Intermediate Learning Communities
Most ILC courses are composed of two courses, which must be taken together. Students must enroll in both courses. After the regular registration period ends, a student may enroll in one of the courses only with the approval of the faculty member teaching the course or if enrollments are under 15 students. Students who take a one-course, one-unit, team-taught ILC earn one unit and must choose which course the student wishes to take. All students who complete an approved Study Abroad program for at least one semester consisting of at least two courses are deemed to have fulfilled their Intermediate Learning Community requirements. Please note that ILCs change from semester to semester, so a given ILC might not be offered again. Also note that more ILCs are offered during the spring semester than during the fall semester. Please plan your schedule accordingly.
The mission of the Intermediate Learning Community (ILC) is to provide a common cohort of students with a heightened interdisciplinary learning experience including intellectual engagement and the development of enhanced communication skills.
The goals are to expose students to, and involve them in, an interdisciplinary experience of “learning by doing” through the following means:
- sophisticated writing
- challenging research
- an interdisciplinary project that concludes with a written or oral presentation.
- ILC 1 - Washington Internship
This learning community exposes students to the workings of the governmental and political processes in Washington, DC. Through internship assignments, classroom instruction, and directed readings and research, students will develop a greater appreciation of the policy-making process. The courses are offered in Washington, DC (each course is a 2-unit course), and registration is by permission of the instructor.
GOV 395 Washington Internship — Kraus — TBA
GOV 396 Dynamics of American Government — Kraus — TBA
- ILC 2 – Albany Internship
This learning community exposes students to the workings of the governmental and political processes in Albany, NY. Through internship assignments, classroom instruction, and directed readings and research, students will develop a greater appreciation of the policy-making process. The courses are offered in Albany, NY (each course is a 2-unit course), and registration is by permission of the instructor.
GOV 390 New York State Gov. & Politics — Kraus — TBA
GOV 391 New York Legislature Internship — Kraus — TBA
- ILC 3 – Nutritional Strategies: Bacteria to Humans
This learning community, intended for Nursing majors, looks at the cellular nutrition of eukaryotes (humans) vs. the nutrition of prokaryotes (bacteria). It also covers the similarities and differences in the structure, function and role of carbohydrates, proteins, lipids, vitamins and trace elements in humans and bacteria. Finally, it looks at the immunological aspects of nutrition across the human life span compared to the immunological aspects in disease prevention.
NR 224 ILC Nutrition & Health — Staff — F 9:00-12:00
MI 200 ILC Microbiology — Bobbitt — TR 9:40-11:10
MI 200L Microbiology Lab — Select any MI 200 lab section
- ILC 4 – Public Speaking for Business
In addition to addressing the apprehension of public speaking, this ILC is an ideal addition for the business student. Utilizing principles of finance concepts, participants will how to effectively present financial information about their company to various stakeholders groups. Students learn skills that allow them to speak informatively, persuasively, and in groups. Through these techniques, students cultivate personal style that results in more powerful presentations, which is a skill that is important to one’s academic and professional advancement.
FI 201-ILC Principles of Finance — Tully — MW 2:40-4:10
SPC 103-ILC Public Speaking — Fenley — MW 1:00-2:30
- ILC 5 – It is the Economy, Stupid! — Macroeconomics and Capitalism: A History
This ILC combines an introductory macroeconomics class with an historical study of the rise of capitalism. What this does is to furnish a context for the student to think about contemporary economic issues such as unequal distribution of income, recessions, inflation and unemployment.
EC 101-ILC Macroeconomics — Leacy — TR 2:40-4:10
HI 243-ILC Capitalism: A History — Rappaport — T 6:00-9:00
- ILC 6 – Issues in Bioethics and Medicine
This ILC will pursue an interdisciplinary study of ethics, genetic engineering, biotechnology, and developmental biology. We will use knowledge of these disciplines to examine several issues and practices in modern medicine. Topics include: Suicide and euthanasia; abortion and assisted reproduction; the status and development of human embryo and stem cells; cloning and surrogacy; and gene therapy and animal experimentation. Prerequisite: BI 213. (Note: Students must also register for a laboratory section - BI 219L.)
Limit: 20 students
BI 219 ILC Gene Expression and Development — Cook — TR 9:40-11:10
BI 219L Gene Expression Lab — Select any BI 219 lab section
PH 202 ILC Medical Ethics — Danisi — TR 11:20-12:50
- ILC 7 – Telling Stories through Movies and Media
This course pairs hands-on multimedia shooting and production with film analysis and criticism. Students will watch and analyze films, discuss how film and media represent social issues, and learn to create and produce their own short video pieces. In the “film studies” half of the LC, students will study the technical language of film, its various genres, and the ways film relates to broader cultural and political contexts. In the “media production” half of the LC, students will learn how to guide a nonfictional story from project planning, to capturing audio, video and photography, to editing that content into short multimedia pieces, and finally to promoting those pieces online. Each student will create a WordPress website that will serve as the platform for critical analysis and productions for both classes.
