Chapman students studying on Bert Williams Mall in front of Memorial Hall

» First-year Foundations Courses

The First-year Foundations Course (FFC) is the foundational portion of the Chapman General Education program. All first-year students enroll in an FFC section during their first year at Chapman.  

The FFC course engages students in university-level critical inquiry and reflection. FFC courses focus on critical engagement, exploration and communication related to complex issues rather than on mastering a body of material. Students select a topic according to their academic and personal interests. All of the sections offer students intellectually enriching opportunities to explore ideas, values, and disciplinary knowledge and methods. Students will work independently and collaboratively to frame issues and questions that have engaged the intellectual interests of historians, philosophers, fine arts, and media critics, scientists, economists and political theorists over the centuries.

FFC is taught by a select group of faculty who are committed to supporting students in their transition to university-level inquiry. Field trips, guest speakers, collaborative research, multimedia projects and other forms of active learning are an important part of the course.

Approximately 50 sections in the Fall are offered on varying topics and students and encouraged to take advantage of Fall opportunities. Limited offerings of FFC are available during Interterm and Spring semesters for students unable to register in Fall. 

For meeting days, times and locations, please view the schedule through the Student Center on My Chapman. Detailed course descriptions are provided below.

Fall 2016 

All Fall 2016 FFC sections are filled.

More FFC classes will be available to you during interterm 2017 and spring 2017. If you have not yet registered for a FFC class then please plan to register for one during interterm 2017, or spring 2017.

+ - American Theatre in Contemporary Culture

No-Photo-available

Julie Artman – M.F.A., MLIS - Chair, Collections Management Division, the Leatherby Libraries, and Lecturer, Department of Theatre
Email: Julie Artman

FFC 100-27 (T, Th, 4–5:15 p.m.)
American Theatre in Contemporary Culture
In this course, students will explore how theatre reflects challenges and triumphs in contemporary American culture. We will examine, discuss, and analyze pivotal events during the twentieth century through reading selected plays that reveal America's rich theatrical history. Reviewing performances will provide students with direct observational opportunities to expose the issues facing today's theatrical artists, and students will engage in both analytic and creative projects, individually and collaboratively. (3 credits.)

+ - Search for an American Voices: 1835 - 1935

No-Photo-available

Susan Key – Ph.D. - Cultural Partnership Advisor, and Lecturer, College of Performing Arts
Email: Susan Key

FFC 100-53 (T, Th, 1–2:15 p.m.)
Search for an American Voices: 1835 - 1935
What should America sound like?  For musicians and writers in an emerging nation attempting to forge an identity separate from Europe, this was a burning question. In this course we explore key issues in the search for a distinctively American identity during the 19th and early 20th centuries, with emphasis on the ways that both music and literature increasingly reflected the use of vernacular sources to sound “American.” We consider the problematic yet productive tensions that have shaped this process: between high and low; between established and upstart; and - most vividly -  between black and white. (3 credits.)

+ - Building Better Drugs: The Innovations Reshaping Medicine

Milton Greenberg, Ph.D.,-Instructional Assistant Professor of Biology

Milton Greenberg, Ph.D. - Instructional Assistant Professor of Biology
Email: Milton Greenberg

FFC 100-47 (T, Th, 10–11:15 a.m.)
Building Better Drugs: The Innovations Reshaping Medicine
Hidden behind the pharmacy counter, thousands of researchers, lawyers, and business executives are designing the next generation of therapeutic drugs. This course explores the world of drug design and focuses on the dynamic interplay among universities, companies,
and governments. Particular focus will be placed on emerging innovations, including cancer immunotherapy, genome editing, stem cells, and biologics. A background in science is not required for success in this class. By the end of the course, students will know how to research and evaluate technology, and understand the funding process for medical research
that affects their own lives. (3 credits.)

 

+ - Bullying in the Social Context of the Community

No-Photo-available

Uma Alahari, Ph.D. - Lecturer, College of Educational Studies
Email: Uma Alahari

FFC 100-50 (M, 7-9:50 p.m.)
Bullying in the Social Context of the Community
Bullying can take varied forms and exist in various contexts, but its impact is still dehumanizing because the underlying drive of bullying is dominance. The need to dominate is another form of control achieved through conquest, having others submit and conform to the dominant culture and ideology. This course will examine the issue of bullying from the perspective of perpetrators and victims, but also consider the roles of those who are upstanders, stepping up to their responsibilities, or bystanders, simply watching actions take place.  The course will examine bullying as a cultural topic and as a political issue, using sources from personal narratives and the media, so that we can engage in dialogue collectively, reflecting critically upon the problem and seeking solutions. This problem posing model encourages a questioning of why things are the way they are and identifying of actions, no matter how small, to begin to address them. (3 credits.)

 

+ - Close Reading

Kent Lehnhof, Ph.D. - Associate Professor of English

Kent Lehnhof, Ph.D. – Associate Professor of English
Email: Kent Lehnhof

FFC 100-49 (T, Th, 11:30 a.m–12:45 p.m.)
Close Reading

My father is fond of saying that "the devil is in the details," which is his way of saying that little things often turn out to be terribly important. My dad's saying could well be the unofficial motto of this course, for it will focus, from start to finish, on the little things. Content-wise, we will consider a wide range of "texts"--from Renaissance stageplays to modern short stories to contemporary films. But our objective in each instance will be the same: to attend to and analyze the particulars of each presentation. By asking questions like "What difference does it make to use this word instead of that word?" and "What difference does it make to show this shot instead of that shot?" we will practice a kind of close reading that promises to make meaning of all those devilish details. (3 credits.)

