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

General Education Program

» First-year Foundations Courses

The First-year Foundations Course (FFC) is a key element of Chapman's General Education program. All first-year students enroll in an FFC section during their first year at Chapman. Transfer students who have not earned 24 credits at a college or university prior to starting Chapman are also required to enroll in an FFC section.  

FFC courses focus on critical engagement, exploration and communication related to complex issues rather than on mastering a body of material. The goal is to enhance your critical thinking skills-skills that are essential to your success in your Chapman education, your future career and your life.

Most students will select a topic according to their academic and personal interests. Some students are required to take specific FFC courses, and you will be informed if this applies to your major. 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 faculty who are committed to supporting students in their transition to university-level critical inquiry. Field trips, guest speakers, collaborative research, multimedia projects and active engagement in class activities are an important part of each course.

Approximately 50 sections of FFC courses are offered in the Fall on varying topics and students and encouraged to take advantage of Fall opportunities, which provide the most topics and options to choose from. Limited offerings of FFC are available during Interterm and Spring semesters for students unable to register in Fall. 

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

Fall 2017

+ - American Theatre in Contemporary Culture

No Photo Available

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

FFC 100-32 (T, Th, 4 p.m.–5:15 p.m)
In this course students will explore how theatre reflects challenges and triumphs in contemporary American culture. We will examine, discuss, and analyze pivotal events through reading selected plays that reveal America’s rich theatrical history and relevance today. Reviewing performances will provide students with direct observational opportunities, and students will engage in both analytic and creative projects, individually and collaboratively.

+ - Disagreement in Politics, Ethics, and Religion

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

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

FFC 100-38 (M, W, 2:30 p.m.-3:45 p.m.)
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?

Along the way, we will consider the bearing of recent work in social psychology. For example, many studies suggest that biases can cause one to give special weight to new evidence that supports a view one already has. Another relevant phenomenon is “bias blindness,” which involves thinking that others are prone to bias while not recognizing that you might be. We will also consider arguments (such as those given by Jonathan Haidt) that political beliefs are routinely formed by non-evidential considerations.

We will also consider recent work by philosophers on the question of what to do in the face of persistent disagreement. Some philosophers argue that the mere fact that there is disagreement about an issue gives you a reason to remain neutral about it. Others argue that it is reasonable to “stick to your guns,” trusting whatever reasons seem to you to be correct even though you know other peers disagree.

The approach just mentioned suggests that holding our beliefs about religion, ethics, or politics should ideally be guided solely by evidence. But one might think that there is a role for practical considerations to play in reasonable belief. Can one choose what one believes, and is it ever reasonable to choose beliefs that will make one happy even if the evidence does not fully support them?

Finally, we will consider a 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?

+ - Diversity, Compassion, and Justice: Exploring Progressive Christianity

Rev. Nancy Brink, M.Div.-Director of Church Relations and Lecturer of Religion

Rev. Nancy Brink, M.Div. – Director of Church Relations, and Lecturer of Religion
Email: Nancy Brink

FFC 100-46 (T, Th, 1 p.m.-2:15 p.m.)
This is an age of radical rethinking of institutions and this is no less true for Christianity. In the last few decades there is an emerging consensus about what it means to follow Jesus of Nazareth that:

1)      Takes the Bible seriously and not literally;
2)      Honors scientific understanding and insight;
3)      Is less concerned about doctrine and more concerned about justice for and solidarity with the poor and marginalized in society, including LGBTQIA persons;
4)      Is less concerned about afterlife and more concerned about living with integrity and intentionality in the here and now;
5)      Finds more grace in the questions than in dogmatic assurance;
6)      Is open to the insights and integrity of other religious expressions.

Under the umbrella term of progressive Christianity, there are many thinkers, artists, clergy and spiritual teachers who are part of this emerging Christian movement. It cuts across denomination lines to include people and congregations from mainstream Protestant, Roman Catholic and Evangelical branches of Christianity.

In this course we will use critical thinking skills to:
1)      Get a broad overview of Christianity and how every 500 years there are great upheavals in society, including religion—and we are in one of these periods;
2)      Understand the emerging concepts and affirmations of progressive Christianity;
3)      Explore how progressive Christians use and interpret scripture;
4)      Contrast this emerging understanding with traditional conceptions of Christianity;
5)      Discover ways to increase meaningful dialogue and learning across religious divides;
6)      Find artists who express these concepts in their art: particularly music and film.