EN 230 (W) (F) ILC Introduction to Film — Thomas — TR 2:40-4:10
AR 240 (TC) ILC Multimedia Production and Storytelling — Mulé — W 6:00-9:00
- ILC 8 – Blues, Boycotts and the Journey towards the Promised Land
The pain, struggle, resilience and triumphs of African Americans are documented in many ways. During slavery a rich, imaginative oral tradition thrived. Black influence on popular and dance music became more and more apparent and the Negro Spiritual and Ragtime attracted much admiration. Post-civil war suffering produced the Blues. Blues and Ragtime blended, were influenced by literate whites and Creoles, and Jazz began. Meanwhile, Black leadership emerged anew and established itself. A tradition of uniquely African American political thought gave strength and hope to African Americans even as it confronted the dominant culture, as Blacks sought to overcome cultural and systemic prejudice and struggled for equality. Literate thinkers, preachers and activists built on oral traditions and created a body of compelling literature. Blues and Jazz became “the American soundtrack,” broke down racial barriers and evolved into some of the most sophisticated improvisatory art forms the world has ever known. The power struggle of American Blacks has influenced and inspired liberation movements all over the world.
MU 209-ILC The History of Blues and Jazz — Wesby — MWF 11:20-12:20
GOV 291-ILC African-American Political Thought — Moynagh — TR 11:20-12:50
- ILC 9 – Word, Mind, and Music
These two interdisciplinary courses explore relationships between literature and the fields of music and psychology. Considering writings from Greek antiquity to the present day, both courses provide students with an opportunity to read a broad range of poetry, fiction, and other writings while considering the diverse ways in which literature has been interpreted and employed by composers and performing musicians, as well as by psychologists and philosophers. Intersections between the two courses include examination of Sophocles's Oedipus Rex and its musical realization by Stravinsky, as well as consideration of the work of Shakespeare in both an original play and an operatic adaptation. There are no prerequisites, but students should be prepared to carry out assigned reading and musical listening on a weekly basis, and to learn and employ essential terminology and concepts in both written assignments and class discussions.
MU 291-ILC Music and Poetry — Schulenberg — TR 11:20-12:50
PS 291-ILC Psychology and Literature — Groth — TR 1:00-2:30
Additional course details for ILC 9:
MU 291-ILC: Music and Poetry
This course explores how musicians in the Western classical tradition have responded to poetry of various types. After introducing students to basic concepts and terms used in the discussion of music, the course examines musical settings of epic, lyric, and dramatic poetry from the Middle Ages to the present. Works examined range from chansons by the medieval French poet-composer Machaut and Italian Renaissance madrigals by Marenzio and Monteverdi to operas by Handel, Mozart, and Verdi, as well as twentieth- and twenty-first century settings of contemporary poetry. Some instrumental responses to poetry, including piano works by Chopin and Liszt and orchestral compositions by Richard Strauss and Arnold Schoenberg, may also be considered. The course has no requisites and does not require musical or foreign-language literacy; students will master essential musical terminology and apply it in aural and written presentations.
PS 291-ILC: Psychology and Literature
This course will examine selected works of literature (plays, short stories, novel, poetry and philosophy) that have captured the interest of psychologists for their insights into human experience. Authors whose work will be read include, among others, some or all of the following: Sophocles (Oedipus Rex), Shakespeare (Hamlet), Dostoevsky (Notes from Underground), Nietzsche (Thus Spoke Zarathustra) and Eliot (Four Quartets). Some attention will be given to commentaries (literary criticism and psychoanalysis), but the emphasis of the course will be on students’ original interpretations of the works. No prerequisites.
One-Course, One-Unit Team-Taught ILCs - Only One Course Required
Students who enroll in a team-taught ILC will earn only one unit; therefore, the student must choose the course he/she wishes to take. For example, a team-taught ILC incorporating PS 240 and HI 236 allows the student to earn one unit for either the Psychology course or the History course, not both. The team-taught ILC will satisfy the ILC requirement as well as the selected area of study on the General Education Check-sheet.
- ILC 10 (Honors) – The Psychology of Racial Prejudice and the Role it Played in the Civil Rights Movement
This honors ILC will examine the key events, figures, philosophies, tactics, and consequences of the modern civil rights movement in the United States from a historical perspective and explore the psychological and social meaning of racial prejudice and the role it played in the denial of rights to African Americans in the Jim Crow South from Reconstruction to 1970s.
NOTE: Students must elect to register for the course in History or Psychology. Choose carefully, as this course will only count toward the discipline for which you enroll. Completion of this single course satisfies the ILC requirement and fulfills the American Diversity (D) requirement.
