Transfer Students (those students transferring in with more than 24 credits) will take CORE301 (not CORE101) as their Liberal Arts Seminar. CORE 301 (Inquiry in the Liberal Arts) is designed for students transferring to St. Marys College of Maryland and will focus on the four fundamental liberal arts skills, and emphasize their importance for a broad grounding in the liberal arts. These 4-credit courses are offered both spring and fall.
Students transferring to St. Mary’s with an AA or an AS degree from a Maryland State Community college have fulfilled all of their Core Curriculum requirements except CORE 301 and CORE 350 (Experiencing the Liberal Arts in the World).
Fall 2017: Core 301 Section Information
|Myerowitz, Rachel||301.01||MWF Noon||"Ethical Dilemmas of Biotechnology"||During the latter half of the 20th century, scientists discovered how to clone and sequence genes. The knowledge garnered from these findings has been utilized for a myriad of practical applications to our lives and constitutes what is commonly referred to as the Biotechnological Revolution. Many of these applications such as prenatal diagnosis, animal cloning, and human embryo gene editing ,to name but a few, pose ethical dilemmas. We will study ethical frameworks upon which we base moral judgments, methodologies for constructing reasoned arguments upon which to base moral judgments and selected ethical dilemmas raised by the Biotechnological Revolution.|
|Koch, Andy||301.02||TR Noon||Is it just progress?||We all lead interesting and full lives, taking in so many resources that most of us fail to even think about as we go through our daily lives. When asked to consider these resources, we usually think we are paying for them, but that might not be the full story. In this seminar we will read a series of books designed to shed light on the implications of our living style. Students will work in small groups and individually to find evidence and present data to either support common beliefs or refute them.|
|Gabriel, Jerry||301.03||MWF 10:40||The Suburbs||What is the American Suburb? Where did it come from and why? What is its relationship to other “spaces” in the American landscape—notably cities and the countryside? We will discuss at length Suburban Sprawl, or the spread of housing developments, mall-style commerce, and office parks into what was very recently empty spaces and farms. Embedded in any discussion of the suburbs is a tension between the public and the private, and through the lens of this debate, we will study the impact of the suburbs on such facets of life as transportation, education, housing, jobs, consumerism, food, and the environment. To this end, we will examine books, essays, films, TV shows, even songs, about the suburbs to enrich our discussions and responses.|
|Cohen, Ken||301.04||TR Noon||Hamilton: Man, Myth, Musical||This first-year seminar will explore the recent phenomenon of Hamilton: The Musical. The point of the course is not just to fact-check the show, but to understand its resonance today. To that end, students will be introduced to concepts of historical memory and public history while studying the Revolutionary era as well as theatre and entertainment history more generally. Using video and audio content from several Broadway shows and films, in coordination with primary source evidence related to the lives of Hamilton and others in the Fouding period, the course will ask students to work together and individually to uncover the importance (and strategies) of interpretation in any historical work. In the end, then, this class will make students better able to describe the important relationship between who lives, who dies, and who tells your story.|
|Brandt, Crystal||301.05||MWF Noon||Words & Music: The Poetics of Song||Are song lyrics poetry? On a page, song lyrics and poems look similar, relying on figures of speech and poetic techniques. But what happens when we add music, performance, and technology? What happens when we take away those aspects? |
This seminar will explore the sound, structure, form, language, and cultural context of song lyrics across genres and periods. We will investigate the historical and literary roots of poetry and song to better appreciate their relationship. We will then discuss how personal expression, emotional authenticity, social commentary, ritual, and entertainment intersect. To learn reasoning as well as content, we will focus on cultivating the fundamental liberal arts skills of critical thinking, information literacy, written expression, and oral expression.
|Rhoda, Mark||301.06||TR, 12:00-1:50, MH 111||The Post-9/11 Horror Film||Since the “horror spectaculars” of the 1920s, the horror film has filled the silver screen with fictional monsters that defy cultural categories and arguably threaten, frighten, scare, disgust, or repel. Are these objects and affects horror’s appeal and its raison d’être? Or, do these monsters and their scarifying monstrousness signal something else? In a post-9/11 world, they certainly do! The monsters have returned! This seminar will examine how horror cinema has responded to the cultural phenomenon that is 9/11 in terms of its visual (i.e. iconographic) and story-telling (i.e. narrative) strategies. How, for example, does a film like Matt Reeves’s "Cloverfield" (2008) employ specific imagery evocative of the 9/11 tragedy in order to construct an apocalyptic vision of “homeland”? What does M. Night Shyamalan’s "The Village" (2004) tell us about a politics of fear? And how, and why, does a film like "30 Days of Night" (2007) position its monstrous threat as distinctly foreign, as unambiguously and aggressively different from “us”? These and other questions will guide our thinking about cinematic horror’s response to the traumatic event that is “terrorism” – that is the phenomenon of 9/11.|