+ - Constructing Autobiographies and Memoirs

Sarah Robblee, M.A. - Instructor of English

Sarah Robblee, M.A. – Instructor of English
Email: Sarah Robblee

FFC 100-16 (M, W, F, 11–11:50 a.m.) and FFC 100-17 (M, W, F,  12–12:50 p.m.)
Constructing Autobiographies and Memoirs

How can we construct meaning from our experiences of life events and effectively communicate that meaning? In this course, we will examine the selected memories and events of autobiographical works and how they reflect an author’s personal philosophy. We will critically analyze the form, style, and content of autobiographies such as Frank McCourt’s Angela’s Ashes, Anne Frank’s The Diary of a Young Girl, Barack Obama’s Dreams from My Father, and David Sedaris’s Me Talk Pretty One Day. We will discuss the reliability of authors, the formation of identity, the purpose for writing, plot structure, types of memoirs, themes, and other rhetorical features of self-writing. Students will also write their own autobiographical work as their major project for this course. (3 credits.)

+ - Critical Thinking in Environmental Issues

No-Photo-available

John Hills – Lecturer
Email: John Hills

FFC 100-45 (T, Th, 1-2:15 p.m.)
Critical Thinking in Environmental Issues
Our environment is constantly changing. How are these changes to the environment going to impact our lives in the future?  And how are they impacting them right now? Do you feel uninformed when you’re with a group of people discussing current and emerging environmental issues? Are you interested in learning what local actions you can take to help improve local air, water and soil environments? In this course you will examine current and emerging environmental issues and their public health, environmental, and political implications such as climate change, nuclear power, water quality/supply, air pollution, etc. We will examine what has been done, is being done and can be done in the future to address issues related to environmental changes. The course is heavily focused on developing critical thinking skills by engaging and enriching your environmental knowledge and asking you to dig deep to understand and address these critical issues facing our future. (3 credits.)

+ - Disagreement in Politics, Ethics and Religion

G. Michael Pace, Ph.D.,-Associate Professor of Philosophy

G. Michael Pace, Ph.D. – Associate Professor of Philosophy
Email: Michael Pace

FFC 100-23 (M, W, 1-2:15 p.m.)
Dis agreement in Politics, Ethics and Religion
No matter what your views are about politics, ethics, and religion, you can be sure that many of your peers will disagree. Moreover, many of your peers who disagree with you are at least as intelligent and well-informed on the issues as you are. This course will address a number of philosophical questions that arise from these basic observations. What is the best explanation of the prevalence of disagreement in these areas? Given the extent of disagreement, is it reasonable to continue to hold views on these matters? Is vigorous disagreement in these areas a good thing, something that is likely to lead us closer to the truth? If so, how can disagreement be encouraged in society without becoming a destructive force? 

Finally, we will look at the possible tension between morally and intellectually respecting others with whom one vigorously disagrees. Can a society or a university enforce rules that promote respect for others while at the same time encouraging free and vigorous debate? (3 credits.)

+ - Earth's Sphere and the Changing Climate - Literature and Film

Hesham El-Askary, Ph.D. - Associate Professor of Earth Systems Science and Remote Sensing

Hesham El-Askary, Ph.D. – Associate Professor of Earth Systems Science and Remote Sensing
Email: Hesham El-Askary

FFC 100-35 (T, Th, 11:30 a.m.–12:45 p.m)
Earth's Spheres and Changing Climate

There is no point in denying climate change because we are living in a dynamic interactive system that is made up by a series of spheres: the atmosphere, the hydrosphere, the cryosphere, and the biosphere. Global warming, rising temperature and CO2 emissions have been the only focus of media, main stream people and politicians. What about the domino effect in our fragile Earth system? In this class we will discuss different aspects of these effects associated with the above-mentioned spheres of the Earth system, how they interact to shape the environment in which we live, and how they are affected by our changing climate. (3 credits.)

+ - Education and Revolution: Activism and Social Movements for a Better World

Lilia Monzo, Ph.D. - Assistant Professor of Education

Lilia Monzo, Ph.D. – Assistant Professor of Education
Email: Lilia Monzo

FFC 100-36 (M, 4–6:50 p.m.)
Education and Revolution: Activism and Social Movements for a Better World

In this course on specific social movements around the world and key figures in them, students will reflect on the world we live in and our roles as human beings in it. A primary goal is to have students become empowered to see themselves as active agents of their world, understanding that we are not merely passengers in life but the makers of history.  Students will have an opportunity to engage questions of leadership, collective action, and organizing for social change, as well as placing movements within historical contexts and analyzing both gains and losses that have come to bear on these movements. An important aspect of the course is the role of education, both formal and informal, in developing social consciousness and the ideological shifts necessary to create the impetus to act toward revolutionary changes. Specific social movements discussed may include the Paris Commune, Civil Rights, The Zapatistas, The Cuban Revolution, and Black Lives Matter. (3 credits.)

+ - Faith in Popular Culture

Mildred Lewis, M.F.A.,-Assistant Professor of English

Mildred Lewis, M.F.A. – Assistant Professor of English
Email: Mildred Lewis

FFC 100-19 (M, W, F, 9-9:50 a.m.)
Faith in Popular Culture
How can pop culture help us to understand an increasingly pluralistic world? This course critically examines the representation of faith in pop culture, including narrative and documentary films, music videos, fashion, sports, graphic novels and the blogosphere. The course will integrate the work of critical and contemporary scholars, including Aristotle, Frederic Jameson, Theodor Adorno, Teresa de Lauretis and Frantz Fanon. The class emphasizes critical thinking, digital literacy, and the integration of scholarly and creative work. (3 credits.)