+ - Drama and Diversity

Nina LeNoir, Ph.D.-Vice Provost for Undergraduate Education and Professor of Theatre

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

FFC 100-33 (M, W, 4 p.m.-5:15 p.m.)
Modern American drama reflects and celebrates diverse identities and cultures. Examining the plays that have emerged from African-American, Asian-American, Native American, Latino/a, LGBTQ and feminist groups and cultures provides insight, understanding and appreciation of the challenges to and accomplishments of these diverse groups in American history and culture.  By critically analyzing the plays and the contexts in which they were written, a recognition of the political, cultural and social forces at work on the art and artist becomes clear, and a recognition of the contribution of drama to the continuing conversation on diversity emerges.  We will be reading plays, researching artists and events, and attending at least one theatre production. No prior theatrical experience is needed!

+ - Earth's Sphere and the Changing Climate

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 100-47 (T, Th, 10 a.m.–11:15 a.m)
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.

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

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

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

FFC 100-24 (M, 1 p.m.-3:50 p.m.)
FFC 100-25 (W, 1 p.m.-3:50 p.m.)
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.

+ - Faith in Popular Culture

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

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

FFC 100-04 (M, W, F, 9 a.m.-9:50 a.m.)
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.

+ - Fantastic Worlds in the Imagination and Performance

Drew Chappell, Ph.D.-Lecturer, Department of Theatre

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

FFC 100-34 (T, Th, 11:30 a.m.-12:45 p.m.)
Students in this section will explore the role of fantastic narratives on individual and social cultural development. With a foundation in works from the classic sci-fi and fantasy canons (JRR Tolkien, CS Lewis) as well as contemporary pieces with significant cultural currency (Harry Potter, Star Wars, Star Trek, Doctor Who, Game of Thrones), we will critically analyze other written and performed works such as My Neighbor Totoro, Ready Player One, 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 to become significant additions to literature, art, and culture?

+ - From Bach to Rock: Music and Society

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

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

FFC 100-35 (M, W, 4 p.m.-5:15 p.m.)
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.

+ - From Yellow Peril to Yellow Power: Asians in America: Media, Policy, and Identity

Stephanie Takaragawa, Ph.D.-Associate Professor of Sociology

Stephanie Takaragawa, Ph.D. – Associate Professor of Sociology
Email: Stephanie Takaragawa

FFC 100-21 (M, W, 2:30 p.m.-3:45 p.m.)
This course offers a history of Asians in America, examining different immigrant groups and their integration into the “American melting pot.” It is intended to teach critical thinking skills through analyses of the social construction of race, identity and various forms of power. It draws from an anthropological analysis of social groups and cultural formation. In addition to an anthropological framework, this course will introduce critical race theory, the yellow peril, and stereotypes of the model minority and where they come from.  

This course is organized around an historical timeline emphasizing 1880 to the present, drawing on public policy and the law (the Chinese Exclusion Act, the Japanese American Internment, Immigration Act of 1924, Affirmative action and others).  Discussions will also include the policy and legal decisions (Ozawa v. US 1922 and US v. Thind 1923), culminating in an examination of contemporary issues of racial identity and cultural politics, and understanding the shift from policy to public culture.

+ - Grand Challenges in Science

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Schmid Faculty

FFC 100-11 (T, Th, 8:30 a.m.-9:45 a.m.)
FFC 100-12 (T, Th, 10 a.m.-11:15 a.m.)
FFC 100-13 (T, Th, 4 p.m.-5:15 p.m.)
FFC 100-14 (T, Th, 4 p.m.-5:15 p.m.)
FFC 100-15 (T, Th, 1 p.m.-2:15 p.m.)
FFC 100-16 (M, W, 1 p.m.-2:15 p.m.)
FFC 100-17 (M, W, 5:30 p.m.-6:45 p.m.)
FFC 100-18 (M, W, 4 p.m.-5:15 p.m.)
FFC 100-19 (M, W, 2:30 p.m.-3:45p.m.)
FFC 100-20 (M, W, 2:30 p.m.-3:45p.m.)
FFC 100-51 (M, W, F, 11 a.m.-11:30 a.m.)
FFC 100-52 (T, Th, 2:30 p.m.-3:45 p.m.)

Grand challenges are described as “ambitious goals on a national or global scale that capture the imagination and demand advances in innovation and breakthroughs in science and technology.” In this course, teams composed of approximately 4-5 students from disparate majors will coalesce around "grand challenge" projects, where they learn to leverage their growing individual (disciplinary) knowledge bases, skill sets, and problem-solving abilities to work towards solutions to these challenges. As the teams delve deeply into their projects, identify the current knowledge gaps, and then develop strategies to address those gaps, students will become more conversant in the languages of different scientific disciplines and the need to communicate with those outside the sciences.   Students will develop a highly-sophisticated appreciation for how team-based problem solving can have a maximum impact on a specific scientific pursuit.  This course is the first step in the Schmid Grand Challenges Initiative, which is a required component of every undergraduate major in Schmid College, including biochemistry and molecular biology, biological sciences, chemistry, computer science, data analytics, environmental science and policy, joint degree programs in mathematics and civil engineering, physics and software engineering. Interested students from outside of Schmid College are encouraged to enroll as all projects will engage in interdisciplinary approaches to these Grand Challenges.

