Seminar Topics

Frankenstein’s monster. Scrooge’s ghosts. Count Dracula. Bertha Mason. Heathcliff. Mr. Hyde. Wonderland’s Creatures. Carmilla. Dorian Gray. Dr. Moreau. The Victorians adored and reviled their monsters, and ever since their inception, we Americans have adapted them and their stories into art and film. As Michel Foucault once said, we are “other Victorians”—for we, too, are fascinated and horrified by these monsters and what they represent, including violence, deviance, decadence, desire, and the Other. Such monsters symbolize our deepest conflicts and fears of the unknown, the uncanny, and the irrational; of failed progress; and of being “taken over” by regressive, seductive, and immoral forces. Through the study of narratives and films across three centuries, in this Liberal Arts Seminar, students will write both critically and creatively about the Victorian monsters themselves and how these monsters articulate various anxieties and desires within contemporary American society. Students will also consider what these monsters represent in both their time and ours: enslavement and empire, science and evolution, industrialization and commercialism, women’s rights and domesticity, fashion and image, aesthetics and criticism, and “deviant” bodies. Finally, students will interrogate modern-day views of the monstrous by viewing and discussing films that both adopt and adapt these beasts. Students should expect to read a number of Victorian novels; to write and revise five assignments; and to watch four films.

You might have heard about resilience as a process and capacity of successfully adapting to difficulty or challenging life experiences. Having resilience and being a resilient person mean very different things for different people. But is resilience enough and is there a limit to the effectiveness of it? This course will focus on the qualities of individual, group and community using multiple disciplines from biology, psychology, economics, organizational management, risk management, and public administration. We will explore topics such as toxic positivity, imposter syndrome, social identity, building community resilience, bounce forward vs. bounce back theory; and more. This course is also an opportunity to explore yourself, what resilience might look like as college student, and what it means to be part of the St. Mary’s College community.

This seminar will explore the varied ways—from the solemn to the silly–in which writers, poets, comedians and filmmakers use the written word to recall and/or call out social injustices and to raise possibilities of positive change in society. We’ll look at literature as a complex set of practices with both aesthetic and ethical dimensions, and we’ll explore its relationship to humor, trauma, memory and other aspects of human experience. Students will write and revise several analytical and interpretive essays about cultural acts of commemoration and satire and will experiment with some creative commentary of their own on social justice issues. Students should expect to propose topics for discussion and for their own projects, to participate actively in discussion during every session of the class, and to write and revise on a weekly basis. Careful reading and listening and mutually respectful dialogue will be emphasized.

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? How do songwriters respond to, reflect, and incorporate various musical styles, genres, and themes? What makes songs so powerful? In search of answers, we will pay attention to the sound, structure, form, language, and cultural context of song lyrics across genres and periods as we investigate the historical and literary roots of poetry and song to appreciate their relationship better. We’ll examine the environment in which a song was written and discuss how personal expression, emotional authenticity, social commentary, ritual, and entertainment intersect.

Why do animals do things that appear to be against their own self interests? For example, why do individuals risk their lives to warn others of danger or forego reproduction to help others raise offspring? Such striking examples of altruism have long puzzled evolutionary biologists. In this seminar we will explore the mechanisms underlying these and a variety of other interesting animal traits, with a particular focus on the wildlife we see regularly on the St. Mary’s College campus. In the process, we will cover a range of topics related to the processes and consequences of biological evolution, including the evolution of humans.

COVID-19, RSV, “The Flu”, Monkeypox … Pandemic! Are you sick of being sick? How do we protect ourselves and our loved ones? In this seminar, we will utilize concepts of disease transmission and prevention to explore the literature and discuss how diseases emerge into our society and are maintained throughout the world. We will discuss disparities in access to disease prevention and the impact on our changing environment on the development of new diseases and the expansion of disease range across the globe. We will explore academic resources to develop methods in literature search, analysis, and critical thinking. Students will be engaged in direct exploration of the topic through discussion, writing assignments and oral presentations.

