Each First-Year Seminar offers an opportunity for entering students to develop skills in writing, reasoning, and research that will be of critical importance throughout their academic careers. Enrollment is limited to fifteen students to ensure the active participation of all class members and to permit students and instructor to concentrate on developing the skills necessary for successful college writing. Seminars typically focus on a current problem or a topic of particular interest to the instructor. First-Year Seminars are not open to upperclass students. They carry full course credit.

General Education. One designated seminar may be used in fulfilling General Education requirements. In addition, one designated seminar may be used to fulfill the quantitative requirement. Designations are listed in the introductory paragraphs of departments in the Catalog.

Courses

Courses were updated 6/17/04 to reflect those being offered in 2004-2005.

FYS 084. Anatomy of a Few Small Machines. One can treat the products of technology as "black boxes"—plain in purpose but mysterious in function. A more flexible and exciting life is available to those who look on all such devices as mere extensions of their hands and minds—who believe they could design, build, modify, and repair anything they put their hands on. This course helps students do this primarily through practice. Only common sense is required, but participants must be willing to attack any aspect of science and technology. Field trips are required. G. Clough.

FYS 152. Religion and Civil Rights. Traditionally, the civil rights movement has been viewed as a political and social reform movement initiated to secure the citizenship rights of African Americans. This seminar supplements this view by exploring how religion shaped the vision and experience of civil rights activists. Topics include such dimensions of the movement as the centrality of the black church, the prominence of religious leaders, the use of theological language, the ritualization use of theological language, the ritualization of protest, and the prevalence of sacred music. M. Bruce.

FYS 177. Sex and Sexualities. This course studies the representation of sex and sexualities, both "queer" and "straight," in a variety of cultural products ranging from advertising and novels to music videos and movies. Topics may include connections between sex and gender queerness suggested by the increasingly common acronym LGBTQ (lesbian, gay, bisexual, transgender, queer); the advantages and inadequacies of using such labels; definitions and debates concerning pornography, sex education, public sex, and stigmatized sexual practices such as sadomasochism; the interrelations between constructions of sexuality and those of race, ethnicity, gender, nationality, and class; and the necessities and complexities of ensuring consent. E. Rand.

FYS 201. Using the Land. Land use is one of the most significant environmental issues we face today. This course examines the relationship between humans and land, as well as issues such as the ability of current land management practices to ensure the survival of human and other species, and the relative rights of human and other species to the land. Readings represent an American perspective and include Walden, Wilderness and the American Mind, Sand County Almanac, Pilgrim at Tinker Creek, and Desert Solitaire. Not open to students who have received credit for Environmental Studies s26. T. Wenzel.

FYS 234. The U.S. Relocation Camps in World War II. During World War II, the United States government interned over 110,000 American citizens of Japanese descent and resident Japanese in "relocation camps" far away from their homes. This course studies the history of Asian immigration to the United States; the political, social, and economic conditions of the United States prior to internment; the relocation camps themselves; and the politics of redress leading to the presidential apology over the wartime "mistake" a half century later. A. Hirai.

FYS 242. Identities: Whiteness. Aspects of ourselves we hold most dear, most changeless, are in actuality socially fashioned. "Whiteness" is one such mode of social assortment. How does whiteness come to be, and how is it lived and experienced? What is its relationship to other ethnic and racial categories and how does it intersect with issues of class and gender? How did some immigrant groups, like Jews and the Irish, become white? Drawing on perspectives from literature, anthropology, and critical race theory, students reflect on the historical and symbolic formation of whiteness and the silences that surround its pervasive presence. C. Carnegie.

FYS 249. Global Economy and Nation-State. Is the global economy actually displacing the nation-state, making it an obsolete social entity destined for extinction? This question is at the heart of a growing—and polarized—debate among sociologists and political scientists. Some argue that the nation-state is destined for disintegration while others that the nation-state will endure, and even be strengthened by, the global economy. This seminar critically evaluates arguments on both sides of the debate. Students take the European Union (EU) and the Common Market of South America (Mercosur) as potential precursors of tomorrow's global economy, and investigate the strength of the nation state in those contexts. F. Duina.

