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1 | COURSE TITLE | FULL COURSE TITLE | INSTRUCTOR | COURSE NUMBER | DAY/TIME TAUGHT | CATEGORIES | RLC NAME | TERM | COURSE DESCRIPTION | |||||||||||||||||
2 | About our Trails | About our Trails | Paul Stahlschmidt | UCO 1200 | 165: MW 5:00 – 6:15 pm | Sustainability Civic Engagement | Fall 2016 | Students will investigate the history and different types of public lands that contain recreational trails, and learn how those trails are planned and developed. The course will examine local and global issues surrounding the planning and development of trails including implications for public use, resource impacts, and funding. We will use a variety of readings, library and web-based research, and class discussions to study these topics. In addition, visiting professionals will contribute to our discussion by providing insights on managing, maintaining, and constructing these resources and introduce students to sustainable practices that ensure their longevity. The class will also have the opportunity to visit local lands and trails to evaluate these places first hand | ||||||||||||||||||
3 | Africa is Not a Country | Africa is Not a Country | Cameron Gokee | UCO 1200 | 161: MWF 9:00 - 9:50 am 185: MWF 10:00 - 10:50 am | Global Issues | Fall 2016 | How has Africa come to occupy such an ambiguous place in the global imagination? For many Americans, it remains a "dark continent" perpetually troubles by corrupt governance, extreme poverty, and now transnational terrorism. For many Black communities around the world, Africa represents a motherland of shared cultural identity and history. For China and other economic player, the continent is merely a vast reserve of natural resources and consumer markets. For many Africans themselves, the idea of Africa is bound up with more local concerns of ethnic identity, national politics, and economic opportunity. In this course, we will explore these diverse visions of Africa through a number of historical and contemporary sources - the writing of ancient Greeks and Arab merchants, the accounts of colonial administrators, the literature of Afro-American authors, and the manifestos of African independence, the global news media, and conversations with university students in Senegal. Drawing on these multiple perspectives in weekly discussion and a final group research project, we will critically examine common stereotypes about the cultural sameness, traditional timelessness, and economic backwardness of people across Africa. | ||||||||||||||||||
4 | American Women: Global Perspective | American Women in Global Perspective, 1600 - Present | Catherine Turner | UCO 1200 | 166: TR 9:30 - 10:45 am 180: TR 12:30 - 1:45 pm | Civic Engagement | Fall 2016 | The course is designed to facilitate students’ adjustment to the university learning environment. Students will be assisted in the transition from high school to college-level work and made aware of the support services available to them. The skills necessary for academic success will be discussed and honed as students examine the theme of women in American society. In addition to looking at how the role of women has changed from the colonial period to the 21st century, this course will also use primary and secondary source materials to determine what factors have shaped the female experience and what issues divide and unite women in America, past and present. | ||||||||||||||||||
5 | Appalachian Music and Dance | Appalachian Music and Dance | Rebecca Keeter | UCO 1200 | 151: MW 3:30 - 4:45 pm | The Arts Civic Engagement | Fall 2016 | Arts often reflect and help shape cultural norms and beliefs. In this class, we will explore how traditional music and dance forms and styles in Appalachia are integrated into local communities, paying special attention to their expression in Watauga County and neighboring areas. Through research, interviews, artistic participation, and observation, students will come to understand the European, African and Native American origins of this unique culture and how it represents in many ways the historical diversity of the American experience. Making Local to Global Connections is at the heart of FYS ‘Roots of Appalachian Music and Dance. Students examine the cultural perspectives of Appalachia and compare and contrast them with those of other regions, including Native American (Canada and the US), Continental European, African, and Celtic cultures. Students are exposed to a diverse group of cultures through individual research, international guest lecturers/performers, multimedia presentations and participation in international social activities on campus. Class guests representing Appalachian, Native American [USA & Canada], Celtic, European and African cultures engage the students in performances, lectures, and workshops. In addition students experience these cultures through video, audio, and written text. We will examine how these music and dance forms not only serve as aesthetic expression, but also perform essential social functions, such as community building, conveying society mores, and passing on traditions and values from one generation to the next. | ||||||||||||||||||
6 | Art, Politics, and Power | Art, Politics, and Power | Lillian Nave | UCO 1200 | 155: MWF 1:00 - 1:50 pm 159: MWF 10:00 - 10:50 am 176: MWF 11:00 - 11:50 am | The Arts Global Issues Service Learning | Fall 2016 | Would you kill for art? Would you die for it? Many have in the past, and one day you might, too! This course will look at the power of art and why people and nations have paid for, stolen, enshrined, collected, or destroyed it. What can we learn from art and how do we protect it? From the Persian sack of Athens in 480BC to the so-called "rape of Europa" in which Hitler stole the greatest artworks in Europe during WWII, we will discuss the desire to steal and destroy another culture's art for political gain. (Did you know that over $100 Million dollars worth of art was destroyed on 9/11?) We will also discuss the role of art and the artist in conveying the ethos of a culture and introduce the concept of "culture care." Various readings, film screenings, field trips to the Turchin Center on campus, sculpture walks and collaborative assignments will enliven our class discussions. The culminating project will be a short documentary film in which you will create an artifact for our own "virtual museum" to preserve what art YOU think is important. TRAVEL OPPORTUNITY: Interested students are encouraged to participate in a 1-credit-hour study abroad following completion of this course. It will take place in January between fall and spring semesters. Please contact Lillian Nave Goudas @ goudasln@appstate.edu as spots are still available in her FYS course for those students who wish to enroll in the travel opportunity. Please see the trip website: http://www.insightsintravel.com/prof-nave-goudas-trip.html or this flyer for more details: https://docs.google.com/presentation/d/1R-40ME9405khgrIg0zxjF88xv2Vtgy0lV6z86IQ5Vdw/edit#slide=id.p | ||||||||||||||||||
7 | Art/Science of Fly Fishing, The | The Art/Science of Fly Fishing | Kurt Steinbaugh | UCO 1200 | 122: MW 5:00 – 6:15 pm | The Arts Well-Being | Fall 2016 | This First Year Seminar class is intended for university students with an interest in rivers, fish, and conservation. It is a multi-disciplinary class where students examine Fly Fishing from a number of different disciplines and perspectives. The Art of Fly Fishing is the actual art of fishing the river which has been expressed in literature and the visual arts. The science is the biology and ecology of river systems. These systems are delicate and at risk. The Art and Science of Fly Fishing for Trout is a skill that requires a detailed understanding of freshwater ecology. As students learn the technical aspects of fly casting, fly tying, and fly presentation, they will also be learning to identify and replicate insects during specific phases of their lifecycles. Students will also learn how human interventions within the ecosystem can harm—or benefit—trout. Students will learn about stream ecology and how to help restore damaged streams. The course will have two trips to the river, during which students will determine which insects the trout are eating, tie flies to replicate those insects, and present those flies effectively to trout. Freshwater entomology and stream ecology: Students will be able to articulate the lifecycles of key insects, stream ecology concepts, and habitat needs of trout. Students who complete the class will have the skills to catch trout on a fly rod, explain the ecological concepts that affect fish, and identify threats and improvements to our local watersheds. | ||||||||||||||||||
8 | Autism: A Broad Spectrum | Autism: A Broad Spectrum | Rebekah Cummings | UCO 1200 | 144: MWF 12:00 – 12:50 pm | Civic Engagement | Fall 2016 | In this course, students will examine a variety of perspectives on the autism spectrum within the United States and internationally, including autism as disease/illness/disorder, autism as something to rehabilitate, and autism as part of human neurodiversity. Students will delve deeply into the lived experiences of those on the autism spectrum around the world and their families through written and audio-visual narratives. Further, students will become familiar with the diagnostic criteria along with current research about and a variety of intervention strategies being used for autism spectrum disorders (ASD). By the end of this class, students will have gained a deeper understanding of the complexity of the autism spectrum and its surrounding systems. | ||||||||||||||||||
9 | Back to the Land | 21st Century Homesteading | Charles Smith | UCO 1200 | 142: TR 12:30 - 1:45 pm 143: TR 2:00 - 3:15 pm | Sustainability Well-Being Civic Engagement | Fall 2016 | "Back to the Land' will introduce freshman to the recent revival in homesteading and the increasingly popular lifestyle of self-sufficiency. This course will cover the history of modern homesteading ranging from the back-to-land movement to the present day and will present a critical, comparative analysis of these two periods. We will also explore the various attitudes toward and reasons for homesteading and independent living as well as homesteading skills and their importance. Specific topics will include: the varied perceptions of homesteading in the 20th and 21st century, the changing makeup of homesteaders, the local food movement, growing and preserving one's own food, small farm and homestead opportunities for income; renewable energy options, and understanding of the public GIS/ARC systems, financial responsibility and self-sufficiency, and legal and regulatory concerns. In addition to researching the academic literature on homesteading through Belk Library and public records, students will meet local homesteaders from both new and older generations who will visit class, and will make two visits to a local homestead. | ||||||||||||||||||
10 | Beyond Normal | Beyond Normal: Understanding Diverse Abilities | Rebekah Cummings | UCO 1200 | 129: MWF 11:00 – 11:50 am | Civic Engagement | Fall 2016 | The topics we will examine in this course will be disability and advocacy. The class will cover the historical precedents related to people with special needs, how they are reflected in contemporary popular media and literature, and best practices of engagement in the world for those with and without identified disabilities. The class will explore best practices in understanding living and learning challenges through universal design, understanding accommodations, the ADA (American Disabilities Act), Civil Rights Act and other relevant legislation. We will explore ways to support and advocate for self and others by looking at the particular needs and challenges for those labeled as having disabilities. We will examine models of successful inclusive living and learning environments that exist in education and communities all over the world such as Camphill Villages and L’Arche communities. Overall goals of advocacy for self and others will be emphasized through readings, discussions, interviews and self-exploration. | ||||||||||||||||||
11 | Boxing and American Culture | Boxing and American Culture | Michael Krenn | UCO 1200 | 104: TR 9:30 – 10:45 am | The Arts | Fall 2016 | This course looks at the sport of boxing through a multi-faceted lens utilizing sources from history, gender studies, literature, film, art, and the social sciences in an attempt to understand how the sport has both reflected and shaped American culture. Readings will focus on the origins of the brutal sport of bare-knuckle boxing in America in the 19th century; the boxing matches between Joe Louis and Max Schmeling that captivated the world; the ugly—and surprisingly racial—relationship between Joe Frazier and Muhammad Ali; and how a woman discovers power and insight when she takes up boxing. We will look at such complex questions as: Why did an African-American winning the heavyweight championship of the world in 1908 result in riots across the United States? Why is boxing called the “manly art”? How do the concepts of masculinity, femininity, and homosexuality get played out inside the boxing ring? Why were nearly thirty percent of boxing champions in the United States in the 1930s Jewish when Jewish-Americans comprised only about three percent of the U.S. population? Why did Ali refuse to be drafted during the Vietnam War? How did boxing at the Olympics come to be a Cold War battleground? Is boxing so dangerous that it should be abolished? Who was the real “Rocky” of movie fame? How has boxing been portrayed in American art, literature, and film, and what do these portrayals say about both boxing and the American culture in which it continues to survive? And while we investigate boxing and American culture we will also be learning about what a university is, what it means to be a student, and how students and teachers are engaged in the same intellectual activities. | ||||||||||||||||||
12 | Brain, The: A User’s Guide | The Brain: A User's Guide | Mark Zrull | UCO 1200 | 119: TR 8:00 - 9:15 am | Well-Being Undergraduate Research | Brain Matters | Fall 2016 | The Brain: A User’s Guide is a course about how the brain works to produce behavior and mind. So, it is a neuroscience and behavior course for any student. In this UCO 1200 section we will: explore some basics of how the brain works and how this informs us about the nature of behavior and mind; talk about specific things the brain does like producing sensory experience and perception, emotion, learning and memory, creative and critical thinking, and a sense of self; and, learn how scientists study the brain, and present and justify ideas and theories. We’ll use a small selection of “readings” and texts that explore brain and mind. Students will be expected to generate a good question from the reading for most class periods, engage in discussion and some in-class work, write three or so short papers, and probably take a couple of exams. We will engage in a hands-on activity or two and make use of local visual and/or performing arts to enhance our discussions. There will be a course project designed to explore some aspect of how the brain works to produce behavior and/or mind. NOTE: Enrollment in this section is restricted to members of the Brain Matters Residential Learning Community. | |||||||||||||||||