+ - Fantastic Worlds in the Imagination and Performance: The Social Impact of Fantasy and Science Fiction in Literature, Stage, and Film

Andrew Chappell-Ph.D.-Lecturer-Department of Theatre

Drew Chappell, Ph.D. – Lecturer, Department of Theatre
Email: Drew Chappell

FFC 100-29 (T, Th, 11:30 a.m.-12:45 p.m.)
Fantastic Worlds in the Imagination and Performance: The Social Impact of Fantasy and Science Fiction in Literature, Stage, and Film
Students in this section will explore the role of the fantastic on individual and social cultural development. Starting with works from the classic sci-fi and fantasy canons (Jules Verne, JRR Tolkien, CS Lewis) as well as contemporary pieces with significant cultural currency (Harry Potter, Star Wars, Star Trek, The Hunger Games, Game of Thrones), we will critically analyze other works such as Doctor Who, Spirited Away, and Rocky Horror in conversation with each other. We will bring our critical faculties to bear on the following questions: how do fantastic worlds help us understand the dynamics of continuity and change? How does traveling to both possible futures and imagined pasts allow us to engage with, critique, and (possibly) transform our present? How have these genre works emerged from disregard to become significant additions to literature, art, and culture? (3 credits.)

+ - From Bach to Rock

Robert Frelly,D.M.A.-Professor of Music

Bob Frelly, D.M.A. – Professor of Music
Email: Bob Frelly

FFC 100-13 (T, Th, 8:30-9:45 a.m.)
From Bach to Rock
Does music affect society, or are various evolving musical styles simply a continual expression of the subcultures that created them? Changes in social structure and hence in social needs have brought about changes in the function of music; these are the moving forces underlying the growth and development of music as an art throughout history. This course explores the place of music in society and its relation to the life of its time. (3 credits.)

+ - Global Justice, Peace and War

Daniel Pilchman, Ph.D.-Lecturer-Department of Philosophy

Daniel Pilchman, Ph.D. – Lecturer, Department of Philosophy
Email: Daniel Pilchman

FFC 100-42 (T, Th, 10-11:15 a.m.) and FFC 100-43 (T, Th, 1-2:15 p.m.)
Global Justice, Peace and War
Is it ever right to go to war? How much influence does the global economy have on maintaining peace throughout the world? Or does the increase in globalization and economic interdependence actually provoke aggression by non-state groups such as ISIS? How can we articulate the moral difference between fighting as a soldier in the army of an established nation and fighting for a terrorist  group? In this course, we will begin examining these questions using a combination of historical sources, contemporary economic and philosophical theory, and fiction. In our meetings together, we will discuss varying perspectives on the role of a global market in maintaining and promoting global peace, and what happens when that peace breaks down. We will look at the decisions that nations make about going to war and consider when those decisions are justified and when they are not. And we will look at the role of individuals in war, not only active combatants, but also civilians, refugee and displaced persons, and women and children. (3 credits.)

+ - How Modern Art Shook the World

Wendy Salmond, Ph.D.-Professor of Art

Wendy Salmond, Ph.D. – Professor of Art
Email: Wendy Salmond

FFC 100-24 (M, W, 2:30-3:45 p.m.)
How Modern Art Shook the World
Scandal, outrage, censorship, rejection – these are words that crop up repeatedly in discussions about modern art. From Edouard Manet’s “indecent” Olympia (1865) to Chris Ofili’s “blasphemous” The Holy Virgin Mary (1996), the art of our time has created unprecedented conflict and misunderstanding between artists and society. In this course we will investigate modern art’s reputation for being transgressive, destructive, and incomprehensible. Through a series of case studies we will explore questions such as: what expectations and beliefs are challenged when artists push the boundaries of “normal” art, reality, and identity? Where is the line between experimentation and transgression? What are the connections between artistic rule-breaking and political revolution? Is it possible for artists to go “too far”? The work of the course will involve detailed examination of iconic works, comparing the artists’ intentions with the responses of the public and critics, and creating a geneology, or conceptual map, that traces the influence of key modernist works on the art of the past 150 years. (3 credits.)

+ - Humanomics: Exchange and the Human Condition

Jan Osborn, Ph.D.-Assistant Professor of English

Jan Osborn, Ph.D. – Assistant Professor of English
Email: Jan Osborn

Keith Hankins, Ph.D., - Lecturer, Department of Philosophy
Email: Keith Hankins

FFC 100-18 (M, W, 1-2:15 p.m.)
Humanomics: Exchange and the Human Condition
What makes a rich nation rich? What makes a good person good? And what do these questions have to do with one another? While exploring these and other questions about markets and ethics, students will challenge the perception of economics as distinct from the humanities.  Co-taught by professors from the Economic Science Institute and the English Department, this course combines the laboratory method of inquiry into the human propensity to exchange with the cultural interpretation of the human condition in novels, poems, and film. (3 credits.)

+ - Lies You Learned in School

Jim Brown, Ph.D. - Professor of Education

Jim Brown, Ph.D. – Professor of Education
Email: Jim Brown

FFC 100-04 (M, W, 1–2:15 p.m.) and FFC 100-05 (M,W, 2:30 – 3:45 p.m.)
Lies You Learned in School
What histories did you learn in school? Should history only be the story of the dominant culture, or should it include narratives that contradict the "American Celebrationist" perspective? This course provides a critical analysis of important social themes (e.g., identity, conformity, and bystander vs. upstander) linked to key histories (e.g., the Holocaust and other genocides, America in Vietnam). The course is based on the assumption that if citizens in a democracy are to value their rights and take responsibility for their actions, they must know not only the triumphs of history but also the failures and tragedies. As students study the historical development and the lessons of "difficult" histories, they learn to make the essential connections between history and the moral choices they confront in their own lives. (3 credits.)