+ - Humanomics: Exchange and the Human Condition

Jan Osborn, Ph.D.-Associate Professor of English Bart Wilson, Ph.D.-Donald P. Kennedy Chair in Economics and Law; Professor of Economics and Law

Jan Osborn, Ph.D. - Associate Professor of English
Email: Jan Osborn

Bart Wilson, Ph.D. - Bart Wilson, Ph.D.-Donald P. Kennedy Chair in Economics and Law; Professor of Economics and Law
Email: Bart Wilson

FFC 100-03 (M, W, 1 p.m.-2:15 p.m.)
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.  This course combines an economic inquiry into the human propensity to exchange with the cultural interpretation of the human condition in the HBO television show Deadwood. The instructional methods include Socratic roundtable discussions of the texts, laboratory experiments, journaling, focused free writes, and expository papers.

+ - Intelligence, Race, Music, Sports

Keith Howard, Ph.D.-Associate Professor of Education

Keith Howard, Ph.D. - Associate Professor of Education
Email: Keith Howard

FFC 100-49 (Th, 4 p.m.-6:50 p.m.)
Course Description: Perceptions and perspectives on race and intelligence are reflected in, and influenced by, various forms of media. This course will examine common themes in popular song lyrics and sports commentary, contrasting them with common beliefs about race and intelligence. Students will examine their own musical and societal influences and think critically about how those influences might shape their own views on the academic prowess, general aptitude, and professional success of different groups. By examining lyrics and transcripts of their favorite songs and sporting events, students will critically discuss and dissect the possible impacts of commonly used terms, phrases, and idioms in popular media.

+ - Lies you Learned in School: Difficult Histories and Critical Theory

Jim Brown, Ph.D.-Professor of Scholarly Practice in Education

Jim Brown, Ph.D.-Professor of Scholarly Practice in Education
Email: Jim Brown

FFC 100-22 (T, Th, 1 p.m.-2:15 p.m.)
FFC 100-23 (T, Th, 2:30 p.m.-3:45 p.m.)
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.

+ - Literature and Film

Walter Tschacher, Ph.D.-Professor of Languages

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

FFC 100-29 (M, W, 1 p.m.-2:15 p.m.)
FFC 100-30 (T, Th, 8:30 a.m.-9:45 a.m.)
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?

+ - Los Angeles in Film and Fiction

No Photo Available

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

FFC 100-05 (T, Th, 5:30 p.m.-6:45 p.m.)
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.

+ - Markets and Morality

Keith Hankins, Ph.D.-Assistant Professor of Philosophy No Photo Available

Keith Hankins, Ph.D.-Assistant Professor of Philosophy
Email: Keith Hankins

Kyle Hampton, Ph.D.,-Associate Professor of the Argyros School of Business and Economics
Email: Kyle Hampton

FFC 100-09 (T, Th, 4 p.m.-5:15 p.m.)
What makes a rich nation rich? What makes a good person good? And what do these questions have to do with one another? Co-taught by professors from the Smith Institute for Philosophy and Political Economy, this course will use current events, television shows and movies, and historical and contemporary work in philosophy and the social sciences to help students answer these questions and challenge the perceived tension between economics and the humanities. In particular, the course will focus on three themes: 1) how have markets improved the human condition, 2) in what ways (if any) have markets made us worse, and 3) have markets improved the lot of some at the expense of others, and if so how did this happen and what should be done about it?

+ - Memories of World War II in French Films

Allan MacVicar, Ph.D.-Assistant Professor, Instructional Faculy in the Department of World Languages and Cultures

Allan MacVicar, Ph.D.-Assistant Professor, Instructional Faculty in the Department of World Languages and Cultures
Email: Allan MacVicar

FFC 100-28 (T, Th, 10 a.m.-11:15 a.m.)
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.

+ - Musicals and Cultural Messages

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

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

FFC 100-36 (M, W, F, 9 a.m.-9:50 a.m.)
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 Hamilton, Rent, Jesus Christ Superstar, Into the Woods, 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 also have the opportunity to study a musical of their own choosing, sharing their insights in class or in writing.

+ - Race and Identity in Comics

No photo available

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

FFC 100-31 (T,Th, 4 p.m.-5:15 p.m.)
FFC 100-54 (M, 4 p.m.-6:50 p.m.)

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.

+ - Reading Rhetoric and Pop Culture

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

Geraldine McNenny, Ph.D.-Associate Professor of Education
Email: Geraldine McNenny

FFC 100-26 (Th, 7 p.m.-9:50 p.m.)
FFC 100-27 (T, 4 p.m.-6:50 p.m.)
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.

