Traditional Programs Adult Programs Course Descriptions Graduate Catalog

First Year Experience (FYE)

The First Year Experience (FYE) is a 4-credit academic program designed to introduce traditional first-year students to the academic, cultural, and social life of the college.  This program is designed to help students become more aware of their strengths, promote academic success and campus engagement, and foster meaningful relationships between students, faculty, and staff.  The components of the required First Year Experience are as follows:  First-Year Seminar (FYS) (3 credits), College Life (CCC 101) (.5 credit), and Exploring Your Future (CCC 102) (.5 credit).  The First Year Seminar (FYS) is taken in the fall semester concurrently with CCC 101 College Life. CCC 102 Exploring Your Future is taken in the spring semester.  A First Year Experience Mentor is paired with each section of CCC 101 and 102, and the instructor, mentor and students remain a cohort through both CCC 101 and CCC 102.  Tying the year together are “First-Year Fridays,” which is a set of events that take place on Fridays throughout the academic year, designed to enhance students’ academic success, personal growth, and social engagement.  

Components of the First Year Experience Program

Participation in the FYE is required for all first-time, First-Year Traditional students who matriculate at Cedar Crest College in the Fall semester. Successful completion of the FYE is a graduation requirement for students who matriculate at Cedar Crest College as first-time, First-Year Traditional students in the Fall semester. 

To successfully complete the FYE, students must earn a grade of “C” or better in the FYS course and grades of “P’ in College Life and Exploring Your Future. Students who do not successfully complete College Life and/or Exploring Your Future must successfully complete a course designated as Writing 2 or Global Studies in a future semester with a grade of “C” or better. That course cannot count as the W2 or GS course in the LAC. Students who do not successfully complete the FYS course with a grade of “C” or better must complete two courses designated as Writing 2 or Global Studies in future semesters with a grade of “C” or better. Those courses cannot count as W2 or GS courses in the LAC.  

First-Year Seminar (Fall, 3 credits) 

The First-Year Seminar introduces students to a variety of topics that illuminate the value of the liberal arts as an approach to thinking about the world and our place within it.  The seminar helps students to develop the ability to think critically and independently and to write, reason and communicate clearly, all essential skills for college success.  First-Year Seminars are taught by faculty across academic disciplines in small class settings, where students can engage with a particular topic, as well as with the professor and their peers.  The FYS provides students with the opportunity to explore important issues, gather and evaluate evidence, and further develop their ideas through writing and discussion.

CCC 101 - College Life (Fall, .5 credits)  

College Life is a First-Year Experience course designed to introduce students to the liberal arts and assist students in developing the skills necessary for academic and social growth at Cedar Crest College. Topics include developing images of success and defining goals, time management strategies, learning to think critically, developing effective study and test-taking skills, communication skills and conflict resolution, and building self-confidence.

CCC 102 - Exploring Your Future (Spring,  .5 credits)

Exploring Your Future is a continuation of CCC 101 – College Life that consists of the same instructor, mentor and students.  The course is designed to help students develop an understanding of the career decision-making process and to assist students with choosing a major.  Students learn how to evaluate their goals, interests, values and strengths, how to conduct research pertaining to their majors and careers, prepare and build a resume, and effectively explore career and internship opportunities.  Students are involved in hands-on projects and activities such as taking self-assessment tests.  Students who do not successfully complete College Life must successfully complete a course designated as Writing 2 or Global Studies in a future semester with a grade of “C” or better. That course cannot count as the W2 or GS course in the LAC.

FYS Courses

FYS 101    An Introduction to the Psychology of Sleep: A Course for College Students

Dr. Micah Sadigh
This course is an introduction to the psychology and the psychophysiology of sleep. Sleep plays a significant role in our physical and psychological health and well-being, yet the number of individuals who suffer from persistent sleep disorders has reached an alarming rate in the United States alone. College students are particularly vulnerable to the deleterious effects of sleep deprivation. In this course, we shall explore the many dimensions of sleep, its functions, and how to enhance its quality and consistency through a variety of behavioral and psychophysiological interventions.