+ - Literature and Film

Pamela Ezell, M.F.A. - Director and Senior Producer, Panther Productions

Pamela Ezell, M.F.A. – Director and Senior Producer, Panther Productions
Email: Pamela Ezell

FFC 100-02 (T, Th 8:30 – 9:45 a.m.)
Literature and Film

In this course students will critically examine films in relation to their source material (both English and in translation) and the social, historical, and cultural contexts of both. Possible texts/films include Death in Venice (Thomas Mann/Visconti) and Room with a View (E. M. Forster/J. Ivory). We will consider not only the adaptation of literary works but also the inverse process, called novelization (i.e., the film serves as the basis for literature; for instance, some James Bond and Star War films underwent novelization). The course will take up such questions as: How does the change in medium produce a new text/meaning? When comparing and contrasting literature and film, what are their relative strengths and weaknesses? How is literary and visual art affected by commerce, and vice-versa—how, for example, is "popular" art coded as more or less authentic than "high" art? (3 credits.)

+ - Literature and Film

Walter Tschacher, Ph.D. - Professor of Languages

Walter Tschacher, Ph.D. – Professor of Languages
Email: Walter Tschacher

FFC 100-03 (M, W, 1-2:15 p.m.)
Literature and Film

In this course students will critically examine films in relation to their source material (both English and in translation) and the social, historical, and cultural contexts of both. Possible texts/films include Death in Venice (Thomas Mann/Visconti) and Room with a View (E. M. Forster/J. Ivory). We will consider not only the adaptation of literary works but also the inverse process, called novelization (i.e., the film serves as the basis for literature; for instance, some James Bond and Star War films underwent novelization). The course will take up such questions as: How does the change in medium produce a new text/meaning? When comparing and contrasting literature and film, what are their relative strengths and weaknesses? How is literary and visual art affected by commerce, and vice-versa—how, for example, is "popular" art coded as more or less authentic than "high" art? (3 credits.)

+ - Los Angeles in Film and Fiction

No-Photo-available

Atalia Lopez, M.A. – Lecturer, Department of English
Email: Atalia Lopez

FFC 100-41 (T, Th, 5:30-6:45 p.m.)
Los Angeles in Film and Fiction
When Joyce Carol Oates asks, “If the City is a text, how shall we read it?” she presents a question that connects a dynamic and physical space to something more abstract. If a city is a text, as she proposes, how will we engage with it as “readers” and come to some level of greater understanding? In this course students will explore representations of the city of Los Angeles, with particular emphasis on its portrayal in films and literary texts. Throughout the semester we will read and view texts that prominently feature the urban space of Los Angeles. Through study, discussion, and research we will examine how the city functions within these imagined worlds and tackle some central questions and many others: how is Los Angeles different from other major American cities? What is the function of Los Angeles as an urban environment? What are some central themes that we can see developing across the texts we read/view? Does its representation differ at all between the mediums of film and literature? Texts may include films such as Sunset Blvd., Chinatown, Blade Runner, L.A. Confidential, Drive, and novels such as Nathanael West's The Day of the Locust, Joan Didion's Play It As It Lays, Thomas Pynchon's The Crying of Lot 49, Charles Bukowski's Post Office, and T.C. Boyle's The Tortilla Curtain. (3 credits.)

+ - Memories of War in French Film

Allan MacVicar, Ph.D.-Instructor of French

Allan MacVicar, Ph.D. – Instructor of French
Email: Allan MacVicar

FFC 100-6 (T, Th, 10-11:15 a.m.)
Memories of War in French Film
How does France remember the Second World War and how do filmmakers represent these memories in film? In this course, we will examine the debates and changing attitudes towards the war through the prism of film. As France came to terms with its participation in the war, and particularly with Germany’s occupation of France, different versions of the past gradually emerged. The myth that the majority of French citizens resisted the occupying force confronted the realities that many had been active collaborators or simply stood by, indifferent to the plight of their fellow citizens. We will explore how certain films produced in the last sixty years overemphasized some events of the war while obscuring others, and we will consider the ways in which these representations helped shape the image the French had of themselves. We will focus especially on the way in which these filmic memories shift and call into question earlier presuppositions. Films to be screened include works by Clément, Melville, Resnais, and Malle. Supplementary readings will provide context for the various periods discussed. (3 credits.)

+ - Musicals and Cultural Messages

Jessica Sternfeld-Shockley, Ph.D.-Associate Professor of Music

Jessica Sternfeld-Shockley, Ph.D. – Associate Professor of Music
Email: Jessica Sternfeld-Shockley

FFC 100-14 (M, W, F, 10-10:50 a.m.)
Musicals and Cultural Messages
Musicals, both on stage and on screen, have always been perceived as lighthearted fun. But they also tackle social and political issues – like war or prejudice – in ways that both reflect and shape their cultural context. What sorts of lessons do musicals contain? Can a musical shape culture, make people change their minds about an issue?  How do musicals teach their lessons – through music, lyrics, plot, casting, advertising? In this course we’ll study recent musicals on stage and on film, focusing on works that have social or political issues as central themes, likely including Rent; Jesus Christ Superstar; South Park: Bigger, Longer, and Uncut; Into the Woods; Chicago; and more we’ll choose together. We’ll watch the musicals, read criticism and scholarship about them, write about them, and engage in discussions in class and online. Students will have the opportunity to study a musical of their own choosing. (3 credits.)