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

Michael Shermer, Ph.D.-Presidential Fellow in General Education

Michael Shermer, Ph.D.-Presidential Fellow in General Education
Email: Michael Shermer

FFC 100-02 (Th, 4 p.m.-6:50 p.m.)
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.

+ - Story

No Photo Available

Dodge College of Film and Media Arts Faculty-TBA
Email: TBA

FFC 100-40 (M, W, 10 a.m.-11:15 a.m.)
FFC 100-41 (M, W, 8:30 a.m.-9:45 a.m.)
FFC 100-42 (M, 7 p.m.-9:45 p.m.)
FFC 100-43 (T, Th, 2:30 p.m.-3:45 p.m.)
FFC 100-44 (W, 7 p.m.-9:45 p.m.)
FFC 100-45 (M, 1 p.m.-3:45 p.m.)

(required for film production and screenwriting majors, spaces also open for other majors)

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.

+ - The Christ of History and the Jesus of Faith

Charles Hughes, Ph.D.-Associate Professor of Religious Studies

Charles Hughes, Ph.D. - Associate Professor of Religious Studies
Email: Charles Hughes

FFC 100-37 (M, W, 2:30 p.m.-3:45 p.m.)
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.

+ - 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 100-01 (M, W, F, 12 p.m.-12:50 p.m.)
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.

+ - The History and Impact on the Surfing Industry

Amy Hanson, Ph.D.-Associate Professor of Management

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

FFC 100-07 (M, W, 1 p.m.-2:15 p.m., and Sat, 7 a.m.-2 p.m.)
FFC 100-08 (M, W, 2:30 p.m.-3:45 p.m., and Sat, 7 a.m.-2 p.m.)
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.

+ - The Writer's Life: The Craft and Practical Procedures of Celebrated Authors

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

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

FFC 100-06 (T, Th, 10 a.m.-11:15 a.m.)
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.

+ - 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 100-39 (Th, 7 p.m.-9:50 p.m.)
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.

+ - Tyranny, Dictatorship, and Life Under Totalitarianism (in the 20th Century)

Marc Voss, Ph.D.-Lecturer, Department of Sociology and Department of World Languages and Cultures

Marc Voss, Ph.D.-Lecturer, Department of Sociology, and Lecturer, Department of World Languages and Cultures
Email: Marc Voss

FFC 100-10 (M, W, 10 a.m.-10:50 a.m.)
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.

+ - Understanding Globalization

Deepa Badrinarayana, S.J.D., LL.B, and LL.M.-Professor of Law

Deepa Badrinarayana, LL.B, LL.M., S.J.D.-Professor of Law
Email: Deepa Badrinarayana

FFC 100-50 (M, 4 p.m.-6:45 p.m.)
What is globalization? What does it mean? Where did it begin and where is it heading? Is globalization good or bad? If you are interested in these questions, join this class. We will explore the concept and history of globalization, and critical issues regarding this phenomenon. The topic may be especially relevant to those of you who are interested in the rewards and challenges of world integration. We will examine and discuss globalization from various perspectives, such as law and policy, culture, history, business, performing arts, and technology. We will examine scholarly works, media, and works of fiction to interrogate and analyze globalization’s promises, benefits and threats. The objective of this course is to think critically about the issues surrounding globalization so that we can better understand its implications for ourselves and our world.

+ - What's is a Number?

Marco Panza, Ph.D. - Visiting Professor of Philosophy

Marco Panza, Ph.D. - Visiting Professor of Philosophy of Sciences
Email: Marco Panza

FFC 100-55 (M, W, 5:30 p.m.-6:45 p.m.)
What is a Number?
Numbers are pervasive in our everyday lives and fall under different forms. They are also of different sorts. We use integer positive numbers to count, integer positive or negative ones to calculate our expenses or gains, fractional ones to distribute parts of some wholes, and, possibly, also real ones to measure lengths or other magnitudes. But what is, exactly, a number? How are numbers to be understood to justify these and other everyday life uses of them? And how should we make use of them in other, more sophisticated, circumstances, for example in natural, social or human sciences? Do we really need all these different sorts of numbers, or might we limit ourselves in the very end to integer positive ones, regarded in some appropriate way? Numbers in pure mathematics and throughout history are and have been conceived differently, yet is there a continuity of conception between the way they are dealt with in those contexts, and the way we think at them when we use them in our lives today? We’ll look at how numbers have evolved through history, how numbers in everyday life and numbers as used by mathematicians relate to each other, exploring these and related questions through a guided (but as free as possible) discussion, with the assistance of historical, philosophical, sociological, psychological, and mathematical readings. The aim of the course is to make the participants question themselves on a quite basic topic for understanding the modalities of our everyday relationships with the external (and, possibly, also our internal) world, and reach some provisional conclusions, stretching our understanding and imagination along the way.