13 | Civically Engaged Discourse | Civically Engaged Discourse | Brian MacHarg | UCO 1200 | 123: T 5:00 – 7:30 pm | Global Issues Well-Being Civic Engagement Service Learning | Fall 2016 | This course will invite students to engage in conversations about service, civic engagement, leadership and associating. We'll think and talk about what it means to be a citizen of ASU, the High Country, the US and the world. Through the reading of provocative texts, we'll practice the habit of civil discourse and respectful argumentation as we engage in service activities. Basically, we'll practice the habit of talking about our role in the community. Students will participate in community based service-learning to explore the four themes of serving, giving, leadership, and associating. The course will improve the student's ability to analyze, evaluate, and synthesize complex ideas in the context of current community issues. | ||||||||||||||||||
14 | Climate Change | Anindita Das | UCO 1200 | 145: TR 9:30 - 10:45 am 169: TR 11:00 am - 12:15 pm | Global Issues Sustainability STEM | Fall 2016 | Climate change is still a controversial topic, not only among scientists but also among the general public. The outcome of this debate is important to us as a global society because of the policy choices and ultimately the laws that will be passed. The policy choices made in different countries will be important to the local communities and to the global society because the effects of climate change are both local and global. We will be learning about the science behind climate change, and the uncertainties and challenges faced by the scientists and policy makers. We will also learn about how decisions and policies affect climate change issues and the different stakeholders affected by these issues. Basic scientific concepts of climate change will be explained throughout the course and will be enhanced by discussing various academic articles and case studies. The course will also concentrate on team and leadership building skills, effective communication, and critical thinking skills through these scholarly articles and case study discussions. This will help students recognize, among other things, human versus natural causes and impacts of global warming on the environment, diagnose a problem, and come up with solutions to that problem through analysis and reasoning. | |||||||||||||||||||
15 | Conflict and Peace | Conflict and Peace: Mass Violence in the 20th Century | Amy Hudnall | UCO 1200 | 146: TR 8:00 - 9:15 am | Global Issues | Fall 2016 | In the 20th century, over 170 million men, women, and children died globally in recognized genocides as compared to approximately 36 million battle-dead. This course provides the historical and theoretical background necessary to formulate well-grounded opinions on the matter and inevitability of genocide. Using a strong multidisciplinary perspective, we explore relevant and fundamental concepts to genocide. Then we will compare the cultural, historical, and economic roots of a group of genocides that have occurred around the world. From our evaluations we will analyze the relevant issues from multiple perspectives. We will consider genocides’ aftermath and how the world responds to the victims and perpetrators. Finally, we will discuss the risk of genocides today and in the future and look at what responsibilities we as global citizens can do to avoid further genocide and foster a culture of tolerance and social responsibility. The course is discussion based. | ||||||||||||||||||
16 | Contemporary Green Living | Contemporary Green Living: Life Choices for Sustainability | Kevin Gamble | UCO 1200 | 134: TR 9:30 - 10:45 am | Sustainability Well-Being Civic Engagement Service Learning | Living Green | Fall 2016 | Sustainability has become a watchword of contemporary life. Often missing from discussions about sustainability is recognition that the choices we make about the technologies that we use play a major role in achieving the goal of sustainability. In this course, students will learn to distinguish feasible solutions that address the three pillars of sustainability (environment, equity, economy) from those that are merely “greenwashing”. Students will explore the diverse realms of human technological activity, which includes energy, transportation, manufacturing, buildings, food production, and more. Course activities will include, but not be limited to, field trips to view and participate in local community-based sustainable technology projects such as the Collaborative Biodiesel Project, and participation in service learning activities such as “Recycle at the Rock,” Habitat for Humanity green building projects, Kraut Creek river clean-ups, K-12 sustainability education, and more. NOTE: Enrollment in this section is restricted to members of the Living Green Residential Learning Community. | |||||||||||||||||
17 | Contemporary Green Living | Contemporary Green Living: Life Choices for Sustainability | Kevin Gamble | UCO 1200 | 133: TR 11:00 am - 12:15 pm | Sustainability Well-Being Civic Engagement Service Learning | Fall 2016 | Sustainability has become a watchword of contemporary life. Often missing from discussions about sustainability is recognition that the choices we make about the technologies that we use play a major role in achieving the goal of sustainability. In this course, students will learn to distinguish feasible solutions that address the three pillars of sustainability (environment, equity, economy) from those that are merely “greenwashing”. Students will explore the diverse realms of human technological activity, which includes energy, transportation, manufacturing, buildings, food production, and more. Course activities will include, but not be limited to, field trips to view and participate in local community-based sustainable technology projects such as the Collaborative Biodiesel Project, and participation in service learning activities such as “Recycle at the Rock,” Habitat for Humanity green building projects, Kraut Creek river clean-ups, K-12 sustainability education, and more. | ||||||||||||||||||
18 | Counterculture, The | The Counterculture 1957 - 1975 | Andrew Hill | UCO 1200 | 149: MWF 10:00 – 10:50 am 150: MWF 12:00 – 12:50 pm | The Arts Civic Engagement | Fall 2016 | This course will examine political, social and cultural changes to the United States in the tumultuous decade of the 1960s through readings, discussions and a research project. It will begin by describing the consensus that existed in the 1950s and will explore such topics as: post-war United States, the Civil Rights Movement, the women’s movement and the war in Vietnam. Emphasis will be on the growth of the counterculture and the effects of the counterculture movement in arts, literature, music and politics. | ||||||||||||||||||
19 | Death (&Rebirth) of the Hippie | Death (and rebirth?) of the Hippie: Rise and Fall of a Cultural Archetype | Brad Southard | UCO 1200 | 177: TR 5:00 – 6:15 pm | The Arts | Fall 2016 | This course will examine the cultural period of the 60’s, the “Hippie” culture, its rise and demise. The Hippie archetype will be examined through the lens of music, politics, fashion, and cultural way of life of the hippie. Local culture will also be a point of reference in examining the resilience of this ideology. We will examine how the Hippie counterculture was influenced by other cultures such as the Native American culture and how the Eastern based religions and philosophies contributed to the ideology of the Hippie. We will also look at how a ‘counterculture’ seemingly transformed into a mainstream phenomenon within popular culture and the subsequent commodification of this archetype. Socio-historical context will be extremely important in this examination of this archetype and the culture pervading it. The Vietnam War, the sexual revolution, the civil rights struggle, the corrupt political climate, societal and political repression, as well as other aspects, will be critical to this exploration. In conclusion, the question will be posed as to how this cultural phenomenon influenced contemporary society and whether or not the hippie culture is present in some forms in the youth of contemporary American society, the “neo-hippie” movement, the environmental movement and other political and cultural movements reflecting this ideology. | ||||||||||||||||||
20 | Decoding Visual Media | Don't Believe Everything You See: Decoding Visual Media | Michelle Bowers | UCO 1200 | 198: MW 5:00 - 6:15 pm | STEM | Fall 2016 | Media and technology have become an integral part of our lives, yet the majority of people do not know how to interpret media images. This course will encourage students to analyze the visual media that they view on a daily basis. Students will be introduced to the concepts of media and information literacy through a variety of assignments including genre comparison, mise en scene, library research, attending a cultural event as well as the weekly analysis of cultural events. Students will be asked to evaluate different forms of media (films, magazines, advertisements, photographs, and cultural events) for their perceived purpose, viewpoints, and overall effectiveness. Students will complete assignments and explore these concepts through their own personal and cultural experiences, as well as using knowledge acquired through course readings. | ||||||||||||||||||
21 | Decoding Visual Media | Michelle Bowers | UCO 1200 | 142: MW 5:00-6:15pm | Civic Engagement Student Success | Fall 2016 | Media and technology have become an integral part of our lives, yet the majority of people do not know how to interpret media images. This course will encourage students to analyze the visual media that they view on a daily basis. Students will be introduced to the concepts of media and information literacy through a variety of assignments including genre comparison, mise en scene, library research, attending a cultural event as well as the weekly analysis of cultural events. Students will be asked to evaluate different forms of media (films, magazines, advertisements, photographs, and cultural events) for their perceived purpose, viewpoints, and overall effectiveness. Students will complete assignments and explore these concepts through their own personal and cultural experiences, as well as using knowledge acquired through course readings. | |||||||||||||||||||
22 | Doctor Who: TARDIS Travels | Doctor Who: TARDIS Travels in General Education | Donald Presnell | UCO 1200 | 111: MW 5:00 - 6:15 pm 194: TR 6:30 – 7:45 pm | The Arts | Fall 2016 | For 50 years, the BBC television series Dr. Who has followed the adventures of an alien “Time Lord” who travels through time and space via a time-travelling spaceship known as the TARDIS, which resembles the once-ubiquitous blue police boxes of Britain. What began (and continues) as a popular mainstay of British culture has grown from a cult classic into a global phenomenon. For its entire run, the show has consistently transcended its “science fiction” genre label and addressed a variety of topics and issues: politics; race; class; religion; and ethics. In this course, we will examine and discuss the show in aesthetic, narrative, and interdisciplinary contexts through such starting points as art, literature, science, philosophy, anthropology, mythology, and history. We will also analyze the global implications of these disciplines as they are presented and treated in various episodes and story arcs from the series. Such examples will include (but not be limited to) immigration, colonialism, and personal and collective identity. Students will engage in both classroom and online discussions, creative projects, and extensive individual and group research and writing. | ||||||||||||||||||
23 | Eastern Martial Arts | Eastern Martial Arts in Context | Sheldon Rackmill | UCO 1200 | 117: TR 3:30 - 4:45 pm 120: TR 5:00 – 6:15 pm | The Arts Well-Being Service Learning | Fall 2016 | Most American students’ familiarity with the Asian culture is limited to the martial arts and Asian food. Hopefully their interest in the martial arts will encourage a desire to learn about the culture and history of some of these Asian countries: Korea, China and Japan. Therefore, students of all genders are encouraged to register. The central theme of this course is to have students examine the historical and cultural backdrop of these countries and how they influenced the martial arts, and in turn how the martial arts influenced the historical events of various eras in these countries. We will explore the socio-political and cultural context of certain periods of time and its connection to the martial arts. We will also explore and evaluate: What is it about the Eastern Asian culture that lends itself to martial arts? Students will be exposed to an experiential component in this class. These experiences are some of the same principles that have allowed the samurai, the ninja and the Asian martial art masters to perform at their highest level. Students will learn to understand the mindset of a martial art master. Course will utilize the following disciplines: Philosophy, History, Art, and Film. In order to address the GLO attribution for its examination of a single issue from multiple perspectives, the course will do the following: The entire focus of my course, Eastern Asian Martial Arts in Context, analyzes the theme of how and why did the martial arts begin and flourish in these 3 Eastern Asian countries? The thrust of the course is to determine how these 3 countries had the need to develop and hone their fighting skills in order to survive and thrive. We will look at this issue from the perspectives of culture, history, government, economy, and religion. In the final research paper students must select at least 3 of the above mentioned factors, and show how these various factors impacted and allowed your selected martial art to develop and flourish in your country. | ||||||||||||||||||
24 | Ecstatic Truth: 5 Herzog Films | The Ecstatic Truth: Werner Herzog's Documentary Journey | Trudy Moss | UCO 1200 | 170: TR 5:00 - 6:15 pm 175: TR 6:30 - 7:45 pm | Global Issues | Fall 2016 | Examine global perspectives on the themes of Justice, Communication, Frontiers, Pilgrimage and Sentience through an exploration of five Werner Herzog films. Follow pilgrims to Bodh Gaya, India, Mecca, and other destinations and design an individual pilgrimage that allows you to create a personal, religious, or cultural journey. The theme of communication stimulates conversation on endangered languages, language as a source of conflict, alternative communication and other cultural frames of reference. Dialogue on animal sentience elicits research on biodiversity and sustainability. In this engaging course film screenings, class discussion, journaling, inquiry-based research, the production of a short film on a course theme, as well as participation in campus and community events will assist students in using multiple perspectives to look at the work of this enigmatic storyteller. | ||||||||||||||||||
25 | Exploring Oz: Wizard to Wicked | The Wizard of Oz to Wicked | William Purcell | UCO 1200 | 184: MW 6:30 – 7:45 pm | Well-Being | Fall 2016 | Follow the yellow brick road! Explore the worlds of Oz in books, movies, and song, as we pull back the curtain on diverse inventions of the classical American fairy tale The Wizard of Oz. Written by L. Frank Baum in 1900, the tale endures through hundreds of books, comics, movies, theatrical productions, songs, and even a theme park located near Boone. Starting with the original book and moving toward the Broadway play Wicked, we will work our way through decades of diverse interpretations to explore the single idea of multiple meanings by examining this single issue through the multiple perspectives of the many diverse interpretations of Oz. Through the process we will connect the local to the global and back again as we cultivate intercultural competencies by examining the many cultural frameworks within the Oz universe. Oz is not always the happy-go-lucky image of childhood. We will take a darker look at Oz interpretations including themes of death, alienation, revenge, loss, oppression, duplicity, political corruption, environmental degradation, animal abuse, and ethnocentrism. By exploring Oz, we will connect the inner worlds of these fictional stories in a quest to understand ourselves, our communities, and each other better, and in the process discover our own home, and why there may be no place like it. | ||||||||||||||||||