+ - Neuroscience and Literature

Richard Ruppel, Ph.D.-Professor of English

Richard Ruppel, Ph.D. – Professor of English
Email: Richard Ruppel

FFC 100-20 (T, Th, 11:30 a.m.-12:45 p.m.)
Neuroscience and Literature
Literature has always been centrally concerned with character—Odysseus: clever, loyal, very stubborn; Don Quixote: chivalrous, honorable, slightly crazy; Hamlet: noble, bitter, deeply conflicted; Satan: proud, rebellious, grandly wicked; Elizabeth Bennett: bright, witty, affectionate; Mrs. Dalloway: so changeable, so psychologically rich, she can barely be contained within the novel. As readers, we know the characters in stories and novels better than we know our friends and family, better, sometimes, than we know ourselves. A cognitive approach to literature attempts to account for this and other miracles of reading. In this course, we’ll look at novels and short stories from a cognitive perspective while we explore discoveries in neuroscience that shed light on how writers write and readers read. (3 credits.)

+ - On Becoming a Global Citizen: The 17 Global Goals of Sustainability

No-Photo-available

Catherine Cunningham, Ph.D. – Lecturer
Email: Catherine Cunningham

FFC 100-48 (W, 7-9:50 p.m.)
On Becoming a Global Citizen: The 17 Global Goals of Sustainability
In a historically unprecedented action at the UN Summit in September 2015, world leaders from 172 nations signed an internationally binding agreement to meet 17 Global Goals on sustainability by 2030 as One World. Then in December 2015, at the UNFCCC 21st Conference of the Parties (COP 21), another historic agreement was signed by over 153

countries to take climate actions that will hold global temperatures to well below 2°C. Clearly, this transition toward an equitable, environmentally sustainable, new energy economy will be our journey for the next decade. However, these commitments were by no means designed simply as policies of national governments, international organizations, and business, alone. Everyone, everywhere realizes that this transformation will require all businesses, all governments, and

all global citizens to continually evolve and to revolve toward greater climate resilience and sustainability.

The 17 Global Goals provide an excellent framework for us as Global Citizens to contribute our unique skills and talents toward an aspect of sustainability that ignites our passion and sense of purpose. Through this course, we will begin to unpack these historic agreements that promise to shape our future world. We will explore these Global Goals and their impact in countries around the world through a number of activities to awaken your core interests and explore your contribution to writing our future climate-sustainability narrative. We will critically examine global sustainability issues and develop key research skills. We will engage with a Global Network of engaged and empowered citizens, who, just like you, are actively and collectively working together NOW to make the world a better place TOMORROW, TODAY! (3 credits.)

+ - Politics & Film

Fred Smoller, Ph.D.-Associate Professor of Political Science

Fred Smoller, Ph.D. – Associate Professor of Political Science
Email: Fred Smoller

FFC 100-7 (T, Th, 8:30-9:45 a.m.)
Politics & Film
This course promotes citizen engagement by exposing students to vital political issues and American political institutions. Students will critically analyze some old and more recent classic films that have shaped political discourse in the United States. We will also explore and critically analyze Hollywood's complex relationship with government and the political process. (3 credits.)

+ - Race and Identity in Comics

Jon Levin-Ph.D.-Lecturer-Department of English

Jon Levin, Ph.D. – Lecturer, Department of English
Email: Jon Levin

FFC 100-37 (W, 4-6:50 p.m.) and FFC 100-38 (F, 1-3:50 p.m.)
Race and Identity in Comics
What do comic books and superhero culture have to teach us? This course provides an analysis of important themes (such as race and identity). Imagine your favorite superhero characters if they were more like you. Using a critical perspective, this course will focus on the socio-cultural components of diversity available through superhero and other types of comics via global cultures, U.S. culture and sub-cultures. As students study the themes inherent in many comic books storylines, they will make connections between fiction, history and the moral dilemmas they encounter in their daily lives. (3 credits.)

+ - Reading and Rhetoric of Popular Culture

Gerri McNenny, Ph.D. - Associate Professor of Education

Geraldine McNenny, Pd.D. – Associate Professor of Education
Email: Geraldine McNenny

FFC 100-44 (Th, 7–9:50 p.m.) and FFC 100-52 (T, 4-6:50 p.m.)
Reading and Rhetoric of Popular Culture

Popular culture, whether manifested in music, film, television, or the Internet, constitutes a carnival of persuasive appeals, continually sending out messages about how to be a part of the in-crowd, what counts as valuable, and how to conduct ourselves in our lives. How can we make sense of the onslaught of messages, arguments, and media overload we experience every day? In this course, we’ll explore the power of applying the many lenses of rhetorical analysis in understanding, unmasking, decoding, and disrupting the ideologies inherent in popular culture texts. (3 credits.)

+ - Skepticism 101, or How to Think Like a Scientist without Being a Geek

Michael Shermer, Ph.D. - Adjunct Professor

Michael Shermer, Ph.D. – Adjunct Professor
Email:
Michael Shermer

FFC 100-39 (Th, 4–6:50 p.m.)
Skepticism 101, or How to Think Like a Scientist without Being a Geek

The founding publisher of Skeptic magazine and the “Skeptic” monthly columnist for Scientific American will introduce you to the world of skepticism and science through some of the most controversial ideas of our time: science and pseudoscience, superstition and the paranormal, evolution and intelligent design creationism, climate denial and “political” science, anti-vaccination and alternative medicine, pseudo-history and Holocaust denial, UFOs and alien abductions, the afterlife and reincarnation, God and religion, and religious-based morality vs. science-based morality. You will learn how to think critically and skeptically without becoming a science geek, and learn to be open-minded enough to accept new ideas without being so open-minded that your brains fall out. The course includes numerous in-class demonstrations, videos, magic, illusions, and examples from pop culture along with rigorous scientific research. Be prepared to have your worldviews challenged. (3 credits.)