HI 236-ILC History of the Civil Rights Movement (D) — Reynolds — W 4:20-7:20
PS 240-ILC Psychology of Prejudice (D) McNair W 4:20-7:20
- ILC 11 – Civil Liberties, Human Rights, and Disability Studies
This team-taught ILC focuses broadly on civil liberties and human rights in the United States as well as, more narrowly, the contemporary disability rights movement and its achievements. The United States prides itself as being a free country. But to what extent is freedom routinely denied to individual citizens in the US? Who suffers most egregiously from these denials? In this course we will examine these denials of rights and liberties to various marginal groups including but not limited to people living with disabilities. In doing so, we will use an interdisciplinary lens that combines the interrelated fields of constitutional law, politics, sociology, and disability studies. Throughout the course, we will explore the tensions that exist between broadly affirmed values in the US, such as liberty and equality. An experiential component will be built into the course in which Wagner students will work closely with a person with an intellectual disability with the goal of increasing access or equity for people with disabilities at the community, local, state, or national levels.
NOTE: Students must elect to register for the course in Education or Government and Politics. Choose carefully, as this course will only count toward the discipline for which you enroll. Completion of this single course satisfies the ILC requirement.
ED 291-ILC Disability Rights Movement — Gordon — TR 11:20 - 12:50
How Society & the Law Impact the Lives of People with Disabilities
GOV 317-ILC Civil Liberties and Human Rights — Ghosh — TR 11:20 - 12:50
- ILC 12 – Rethinking Education for Social Change
This team-taught learning community will explore the purposes and approaches of our educational system using historical, sociological, philosophical, and policy lenses. Students in all sections will share a set of philosophical and sociological readings exploring questions of how education can promote democracy; what inequities related to race, class, gender, and disability persist; and what effective educational approaches have resulted in larger societal benefits. In addition, within each section students will pursue specialized readings to explore either the sociology or philosophy of education more deeply.
NOTE: Students must elect to register for the course in Sociology or Philosophy. Choose carefully, as this course will only count toward the discipline for which you enroll. Completion of this single course satisfies the ILC requirement.
SO 291-ILC Sociology of Education — DeMoss — W 4:20-7:20
PH 291-ILC Contemporary Philosophy of Education — Preskill — W 4:20-7:20
- ILC 13 (Honors) – Cities and Perversities: Art and Literature in Turn-of-the-Century Paris, Vienna, and Berlin (I)
This team-taught ILC focuses on the art and literature in the fin-de-siècle in four major European centers: Paris, Vienna, and Berlin. The works of the period are studied in relation to issues of national identity, as a response to the shock of metropolitan life, sexuality, the impact of psychoanalysis, escapism and withdrawal to the interior. We will undertake a detailed reading of some of the major literary works of the period by authors such as Marcel Proust, Colette, Thomas Mann, Rainer Maria Rilke and Arthur Rimbaud. Artistic movements studied include Symbolism, Expressionism, Art Nouveau and Jugendstil. The course attempts to understand the shared visual and literary language of turn-of-the-century Europe, while illuminating the special contributions of each city. The course includes museum visits, films, special lectures and shared readings and assignments.
NOTE: Students must elect to register for the course in Art, English, or French. Choose carefully, as this course will only count toward the discipline for which you enroll. Completion of this single course satisfies the ILC requirement and the International Perspectives (I) requirement.
AH 326-ILC Cities and Perversities (I) — Morowitz — TR 2:40-4:10
EN 310-ILC Literature in Turn of the Century (I) — Urbanc — TR 2:40-4:10
Or FR 310-ILC
One-Course, One-Unit Team-Taught ILCs Open Only to First-Year Students
(Students Who Have Completed Fewer Than 9 Units)
- ILC 14 (First-Year Students Only) – Food and Culture, Past and Present
Everybody eats. But what we eat, where we eat and with whom we eat depend on our cultures and histories. Our foodways reflect our ideas about the world and so are an important drivers of significant economic and political change. In this course we will investigate these issues, beginning with prehistory and ending with the current global food crisis. Topics will include how we feed our children, what we grow in our fields and whether we feast or fast.
AN 291-ILC Food and Culture, Past and Present — Gagnon — WF 11:20-12:50
HI 291-ILC Food and Culture, Past and Present — Smith — WF 11:20-12:50
- ILC 15 (First-Year Students Only) – Maidens, Mothers, and Madness: A Feminist Philosophical Approach to Script Analysis
This ILC focuses on feminism and gender studies in dramatic theory, literature, and philosophy. We will look at how the disciplines of philosophy and theatre mutually influence each other with regard to gender norms. To this end, we will examine characteristic trends, positions and topics of feminist philosophy, and bring them to bear upon dramatic theory and literature. Conversely, we will investigate how dramatic theory and literature challenge and inform traditional philosophical norms. Topics will include: knowledge, politics, ethics, sex, gender, identity, alternative lifestyles, sexism and misogyny.
NOTE: This course is only open to students who have completed fewer than 9 units at Wagner College. Students must elect to register for the course in either Theatre or Philosophy. This course will only count toward the discipline for which you enroll. Completion of this single course satisfies the ILC requirement.
PH204-ILC Philosophy and Feminism — Donovan — TR 11:20-12:50
TH103-ILC Script Analysis — Ruff — TR 11:20-12:50