrob/McCarthy

This Learning Community will examine the Holocaust and genocide through the modern performing arts. The impulse to listen to and enact stories that ask questions about the nature of human prejudices and desires, our dreams and our nightmares, is practiced across cultures. Performance springs from ritual and trauma, to bear witness and create meaning in film, theater, dance, music, video testimony and art. While exploring historical debates on the causes and consequences of genocide, you will apply your voices to the creation of performance pieces inspired by the personal narratives told by the survivors of the Holocaust and other atrocities. You will join those fresh voices from each successive generation who nourish this storytelling tradition to engage and challenge our humanity.

LC 2: On Passions and Reasons

PS 244: Decisions and Persuasion (D) (Dr. Amy Eshleman)
EC 102: Microeconomics (Dr. Utteeyo Dasgupta)
RFT: Eshleman/Dasgupta

This learning community provides a foundation in microeconomics and social psychology, with a focus on using behavioral research to understand practical problems and to suggest solutions. The Reflective Tutorial will focus on using reasoning skills to develop arguments, to appeal to the passions of others, and to work with a local government agency to examine options for improving service to the community.

LC 3: Politics in Theater, Literature and Film

GOV 236: Politics in Literature and Film (Dr. Steven Snow)
TH 103: Script Analysis (Prof. David McDonald)
RFT: Snow/McDonald

This Learning Community analyzes political themes in theater, literature, and film. We read works by Richard Price, John Steinbeck, Joseph Conrad, Ivan Turgenev, Anton Chekhov and Leo Tolstoy. Films will vary but will include Spike Lee’s “Do the Right Thing” and Stacy Peralta’s “Crips and Bloods: Made in America.” Plays from ancient Greece to today’s theater will be analyzed according to their structure, content, and sociopolitical context. Playwrights include Aeschylus, Oscar Wilde, Arthur Miller, Wendy Wasserstein, and Anna Deavere Smith. A central learning goal of the LC is developing students’ rhetorical skills, i.e., speaking and writing effectively and persuasively.

LC 4: Creating a Human Material World:Objects,History, and Memory

AH 118: Introduction to Art History: The Ancient World from a Global Perspective(I) (Dr. Sarah Scott)
HI 291: Bringing the Past to the Public: History in Museums (Dr. Brett Palfreyman)
RFT: Scott/Palfreyman

Two of the fundamental components that define us as humans are our drive to create works of art and to record our own histories. In this course we will explore how and why humans create works of art and architecture, and how and why these things become an archive of human history. We will look specifically at collections of ancient objects and historical artifacts from collections here in New York City. Through field trips to local museums, historical monuments, and archaeological archives we will learn about the disciplines of history and art history and how they function as tools for the creation of the narrative of humanity. It will be our goal to understand how we as humans, through objects that we create, write our own history, in essence crafting a memory for future generations.

LC 5: Exploring the Hispanic World through Language and Film

FM 291: Screening Films of Spain and Latin America (Dr. Marilyn Kiss)
SP 111: Intermediate Spanish 1: Spanish for Life (I) (Dr. Katica Urbanc)
RFT: Kiss/Urbanc

This Learning Community is designed for students who have had three – four years of high school Spanish (or equivalent) and who want to continue their study of the language in college because of the career opportunities it enhances. It is also designed for students who have a love of movies and who would enjoy an introductory film course taught in English that uses films from Spain, South America, the Caribbean, and the Hispanic US as visual texts. In the writing-intensive RFT, students will read coming-of-age short stories and novels from the Spanish-speaking traditions and write different kinds of essays about these experiences. Students will use their Spanish in the experiential learning component by tutoring elementary school students through the Port Richmond Partnership.

LC 6: Real World Science

BI 213:  Cells, Genes, and Evolution (Dr. Heather Cook)
AN 101: Introduction to Anthropology (Dr. Celeste Marie Gagnon)
RFT: Cook/Gagnon

The “scientific method”as taught in most introductory science classes is overly simplistic and does not accurately reflect how science is actually done. To better understand how scientists do what they do and how science is different (or not so different) from other ways of learning about the world, students in this Learning Community will take introductory courses in a natural science (biology) and a social science (anthropology). The third component of the LC, the reflective tutorial, will give students a space to discuss different approaches to science, engage the scientific literature, and practice doing science through lab and classroom activities. The reflective tutorial will culminate with an interactive examination of Charles Darwin’s ideas on evolution and natural selection, which are central to both biology and anthropology, the nature of science and its relationship to modern life in an industrial society.