+ - Social Change and Advocacy in Orange County

Victoria Carty, Ph.D.-Associate Professor of Sociology

Victoria Carty, Pd.D. – Associate Professor of Sociology
Email: Victoria Carty

FFC 100-31 (F, 1-3:50 p.m.)
Social Change and Advocacy in Orange County
In this course we will be critically reflecting on the dynamics of our community, specifically looking at the root (structural and systemic) causes of social inequality and reasons why some youth are “at-risk.” We will also study civil rights issues in our local community and examine ways in which minoritized youth and their families can be empowered by raising awareness of their rights and taking pride in their history and culture. A core component of this course is experiential (or hands-on) learning. This means that you will be spending time not only in the classroom, but also at an elementary school/park in the city of Anaheim to serve as mentors to participants in a community program called Higher Ground. (3 credits.)

+ - Social Justice on the Big Screen

Judy Kriger, M.F.A. - Assistant Professor of Film and Media Arts

Judy Kriger, M.F.A. – Assistant Professor of Film and Media Arts
Email:
Judy Kriger

FFC 100-30 (T, Th, 4–6:45 p.m.)
Social Justice on the Big Screen
How do political cartoons, graphic novels and animated documentaries inspire us to repair the world? Cartoons and animation aren’t only for the entertainment industry; the power of the hand-drawn or computer generated line can encourage, motivate and awaken us to make a difference. In Social Justice on the Big Screen students will watch animated documentaries, explore graphic novels and make short creative presentations to the class. In addition to watching animated documentaries and reading graphic novels, students will shoot photographs, produce original graphics, and publish to the web. (3 credits.)

+ - Social Media and the Meaning of Life

Micol Hebron, M.F.A.-Associate Professor of Art

Micol Hebron, M.F.A. – Associate Professor of Art
Email:
Micol Hebron

FFC 100-25 (M, 7-9:50 p.m.)
Social Media and the Meaning of Life
From cat videos to crowdsourcing; bots to banners; googling to ‘gramming; social media has defined how we live, love, learn, and think. In this class we will take a critical look at the ways that we navigate social media today – and how to be conscientious and responsible with regard to online identities and actions. How do we construct our online identities? How has crowdsourcing changed the way we think about creativity, economics, or politics? Why are cute animal videos still so popular? What happened to Napster, Friendster, or MySpace? What happens to someone’s accounts after they die? How do we express our creativity through photos, language, art, or coding? What ways are there to intervene and deconstruct the cybersphere? We will examine the analog precedents that have lead to today’s digital universe; the rise and fall of social media platforms; and the challenges and opportunities that come with life online. (3 credits.)

+ - Space: The Final Frontier

Mirella Valencia-Lecturer

Mirella Valencia – Lecturer
Email:
Mirella Valencia

FFC 100-51 (Th, 7-9:50 p.m.)
Space: The Final Frontier
While the “space race” may only have lasted 20 years, our fascination with the final frontier is still going strong. From Sputnik, to the Space Shuttle, to the colonization of Mars, humans have sought, and continue to seek, ways to break the bonds of earth and explore the mysteries
of the universe. In this course students will explore the history of space exploration, including achievements in human space flight, remote sensing and planetary missions, and space-based technologies that shape our day-to-day lives. (3 credits.)

+ - Story

Diane Ambruso, M.F.A.-Lecturer-Dodge College of Film and Media Arts

Diane Renee Ambruso, M.F.A. - Lecturer, Dodge College of Film and Media Arts
Email: Diane Ambruso

FFC 100-9 (M,W, 10-11:15 a.m.) and FFC 100-10 (M, W, 1-2:15 p.m.)
Story
This First-year Foundations course aims to engage students in university-level critical inquiry and reflection. The focus is on critical engagement, exploration and communication related to analyzing story in its myriad of forms. The class will give students a strong foundation in one of the key goals of entertainment, media and cinema: to communicate a story for the multi-faceted purposes of informing, persuading, entertaining and transforming individuals, society, culture, and humanity. All of the arts will be used as inspiration for understanding the contemporary tools required for creating media and movies in today’s society. The study of “form” in other arts, such as poetry and music, will be applied to movie structure; the study of classic heroes and heroines from opera and literature will be applied to character development in modern media. Additionally, innovative storytelling models, such as non-linear storytelling, will also be explored. (3 credits.)

Rachel Goldberg, M.F.A.-Assistant Professor of Film and Media Arts

Rachel Goldberg, M.F.A. - Assistant Professor of Film and Media Arts
Email: Rachel Goldberg

FFC 100-11 (M, 7-9:45 p.m.)
Story

This First-year Foundations course aims to engage students in university-level critical inquiry and reflection. The focus is on critical engagement, exploration and communication related to analyzing story in its myriad of forms. The class will give students a strong foundation in one of the key goals of entertainment, media and cinema: to communicate a story for the multi-faceted purposes of informing, persuading, entertaining and transforming individuals, society, culture, and humanity. All of the arts will be used as inspiration for understanding the contemporary tools required for creating media and movies in today’s society. The study of “form” in other arts, such as poetry and music, will be applied to movie structure; the study of classic heroes and heroines from opera and literature will be applied to character development in modern media. Additionally, innovative storytelling models, such as non-linear storytelling, will also be explored. (3 credits.)