26 | Expressive Art - Connected World | Expressive Arts for an Interconnected World | Katrina Plato | UCO 1200 | 199: W 6:00 - 8:30 pm 201: Thursday 6:00 - 8:30 pm | The Arts | Art Haus | Fall 2016 | This class will explore a hands-on relationship between traditional art and digital art using social media to convey a message for social change and healing. Students will research the history of the arts and expressive arts as a venue for social change. Emphasis will be on personal art-making as well as collaborate expressive responses to current issues combining an online social interaction with visual, theatrical, musical, digital and/or other expressive arts media. This class will engage in art making and creative expression but no art experience is necessary and materials will be provided. Students will become proficient in sharing their art through social media. For example, students will gift at least one individual or collaborative work for the second annual ASU World Art Drop Day on September 6, shared on a social media such as Instagram and Facebook. Students will also create a website as a social art focus. NOTE: Enrollment in this section is restricted to members of the Expressive Art - Connected World Residential Learning Community. | |||||||||||||||||
27 | First! | First! | Janet Beck | UCO 1200 | 101: MWF 9:00-9:50 am 102: MWF 10:00-10:50 am | Well-Being Civic Engagement | Fall 2016 | This course, for first-generation college students in the Student Support Services program, will provide a multi-disciplinary, cross-cultural examination of firsts. As students at a NC university, we live in a state where “first in flight” graces our license plates, where eighteen year-old students first sat down at a Greensboro lunch counter and changed history and where harriet Jacobs escaped from a lascivious slave master in Edenton, and became one of the first to craft a powerful slave narrative detailing her experiences. Nationally, as Americans, we were the first to put a man on the moon, yet we are among the last western industrialized countries to have a female president. What is it in our national consciousness that determines who we put first? Internationally, when civil was broke out in Rwanda, Paul Rusesabagina stood against the slaughter and rescued hundreds in his hotel. He claims to be simply “an ordinary man”, but what makes an ordinary man be the first to do such an extraordinary thing? Finally, Malcom Gladwell’s Blink: The Power of Thinking without Thinking utilizes examples from science, medicine, and popular music to explore the origins of our first impressions. What do psychological studies tell us about people who go first? Are they singular heroes, foolish risk-takers, or some of both? Who goes first and why is a fascinating concept that can be explored from a multi-disciplinary lens and there is no better group to delve into these ideas than students who themselves are the first in their families to attend. This course carries a GLO attribution. NOTE: Enrollment in these sections is restricted to Student Support Services students only. | ||||||||||||||||||
28 | Freshman 15, The: Myths and Facts | The Freshman 15: Unpacking Myths and Facts Impacting College Health Behaviors | Carol Cook | UCO 1200 | 187: TR 11:00 am - 12:15 pm 188: TR 12:30 - 1:45 pm | Well-Being | Active Living | Fall 2016 | Every day Americans, and especially college students, are overloaded with new information pertaining to our health; some which is accurate and helpful, and some which is absolutely false. This course explores the creation, distribution, and impact of these health-related messages on our culture. Students will analyze the marketing methods used to embed new concepts into our culture and how these methods impact individuals, communities, the economy, and public health policy. This process of vetting myths will lead students to make better informed decisions. Students will explore individual decision-making and its relationship to health impact. Through displacement of myths and the academic process, students will begin to develop a skill set necessary to make healthy, wise decisions during and beyond their college career. NOTE: Enrollment in these sections is restricted to members of the Active Living Residential Learning Community. | |||||||||||||||||
29 | Global Citizenship Perspective | Worldwide Worldview: Perspectives on Global Citizenship | Trudy Moss | UCO 1200 | 126: TR 3:30 - 4:45 pm | Global Issues Civic Engagement | Fall 2016 | Students will gain an understanding of the interconnectedness of our world, and will be challenged to become aware of multiple perspectives on historical and current events by examining five dimensions of a global perspective: cultural, political, economic, environmental and geographic views of the world. | ||||||||||||||||||
30 | Global Pandemics | Kelly Renwick | UCO 1200 | 113: MWF 10:00 – 10:50 am 115: MWF 11:00 – 11:50 am | Global Issues | Fall 2016 | This course explores the history and patterns of disease, dating back to the Black Death in the 14th century to the current outbreak of the Zika virus today. We will explore the great disparities that exist today as a result of different environmental and social conditions, the differences in health and life expectancies found around the world, and compare different approaches to health care. With today’s newly emerging and re-emerging diseases as a result of climate change, government policies, and social inequalities, this topic is timely and relevant. This is a discussion based course designed to stimulate critical thinking and communication skills, and to emphasize the importance of being a responsible member of the community, as well as a world citizen. Because of our ever globalizing world, the social and environmental choices we make at home impacts the health and lives of people globally. While this course may have some disturbing content, it is not intended to alarm, but rather to raise awareness of the inequalities, vulnerabilities, and environmental changes that greatly impact health and mortality. | |||||||||||||||||||
31 | Global Understandings | Global Understandings | Garner Dewey | UCO 1200 | 128: TR 8:00 - 9:15 am 193: MWF 8:00 – 8:50 am | Global Issues | Fall 2016 | This course will be linked with three universities located in the People’s Republic of China, Taiwan, and Thailand. The course will provide students with multiple perspectives on these cultures and with the opportunity to experience direct interaction with their peers at sister institutions. This comparative study and engagement will allow students to move from an undifferentiated concept of the other to a sophisticated understanding of the many, many others who are different from them. The course is divided into three five-week modules, with each centering on a different country. Within those modules, ASU students will engage with students in other countries on topics that fall into four broadly-defined areas: college life and education, family life and cultural traditions, stereotypes and prejudices, and religion and the meaning of life. The course is designed so that topics become progressively more challenging inter-culturally as students gain familiarity with each other and with the PRC, ROC, Thailand, and the U.S. Our readings and course materials will be drawn from carefully selected readings in the umbrella field of communication across the cultural divide, and from our own fields of study. The pedagogical practices and assignments for the course will place an emphasis on engagement with ideas and people, individual and group reflection and opportunities for creative synthesis. | ||||||||||||||||||
32 | Global Women in Leadership | Global Women in Leadership | Alison Reaves | UCO 1200 | 107: MW 5:00 – 6:15 pm | Civic Engagement Leadership | Fall 2016 | This course is an exploration into leadership, traits leaders possess (especially female leaders), how women lead, the potential challenges women face as leaders, and how students can harness their strengths to become leaders on campus, and eventually, in their respective fields. Students will analyze leadership traits, types of leadership, and gender roles for women in different countries, learn about female leaders both locally and around the world, understand the difficulties women leaders face around the world, and complete self-reflection to better understand how they can lead and help others become leaders. Male and female leaders mentor and collaborate with diverse leaders and followers who possess a variety of strengths. The intent of this course is to expose students to new and global ideas, to get them to start thinking about the impact they would like to have on their world, and to teach them about how female leaders are successful, so that they, too, can become and cultivate successful leaders. This course will help male and female students understand leadership traits, their own strengths, and methods for which to become leaders and mentor leaders both on campus and in the future. | ||||||||||||||||||
33 | Happiness Project, The | The Happiness Project | Jenny McCourry Rebekah Saylors | UCO 1200 | 124: TR 6:00 - 7:15 pm (Saylors) 183: MW 2:00 – 3:15 pm (McCourry) | Global Issues Sustainability Well-Being Civic Engagement | ACES | Fall 2016 | What is happiness? How do you develop and enhance life skills for college and beyond college? Using Gretchen Rubin’s book, The Happiness Project, and Bill Coplin’s book, 10 Things Employers Want You to Learn in College, Revised: The Skills You Need to Succeed, we’ll explore how experts frame happiness, assess goal setting and how to reach goals in your personal life, academic life and career, as well as examine global/social issues, especially in relationship to a career in teaching. Students will develop their personal “happiness” philosophy through group activities and discussion, reflection, research, and collaborative projects within the class and service projects with both sections of “The Happiness Project”. Through readings and activities, students will evaluate their own skills (and skills to be developed), relationships with peers, faculty, staff, and how to make an impact locally and globally by their choice. NOTE: Enrollment in these sections is restricted to members of the ACES Residential Learning Community. | |||||||||||||||||
34 | Heavy Metal Culture | Heavy Metal Culture | Anderson Page | UCO 1200 | 195: TR 12:30 - 1:45 pm | The Arts Civic Engagement | Fall 2016 | Critical analysis of the popular rock sub-genre from artistic, political and cultural perspectives. Profiling the major innovators and trends, the course traces the progression of Metal's underground origins in the late 60's to the dominant place on the global stage today. | ||||||||||||||||||
35 | Historic Green Buildings | Historic Green Buildings | Trent Margrif | UCO 1200 | 137: MWF 11:00 - 11:50 am 174: MWF 12:00 - 12:50 pm | Sustainability Civic Engagement | Fall 2016 | Historic Green Buildings examines the term “green building” and what this means from a world perspective. While the Leadership in Energy & Environmental Design (LEED) remains the international standard for a rating system, it is not the only one. Students research and respect building construction from a global perspective. Is the greenest building the one already built? Examining this question and the tools of historic preservation is also a strong component in the course. The first LEED building on campus was an existing building, this is true for nearly every other country as well. | ||||||||||||||||||
36 | Historical Landscapes | Historical Landscapes | Samuel Avery-Quinn | UCO 1200 | 172: TR 2:00 – 3:15 pm 173: TR 3:30 – 4:45 pm | The Arts Sustainability Civic Engagement | Fall 2016 | Landscapes, as studied by geographers, anthropologists, and archaeologists, have been interpreted in diverse ways. Common to these diverse approaches is an increasing attention to landscape in everyday life. As embodied individuals we enter relationships with landscapes. As we move through landscapes, they can penetrate our interior world, provide resources for shaping our sense of who we are, and teach us how to behave and treat others. In this class we draw on methods from geography, archaeology, and history to discover the late 19th century landscape of Boone and surrounding Watauga County. This seminar provides hands-on opportunities for research with archival documents, photographs, maps, and limited, non-invasive archaeological survey. Field trips to historic sites within the county will be possible once the weather warms up later in the semester. | ||||||||||||||||||
37 | Horror in Media, Culture, and Art | Horror and its Uses in Culture, Media, and the Arts | Toney Frazier | UCO 1200 | 182: TR 3:30 – 4:45 pm | The Arts | Fall 2016 | This course examines the concept of “horror” in its many forms and the ways in which horror has been used to achieve a variety of goals in areas as diverse as the arts, advertising, politics and religion. Students will be introduced to academic definitions and discussions of horror as it applies to varied realms of human behavior—from the psychology of horror as the basis for wartime propaganda and protest to horror as a stimulus for cathartic entertainment in popular literature and film. Source materials examined may include historical reportage and journalism, literature (poetry and drama to popular fiction to graphic novels), visual arts (painting and sculpture to modern illustration and electronic media), film (both documentary and genre entertainment), television, advertising (political and religious rhetoric to Halloween commercials), and even fashion and product marketing. | ||||||||||||||||||
38 | How Organizations Behave | How Organizations Behave | Barbara Rule | UCO 1200 | 140: TR 12:30 – 1:45 pm | Civic Engagement Leadership | Business Exploration | Fall 2016 | There are many different issues facing organizations today, in addition to the everyday tasks that must be accomplished. For instance, what obligations do organizations have to be environmentally responsible and what responsibility organizations have/should have to give back to the communities in which they are members, i.e., be a “Good Citizen”? There are also many different types of organizations. Does a hospital respond to these external issues the same way that a retailer does? Do government-run entities behave the same as non-profit organizations or traditional manufacturers? Similarly, how do these different organizational structures/business models accomplish their goals and objectives? Is marketing the same for all organizations, or do the responsibilities of organizational areas change with the type of organization? These are some of the questions that we will delve into in this course. The course is designed as a comparative look at how different business models are similar, as well as different. Also, one of the goals of this course is to expose the student to the various aspects of running a business/organization in a fun and interesting format. This course is unique for a First Year Seminar because it links the student to a local mentor organization. Each student will gain unprecedented access to the inner workings of the mentor organization in an effort to learn how a successful organization operates. Students will explore how the mentor organization executes the various functional areas. Then, by comparing the mentor organization’s business processes to other organizational formats, students can begin to see similarities and differences and start to understand what works well for certain situations. Is it possible to learn from other organizational structures? Can a retailer learn something from a manufacturer, a government institution, a non-profit organization? As part of the course, the students will work with the mentor company on a particular research project to aid the mentor organization in their efforts toward continuous improvement. In addition, the students will conduct a comparative analysis of how other organizational structures deal with the same or similar issue in an effort to glean some insight and recommend some areas for improvement in the mentor company’s process. Very often, great ideas come from studying a topic or business totally unrelated to one’s own. In the end, the student should have a much more “Real World” understanding of all that has to take place to be successful in an organization. The student will gain a better understanding of what he/she may want/not want to major in as well as what successful companies expect from their employees in terms of academic knowledge and character. Thus, even if the student decides that a Business degree is not for him/her, he/she will still gain valuable insight as to how our business world works and what employers expect from their employees, thereby enabling a better chance to succeed in the chosen field. NOTE: Enrollment in this section is restricted to members of the Business Exploration Residential Learning Community. | |||||||||||||||||