FYS 271. Into the Woods: Rewriting Walden. On 4 July 1845, Henry David Thoreau declared his independence and moved to a shack in the woods near Walden Pond. Since 1845, many individuals have repeated his experiment in one form or another. This course examines a number of these Thoreauvian experiments and their historical context. Why do these individuals take to the woods? What do they find there? What do their experiences say about American culture and society? In seeking answers to these questions, students read a variety of literary, historical, and autobiographical texts. G. Lexow.

FYS 274. Physics in the Twentieth Century. An introduction to great twentieth-century discoveries in physics, including the wave- particle duality of light and matter, quantum effects, special relativity, nuclear physics, and elementary particles. Laboratory experiments such as the photoelectric effect and electron diffraction are incorporated into the seminar. This seminar can substitute for Physics 108 and is designed for students who had a strong background in high school physics. H. Lin.

FYS 291. e-Literacy and Identity. Viewing, gaming, and chatting are just a few of the ways we use computers to interact these days. Besides extending literacy in unexpected ways, computer technologies have profoundly influenced self-representation. On the disembodied Internet, identity is fluid and often falsified or fantasized. This seminar investigates how e-literacy shapes identity in the Internet Age. It begins by considering how the acquisition of reading and writing skills in previous historic eras contributed to a person's social identity. It concludes by exploring how current technologies engage users in new modes of reading and writing that help fashion their public and private identities. M. Hanrahan.

FYS 295. American Musicals on Film. From the Jazz Singer of 1927 to Chicago of 2002, American musicals on film have been remarkably reflexive: “show business about show business.” On closer analysis, they provide us with fascinating clues about American popular taste and our culture in general. The seminar examines more than twenty films, with special attention to critical perspectives on music and dance. In addition, the course explores issues of gender, race and sexuality. Not open to students who have received credit for Music s29. M. Anderson.

FYS 296. From Communism to(ward) Capitalism. This seminar surveys recent developments in the Russian economy, and provides an economic-historical overview that focuses on the late Tsarist period, the Soviet period, and the transition period since 1991. Topics covered include the late Tsarist economic system, War Communism, the New Economic Policy, collectivization, nationalization, administrative planning, perestroika, economic shock therapy, and oligarchic capitalism. D. Aschauer.

FYS 297. The Idea of Europe. What is Europe? Is it the cradle of all that is civilized and cultured, or the blood-soaked ground of empires, genocidal despots, and revolutions? Today, in the first years of the twenty-first century, we are witnessing the most peaceful attempt ever at creating a unified economic, political, legal, and social entity that is European. But is a European cultural identity necessary for the success of a unified Europe, and can one be created? Or is an imagined European community as illusory as Tito’s ill-fated attempt to create a multi-ethnic, multi-religious, multi-linguistic Yugoslav community? In the seminar, students examine, critique, and propose alternatives to many of the received ideas about what it means to be European. D. Browne.

FYS 298. Volcanoes and Human Populations. Volcanic eruptions such as Thera (1654 B.C.E.), Vesuvius (79 C.E.), Krakatoa (1883), and Pinetubo (1991) are devastating to human populations and profoundly affect social and cultural histories. Consequently, volcanoes and volcanic eruptions are central themes of myth, legend, contemporary description, and current scientific study. Volcanism is also an integral and inevitable part of the global tectonic cycle, ensuring that Earth remains a habitable planet. Students explore the scientific knowledge and human dimensions of volcanism through readings, writing assignments, and discussions drawn from varied literature and visual media. Small group projects assess the volcanic hazards for populations living near major volcanoes, such as Mexico City, Seattle, and Jakarta. A field trip to Mount St. Helens in Washington, which takes place during the fall recess, is required of all students. There is a field trip fee of $100 per student. J. Creasy.

FYS 299. Contemporary American Poetry. What have poets been doing for the last fifty years? How has poetry kept up with the other arts? How has poetry changed as America has changed? In this course, students examine American poetry since World War II, looking at both the established canon and less well-known experimenters. Students also discuss works of contemporary art, to see whether poets and artists are thinking about similar questions. Poets may include Elizabeth Bishop, Gwendolyn Brooks, Robert Duncan, Denise Levertov, Robert Creeley, and Adrienne Rich. S. Dillon.