No-Photo-available

Samantha Peale - Lecturer, Dodge College of Film and Media Arts

FFC 100-12 (M, W, 1-2:15 p.m.)
Story

This First-year Foundations course aims to engage students in university-level critical inquiry and reflection. The focus is on critical engagement, exploration and communication related to analyzing story in its myriad of forms. The class will give students a strong foundation in one of the key goals of entertainment, media and cinema: to communicate a story for the multi-faceted purposes of informing, persuading, entertaining and transforming individuals, society, culture, and humanity. All of the arts will be used as inspiration for understanding the contemporary tools required for creating media and movies in today’s society. The study of “form” in other arts, such as poetry and music, will be applied to movie structure; the study of classic heroes and heroines from opera and literature will be applied to character development in modern media. Additionally, innovative storytelling models, such as non-linear storytelling, will also be explored. (3 credits.)

+ - Symmetry

Roman Buniy, Ph.D.-Assistant Professor of Physics

Roman Buniy, Ph.D. - Assistant Professor of Physics
Email:
Roman Buniy

FFC 100-46 (T, Th, 10-11:15 a.m.)
Symmetry
Symmetry is everywhere. The human fascination with it originates from our observations of the natural world where symmetric forms appear abundantly. Nature's symmetries range from very simple to extremely complex, from very concrete to very abstract, and they extend over scales ranging from subatomic to cosmological distances. For millennia symmetric forms have inspired artists, architects, musicians and scientists. Artists have explored symmetries of the natural world and the human body to create masterpieces that look harmonious and appeal to our senses of beauty, harmony and perfection. Observing symmetries in nature and developing their own symmetric standards, architects have learned to design beautiful buildings and ornamental art. Ancient Greeks associated rhythm, harmony and patterns in music with periodicity and variations of forms in mathematics. In more recent developments symmetry emerged as one of the deepest ideas of modern mathematics and science responsible for our significant advancement in understanding the world. In this course we will explore historical origins of symmetry and its wide applications by examining how the quest to understand symmetry leads to beautiful science describing the beautiful natural world. We will also briefly mention entertaining aspects of symmetry and demonstrate its use in games and puzzles, mostly in Rubik's Cube and mathematical tricks with playing cards. (3 credits.)

+ - Terror Films and Conterterror Policies: Analysis in Reel Time and Real Time

Ernesto Hernandez, J.D.-Professor of Law

Ernesto Hernandez, J.D. - Professor of Law
Email: Ernesto Hernandez

FFC 100-40 (M, W, 4-5:15 p.m.)
Terror Films and Conterterror Policies: Analysis in Reel Time and Real Time
In this course, students will examine national security issues in movies and in current policy developments. Topics include war, terrorism, humanitarian crisis, cybersecurity, and diplomacy. We’ll begin with critical viewings of Syriana, Homeland, Battle of Algiers, and others popular culture examples. For “reel time,” students apply war film genre, national security studies, foreign relations, and post-colonial theories; for “real time,” students explore current policy challenges as they develop during the semester. Students will critically read and present news developments and government policies. This includes close readings of the New York Times, other news sources, and government documents such as Congressional testimony and Presidential orders. Student requirements include active engaged discussion and close attention. (3 credits.)

+ - The Christ of History and the Jesus of Faith

Charles Hughes, D.Phil.-Associate Professor of Religion and Philosophy

Charles Hughes, D.Phil. - Associate Professor of Religion and Philosophy
Email: Charles Hughes

FFC 100-21 (M, W, 1:00-2:15 p.m.) and FFC 100-22 (M, W, 2:30-3:45 p.m.)
The Christ of History and the Jesus of Faith
Jesus Christ has been the dominant religious and cultural figure in Western civilization for two-thousand years. But who was Jesus Christ? Did the leaders of the early apostolic Christian Church work to suppress the truth about Jesus by creating myths about him in order to consolidate and enforce their own authority, or did the apostolic Church fathers instead protect the truth about Jesus by rejecting alternative false views about him? In this class, we will identify and evaluate the historical, philosophical and theological assumptions that inform the positions of important contemporary Jesus scholars so that we can gain a better understanding of what the facts and evidence really are concerning Jesus and the development of early Christianity. (3 credits.)

+ - The Classical Influence on American Life

Bill Cumiford, Ph.D.-Associate Professor of History

Bill Cumiford, Ph.D. - Associate Professor of History
Email: Bill Cumiford

FFC 100-1 (M, W, F, 12-12:50 p.m.)
The Classical Influence on American Life
This course explores some of the important bequests of the classical era to the modern United States. Among other significant legacies the Greeks and Romans passed on to America are the traditions of democratic and republican government, forms of military organization and engagement, Greek ideas of independence and individuality, Roman distaste for monarchy, classical nuclear and extended family traditions, paradoxes involved in empire building, classical artistic and architectural expressions widely adopted in the U.S. and the immense popularity of athletic competition and spectacle. In searching these ancient and modern connections students will examine original sources and scholarly studies of classical and American civilizations and analyze American cinematic impressions of ancient Greece and Rome. (3 credits.)