39 | Human Impacts on the Environment | Science and Policy: Decisions Affecting the Environment and Shaping Outcome | Anindita Das | UCO 1200 | 158: TR 2:00 - 3:15 pm 164: TR 3:30 - 4:45 pm | Global Issues Sustainability Civic Engagement | Fall 2016 | This course aims to teach the students about how decisions/policy affects the environment and the different stakeholders. The concept of a sustainable environment is both local and global in its applicability. Coming to an agreement on how much people want their environment to be sustainable is a difficult issue because of the differences in what people want from their environment. The issues that lead to such disagreements are at once global and local to that particular issue. This course aims to teach the students about how decisions and policies affect environmental issues and the different stakeholders involved with these issues. | ||||||||||||||||||
40 | Human-Animal Interactions | Human-Animal Interactions: Appalachia and Beyond | Shawn Terrell | UCO 1200 | 197: Thursday 2:00 – 4:30 pm | Well-Being | Fall 2016 | What does it mean to be “human” and/or “animal?” How do our perceptions of non-human animals help inform our relationships with the natural world and with each other? The complex interactions between Homo sapiens and other animals have profoundly influenced human culture, economy, and even our world view(s). Furthermore, this relationship has had drastic consequences for the health and welfare of humans, animals, and the environment. This course will critically examine the evolution of human-animal interactions from a variety perspectives in several disciplines. Current and historical human-animal relationships within the Appalachian region will be highlighted; however, the Appalachian “animal” will also be positioned within a broader, global context. | ||||||||||||||||||
41 | Inspired Engineer, The | The Inspired Engineer | Carla Ramsdell | UCO 1200 | 186: T 5:30 – 8:00 pm | The Arts Sustainability STEM Service Learning | Fall 2016 | This course will introduce students to engineering as well as promote an understanding of the important of developing creative skills to be a complete, inspired engineer. The course will introduce students to the various engineering majors and will include guest lectures from several engineers working in industry. This course will include a unit on international education, which includes a discussion about engineering careers in different countries. The future challenges in the engineering profession related to climate change and changing energy infrastructure will also be addressed to understand the connections between local energy choices and global impacts. There will also be an emphasis placed on the importance of developing right-brain skills to maximize the effectiveness and inventiveness of the engineer which will be accomplished through individual and team creative design projects and a community service learning opportunity. | ||||||||||||||||||
42 | Into the Wild | Into the Wild | Kurt Steinbaugh | UCO 1200 | 154: MW 3:30 - 4:45 pm | The Arts Global Issues Well-Being Travel Opportunity | Outdoor Community | Fall 2016 | Students will explore complex questions, examining what motivates individuals to take risks and to seek out wild places. Students will also examine the science and discourse of ecology and wilderness protection. This inquiry will address these problems from a number of different intellectual and disciplinary lenses, including psychological, sociological, and anthropological perspectives. This multidisciplinary approach will utilize literature, scientific research, and the arts to address these questions. The students will read and discuss selected works by Thoreau, Krakauer, Bryson, Muir, and Kerouac. Co-curricular activities will include challenging outdoor experiences: camping, hiking, rock climbing, and rappelling. NOTE: Enrollment in this section is restricted to members of the Outdoor Residential Learning Community. | |||||||||||||||||
43 | Into the Wild | Into the Wild | Kurt Steinbaugh | UCO 1200 | 152: MW: 2:00 – 3:15 pm | Leadership Travel Opportunity | Fall 2016 | Students will explore complex questions, examining what motivates individuals to take risks and to seek out wild places. Students will also examine the science and discourse of ecology and wilderness protection. This inquiry will address these problems from a number of different intellectual and disciplinary lenses, including psychological, sociological, and anthropological perspectives. This multidisciplinary approach will utilize literature, scientific research, and the arts to address these questions. The students will read and discuss selected works by Thoreau, Krakauer, Bryson, Muir, and Kerouac. Co-curricular | ||||||||||||||||||
44 | It’s Not Your Parents’ News | It's Not Your Parents' News: The Concept of News in the 21st Century | Susan Poorman | UCO 1200 | 171: MWF 11:00-11:50 am | The Arts Global Issues | Fall 2016 | How do you find out what is happening in the world? Do you turn to Facebook or Twitter? What about Comedy Central’s The Daily Show? If you ask your parents where they got their news when they were your age, they will probably answer the nightly news on television or the local newspaper. With today’s 24/7 news cycle, cable networks and the evolution of social media, it’s no longer your parents’ news. In this interactive course, we will explore what news is and how the definition has changed in the 21st century. We’ll examine how you get your news, the role of social media in both developing and delivering the news, and how news intersects with entertainment. Globally, we'll look at a day in the news to assess what different newspapers and broadcast stations around the world determine to be newsworthy. We’ll invite interesting experts in the field to our classroom as well as tour local and campus newspapers, television, and radio stations. You’ll also be part of a news team and “report” on a local issue that you determine to be newsworthy. Come learn what is new about the news. | ||||||||||||||||||
45 | Land Conservation in the NC Mountains | Land Conservation in the North Carolina Mountains | Charles Smith | UCO 1200 | 132: MW 2:00 - 3:15 pm 136: MW 3:30 - 4:45 pm | Sustainability Civic Engagement | Fall 2016 | We all love the mountains but how do we keep them from being abused, polluted, or controlled by outside wealthy land owners and second homeowners? How do we conserve and preserve our beautiful North Carolina mountains so that they remain a public good for all to enjoy and/or healthy parcel of private property? This course will present multiple perspectives on the technical, social. And philosophical issues relating to land conservation and preservation with an emphasis on Western North Carolina. We will explore competing interests and conceptions regarding conservation, shifting cultural conceptions of nature, Land Trusts/Conservancies, and their role in the conservation community, as well as the legal and technical materials necessary for the construction of easements, baselines, assessing conservation values, and basic skills involving GIS for conservation. This course will conducted through a combination of class discussions, brief films, academic, popular, and classic readings, class visits from professionals in the NC conservation community, and a library research assignment, and an interview assignment. Student research assignments will consist of evaluating a specific, targeted parcel of land for potential conservation and presenting their research and plans to the class. | ||||||||||||||||||
46 | Leadership and Legacy | Leadership and Legacy | Jim Street | UCO 1200 | 179: MW 5:00-6:15 pm | Civic Engagement Leadership Service Learning | Fall 2016 | What if everyone left the world a little better than they found it? This course will give us the opportunity to examine historical examples of people who left the world better than they found it through vision, leadership and social change. We will also look for examples closer to home - at ASU and the Boone community. Finally, we will begin the process of asking ourselves the question: What will be our legacy? What might our contribution be to Appalachian? | ||||||||||||||||||
47 | Life Applications of Math | Lisa Maggiore | UCO 1200 | 178 TR 3:30 - 4:45 pm | STEM | Fall 2016 | Travel through time and across many cultures to glimpse the lives and works of mathematicians. We’ll travel through beautiful mosques in medieval Spain and study the rich geometries involved. Experience the Renaissance period and the brilliant mathematicians whose ideas have taken over 400 years to prove. Even today in our modern era people around the world are discovering amazing new ideas! Some communities support/supported their native mathematicians, others do or did not. Learn about the rich diversity of men and women whose talent in mathematics will inspire you. We’ll find themes in art, music, architecture– even religion. Come explore with us and surprise yourself by finding math in your community, too. | |||||||||||||||||||
48 | Make Stuff/Do Things | Make Stuff/Do Things: The Digital Marker Movement | Paul Wallace | UCO 1200 | 109: TR 12:30 - 1:45 pm | The Arts | Fall 2016 | This first year seminar engages learners in concepts related to the Maker Movement, particularly digital making, which encourages and enables people to create, rather than merely consume, technology and media. With new digital tools and components, together with help from online communities and social media, people around the world are increasingly more interested and able to combine tradition crafting with computing, and the digital world. This movement, with its tools of transformation, has the potential to disrupt modern industries, and is already considered to represent a new industrial revolution. The aim of this class is to examine the history and theory underlying the digital maker culture, including the learning theory of constructionism, which holds that we learn best through making and sharing. We also reflect on the need for digital literacy in this day and age, to be able to use and manipulate digital technologies in creative ways. The course is not all theory, as participants will have multiple and varied opportunities to engage in hands-on digital making activities in categories such a physical computing and robotics; developing web content; creating media; remixes, and mashups; and designing mobile apps and augmented reality | ||||||||||||||||||
49 | Marketing, Message & Myth | Marketing, Message & Myth | Megan Hayes | UCO 1200 | 160: MW 5:00 – 6:15 pm | The Arts Civic Engagement | Fall 2016 | Marketing, messaging and myth” is a general introduction to the processes marketers use to engage consumers into a guided thought process. This is not a marketing class – it is a course about marketing. This might seem like a fine distinction, but it’s an important one. In this course, we will utilize the theory and principals of marketing, and will also explore interdisciplinary and local-to-global connections, because in order to understand the messages we encounter in our everyday lives and analyze the persuasive tools that influence our decision-making processes, we must get to know the contexts in which these messages are created. This course has a strong emphasis on written and oral communication, and a significant service-learning component. Students in this course are required to attend several out-of-classroom activities that take place during or after the scheduled class meeting time. Students in this course are expected to embrace college-level academics and dedicate significant time out of class to the course. There is a strong emphasis on personal responsibility and community engagement, which is presented within the context of a course that serves as a basic intro to marketing, advertising, communication, and/or media literacy. | ||||||||||||||||||
50 | Maya to the Matrix | From Maya to the Matrix | Nicholas Rudisill | UCO 1200 | 121: TR 8:00 - 9:15 am 125: TR 9:30 - 10:45 am | Global Issues | Fall 2016 | The advent of internet technology and social networking tools have given humans myriad opportunities to connect and interact with each other in increasingly alternate and virtual worlds. Many of our students are well-versed in the use of these tools and may even be aware of the backlash decrying the use of these technologies as detached from ‘reality’ and, therefore, somehow detached from humanity. However, what many students don’t know is that the very notion of reality as a universal, shared experience is itself a concept that has been questioned and debated (and even refuted) by human beings for centuries. This course is designed to explore how human beings have approached the question of reality across cultures and throughout history and to encourage our students to critically examine their own notions regarding reality and how it is perceived and constructed in their own life and experiences. This course is designed to explore how human beings have approached the question of reality across cultures and throughout history and to encourage our students to critically examine their own notions regarding reality and how it is perceived and constructed in their own life and experience. | ||||||||||||||||||
51 | Men and Masculinities | Men and Masculinities in America | Matthew Zalman | UCO 1200 | 116: TR 2:00 – 3:15 pm | Civic Engagement | Fall 2016 | This course is an introduction to the idea of what it means to be a man in America today. We will touch on the history of men’s issues while talking about power and privilege simply because of gender. We will also discuss stereotypes of masculinity and the continuum that exists in terms of what it means to be a man. Drawing from multiple disciplines and perspectives, we will examine how America defines masculinity through perspectives of identity using race/ethnicity, sexual orientation, gender performance, age and other characteristics as markers on the journey. Class will include readings and discussions, films, guest speakers, and other experiential activities. Requirements include reading, discussing, active participation, a service learning project focusing on local to global connections, a weekly reflective journal, four observation assignments, and a final research paper. | ||||||||||||||||||