We are surrounded by advertising and packaging for food and over the counter medicines that make claims about their ingredients and our health. In this class, we will examine some of the definitions and legal restrictions on labeling, the history of some of these regulations, as well as the public perception of these claims. Topics may include food allergy labeling, artificial versus natural ingredients, types of sweeteners, and types of preservatives. The second half of the semester will focus on student selected topics. Students will participate in oral and written communication for peer health education in and out of the classroom.

In this course, we will focus on the experiences and perspectives of Muslims in the US. Today most Americans say they don’t know a Muslim and that much of what they understand about Islam is from the media. Some see them as outsiders and a threat to the American way of life and values. What many don’t know, however, is that Muslims have been in America well before America became a nation. In fact, some of the earliest arrivals to this land were Muslim immigrants – forcibly transported as slaves in the transatlantic trade, who have been in the Americas for over 400 years. Since then Muslims have made many contributions to American history and culture, from racial justice struggles to sports and musical traditions like the blues, to politics and more. If you are interested in exploring American history from a nuanced and inclusive perspective, this class is for you!

In this course, we will focus on the experiences and perspectives of Muslims in the US. Today most Americans say they don’t know a Muslim and that much of what they understand about Islam is from the media. Some see them as outsiders and a threat to the American way of life and values. What many don’t know, however, is that Muslims have been in America well before America became a nation. In fact, some of the earliest arrivals to this land were Muslim immigrants – forcibly transported as slaves in the transatlantic trade, who have been in the Americas for over 400 years. Since then Muslims have made many contributions to American history and culture, from racial justice struggles to sports and musical traditions like the blues, to politics and more. If you are interested in exploring American history from a nuanced and inclusive perspective, this class is for you!

From the music of Bob Marley to the music of Beyoncé, this course examines the ways in which African Americans, Afro-Caribbean people, and Africans have used music to create zones of artistic freedom to enrich their experience of faith and interrogate and challenge systems of oppression in the twentieth and twenty-first centuries. The fundamental historical challenge is to understand the contexts within which Africans and African diasporic peoples produced this music, the impact of the music in shaping the lives of their broader communities, and the changing forms the music would take. The course is particularly interested in charting how Black musicians in racially disempowered and marginalized communities have sought to transform their world and give value to Black lives in a world that remains hostile to this principle. The course is divided into three geographical units. The first four weeks will be devoted to the Caribbean, the next three to Africa and the final six weeks to the USA.

Your friend posts online “I just ran a 5K in 10 minutes, so training is going really well.” Do you know whether they are just faster than average or full of baloney? What if your roommate says that you can save 8 gallons of water a day by turning off the sink while you brush your teeth. Using our resources responsibly is certainly important, but is 8 gallons a day a reasonable estimate or wildly exaggerated? This course will focus on math and science literacy and the skills needed to decide if a claim is ridiculous or plausible.

Meaningful reading for one’s personal life during and after college is the subject of this course. We will discuss whether and how fiction can teach us about life, truths and character strengths as we read a sample of philosophical and fictional works about friendship and other related virtues. Our discussions will focus on fictional characters who through their interactions and conduct represent various virtues, traits and character strengths relating to Friendship, such as wisdom, honesty, loyalty, and justice — and on characters who represent the opposite vices.

Meaningful reading for one’s personal life during and after college is the subject of this course. We will discuss whether and how fiction can teach us about life, truths and character strengths as we read a sample of philosophical and fictional works about friendship and other related virtues. Our discussions will focus on fictional characters who through their interactions and conduct represent various virtues, traits and character strengths relating to Friendship, such as wisdom, honesty, loyalty, and justice — and on characters who represent the opposite vices.

In July, 1633, Galileo Galilei was sentenced to imprisonment by a special court of the Inquisition. He spent the rest of his life under house arrest, blind for the last three years of it. His sentence has become a symbol of injustice and intolerance second only to the trial of Socrates. Why was Galileo, who had friends among the greatest of the Catholic Church, sentenced? Why was the idea that the Earth went around the sun a dangerous one in Italy at the time? Did he really drop cannon balls from the top of the Leaning Tower of Pisa? In this class we will explore the birth of science in the turbulent times of the late Renaissance and look at parallels to our own times.