FYS 106 A “Novel” Approach to Science

Audrey Ettinger      
Scientists in movies are often portrayed more negatively than even serial killers. In contrast, several current television shows feature heroic scientists solving crimes in the lab and field with a minimum of effort and The Big Bang Theory portrays scientists as social misfits.  In this course, we will examine fictional depictions of scientists and their work, identify typical stereotypes used to describe scientists, and ask why these stereotypes have evolved and what impression of science they create. We will explore an example of children’s literature about scientists and compare this representation to novels intended for adults, including works that are intentionally realistic as well as those that take a science fiction approach.  Film and television examples of scientists will provide additional discussion material.

FYS 110 The Psychedelic Sixties

Maynard Cressman      
This course is designed to provide students with a focus on selected topics and aspects of that epic period in history, the 1960s. Specifically, the role of civic engagement will be examined and how it helped to facilitate the development of major, global social movements that have resulted in intended and unintended revolutionary social and cultural change in the world.

FYS 112 The Outsider in Film and Fiction

LuAnn Fletcher     
The characters of Oedipus and Othello, Jane Eyre and Hermione Granger: the outsider has figured prominently in literature for centuries. Not all outsiders are outcasts or villains. In fact, outsiders are often a part of the culture they are simultaneously distanced from: their place “in between” worlds offers them a privileged perspective on the culture from which they stand apart. In this seminar, we’ll consider examples of literature and film that contain “outsider” characters in order to explore the challenges and benefits of being an outsider. We’ll explore what it means to “belong,” why people are threatened by those who appear to be different, and how individuals learn to navigate the communities they wish to join—or choose not to. Ultimately, we’ll consider how living in the in-between may lead to the discovery of one’s voice and ability to make a difference in one’s world.

FYS 115 Initiate Through Arts

Jill Odegaard    
What is community and how do you build it? By using the visual arts as a pivotal point this seminar course directs attention to this question by exploring historical precedents and contemporary examples that illustrate the impact of the artist as a community initiator. Through research and hands on experiences students will examine the role of the artist and ways in which art can facilitate building community and positive change. As artists take studio practices beyond the gallery walls communities are charged with a new relationship toward the visual arts. By generating dialogue and influencing creative collaborations communities are realized. With this background knowledge, students will design and implement a community based art project utilizing art as an instrument for civic engagement. The overall intention of this course is to increase awareness of the impact art has on local and global communities.

FYS 117 Coming of Age in a Complex World

Carol Pulham             
The “coming of age” novel has been popular for at least three centuries. Collectively, these novels almost always feature a male protagonist. In this seminar, however, we will focus (more but not exclusively) on the coming of age of women as portrayed in literature and film. We will examine questions such as “What is the nature of rebellion and is it necessary?”, “How does one begin to form one’s own philosophy?”, “How have other women found their voices?” and “How coming of age relates to taking on leadership roles.”  The seminar will explore the meaning of “coming of age” in various historical and social contexts, while examining the role that beliefs and critical thinking play in this experience.

FYS 119 Community: Being an Active Citizen 

Tammy Bean
This course explores the journey people engage in when becoming a part of a new community. Through active service projects, reflective discussions, comparative papers and group presentations students will develop and apply knowledge on being a change agent in their community. Readings will include pieces from the book “You’re more powerful than you think: A citizen’s guide to making change happen” by Eric Liu, “Agents of change: Unleashing the innovation of real-life superheroes” by Mike Thomas, the challenges between charity and social justice and articles about the local school system. Students will complete a direct service project with a local elementary after school program in Allentown as a way to help students connect to the opportunities available for community engagement.

FYS 120 Finding our Voice: Women in Politics

Christine Carpino    
Sixty-one percent of Rwanda’s lower house of government is composed of women. Compare that to the 23.7% in the United States. What explains these differences? Why has it traditionally been so difficult for women to break the glass ceiling of the highest political offices? This course will examine the role of women in politics, both formally and informally. We’ll explore how women’s relationship to government has changed over time and the barriers that women have confronted in their pursuit of elected office. We’ll also discuss policy issues generally classified as “women’s issues,” such as maternity leave, the pay gap, and the #MeToo movement. Over the semester, students will have the chance to work on a related policy/advocacy issue.