52 | Music & Protest: 1960’s Legacy | Music and Protest: The Legacy of the 1960s | Rene Ochoa | UCO 1200 | 141: TR 2:00 – 3:15 pm 153: TR 3:30 – 4:45 pm | The Arts Civic Engagement | Fall 2016 | This course examines some of the most significant movements that emerged during the 1960s, and invites the student to choose one or more of these issues to be the focus for in-depth study. The 1950s set the stage for much of what transpired in the subsequent decade: the war in Vietnam and the subsequent anti-war movement, the civil rights movement, and the beginnings of the feminist and environmental movements all burst upon the consciousness of the nation not long after the assassination of President John F. Kennedy. The protest music of the 1960s celebrated the emergence of the new movements and chronicled their progress. The music was instrumental in communicating new visions that drove revolutions in social thought and political discourse. At the same time, reaction to these new visions, and their excesses, sowed the seeds for much today’s social and political discourse. Just what can be learned and applied to today’s world from this interesting and turbulent decade is what this course explores. | ||||||||||||||||||
53 | Myth Busting in Archaeology | Myth Busting: Pseudoscience in Archaeology | Cameron Gokee | UCO 1200 | 191: MW 2:00 – 3:15 pm 192: MW 3:30 – 4:45 pm | The Arts Global Issues | Fall 2016 | This course takes a critical look at some of the fantastic interpretations of archaeological remains that make popular subjects for television shows, magazine articles, books, and the web—interpretations that we might call “pseudoscience.” Specifically, we explore a series of questions that often attract pseudoscientific claims about the past: Who were the First Americans? Who built the large earthen mounds found across the eastern US? Was ancient Atlantis the source of civilizations around the world? Did astronauts help the Egyptians and Mayans build their pyramids? Do we have unequivocal evidence for Noah’s Ark? In each of these cases we will consider how archaeologists use scientific methods to evaluate evidence put forth to explain historical events and cultural achievements around the world. At the same time, we will better appreciate how science, religion, and other ways of knowing about the past work to shape communities both local and global today. | ||||||||||||||||||
54 | Myths, Reality, and Wonders of Nature | Myths, Reality, and Wonders of Nature | Mark Venable | UCO 1200 | 181: MWF 11:00 – 11:50 am | STEM | Fall 2016 | People get things wrong, about most everything, all the time. In this course we’ll look at the popular books, videos and research papers to see some great examples of this then get things wrong and how wrong beliefs are perpetuated into myth and superstition. We’ll explore how the scientific method was developed to make us more likely to get things right. Scientific uncertainty will be contrasted with mythological doubt. We will explore the impact of basing society on scientific principles versus myths. We end with how science has methodically uncovered wonderful natural patterns and laws and how these are expressed in the technology, art and literature of daily life. | ||||||||||||||||||
55 | Nature and Spirit | Nature and Spirit | Brad Southard | UCO 1200 | 168: TR 3:30 – 4:45 pm | Well-Being Civic Engagement | Fall 2016 | This course will be an examination of how Nature and Spirituality coincide with emphasis on the divinity in Nature. Readings from the English Romantic writers, American Transcendentalists, classic and contemporary philosophers, and other essayists will be covered. We will occasionally go outside or take a field trip to some natural environment to talk about the importance of preserving local Nature and the psychological and spiritual benefits of being in literal “touch” with Nature. Our readings also reinforce the more macro-aspects of environmental preservation to make these local to global connections on how important the natural environment is to Community and Humanity. We will examine how different religions view Nature and the sometimes ambivalent relationship that religion has with Nature. In sum, we will be embarking upon an analysis of nature and spirit in contemporary society that asks the question of whether humanity is in conflict or harmony with Nature and the direction we are moving as to our place in Nature | ||||||||||||||||||
56 | Our Global Energy Future | Our Global Energy Future | Kevin Gamble | UCO 1200 | 135 TR 3:30 - 4:45 pm | Global Issues Sustainability STEM | Fall 2016 | Our world is faced with a challenge: how do we simultaneously meet growing global demand for energy without exacerbating the harmful effects of climate change? How do we successfully transition from a world powered by non-renewable, polluting resources such as coal, oil, and natural gas, to one powered by clean, renewable energies such as wind, solar, and biomass? Is such as transition even feasible? In order to answer this, it is helpful to look to the past before exploring the future. How did the US transform from a small group of colonial settlements into the world’s energy powerhouse in only 200 years? How did a heated battle between Thomas Edison and Nikola Tesla determine the future of global energy production? How has energy use influenced and been shaped by technology, culture, economics, politics, etc.? What can we learn from past energy transitions that may be of value in fostering our own transition to a renewable future? Applying what we learn from the past, we will later explore a variety of energy plans outlining how the US and the rest of the world can successfully make a transition. How much of our energy can we derive from wind and solar? Are biofuels a viable alternative to fossil fuels? What about electric vehicles? How do renewables address national security needs? Do we need a carbon tax? Students will learn how different renewable energy technologies work and more importantly, how socio-political and cultural factors might act as catalysts or barriers to their implementation. We will also examine other more controversial technologies, such as: nuclear, fracking, clean-coal, and geo-engineering. This course will culminate in a group project where students will take what they have learned and develop their own energy plans, which will be defended in a series of mock climate summit debates at the end of the semester. | ||||||||||||||||||
57 | Pictures and Stories | People and Places: Pictures and Stories of Our Place | Cheryl Zibisky David Crosby | UCO 1200 | 130 TR 11:00 am - 12:15 pm 131: TR 12:30 - 1:45 pm | The Arts Civic Engagement | Fall 2016 | Students will read about the Appalachian region, use the resources of the Special Collection in the library, and have several visiting collaborators who will address the documentary process. Several of the noted photographers who have worked in Appalachia will be studied. Considering the photography of the people indigenous to our region, their culture and lifestyle, and those who have documented these things is an approach that will permit students to develop insight and a stronger relationship with the community in which they live. The concept of the picture as story will be developed. Students will be expected to use both images and writing to demonstrate their understanding of the material covered. | ||||||||||||||||||
58 | Polarized Politics | Polarized Politics: The Myth of a Divided America | Melissa Balk | UCO 1200 | 112: TR 9:30-10:45 am | Global Issues Civic Engagement | Fall 2016 | Who defines us? Students will be asked to examine personally held beliefs in light of those held by classmates, the campus, the state, and the nation. Additionally, you will create proposed legislation after researching a public policy issue. Public policy provides a multitude of opportunities to identify differences of opinion and various ideas for resolving problems facing the nation. This course will address how the American public generally holds moderate political preferences, but political elites are by definition extremists. This course will discuss the role of contemporary media (internet, blogs, cable TV, etc…) in propagating the idea of a divided America. Students will research individual issues which supposedly divide the country. Ultimately the solutions with the most likely probability of working can be found within moderate policy proposals. NOTE: This is a Learning Community section. Co-enrollment in (15417) P S 1100-601 is required. | ||||||||||||||||||
59 | Radio Free Jazz: Europe | Radio Free Jazz Europe | Andy Miller | UCO 1200 | 138: MW 5:00 - 6:15 pm | The Arts Global Issues | Fall 2016 | This course explores the origins and successes of a music and radio-based cultural exchange program led by the US State Department during the Cold War. Through simulated radio shows, research projects and presentations, students explore the impact of Jazz artists, Blues musicians, radio disc jockeys and dancers who were employed to bridge the cultural gap between the United States and countries behind the Iron Curtain, perhaps modern history’s most extreme cultural barrier. Nearly spanning the length of the Cold War itself, this program occurred during an era of enormous global and domestic social change. Students examine past and current social issues from several perspectives. Readings probe the global response to the use of soft diplomatic power in countries such as Poland, Japan and Iraq. Small group discussions and socratic dialogues uncover both past and current views on cultural exchange programs. Through discussion, students assess modern day attitudes on bridging cultural divides. Primary sources are used to highlight the views of both Americans and people from host countries in Europe, the Middle East and Asia. The second paradigm of perspectives relates to various domestic social vectors that influenced the key players in this story. Here, we discuss the interaction between this Jazz ambassador program and the Civil Rights, Sexual Liberation and Anti-War movements. Additionally, strategic integration of conceptually-correlated current events illustrate the relevance of this analytical approach and provide students with additional opportunities to examine different perspectives. | ||||||||||||||||||
60 | Rock Lyrics, Culture, & Society | Rock Lyrics: Culture, Aesthetics, and Sociology | Dixie Farthing | UCO 1200 | 147: MWF 11:00-11:50 am 148: MWF 12:00-12:50 pm | The Arts | Fall 2016 | Rock music is both a social and cultural force, as well as a means of personal and poetic expression. Every day we are exposed to popular music and might even find ourselves singing along to songs on our iPods, CD players, or radios. What if we had the opportunity and means to delve deeper into these same lyrics, exploring them critically, analyzing their use of poetic language, discovering the social and cultural influences that shaped the lives of the songwriters, and then applying those same critical skills in making sense of our day-to-day lives? In our class, each of you will develop your own set of criteria in determining the meaning and worth of rock lyrics as art and social commentary. You will exchange views with your peers, see what you have in common with other members of the class in terms of your sensibilities and tastes, and will see the world through someone else’s perspective. We will also examine a critical issue from a global point of view, where we will research rock music and lyrics from bands originating from other countries and cultures. Our Global Rock Muse will be the Clash’s Joe Strummer, who was born to Scottish and Armenian parents in Ankara, Turkey; was raised there as well as in Tehran, Iran; Cairo; Mexico City; London; and Blantyre and Malawi in Southern Africa. Joe was “global” before the concept became popular. Lastly, the experience of bringing artists and listeners together as members of a community is a return to the ritual power of the word, to poetry that first began in song, and to a force that unites us in revealing our interior and collective truths. As art, and as social and cultural constructs, rock lyrics serve as a natural gateway to a larger world. | ||||||||||||||||||
61 | S.T.E.M. & Sustainability | S.T.E.M. & Sustainability | Sherry Nikbakht | UCO 1200 | 110: TR 11:00 am – 12:15 pm | Sustainability STEM | Fall 2016 | The process of learning mathematical skills and acquiring critical thinking knowledge can be enhanced by application of learning tools to specific social and environmental issues. In this course, students will learn and practice scientific techniques and critical thinking by focusing on environmental and sustainability issues. The course includes projects and activities, which guide students in integrating their scientific and mathematical skills for drawing substantive interpretations and conclusions about environmental issues. To this end they will measure, analyze, and evaluate each environmental issue using interdisciplinary approaches and the scientific method. Through this applied approach students not only will be engaged more effectively in learning skills, but they will gain awareness and knowledge about environmental and sustainability issues. This course will look at the environmental issues from a different point of view than that offered by an environmental science course. Students will gain appropriate knowledge and sensitivity to realize that sources of some environmental issues are deeply rooted within the fabrics of those societies. For example, global population growth and whether it is sustainable should be examined from different angles and be addressed appropriately. In some societies, having more children might be seen as or equivalent to wealth and is encouraged. Issues of limited food and resources in those societies should be addressed with sensitivity and careful consideration. Another example is the pollution caused by some industrial countries that manufacture most of the electronic appliances worldwide. The course provides discussion opportunities on whether the pollution issues can be addressed without looking at the dependency factor. | ||||||||||||||||||
62 | Sacred Spaces | Sacred Spaces | Samuel Avery-Quinn | UCO 1200 | 105: TR 9:30 – 10:45 am 106: TR 11:00 am – 12:15 pm | The Arts Well-Being Civic Engagement | Fall 2016 | From the Upper Paleolithic (17,000 years ago) caves of Lascaux in southern France, to 4,000 year old Minoan peak sanctuaries on the island of Crete, to the cathedral of Notre Dame, to rural camp meeting revivals in the hills of North Carolina, to cinder block Pentecostal churches on the coast of Ghana, to the design of an Islamic Community Center in Lower Manhattan, humans have sought the ”Divine” in a great variety of spaces. This seminar explores how human have, through ritual, transformed profane space into sacred space. Beginning with a firm foundation in ritual studies, students will explore the connections between ritual, architecture, and landscape through the application of a variety of social science research methods. As a research-oriented course, students will turn to members of the ASU campus community, area houses of worship and religious centers, as well as natural landscape sites around Watauga County as they explore the connections of “religious experience,” ritual, architecture, and landscape. | ||||||||||||||||||
63 | Selves and Others | Language and Culture: Selves and Others | Brent James | UCO 1200 | 162 MW 3:30 - 4:45 pm | The Arts Sustainability Well-Being | Language and Culture | Fall 2016 | A study of select topics related to world languages and the cultures where they are spoken through various media, including literary and non-literary texts, music, film, plastic and performing arts, and guest speakers from various disciplines across campus. A deliberate effort will be made to design course materials in ways that are at once broad (reflecting historical, geographic, linguistic, and cultural spectra) and profound (allowing students to focus on areas of personal/academic interest to them). Also, the course will treat world languages and cultures in a non-linear (“unit-based” or “compartmentalized”) fashion in order to avoid conceiving of them as insular or unrelated entities and to demonstrate ways in which languages and cultures interconnect in the human experience as a whole. NOTE: Enrollment in this section is restricted to members of the Language and Culture Residential Learning Community. | |||||||||||||||||