This course will follow the 2024 Presidential Race from the Conventions in August and September through to the election outcome and analyses in late November. Students will become pundits, advisers, and historians, and candidates as they follow the twisting and turning Road to the White House. This examination of the presidential selection and election process will supplement current events with an examination of historical developments in the presidential selection process and past presidential campaigns. We will consider the changing influence of money, media, and mass communications. Key elements of the course will include active class discussion of daily news and assessments of significant events in the campaign. Throughout the semester students will be introduced to historical concepts and significant events/developments in the process by which America chooses a Chief Executive.

This course will follow the 2024 Presidential Race from the Conventions in August and September through to the election outcome and analyses in late November. Students will become pundits, advisers, and historians, and candidates as they follow the twisting and turning Road to the White House. This examination of the presidential selection and election process will supplement current events with an examination of historical developments in the presidential selection process and past presidential campaigns. We will consider the changing influence of money, media, and mass communications. Key elements of the course will include active class discussion of daily news and assessments of significant events in the campaign. Throughout the semester students will be introduced to historical concepts and significant events/developments in the process by which America chooses a Chief Executive.

In the end, everything is history. This course presents a secular reflection on the fragility of life on our world across deep time. We’ll sweep through the ages to examine global extinction events, calamitous moments in human history, climactic forces that threaten life on our planet, and the certainty of ultimate cosmic doom. By the end of the course, you’ll be prepared to act with new ideas and skills that might bolster our chances. Well, at least for a while because… nothing lasts forever. It’s the history of The End!

How do individuals become great leaders? Do they ever feel that they cannot “be themselves” while in a leadership role? And how do people think about and develop their careers over time? This course allows us to delve into these questions from a psychological perspective. We will focus on both leadership and career development theories and research. In working with these topics, we will hone skills in writing, presenting, and thinking critically. Through this class, you will also analyze your own leadership experiences and work on career planning.

How do individuals become great leaders? Do they ever feel that they cannot “be themselves” while in a leadership role? And how do people think about and develop their careers over time? This course allows us to delve into these questions from a psychological perspective. We will focus on both leadership and career development theories and research. In working with these topics, we will hone skills in writing, presenting, and thinking critically. Through this class, you will also analyze your own leadership experiences and work on career planning.

For as long as love has existed (and when hasn’t it?), music has had something to say about it. In this course we will study two of the most famous and beloved musical disquisitions on love, the operas La Boheme (1896) and Madam Butterfly (1904), by Italian composer Giacomo Puccini (1858-1924). Indeed, these works are as relevant today as they ever were, dealing as they do with issues both of public health (La Boheme) and of race and colonialism (Madam Butterfly). We will consider not only the literary sources that inspired them, but also how they in their turn inspired two of the most significant musicals of the late twentieth century, Rent (1996, inspired by La Boheme) and Miss Saigon (1989, inspired by Madam Butterfly).

Speaking in public elicits strong reactions, anything from slight nervousness to paralyzing fear and panic. Yet, it is a transferable skill that employers often look for in college graduates. It distinguishes job candidates, leaders, and subject matter experts as people that can command a room, exude authority and authenticity, curate information, and present their work for interdisciplinary audiences. This class will approach public speaking not as an innate gift or special talent, but rather a skill that can be learned, practiced, and perfected. This approach will utilise theatrical acting techniques to prepare speeches, review/analyze speakers, develop basic stage presence, and practice with efficiency. These techniques include researching information, thinking critically about the source and argument(s) of that information, curating information from multiple sources, writing the script for what you are going to say in a public venue, and practicing to increase your comfortability in public oral communication. The aim is for this praxis to lead students towards beginning a journey of self-discovery in the liberal arts, generally, and this communication discipline, in particular.