FYS 126 Protest Drama

Roxanne Amico  
The First-Year Seminar introduces students to a variety of topics that illuminate the value of the liberal arts as an approach to thinking about the world and our place within it. The seminar helps students to develop the ability to think critically and independently, reflect on personal experiences and the learning process, and to write, reason and communicate clearly -- all essential skills for college success. First-Year Seminars are taught by faculty across academic disciplines in small class settings, where students can engage with a particular topic, as well as with the professor and their peers. The FYS provides students with the opportunity to explore important issues, gather and evaluate evidence, and further develop their ideas through writing and discussion.

FYS 127 #LoveYourSelfie

Mae Ann Pasquale   
Taking care of one’s self is imperative, not only for personal health and strength, but also to provide the nourishment and stamina needed to stimulate a hunger for lifelong learning and professional growth. The mantra, “You cannot give to others if you do not give to yourself first.” is indeed true.This engaging first year seminar will provide an inspirational foundation for students to self-examine life stressors, recognize personal strengths, and realize the importance of caring and loving for oneself. Through readings, discussions, reflective writing, and explorations of various self-care modalities, students will create a personalized self-nurturing plan to achieve a balanced lifestyle that incorporates a combination of mind, body and spirit approaches in meeting their goals for personal and professional well-being.

FYS 130 Falcon Files:  The Societal Impact of Forensic Science on the Global Scale 

Dr. Lawrence Quarino
This seminar is intended for students considering majoring in forensic science.  The seminar will examine how forensic science varies in practice not only throughout the United States but throughout the world based on differences in laws, the criminal justice system, and norms. Similarly, cultural and religious barriers to autopsies and the taking of fingerprints and the removal of biological fluids such as blood and saliva for DNA testing from individuals will be discussed.  This part of the course will also concentrate on the history of forensic science and how it has evolved to present day practice.  Students will also learn about ethical and professional considerations in forensic science, and scientific courtroom testimony.  The seminar will also examine the societal impact of forensic science and the potential for catastrophic outcomes when forensic science is practiced fraudulently or incompetently.  The importance of guarding against contextual bias in the pursuit of justice through science will be emphasized.      

FYS 138   Finding Time: Cultural perceptions of the nature of time

Dr. Allen Richardson
This course will look at a variety of ways in which civilizations have understood time. Students will explore the ancient Egyptian perception of time as a system of order which was simultaneously conceived of as both impermanent and permanent.  They will also probe the role of cyclical time in Indian civilization and its influence on Hinduism and Buddhism. Following this, the class will look at the perception of time as linear in the West. Starting in the medieval period, when clocks only had a single hand, they will examine the ways in which Europeans, until the seventeenth century, understood the passage of time. Students will have an opportunity to examine an English lantern clock made in 1640 that survived both the fire of London and the plague of 1665 as well as other time pieces. The class will discuss the philosophy of time examining both the role of quantum physics and cross cultural perceptions of time by mystics in different religions. Finally, we will explore the role of time and imagination looking at images of time travel in film and the western obsession with apocalyptic thought.

FYS 140    Understanding Generation X: From Popular Culture to Workplace Relations 

Dr. Michael C. Zalot
Generation X—those born between the late ‘60s and the mid 1980s—are often regarded as a “lost” or “forgotten” generation, and criticized as lacking motivation.  Yet Generation X now occupies significant leadership, managerial, and technical positions in the workplace.  How can members of current generations better understand this disenfranchised generational cohort?  This course explores the experiences and motivation of Xers, starting with key popular culture referents such as the films of John Hughes, television shows such as Knight Rider, games such as Pac Man and Donkey Kong, and the music of Madonna, Michael Jackson, and Bon Jovi.  Key historical and cultural events are reviewed such as the Challenger Disaster and the Fall of the Belin Wall.  The ultimate goal of the course is to create an understanding of Generation X’s experiences to allow current students to more easily relate to X managers and co-workers.  Readings focus on social/historical analysis of this forgotten generation and students will create reflective essays on selected media content as well as best practices for intergenerational understanding in the workplace.












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