64 | Six Degrees of Consumerism | Six Degrees of Consumerism | Debra Poulos | UCO 1200 | 167: TR 8:00 - 9:15 am | Global Issues | Fall 2016 | Six Degrees of Consumerism will take students through the process of developing, constructing, and marketing an original product for a fictional company. Students will study a variety of topics including what makes an informed consumer, the types and uses of propaganda techniques in advertising, how technology can be used to create, market, and sell a product, and the importance of interpersonal skills and teamwork. | ||||||||||||||||||
65 | Social Change and Social Issues | Social Change and Social Issues | Andrew Hill | UCO 1200 | 156: TR 3:30 – 4:45 pm | Service Learning | Service and Leadership | Fall 2016 | We are all connected to the world around us as inhabitants of ecosystems and communities. Given the hectic pace at which we often move through our busy schedules, there is a tendency for us not to consider our place within, our impact upon, and how we are shaped by the communities we inhabit. In this course, we will explore our personal and collective relationships with local environments and cultures. We will examine the extent to which we have the power and responsibility to work for change as participants in these relationships. Our awareness of these relationships will be fostered through class discussions, service learning with local organizations, community based research, attendance of cultural events, and engagement with assigned and student-selected literature and media. Students will choose topics to explore through discussion and writing, on their own and in groups. Additionally, during the course of the semester, students will be introduced to some of the many resources at their fingertips as members of the Appalachian community, and how to take advantage of these opportunities. NOTE: Enrollment in this section is restricted to members of the Service and Leadership Residential Learning Community. | |||||||||||||||||
66 | Social Changes and Social Issues | Social Changes and Social Issues | Andrew Hill | UCO 1200 | 157: 5:00 – 6:15 pm | Civic Engagement Leadership | Fall 2016 | We are all connected to the world around us as inhabitants of ecosystems and communities. Given the hectic pace at which we often move through our busy schedules, there is a tendency for us not to consider our place within, our impact upon, and how we are shaped by the communities we inhabit. In this course, we will explore our personal and collective relationships with local environments and cultures. We will examine the extent to which we have the power and responsibility to work for change as participants in these relationships. Our awareness of these relationships will be fostered through class discussions, service learning with local organizations, community based research, attendance of cultural events, and engagement with assigned and student-selected literature and media. Students will choose topics to explore through discussion and writing, on their own and in groups. Additionally, during the course of the semester, students will be introduced to some of the many resources at their fingertips as members of the Appalachian community, and how to take advantage of these opportunities | ||||||||||||||||||
67 | Souls of Black Folk, The | The Souls of Black Folk | Raymond Christian | UCO 1200 | 118: MWF 10:00 – 10:50 am | Civic Engagement | Fall 2016 | This is a First Year Seminar course that surveys African-Americans social and political history from pre- revolutionary America thru the present. Students will learn and explore the nature of the African-American experience from the perspective of sociology, history, and anthropology. They will examine such trends as cultural development, political influences and, adaptation from the perspectives of the various disciplines. In addition, students will explore the Atlantic slave trade and its influence on racial dispersion worldwide, as a part of the larger system of trade from the old world of Europe, to Africa and, to the new world of the Americas. The primary objective of this course is to promote in first year college students the development of research and writing skills along with social awareness. Students will gain a unique understanding of what it means to be African American. While this course does not to cover all themes of African American History it does provide students with a diverse sampling of the numerous and complex issues of the African American experience. | ||||||||||||||||||
68 | Thinking like Leonardo | Thinking like Leonardo | Layne McDaniel | UCO 1200 | 103: MW 3:30 – 4:45 pm 108: MW 5:00 – 6:15 pm | Civic Engagement | Fall 2016 | The course will address local to global issues (Renaissance Italy to the rest of the world), historical issues (situating Leonardo within a particular context), and critical and creative thinking. Student reflections, class discussions, and final projects will provide both low and high stakes opportunities to communicate clearly and effectively. In class discussions also allow the development of a community and participation. Group trips to local galleries and performances will allow further engagement in communities beyond the campus. The goal of thinking critically and creatively is not new. One of the most notable and profound practitioners was Leonardo DaVinci. This course will briefly look at DaVinci’s life, times, and art and then examine seven patterns of thought that he typified. Each student will select a cross cultural issue, and respond to it in journal entries. For each two week session the instructor will work with students to identify a current day practitioner who exemplifies the method regarding a local to global issue. The students will present candidates for this from their topics of interest. These might include, but will not be limited to: the movement of refugees into the United States, providing clean water to developing nations, sharing rather appropriating indigenous culture art, and the idea of “international charity.” | ||||||||||||||||||
69 | Understanding Diversity | Human Exceptionality: Understanding Diversity in the 21st Century | Suad Sakalli Gumus | UCO 1200 | 127: TR 12:30 - 1:45 pm | Well-Being | Fall 2016 | This course will use self-reflection to critically review issues related to our outlook on others, especially on individuals who may be perceived as different due to their disabilities. Disadvantaged individuals inhabit a sometimes intolerant world in which success and acceptance are defined in strict terms, creating a mold into which they areexpected to fit and making life harder for them. No matter the eventual profession each of you get, it is important to understand the rights and privilegeseveryone is entitled to, and to understand our responsibilities--as members of families, educational institutions, community organizations, and our professions—for ensuring that everyone enjoys the same rights and privileges. This course examines the transformations in understanding the rights of the individuals with disabilities in the United States and beyond. Beginning with the passage of the Individuals with Disabilities Act(IDEA), the Americans with Disabilities Act (ADA), Section 504 Vocational Rehabilitation Act, UN Convention on the Rights of Persons with Disabilities, Universal Declaration of Human Rights and in the International Covenants on Human Rights and moving on to examine the impact of differences in socioeconomic circumstances, culture, gender, nationality, faith, developmental characteristics on how disability and individuals with disabilities are viewed, to trace the struggles of and for people with diverse abilities in educational systems, the workplace, and the larger culture. | ||||||||||||||||||
70 | Universal Design = Our Design | Universal Design = Our Design | Margot Olson | UCO 1200 | 163: TR 9:30 – 10:45 am | The Arts | Fall 2016 | How often have you heard yourself or someone else say “What a lousy design! Why is this thing not working?” On a daily basis we encounter designs of physical spaces, systems, and products, some of which are easy to navigate or use and others that stop us in our tracks. In this course, we will explore the concept of universal design (simply defined as “removing barriers to access”) from multiple perspectives. The term “universal design” was coined in the late 1980s and resulted in the creation of universal design centers across the globe. In tackling both the theoretical and practical aspects of this concept, we will use a principle taken from physics known as the "least action" principle. What it means for our purposes is that the best design is one that minimizes required action (inputs) while integrating the experiences of as many people as possible into the design. | ||||||||||||||||||
71 | War of the Worlds | The War of the Worlds | Trent Margrif | UCO 1200 | 189: MWF 9:00 - 9:50 am 190: MWF 10:00 – 10:50 am | Global Issues | Fall 2016 | The novel War of the Worlds by H.G. Wells and the following ways in which it has been presented (radio broadcast, movies, television series, etc.) are a vehicle to critically examine conflicts in our modern world. Students will view these existing interpretations and create a contemporary production for their generation. Research papers will focus on comprehending, comparing, and contrasting this classic work and its analysis with contemporary issues in the world. | ||||||||||||||||||
72 | Who Am I and Why Am I Here? | Who Am I and Why Am I Here? | Tiffany Christian | UCO 1200 | 114: TR 8:00 – 9:15 am | Civic Engagement Leadership | Fall 2016 | We all have some issue that we would like to fight for- whether it’s advocating for the helpless, improving the environment, or creating better opportunities. No matter what your intended major and career is, there are ways that you can impact the world for the better. During this course you will • Discuss local social issues, then research and compare our local responses to those in other states and countries • Explore various methods of activism ranging from simple volunteering to policy advocacy and philanthropy • Research the history of an activist within your intended major/career • Learn about opportunities to be involved as an activist from local to global levels • Design and implement your own activism project, applying the concepts learned in this course. | ||||||||||||||||||
73 | Yoga:A Path to Living an Engaged Life | Yoga as a Path to Living an Engaged Life | Valerie Midgett | UCO 1200 | 196: MW 3:30 – 4:45 pm | Well-Being | Fall 2016 | In the West, we often view yoga as a form of physical exercise, but if we open that view up to a larger picture, we can see that yoga encompasses much more than something we “do,” and instead focuses on a way of “being” in the world. Whereas other forms of fitness can lead to a “physical armoring” of the body, by contrast, yoga leads to cultivating mindfulness, and a subtle awareness of the unity and interdependence of a healthy body and peaceful mind. In this course we view the practice of Yoga much like an archeological dig. Going beyond the surface, we begin to recognize our shared humanity, our biological nature as interdependent beings, and the unity within our diversity. This course will introduce you to the many paths of yoga, including Hatha Yoga (the physical path) Raja and Jnana Yoga (the ethical and philosophical paths), Karma (the path of selfless service) and Bhakti (the spiritual path). Classes will consist of both the physical and philosophical teachings of this ancient practice. Students will also participate in a community service project as a way to explore insights revealed on the mat, and put them into action in our community through the practice of Karma Yoga. When we begin to see ourselves as the world rather than separate from the world, it’s here that we ask, “Who am I becoming through this practice, and am I becoming the world in which I wish to live? | ||||||||||||||||||
74 | Young Americans | Young Americans | Kirsten Clemens | UCO 1200 | 139: W 5:00 – 7:30 pm | The Arts | Fall 2016 | From the Lost Generation through Generation Y, this course will chronologically cover youth culture in modern America. Students will study the adolescent behaviors, styles, and values of a variety of generations and subcultures in order to gain an understanding of the teenagers' expressions of identity as well as the impact left on the mainstream adult culture. We will consider novels, short stories, films, historical documents, and articles concerning the subject or representation of children and teenagers growing up in the United States of America during the 20th and early 21st centuries. Throughout the course we will be covering a wide range of topics in youth culture and, we will strive to understand the issues from the perspectives of the young Americans. Students will be expected to complete a variety of writing assignments responding to assigned texts, as well as engage in discussions on the materials | ||||||||||||||||||
75 | About our Trails | About our Trails | Paul Stahlschmidt | UCO 1200 | 165: MW 5:00-6:15PM | Sustainability Civic Engagement Student Success | Fall 2017 | Students will investigate the history and different types of public lands that contain recreational trails, and learn how those trails are planned and developed. The course will examine local and global issues surrounding the planning and development of trails including implications for public use, resource impacts, and funding. We will use a variety of readings, library and web-based research, and class discussions to study these topics. In addition, visiting professionals will contribute to our discussion by providing insights on managing, maintaining, and constructing these resources and introduce students to sustainable practices that ensure their longevity. The class will also have the opportunity to visit local lands and trails to evaluate these places first hand. | ||||||||||||||||||
76 | America's National Parks | National Parks - The Politics Behind "America's Best Idea" | Melissa Balk | UCO 1200 | 196: MWF 9:00 - 9:50 am | Civic Engagement | Fall 2017 | “Politics” is the study of conflicts between competing interests for limited resources. Given the contradistinction between environmental protection and recreational tourism, both of which fall under the purview of the National Park Service (NPS), politics inevitably influences the policies which govern the national parks. The NPS oversees 413 parks on 84 million acres of land, including 59 major national parks, 128 national historical sites, 84 national monuments, 25 national military parks, and dozens of other preserves, seashores, lakeshores, parkways, and recreation areas. Thus, politics has a major influence on national parks all across the county. Students in this class will examine how politics affect both the parks and NPS policy by examining a variety of environmental, economic, historical, and cultural issues. For example, we will examine how climate change is changing the scenery at Glacier National Park and how changes in wildlife policies at Yellowstone have literally resulted in a changed landscape. We will also examine the conflicts between the land-buying government and citizens who oppose its appropriation of private land. We will study the motives and actions of many diverse people who helped create and build the parks into what they are today. Additionally, we will conduct a comprehensive case study of the Blue Ridge Parkway, and discuss the wide range of political issues it has evoked since its inception, including how politics influenced its route, the government’s use of eminent domain to displace private citizens, and the conflict that arose between the government and the Eastern Band of Cherokee Indians over a right-of-way for the Parkway’s final fifteen miles. Finally, we will review meaningful ways that we can get involved in our communities and participate in civic activities to benefit our school, community, state, and nation. | ||||||||||||||||||