The shooting death of 17-year-old Trayvon Martin in 2012 and the subsequent acquittal of George Zimmerman awakened the activist spirit of many Americans, especially those of Alicia Garza, Patrisse Cullors and Opal Tometi. The feminist trio developed #BlackLivesMatter in response to Martin’s death and have since transitioned the movement from the Internet to the streets. The Black Lives Matter movement has been instrumental in organizing protests against the deaths of Michael Brown in Ferguson, Eric Garner in Staten Island, Sandra Bland in Hempstead, TX, Tamir Rice in Cleveland, Freddie Gray in Baltimore, George Floyd around the globe, and many others. College students, regardless of race, class, gender or sexual orientation, have been drawn to the objectives of Black Lives Matter and many have become part of a new generation of American activists. In addition to analyzing the history, principles and actions of Black Lives Matter, this course will examine the movement as part of a continuum of American liberation movements, including feminist, civil rights and LGBTQ+ movements. Black Lives Matter was not created in a vacuum; therefore, historical contextualization is essential to understanding why, in the twenty-first century, the founding members felt the need to remind all Americans of our shared worth and humanity. The course will also explore why Black Lives Matter has interrogated America’s increasingly racialized prison industrial complex, questioned the use of militarized police forces in underrepresented communities and reinvigorated age-old practices of civil disobedience and democratic resistance.

In this class, we will explore the Slow Food movement and the intricate connections between people and the environment through the lens of food. Using the books of two Michelin-star chefs turned environmentalists and slow food advocates as a platform, we will explore the slow food movement as a philosophy that emphasizes the importance of locally sourced, sustainably produced, and seasonally available food. In this class, we will delve into the principles of Slow Food, understanding its origins, and examining its impact on global and local food systems and environments. This class aims to inspire mindful and responsible food practices, encouraging you think critically and holistically about your food choices and their resulting impact on the local, regional, and global environment. Throughout the semester, we will explore our local food throughout St Mary’s County and the broader Delmarva region through hands-on, practical engagements with local food practitioners and proprietors.

Do you ever wish that your brain came with an owners’ manual? Let’s explore the neuroscience behind how your brain helps you learn and remember things, think and communicate ideas, and experience emotion, stress, or sensations. Our brains make us who we are, and this knowledge can help you better succeed as a learner, as a member of the St. Mary’s community, and as a human in the world. This class is for everyone; the only prerequisite needed is your own brain and a sense of curiosity about it!

This course reviews the history of higher education in the United States through the lens of student activism. Since the 17th century, student activism has existed in the U.S. For example, in 1639, three years after its founding in 1636, Harvard College experienced its first wave of student activism. The issue, at that time, focused on the quality of student dining. In the 18th century, another food related protest occurred, The Great Butter Rebellion. In hopes of evoking change, Asa Dunbar, Class of 1767, yelled in the dining hall: “Behold, our butter stinketh! Give us, therefore, butter that stinketh not” (Jason, 2018). While the 19th century saw a lull in student protests and activism, the country engaged in Civil War which resulted in a new wave of student activism. In the 20th century, student activism shifted; students began to challenge the status quo around issues of race, gender, access, and even foreign policy. In present times, the focus of student activism focused on issues of justice, equity, diversity, inclusion, and belongingness. However, what makes student activism successful? How can we measure success in the form of progress? And what, if any, role will you take in progressing social justice?

The Police Law and Society course offers an in-depth exploration of the multifaceted relationship between law enforcement, legal frameworks, ethical considerations, and societal impact. The course surveys the historical evolution of policing, examines constitutional principles shaping law enforcement practices, analyzes ethical dilemmas, and investigates the role of police in diverse communities. Through a comprehensive study of contemporary issues, students explore innovations, challenges, and the future landscape of policing.

The short story is one of the most dynamic forms of storytelling. Lifetimes can happen in few short pages, just as the seemingly smallest interactions can alter lives and relationships forever. In this class we will dive deep into the reading of short fiction, discuss their various elements, and read critical works and essays about the short story. Through a series of focused writing assignments, students will engage the knowledge they gain to write analytic, argumentative, and research-based works based on short stories.

Faculty: Janet Varner

Schedule: TR 8:30-9:45am

Be ready for an interactive class with time built in for student choice and exploration around various topics centered on the concept of developing your comprehensive worldview about what policies, practices, and beliefs should shape an education for today’s learners in K-12 and higher education settings. The conceptual framework for our work will be centered on the premise that there should be access and equity to an education in the United States for ALL students. At its core, you will flex your skills in the area of argument through written and spoken expression as you embark on the beginning of your academic journey at SMCM.