FYS 300. Exploring Education through Narratives. In this seminar, stories, once the primary way knowledge passed from one generation to another, are the basis for examining educational topics and issues. Students read fictional, biographical, autobiographical, and other narratives to learn more about some aspect of education and/or schooling. Topics include teachers and teaching; teacher/student roles; gender identity; students’ experiences in school; and how race, class, ethnicity, sexuality, or other differences may cause some to feel like outsiders. Students will also conduct field work and independent research. A. Dodd.

FYS 301. Border Crossings: Latino Self-Identity and Narrative. Chicano performance artist Guillermo Gómez Peña has described himself as someone who continually crosses borders. On these journeys he seeks other Mexicos, his other selves, and the many communities to which he belongs. This process, at once personal and cultural, involves writing and thinking, and it allows him to embrace multiple and often incomplete identities. This course explores the process of identity formation in narratives by Latinos, including autobiographical essays, works of fiction, and testimony. Students consider how the individual faces pressures to fit into the sociopolitical structure and fulfills internal desires for freedom and connection with others. F. Fahey.

FYS 302. Understanding Namaste. This course blends theory and practice, discussion and action as it explores the history and components of a holistic understanding and practice of yoga. Readings include the three primary texts of yoga tradition, the Bhagavad Gita, the Yoga Sutras, and the Upanishads, along with materials addressing physical yoga. Students have the opportunity to practice yoga during one class per week. In reading, discussion, and practice students explore the questions, How might I lead my intellectual and daily life? What do these principles, conceptions of body, mind and breath, and yoga practice offer me as a student and individual? And what does OM mean? H. Gurney.

FYS 303. Whose Standards? Whose Knowledge? Students devote much time to taking standardized tests. Originally intended to provide an unbiased way to determine aptitude for college, the Scholastic Aptitude Tests (SAT's) are criticized today as biased instruments that favor certain students. Public officials now argue that we need to use standardized tests to hold teachers and schools accountable. In the future standardized test scores may determine not only who may move up the educational ladder, but also which institutions are worthy of public support. This seminar examines standardized testing and its impact on society. D. Haines.

FYS 304. Visions of the Past: Political Film and Historical Narrative. History need not be done on a page. Visual imagination – captured in photographs and documentary film – has often proved an indispensable pathway to historical, social, and political understanding. But have historians been very well served by Hollywood feature film portrayals of politically charged situations “based on a true story” that mix fact and consumer titillation to sell tickets? Aided by visiting experts, this course compares representative films of the “historical” genre to traditional written evidence about some controversial events in recent history. Can cinematic techniques truthfully illuminate dimensions of moral imperative and resonances of the human condition that printed words cannot? H. Jensen.

FYS 305. Corporal Culture: Body and Health in America. This seminar addresses a variety of topics related to body and health, from body image to body dysmorphia. Students read both primary sources (largely research) and first-person accounts related to eating disorders, diet and nutrition, body image, drug and alcohol use, smoking, sexuality, cosmetic pharmacy, fashion, definitions of physical and psychological “health,” sex and gender, exercise, and organ transplantation. The seminar involves weekly writing assignments, occasional in-class assessments, student presentations, and a final writing project. K. Low.

FYS 306. The Brontës. Reading a selection of fiction and poetry by the three Brontë sisters, as well as critical and biographical studies, students consider questions of authorial intention, and discuss the relation between literature and history in the Victorian period. Particular attention is paid to the Brontës’ representations of gender and class, and to the interrelations between these social categories. L. Nayder.

FYS 307. Islam. This seminar aims to provide a thoroughly interdisciplinary introduction to the world of Islam: the Quran, shari'a, Islamic art, sufi poetry, religious education, and contemporary politics. Beyond this, it aims to combine an understanding of Islam with important themes in the study of comparative politics: social movements, political parties, social welfare, and the modern state. In the end, it aims to problematize and expand our understanding of the term "political Islam," drawing students away from ordinary press coverage into a deeper understanding of the debates that animate the political imagination of Muslims around the world. M. Nelson.