77 | American Women: Global Perspective | American Women in Global Perspective, 1600 - Present | Catherine Turner | UCO 1200 | 166: TR 11:00-12:15PM | Civic Engagement | Fall 2017 | The course is designed to facilitate students’ adjustment to the university learning environment. Students will be assisted in the transition from high school to college-level work and made aware of the support services available to them. The skills necessary for academic success will be discussed and honed as students examine the theme of women in American society. In addition to looking at how the role of women has changed from the colonial period to the 21st century, this course will also use primary and secondary source materials to determine what factors have shaped the female experience and what issues divide and unite women in America, past and present. | ||||||||||||||||||
78 | Appalachian Music and Dance | Appalachian Music and Dance | Rebecca Keeter | UCO 1200 | 151: MW 3:30 - 4:45 PM | The Arts Civic Engagement | Fall 2017 | Arts often reflect and help shape cultural norms and beliefs. In this class, we will explore how traditional music and dance forms and styles in Appalachia are integrated into local communities, paying special attention to their expression in Watauga County and neighboring areas. Through research, interviews, artistic participation, and observation, students will come to understand the European, African and Native American origins of this unique culture and how it represents in many ways the historical diversity of the American experience. Making Local to Global Connections is at the heart of FYS ‘Roots of Appalachian Music and Dance. Students examine the cultural perspectives of Appalachia and compare and contrast them with those of other regions, including Native American (Canada and the US), Continental European, African, and Celtic cultures. Students are exposed to a diverse group of cultures through individual research, international guest lecturers/performers, multimedia presentations and participation in international social activities on campus. Class guests representing Appalachian, Native American [USA & Canada], Celtic, European and African cultures engage the students in performances, lectures, and workshops. In addition students experience these cultures through video, audio, and written text. We will examine how these music and dance forms not only serve as aesthetic expression, but also perform essential social functions, such as community building, conveying society mores, and passing on traditions and values from one generation to the next. | ||||||||||||||||||
79 | Art, Politics, and Power | Art, Politics, and Power | Lillian Nave | UCO 1200 | 155: MWF 10:00-10:50AM 159: MWF 11:00-11:50AM | The Arts Global Issues Student Success Service Learning | Fall 2017 | Would you kill for art? Would you die for it? Many have in the past, and one day you might, too! This course will look at the power of art and why people and nations have paid for, stolen, enshrined, collected, or destroyed it. What can we learn from art and how do we protect it? From the Persian sack of Athens in 480BC to the so-called "rape of Europa" in which Hitler stole the greatest artworks in Europe during WWII, we will discuss the desire to steal and destroy another culture's art for political gain. (Did you know that over $100 Million dollars worth of art was destroyed on 9/11?) We will also discuss the role of art and the artist in conveying the ethos of a culture and introduce the concept of "culture care." Various readings, film screenings, field trips to the Turchin Center on campus, sculpture walks and collaborative assignments will enliven our class discussions. The culminating project will be a short documentary film in which you will create an artifact for our own "virtual museum" to preserve what art YOU think is important. | ||||||||||||||||||
80 | Art/Science of Fly Fishing | The Art and Science of Fly Fishing | Kurt Steinbaugh | UCO 1200 | 122: MW 2:00-3:15PM | The Arts Well-Being | Fall 2017 | This First Year Seminar class is intended for university students with an interest in rivers, fish, and conservation. It is a multi-disciplinary class where students examine Fly Fishing from a number of different disciplines and perspectives. The Art of Fly Fishing is the actual art of fishing the river which has been expressed in literature and the visual arts. The science is the biology and ecology of river systems. These systems are delicate and at risk. The Art and Science of Fly Fishing for Trout is a skill that requires a detailed understanding of freshwater ecology. As students learn the technical aspects of fly casting, fly tying, and fly presentation, they will also be learning to identify and replicate insects during specific phases of their lifecycles. Students will also learn how human interventions within the ecosystem can harm—or benefit—trout. Students will learn about stream ecology and how to help restore damaged streams. The course will have two trips to the river, during which students will determine which insects the trout are eating, tie flies to replicate those insects, and present those flies effectively to trout. Freshwater entomology and stream ecology: Students will be able to articulate the lifecycles of key insects, stream ecology concepts, and habitat needs of trout. Students who complete the class will have the skills to catch trout on a fly rod, explain the ecological concepts that affect fish, and identify threats and improvements to our local watersheds. | ||||||||||||||||||
81 | Art4Peace | Art4Peace | Lillian Nave | UCO 1200 | 181: MWF 1:00-1:50PM | The Arts Student Success | Fall 2017 | This course will explore how the visual and performing arts have created and transformed relationships between people. We will discover how the arts have unified people on a national scale through a "Singing Revolution" of the 1980s that brought the Baltic Republics out of communism and into democracy. In addition, we will explore how the visual arts often communicate the cultural ideas of a particular people using various examples throughout art history from the Giza Pyramids to the modern day Barbie doll. We will also explore how people have been able to transcend political, religious, economic, and cultural barriers in the modern world using the visual and performing arts. Our class will focus on how to communicate with others through a visual language, first, and then evaluate how distinct cultures and backgrounds influence how we read images. There will be a strong emphasis on international arts movements and how the arts function in today's world. | ||||||||||||||||||
82 | Autism: A Broad Spectrum | Autism: A Broad Spectrum | Rebekah Cummings | UCO 1200 | 129: MWF 11:00-11:50AM | Civic Engagement | Fall 2017 | In this course, students will examine a variety of perspectives on the autism spectrum within the United States and internationally, including autism as disease/illness/disorder, autism as something to rehabilitate, and autism as part of human neurodiversity. Students will delve deeply into the lived experiences of those on the autism spectrum around the world and their families through written and audio-visual narratives. Further, students will become familiar with the diagnostic criteria along with current research about and a variety of intervention strategies being used for autism spectrum disorders (ASD). By the end of this class, students will have gained a deeper understanding of the complexity of the autism spectrum and its surrounding systems. | ||||||||||||||||||
83 | Back to the Land | Back to the Land: 21st Century Homesteading | Charles Smith | UCO 1200 | 142: TR 12:30-1:45PM 143: TR 2:00-3:15PM | Sustainability Well-Being Civic Engagement | Fall 2017 | "Back to the Land' will introduce freshman to the recent revival in homesteading and the increasingly popular lifestyle of self-sufficiency. This course will cover the history of modern homesteading ranging from the back-to-land movement to the present day and will present a critical, comparative analysis of these two periods. We will also explore the various attitudes toward and reasons for homesteading and independent living as well as homesteading skills and their importance. Specific topics will include: the varied perceptions of homesteading in the 20th and 21st century, the changing makeup of homesteaders, the local food movement, growing and preserving one's own food, small farm and homestead opportunities for income; renewable energy options, and understanding of the public GIS/ARC systems, financial responsibility and self-sufficiency, and legal and regulatory concerns. In addition to researching the academic literature on homesteading through Belk Library and public records, students will meet local homesteaders from both new and older generations who will visit class, and will make two visits to a local homestead. | ||||||||||||||||||
84 | Beyond Normal | Beyond Normal: Understanding Diverse Abilities | Rebekah Cummings | UCO 1200 | 127: MW 2:00-3:15PM 144: MWF 12:00-12:50PM | Civic Engagement | Fall 2017 | The topics we will examine in this course will be disability and advocacy. The class will cover the historical precedents related to people with special needs, how they are reflected in contemporary popular media and literature, and best practices of engagement in the world for those with and without identified disabilities. The class will explore best practices in understanding living and learning challenges through universal design, understanding accommodations, the ADA (American Disabilities Act), Civil Rights Act and other relevant legislation. We will explore ways to support and advocate for self and others by looking at the particular needs and challenges for those labeled as having disabilities. We will examine models of successful inclusive living and learning environments that exist in education and communities all over the world such as Camphill Villages and L’Arche communities. Overall goals of advocacy for self and others will be emphasized through readings, discussions, interviews and self-exploration. | ||||||||||||||||||
85 | Boxing and American Culture | Boxing and American Culture | Michael Krenn | UCO 1200 | 104: TR 9:30-10:45AM | The Arts | Fall 2017 | This course looks at the sport of boxing through a multi-faceted lens utilizing sources from history, gender studies, literature, film, art, and the social sciences in an attempt to understand how the sport has both reflected and shaped American culture. Readings will focus on the origins of the brutal sport of bare-knuckle boxing in America in the 19th century; the boxing matches between Joe Louis and Max Schmeling that captivated the world; the ugly—and surprisingly racial—relationship between Joe Frazier and Muhammad Ali; and how a woman discovers power and insight when she takes up boxing. We will look at such complex questions as: Why did an African-American winning the heavyweight championship of the world in 1908 result in riots across the United States? Why is boxing called the “manly art”? How do the concepts of masculinity, femininity, and homosexuality get played out inside the boxing ring? Why were nearly thirty percent of boxing champions in the United States in the 1930s Jewish when Jewish-Americans comprised only about three percent of the U.S. population? Why did Ali refuse to be drafted during the Vietnam War? How did boxing at the Olympics come to be a Cold War battleground? Is boxing so dangerous that it should be abolished? Who was the real “Rocky” of movie fame? How has boxing been portrayed in American art, literature, and film, and what do these portrayals say about both boxing and the American culture in which it continues to survive? And while we investigate boxing and American culture we will also be learning about what a university is, what it means to be a student, and how students and teachers are engaged in the same intellectual activities. | ||||||||||||||||||
86 | Civically Engaged Discourse | Civically Engaged Discourse | Brian MacHarg | UCO 1200 | 123: T 5:00-7:30PM | Global Issues Well-Being Civic Engagement Service Learning | Fall 2017 | This course will invite students to engage in conversations about service, civic engagement, leadership and associating. We'll think and talk about what it means to be a citizen of ASU, the High Country, the US and the world. Through the reading of provocative texts, we'll practice the habit of civil discourse and respectful argumentation as we engage in service activities. Basically, we'll practice the habit of talking about our role in the community. Students will participate in community based service-learning to explore the four themes of serving, giving, leadership, and associating. The course will improve the student's ability to analyze, evaluate, and synthesize complex ideas in the context of current community issues. | ||||||||||||||||||
87 | Climate and History | Climate, History, and Climate Change | Michael Wade | UCO 1200 | 203 MW 3:30 - 4:45pm | Global Issues | Fall 2017 | This course is a multidisciplinary examination of the large environmental forces which will shape the 21st century and the next. The chief of these forces is planetary climate change, which is a civilization-altering reality already gathering force. One goal of our course is to understand the causes of climate change (and other environmental problems) by viewing them in in ecological, historical, and social perspective. A second objective is to comprehend the probable impacts on you, and your children and grandchildren. Since hope is indeed an imperative in the face of large challenges, the third aim of the course is to develop in you a realistic understanding of what individuals and communities can do to enhance the possibility of stable, rewarding futures for themselves and their families. In the process, you will learn that the prevailing political jargon and ideological terminology is not only poorly-defined, but is ill-suited to coping with 21st century realities. We begin with the problem, take stock of its probably effects, and end with hope, i.e., how we can adapt to unavoidable change and perhaps even live more rewarding lives in the process. The course includes some brief lectures, films for review, readings for review and discussion, a research project, and some music. | ||||||||||||||||||
88 | Climate Change | Climate Change | Anindita Das | UCO 1200 | 145: TR 9:30-10:45AM 169: TR 11:00-12:15PM | Global Issues Sustainability STEM | Fall 2017 | Climate change is still a controversial topic, not only among scientists but also among the general public. The outcome of this debate is important to us as a global society because of the policy choices and ultimately the laws that will be passed. The policy choices made in different countries will be important to the local communities and to the global society because the effects of climate change are both local and global. We will be learning about the science behind climate change, and the uncertainties and challenges faced by the scientists and policy makers. We will also learn about how decisions and policies affect climate change issues and the different stakeholders affected by these issues. Basic scientific concepts of climate change will be explained throughout the course and will be enhanced by discussing various academic articles and case studies. The course will also concentrate on team and leadership building skills, effective communication, and critical thinking skills through these scholarly articles and case study discussions. This will help students recognize, among other things, human versus natural causes and impacts of global warming on the environment, diagnose a problem, and come up with solutions to that problem through analysis and reasoning. | ||||||||||||||||||