LC 7: You Are What You Eat, and You Are What You Say: Being Human in a Changing World

AN 101: Introduction to Anthropology (Dr. Alexa Dietrich)
SP 111: Intermediate Spanish (I) (Dr. Margarita Sanchez)
RFT: Dietrich/Sanchez

What is culture? How does culture bind together human communities in particular places at particular times? How do communities use rich and complex cultural resources to respond in time of crisis? How are today’s communities using both new and old technologies to reconnect to their home environments, and build community-based coalitions that can help to build sustainable futures? In this Learning Community, students and professors will address these questions using foundational coursework in Anthropology and Spanish language and culture as a portal to community-action research. We will learn about how the environment shapes people’s everyday lives, and how they work together to reclaim and re-envision their communities in ways that nurture themselves, their histories, and futures. Finally, we will work with local community-based organizations on their current projects addressing these concerns, including community gardening and educational workshops. This Learning Community is ideal for students that are considering Study Abroad or other international opportunities.

LC 8: Not Available for Fall 2016
LC 9: Minds, Machines, and Human Beings

PH 202: Medical Ethics (Dr. John Danisi)
BI 209: Human Anatomy and Physiology (Prof. Linda Raths)
RFT: Danisi/Raths

This Learning Community will bring our knowledge of biology and ethics to bear upon some of the central human life issues in modern medicine. Questions to be discussed include: Is a patient in a persistent vegetative state a person? Is there a place for “personhood” within a biological account of human beings? Are the practices of abortion and euthanasia morally permissible? Do animals have rights? What is the nature of the relationship between healthcare professionals and their patients? Are there limits in the use of robotic technology in medicine?

LC 10: The Righteous Path

HI236: History of the Civil Rights(D) (Dr. Rita Reynolds)
MDS 103: Business and Society (Dr. Dani Dong)
RFT: Reynolds/Dong

This Learning Community examines the historical and contemporary relationship between business ethics and the intersection of race and economy inequality in American society. Students will learn about these issues from historical,economic and contemporary perspectives.
These two courses will examine economic inequalities by focusing current business practices and on the history slavery in the Unites States and how the legacy of unfree labor created a society that is fundamentally a discriminatory system that is still largely influenced by the institution of slavery.


LC 11: The Love-Hate Relationship Between Humans, Microbes, and Chemicals

CH 111: General Chemistry I (Dr. Arun Sharma)
MI 200: Microbiology (Dr. Christopher Corbo)
RFT: Sharma/Corbo

When we hear “bacteria” we think “illness”; when we hear “chemicals” we think “poisons”; when we hear “environment” we think of the world around us. Can you name one thing which connects all three? Do you know that bacteria can positively affect human health as well as the health of our planet by remediating poisons and toxic waste? Humans, bacteria and the environment are constantly interacting with one another through chemical processes. The human attitude towards the environment has been shaping the lives of all species on our planet, but did you know there are microbes that can also end a human life within days? Chemical reactions are the weapons used in this “microscopic” battle between humans and bacteria.

In this Learning Community, the focus is on the triangular interaction of humans, microbes and the environment by viewing their basic chemical interactions. Students will observe how chemistry and microbiology are intertwined in everyday human life. They will develop a better understanding of the influences the three parties have on one another and on our planet. For the experiential component, students will facilitate a science club for local elementary schools and middle schools. Through this learning community, students will become better global citizens, obtaining a better understanding of the environment and the impact of its inhabitants.

LC 12: Justice in an Unjust World

Gov 104: Introduction to Political Theory (Dr. Patricia Moynagh)
EN 291: Race and Music in the USA (Dr. Alison Arant)
RFT: Moynagh/Arant

This Learning Community draws upon classical as well as contemporary works in the history of political thought and American Literature to examine how contexts shape what it means to act ethically. We will consider questions like, How should individuals respond to unjust laws and the systems that create them? Is it possible to look out for one’s own interests as well as the interests of others? What does it mean to write and act with courage in the face of human rights abuses? In addition to covering thematically linked material, the RFT is designed to equip all students with writing, reading, and critical thinking skills.

LC 13: Encountering Others in the Old World and New

HI 111: Global Encounters to 1600 (Dr. Alison Smith)
EN 111: World Literature (I) (Dr. Anne Schotter)
RFT: Smith/Schotter

What can cultural encounters from the past tell us about global problems in the present? This Learning Community focuses on conflict and trade among Jews, Christians, and Muslims around the Mediterranean from the fall of the Roman Empire to 1600 and between Europeans and indigenous peoples across the Atlantic during the age of exploration and colonization. The global history course will study the Crusades, Renaissance Venice, and Europe’s early colonization of the New World, and the World Literature course will read selections from the Arabian Nights, Boccaccio, Shakespeare, and Columbus, among others. We will bring the study of cultural encounters to the present in the Reflective Tutorial, which focuses on New York City, a magnet for global immigration from the beginning. The class will take field trips to museums and immigrant neighborhoods in Manhattan and the other boroughs.