FYS 308. Searching for the Good Life. What are the things that bring people happiness? Does marriage, for example, bring more happiness or unhappiness to those who choose it? Does wealth make people happy? If so, how much wealth is enough to ensure happiness? Is a productive career likely to bring happiness? How well do most individuals do at selecting the things that will bring them sustained happiness? Is happiness even the right yardstick to use in measuring the goodness of life? And at the end of life, what constitutes a good death? In this seminar, students grapple with these and related topics in regular discussions, projects and papers. M. Sargent.

FYS 309. Matters of Life and Death. When is it morally justifiable to engage in an action that results in death? This seminar considers some of the most difficult moral questions currently being debated in our society. Issues discussed include euthanasia, abortion, the death penalty, war, poverty and hunger, and population control. Particular case studies are explored, and careful attention is given to the ethical arguments that can be made for contending positions on these questions. T. Tracy.

FYS 310. Japanese Popular Culture. M. Wender. This unit has been cancelled for Fall 2004.

FYS 311. Learning and Teaching Biology. This seminar offers a way for students to investigate selected topics in biology through the development and implementation of service-learning projects at local schools. Students learn the principles, concepts, and vocabulary of selected topics in biology, which may include but are not limited to the structure and function of biological molecules, micro-organisms in health and disease, and biology and medicine in the news. L. Abrahamsen.

FYS 312. Myth and Modernity. What is the purpose of human life and how do we attain it? Why do modern societies, like ancient ones, use myths to answer these questions? In this course, students examine myths from ancient Greece about the origins of the universe, male and female differences, and salvation, and then consider their modern versions. Readings may include Hesiod's Theogony, Darwin's Origins of the Species, Aeschylus' Oresteia, Monica Wittig's The Female Warriors, Sophocles' Oedipus at Colonus and Tony Morrison's Song of Solomon. L. Maurizio.

FYS 313. Whitelands: Cinematic Nightmares. Racial exclusion was a founding principle for the creation of American suburbs, or more appropriately, the "Whitelands." Racist government policies, banking institutions, and practices like restrictive covenants all but insured that by the 1960s the suburbs were overwhelmingly white and Christian, while the inner cities became black and latin bantustans. This seminar examines the Whitelands in Hollywood and independent cinema, from horror classics such as The Stepford Wives and Poltergeist to the more "realistic" American Beauty and Welcome to the Dollhouse. C. Nero.

FYS 314. Good Vibrations. What do stars, atoms, wine glasses, and guitar strings all have in common? They all vibrate. Strike any one of these objects and it will vibrate at frequencies determined by its own particular construction. This seminar develops the foundations of Newtonian physics through the topic of vibrations and waves. Particular attention is given to music, musical instruments, resonance, and harmony. Laboratory experiments complement classroom study. The seminar can substitute for Physics 107. Some previous exposure to introductory calculus is desirable but not necessary. Students who are interested in physics but have been discouraged by previous experiences are especially encouraged to enroll. E. Wollman.

FYS 315. Understanding Risk. Risk touches upon our daily lives in countless ways and affects our choices in such things as how we move about the planet, enter into relationships with others, choose our life's work, and attend to our physical and mental well-being. Simple acts such as eating a hamburger, buckling a seatbelt, or swallowing an aspirin invoke the long and colorful story of humankind's relentless desire to eliminate randomness and control the future. Using case studies on such topics as airplane safety, genetically engineered foods, financial markets, and entrepreneurship, students examine the role of risk in our personal lives from several disciplines. R. Pallone.

FYS 316. Making and Writing Art. Guided by readings about visual art and writing, students observe, create, and reflect on their work in both disciplines. Exercises in drawing, color, and collage weave in and out of writing assignments and art viewing. By experiencing the connections among seeing, making, and writing, students build a critical vocabulary and cultivate broad, deep, and spacious thinking. The course is designed for students with or without previous art experience. P. Jones.