89 | Conflict and Peace | Conflict and Peace | Amy Hudnall | UCO 1200 | 146: TR 8:00-9:15AM | Global Issues | Fall 2017 | In the 20th century, over 170 million men, women, and children died globally in recognized genocides as compared to approximately 36 million battle-dead. This course provides the historical and theoretical background necessary to formulate well-grounded opinions on the matter and inevitability of genocide. Using a strong multidisciplinary perspective, we explore relevant and fundamental concepts to genocide. Then we will compare the cultural, historical, and economic roots of a group of genocides that have occurred around the world. From our evaluations we will analyze the relevant issues from multiple perspectives. We will consider genocides’ aftermath and how the world responds to the victims and perpetrators. Finally, we will discuss the risk of genocides today and in the future and look at what responsibilities we as global citizens can do to avoid further genocide and foster a culture of tolerance and social responsibility. The course is discussion based. | ||||||||||||||||||
90 | Contemporary American Religion | Contemporary American Religion | Samuel Avery-Quinn | UCO 1200 | 106: TR 11:00-12:15PM | The Arts Global Issues | Fall 2017 | Using anthropological and sociological methods, this course introduces students to three important faith communities in American society: Evangelical Christians, Muslims, and persons identifying as "Spiritual, but not Religious." From our daily life in mixed-faith communities, to our politics, to our discussions of who Americans are as a people, each of these three religious groups have demonstrated a significant influence, and will, arguably, continue to play a significant role in our discussions of American identity in the future. Following introductions to the theologies and social histories of each tradition, students explore the contemporary experiences of each group at their intersections with contemporary American society. | ||||||||||||||||||
91 | Contemporary Green Living | Contemporary Green Living: Life Choices for Sustainability | Kevin Gamble | UCO 1200 | 134: TR 2:00-3:15PM | Sustainability Well-Being Civic Engagement Service Learning | Living Green | Fall 2017 | Sustainability has become a watchword of contemporary life. Often missing from discussions about sustainability is recognition that the choices we make about the technologies that we use play a major role in achieving the goal of sustainability. In this course, students will learn to distinguish feasible solutions that address the three pillars of sustainability (environment, equity, economy) from those that are merely “greenwashing”. Students will explore the diverse realms of human technological activity, which includes energy, transportation, manufacturing, buildings, food production, and more. Course activities will include, but not be limited to, field trips to view and participate in local community-based sustainable technology projects such as the Collaborative Biodiesel Project, and participation in service learning activities such as “Recycle at the Rock,” Habitat for Humanity green building projects, Kraut Creek river clean-ups, K-12 sustainability education, and more. NOTE: Enrollment in this section is restricted to members of the Living Green Residential Learning Community. | |||||||||||||||||
92 | Controversies in Science and Math | Breakthroughs and Controversies in Science and Mathematics | Sarah Greenwald | UCO 1200 | 184: TR 11:00-12:15 | STEM | Fall 2017 | Human beings are driven to explore ourselves and the world around us and to ask how things work. Today it may be difficult for us to imagine how mysterious the inside of a living person seemed only about 100+ years ago, when x-rays were discovered in 1895. Amazing breakthroughs have been made since then, such as the invention of the atomic bomb, penicillin, cloning and artificial intelligence. In this course we will look at the process of discovery as well as the implications of recent breakthroughs and developments. We will choose topics and explore these issues using articles and videos. We might choose to debate climate change, string theory, or the 2005 president of Harvard University’s comments about the innate ability of women in mathematics. We could explore the ethics of biodiesel or unbreakable codes, and whether we still need to learn multiplication tables. We will delve into diverse and opposing viewpoints on many issues as we discuss current scientific consensus. In this context we will focus on what science and mathematics is, strategies for success in these fields, ethical and philosophical considerations, public perceptions, applications to daily tasks, and the relationship of science and mathematics to American competitiveness and the global economy. We’ll also think about a series of interrelated questions: What is truth? When are we convinced? What are the consequences of certain truths? What is the role of chance and probability? The only prerequisite for this course is an open mind. | ||||||||||||||||||
93 | Death (&Rebirth) of the Hippie | Death (and rebirth?) of the Hippie: Rise and Fall of a Cultural Archetype | Brad Southard | UCO 1200 | 193: TR 3:30-4:45PM | The Arts | Fall 2017 | This course will examine the cultural period of the 60’s, the “Hippie” culture, its rise and demise. The Hippie archetype will be examined through the lens of music, politics, fashion, and cultural way of life of the hippie. Local culture will also be a point of reference in examining the resilience of this ideology. We will examine how the Hippie counterculture was influenced by other cultures such as the Native American culture and how the Eastern based religions and philosophies contributed to the ideology of the Hippie. We will also look at how a ‘counterculture’ seemingly transformed into a mainstream phenomenon within popular culture and the subsequent commodification of this archetype. Socio-historical context will be extremely important in this examination of this archetype and the culture pervading it. The Vietnam War, the sexual revolution, the civil rights struggle, the corrupt political climate, societal and political repression, as well as other aspects, will be critical to this exploration. In conclusion, the question will be posed as to how this cultural phenomenon influenced contemporary society and whether or not the hippie culture is present in some forms in the youth of contemporary American society, the “neo-hippie” movement, the environmental movement and other political and cultural movements reflecting this ideology. | ||||||||||||||||||
94 | Decoding Visual Media | Decoding Visual Media | Michelle Bowers | UCO 1200 | 109: MW 5:00-6:15PM | Civic Engagement Student Success | Fall 2017 | Media and technology have become an integral part of our lives, yet the majority of people do not know how to interpret media images. This course will encourage students to analyze the visual media that they view on a daily basis. Students will be introduced to the concepts of media and information literacy through a variety of assignments including genre comparison, mise en scene, library research, attending a cultural event as well as the weekly analysis of cultural events. Students will be asked to evaluate different forms of media (films, magazines, advertisements, photographs, and cultural events) for their perceived purpose, viewpoints, and overall effectiveness. Students will complete assignments and explore these concepts through their own personal and cultural experiences, as well as using knowledge acquired through course readings. | ||||||||||||||||||
95 | Democracy in Action | Democracy in Action: From Voting to Revolution | Phillip Ardoin | UCO 1200 | 198: TR 9:30 - 10:45 AM | Civic Engagement | Fall 2017 | The purpose of this course is to provide students with an understanding of effective forms of civic engagement within the framework of the American Political System and the current climate of extreme political polarization. The first half of the course will provide students with a foundation of how the institutions and culture of America promote and at times hinder effective civic engagement. The second half of the course will begin with an examination of the costs and benefits of a variety of conventional (voting, donating money) and non-conventional (protests, rioting, hacking) forms of political participation. Next, we will discuss opportunities and actions which citizens can engage in to effectively influence the policies and politics of our local and global communities. Note: Co-enrollment in PS1100-601 is required. | ||||||||||||||||||
96 | Doctor Who: Tardis Travels | Doctor Who: Tardis Travels | Donald Presnell | UCO 1200 | 111: TR 5:00-6:15PM 194: MW 5:00-6:15PM | The Arts Student Success | Fall 2017 | For 50 years, the BBC television series Dr. Who has followed the adventures of an alien “Time Lord” who travels through time and space via a time-travelling spaceship known as the TARDIS, which resembles the once-ubiquitous blue police boxes of Britain. What began (and continues) as a popular mainstay of British culture has grown from a cult classic into a global phenomenon. For its entire run, the show has consistently transcended its “science fiction” genre label and addressed a variety of topics and issues: politics; race; class; religion; and ethics. In this course, we will examine and discuss the show in aesthetic, narrative, and interdisciplinary contexts through such starting points as art, literature, science, philosophy, anthropology, mythology, and history. We will also analyze the global implications of these disciplines as they are presented and treated in various episodes and story arcs from the series. Such examples will include (but not be limited to) immigration, colonialism, and personal and collective identity. Students will engage in both classroom and online discussions, creative projects, and extensive individual and group research and writing. | ||||||||||||||||||
97 | Eastern Asian Martial Arts | Eastern Asian Martial Arts | Sheldon Rackmill | UCO 1200 | 117: MW 2:00-3:15PM 120: MW 3:30-4:45 | The Arts | Fall 2017 | Most American students’ familiarity with the Asian culture is limited to the martial arts and Asian food. Hopefully their interest in the martial arts will encourage a desire to learn about the culture and history of some of these Asian countries: Korea, China and Japan. Therefore, students of all genders are encouraged to register. The central theme of this course is to have students examine the historical and cultural backdrop of these countries and how they influenced the martial arts, and in turn how the martial arts influenced the historical events of various eras in these countries. We will explore the socio-political and cultural context of certain periods of time and its connection to the martial arts. We will also explore and evaluate: What is it about the Eastern Asian culture that lends itself to martial arts? Students will be exposed to an experiential component in this class. These experiences are some of the same principles that have allowed the samurai, the ninja and the Asian martial art masters to perform at their highest level. Students will learn to understand the mindset of a martial art master. Course will utilize the following disciplines: Philosophy, History, Art, and Film. In order to address the GLO attribution for its examination of a single issue from multiple perspectives, the course will do the following: The entire focus of my course, Eastern Asian Martial Arts in Context, analyzes the theme of how and why did the martial arts begin and flourish in these 3 Eastern Asian countries? The thrust of the course is to determine how these 3 countries had the need to develop and hone their fighting skills in order to survive and thrive. We will look at this issue from the perspectives of culture, history, government, economy, and religion. In the final research paper students must select at least 3 of the above-mentioned factors, and show how these various factors impacted and allowed your selected martial art to develop and flourish in your country. | ||||||||||||||||||
98 | Ecstatic Truth: 5 Herzog Films | The Ecstatic Truth: Werner Herzog's Documentary Journey | Trudy Moss | UCO 1200 | 170: R 5:00-7:30PM | Global Issues | Fall 2017 | Examine global perspectives on the themes of Justice, Communication, Frontiers, Pilgrimage and Sentience through an exploration of five Werner Herzog films. Follow pilgrims to Bodh Gaya, India, Mecca, and other destinations and design an individual pilgrimage that allows you to create a personal, religious, or cultural journey. The theme of communication stimulates conversation on endangered languages, language as a source of conflict, alternative communication and other cultural frames of reference. Dialogue on animal sentience elicits research on biodiversity and sustainability. In this engaging course film screenings, class discussion, journaling, inquiry-based research, the production of a short film on a course theme, as well as participation in campus and community events will assist students in using multiple perspectives to look at the work of this enigmatic storyteller. | ||||||||||||||||||
99 | Excavating Hamilton's America | Excavating Hamilton's America | Alice Wright | UCO 1200 | 161: TR 3:30 - 4:45PM | Civic Engagement | Fall 2017 | Hamilton: An American Musical has catapulted early American history into the 21st century, giving hip-hop inspired voice to the individuals who founded our country. However, because Lin-Manuel Miranda’s masterpiece is based on the written record, it only tells part of the story. Archaeology can tell another part and give voice to those groups silenced in conventional histories, including American Indians, Africans and African-Americans, women. In this class, we explore this untold colonial and early American history through the material – rather than the written – record. In the process, we will learn how the conscious assembly a diverse cast for Hamilton: An American Musical is perhaps even more salient than the show-runners realize, since indeed, diversity was as central to American in the past as it is in the present. | ||||||||||||||||||
100 | Get Art-Rageous! | Get Art-Rageous!: Expressive Arts for Social Change | Katrina Plato | UCO 1200 | 175: W 6:00-8:30PM | The Arts | Art Haus | Fall 2017 | This class will explore a hands-on relationship between traditional art and digital art using social media to convey a message for social change and healing. Students will research the history of the arts and expressive arts as a venue for social change. Emphasis will be on personal art-making as well as collaborate expressive responses to current issues combining an online social interaction with visual, theatrical, musical, digital and/or other expressive arts media. This class will engage in art making and creative expression but no art experience is necessary and materials will be provided. Students will become proficient in sharing their art through social media. For example, students will gift at least one individual or collaborative work for the second annual ASU World Art Drop Day on September 6, shared on a social media such as Instagram and Facebook. Students will also create a website as a social art focus. NOTE: Enrollment in this section is restricted to members of the Art Haus Residential Learning Community. |