+ - The History and Impact of Surfing Industry

Amy Hanson, Ph.D.-Associate Professor of Human Resources

Amy Hanson, Ph.D. - Associate Professor of Human Resources
Email: Amy Hanson

FFC 100-32 (M, W, 1-2:15 p.m.) and FFC 100-33 (M, W, 2:30-3:45 p.m.)
The History and Impact of Surfing Industry
The sport of surfing is currently practiced by about twenty million people worldwide; the U.S. surf industry boasts sales of over $5 billion a year, the global industry $15 billion; and surfing has again become a touchstone of popular culture. This course will explore how surfing developed, over the course of the 20th century, from a benign pastime pursued on a handful of Polynesian islands to a global commercial and cultural force, and will examine the history of surfing informed by current historical scholarship. It will include perspectives from history, economics, physics, marketing, and leadership. Additional topics will cover geography, surf tourism, gender, surf films, surf music, surf art, and social responsibility. (3 credits.)

+ - The Writer's Life

Doug Cooney, J.D.-Lecturer-Department of English

Doug Cooney, J.D. - Lecturer, Department of English
Email: Doug Cooney

FFC 100-15 (T, Th, 10-11:15 a.m.)
The Writer's Life
How do writers do it? How did Toni Morrison or Ernest Hemingway find the words and deliver on deadline? Students will read a sampling of great authors and examine how these authors acquired their craft, what artistic principles drove their work, and what daily disciplines guided their progress. We will consider the wellspring of creativity in these writers' lives and investigate the practical procedures that shaped their imagination into published work. Students will analyze texts and engage individually and collectively in journals and writing assignments, modeled after exercises recommended by the same authors we study. (3 credits.)

+ - Thomas Paine, Edmund Burke and Modern Political Argument

Kevin O'Leary, Ph.D.-Lecturer-Department of Political Science

Kevin O'Leary, Ph.D. - Lecturer, Department of Political Science
Email: Kevin O'Leary

FFC 100-8 (Th, 7-9:50 p.m.)
Thomas Paine, Edmund Burke and Modern Political Argument
This course explores how the French Revolution gave birth to modern political argument and the left-right divide. British statesman Edmund Burke penned the conservative response to the bloodshed in Paris in his Reflections on the Revolution in France. Thomas Paine, who earlier sparked the American Revolution with Common Sense, responded with The Rights of Man. Burke remains a touchstone for conservative thought while Paine championed universal human rights. Students will examine how political arguments are constructed, consider the importance of conviction and passion to great writing, trace the legacy of Burke and Paine to contemporary debates and ponder the roots of political ideologies. (3 credits.)

+ - #Truth, Skepticism and Skills

No-Photo-available

Carolyn Radcliff, MLS - Chair, Public Services Division, Leatherby Libraries, and Lecturer
Email: Carolyn Radcliff

Lugene Rosen, MLIS - Coordinator of Brandman University Library Services, and Lecturer
Email: Lugene Rosen

FFC 100-34 (T, Th, 8:30-9:45 a.m.)
#Truth, Skepticism and Skills
The truth is out there. . . and so are the lies. Every day, we are bombarded with information. We follow blogs, watch the news, scan Twitter feeds, and read books, magazines, and journals. Who can we trust to tell the truth? This course will help you better understand your role and responsibility in creating new knowledge, in understanding the changing dynamics of the world of information, and in using information, data, and scholarship ethically. We will explore your role as a consumer as well as a producer of information. We’ll use informed skepticism to view how authority is constructed, we’ll examine the iterative process of asking increasingly complex questions to find answers, and we’ll discover how our own voices fit into the ongoing scholarly conversation. In this course, we’ll use the library as starting point as we satisfy our curiosity about the information ecosystem and where we fit in. (3 credits.)

+ - Tyranny, Dictatorship, and Life Under Totalitarianism

Marc Thomas Voss-Lecturer-Department of World Languages and Cultures

Marc Thomas Voss - Lecturer, Department of World Languages and Cultures
Email: Marc Voss

FFC 100-26 (M, W, F, 11-11:50 a.m.)
Tyranny, Dictatorship, and Life Under Totalitarianism
This course focuses on the phenomenon of tyranny, dictatorship, and totalitarianism across the historical and cultural spectrum. We will explore the meaning of authoritarian and totalitarian systems, the rise and fall of some of the most notorious dictatorships of the 20th century, and the role of empire and totalitarianism in the world today. Using historical material and eye witness accounts, we will explore how repressive systems have and are shaped by the culture they took root in, how they have led to wars, genocide, and democide, and we will discuss current global issues and the resurgence of police states and mass surveillance. (3 credits.)

+ - Women Playwrights and the American Theatre

Nina LeNoir, Ph.D. - Vice Chancellor for Undergraduate Education; Professor of Theatre

Nina LeNoir, Ph.D. – Vice Provost of Undergraduate Education, and Professor of Theatre
Email: Nina LeNoir

FFC 100-28 (T, Th, 2:30-3:45 p.m.)
Women Playwrights and the American Theater
Women playwrights are notoriously underrepresented on the stages of American theatres, and have been throughout the history of the American theatre. What are the apparent and real barriers to theatre production of plays by women? Why is it important that the work of women playwrights be seen on our stages today? By examining specific plays by playwrights such as Lillian Hellman, Marsha Norman, Wendy Wasserstein, and others, and by reading critical commentary on the plays and productions and on feminist theatre theory and practice, we will explore issues of gender, identity and the power of representation in the theatre, ideas that transfer to other forms of cultural construction in fields such as television, film, music, dance, and art. We will also attend a theater production at South Coast Repertory Theatre. (3 credits.)

  • Featured
  • News
  • Events
  • page loading
    TODAY TOMORROW

    »

    TODAY TOMORROW

    »

    TODAY TOMORROW

    »

    View all News »
  • page loading
    TODAY TOMORROW

    »

    TODAY TOMORROW

    »

    TODAY TOMORROW

    »

    View all Events »