LC14: Society and the City

GOV 205: Urban Politics (Dr. Abraham Unger)
SO 103: American Society and Its Social Problems (D) (Dr. John Esser)
RFT: Unger/Esser

This Learning Community explores the historical development of urban politics within a broader American social context characterized by race, gender, class, religion, and ethnic distinctions. It emphasizes the political and economic development of American cities and the intersection of public and private interests in urban policy-making, with a special focus on New York City. Students will conduct fieldwork around economic development issues in the St. George and Port Richmond communities. Past projects have included simulated grant proposals and policy papers after time spent visiting these neighborhoods and interviewing community leaders.

LC 15: Music and Art in Theater and Society

AR 203: Advertising Art 1: Graphic Design (Prof. Andrew Needle)
MU 245: Music in Theater (Dr. David Schulenberg)
RFT: Needle/Schulenberg

This first-year Learning Community explores how creativity in the visual arts and in music is expressed onstage and in everyday life. It is open to all students, regardless of their prospective major; no previous study of art or music is necessary. Separate courses on art and music examine how paintings, drawings, prints, and sculpture reflect ourselves and our world, and how music has deepened and enlivened dramatic forms from ancient Greek tragedy to opera, film, and television. A joint reflective tutorial (RFT) provides an experiential component for this LC in the form of field trips to museums, concerts, and other venues for art and music in New York.

LC 16: Global Travel through Cultural Studies

EN 111: World Literature (Dr. Ann Hurley)
FR 291: Introduction to “French” Culture (Dr. Dane Stalcup)
RFT: Hurley/Stalcup

This course is designed for students who are curious, energetic, flexible and adventurous, and who perhaps plan a future of travel and experience in cultures other than our own and in languages other than English.

Our focus will be on cultural studies as our primary mode of inquiry, and we will carry out our exploration by putting the world of non-western literature into dialogue with French culture and identity. From reading the literature of a foreign culture, to learning how France defines itself through artistic expression, to the simple act of daily conversation, this communicative process regularly takes us beyond that which we presume to know best, ourselves.

Our textbook for the RFT will be the city of New York, which we will explore by visiting, closely observing, and writing about its museums, restaurants, music, street fairs, art galleries, and theater. We will be seeking the fascinating and unfamiliar, so bring open minds, a taste for intellectual adventure, and a willingness to work at understanding the complex global world in which we live.


LC 17: Bridging the Gap: Diversity and Communities

SO 215: Race and Ethnic Relations (Dr. Bernadette Ludwig)
MDS 109: Health and Society (D) (Dr. Aleksandra Zagorin)
RFT: Ludwig/Zagorin

This learning community will explore issues of diversity and community. More specifically, we will analyze the strengths that some communities have and also look at the obstacles they face. Students and professors will work with the local Liberian refugee community and the aging baby-boomers on their current projects that aim to empower them. These projects include literacy and U.S. citizenship classes and health and nutrition workshops.

This learning community is ideal for students who are passionate about social justice and inclusion and are considering careers in the fields of social work, healthcare, and public policy.

LC 18: Animals in Art: Leashed and Unleashed

TH 103: Script Analysis (Dr. Felicia Ruff)
AR 103: Design and Color (Prof. Jenny Toth)
RFT: Ruff/Toth

This Learning Community explores theatre and art with a special emphasis on how each form artistically represents animals whether in scripts, puppetry, sculpture, poetry, drawing, cartoons, film, installations, etc. We also engage with issues of animal rights. Script Analysis involves extensive reading and analysis of plays, including animals as characters, images, themes etc. Works by Euripides, Shakespeare, Williams and others will be discussed. Color and Design involves learning basic color theory and practicing basic design principles; student work will use animals as subject matter. All three classes require extensive field trips to theatres, galleries, and museums throughout NYC and even trips to the zoo as well as animal shelters. Students in LC18 will read and see various forms of art so an interest, although no mastery, of any art is helpful.

LC 19: Connecting Families through Documentary Filmmaking and Philosophy

PH 103: Contemporary Moral Problems (Dr. Sarah Donovan)
FM 222: Intro to Documentary Filmmaking (D) (TC) (Dr. Sarah Friedland)
RFT: Donovan/Friedland

Documentary filmmaking and philosophical, ethical studies both seek to understand and explain the existential, human search for meaning, truth, and how we ought to live with each other. In this Learning Community, we will underscore the interplay between the fundamentals of documentary film production and philosophical approaches to our individual and social obligations to one another. Students will engage in a community-based, documentary project connected to the national ÑaniMigrante family reunification program. As students learn the foundations of documentary filmmaking, and philosophical ethical theory, they will work with members of ÑaniMigrante to construct video letters from families in Staten Island to their loved ones in Mexico, many of whom have not seen each other in over ten years. No prior knowledge of Spanish is required.


Antium Font. Textbooks available on Reserve