Faculty: George MacLeod

Schedule: MWF 9:30-10:20am

Figuring out what it means to “be a brat” is a lot more complex than it might seem. Who gets to decide if someone is a “brat”? Is there a good side to “being a brat”? And what causes brattiness? Genes? Parents? Friends? Ultimately, this class is about more than just “brats.” It is really about the social and cultural forces that determine how we label other people. Engaging with these questions will require you to think critically about the labels we use to describe ourselves and others, evaluate other people’s opinions on this topic, and then express your conclusions thoughtfully and clearly through oral presentations and written work.

Schedule: TR 6:10-7:25pm

The Police Law and Society course offers an in-depth exploration of the multifaceted relationship between law enforcement, legal frameworks, ethical considerations, and societal impact. The course surveys the historical evolution of policing, examines constitutional principles shaping law enforcement practices, analyzes ethical dilemmas, and investigates the role of police in diverse communities. Through a comprehensive study of contemporary issues, students explore innovations, challenges, and the future landscape of policing.

The shooting death of 17-year-old Trayvon Martin in 2012 and the subsequent acquittal of George Zimmerman awakened the activist spirit of many Americans, especially those of Alicia Garza, Patrisse Cullors and Opal Tometi. The feminist trio developed #BlackLivesMatter in response to Martin’s death and have since transitioned the movement from the Internet to the streets. The Black Lives Matter movement has been instrumental in organizing protests against the deaths of Michael Brown in Ferguson, Eric Garner in Staten Island, Sandra Bland in Hempstead, TX, Tamir Rice in Cleveland, Freddie Gray in Baltimore, George Floyd around the globe, and many others. College students, regardless of race, class, gender or sexual orientation, have been drawn to the objectives of Black Lives Matter and many have become part of a new generation of American activists. In addition to analyzing the history, principles and actions of Black Lives Matter, this course will examine the movement as part of a continuum of American liberation movements, including feminist, civil rights and LGBTQ+ movements. Black Lives Matter was not created in a vacuum; therefore, historical contextualization is essential to understanding why, in the twenty-first century, the founding members felt the need to remind all Americans of our shared worth and humanity. The course will also explore why Black Lives Matter has interrogated America’s increasingly racialized prison industrial complex, questioned the use of militarized police forces in underrepresented communities and reinvigorated age-old practices of civil disobedience and democratic resistance.

Most of us go through our day-by-day lives with little realization of the effect we have on the world around us. You can’t live without affecting all the living things around you. This course takes a deep look at how the world is adapting to stresses our species put on it, and how these adaptations can affect the future of life on this planet. We will be reading three books; Your Inner Fish: A Journey into the 3.5-Billion-Year History of the Human Body (ISBN-13: 9780307277459), The Sixth Extinction: An Unnatural History. By Elizabeth Kolbert (ISBN-9780805092998), and Blood and Earth: Modern Slavery, Ecocide, and the Secret to Saving the World. By Kevin Bales (ISBN-13: 978-0812995763). These readings look at how we evolved, and the environmental and social consequences of our path. We will hone our skills on collaboration, communication, creativity, and leadership while exploring our society with an evidence-based eye.

Our personal identities indicate who we are with respect to other persons and in that way guide not only how we are supposed to treat those others but also how we are supposed to conduct ourselves. In this seminar we will explore the question of how we come to be who we are, our personal identity, and its impact on how we should regard and treat each other. In the process we will be introduced to a St. Mary’s liberal arts education by practicing the four crucial liberal arts skills – written expression, oral expression, critical thinking, and information literacy.

Faculty: Louis Hicks

Schedule: MWF 1:10-2:00pm

The songs of Mark Knopfler. A meditation on their musical, literary, cultural, artistic, historical, political, philosophical, and economic meanings. A semester-long trace of one artist’s search for the human as expressed in lyrics and music. Particular attention is paid to Knopfler’s achievements in encapsulating entire artistic genres, historical periods, and philosophical discussions into individual songs.

Schedule: TR 3:10-4:25pm

This course reviews the history of higher education in the United States through the lens of student activism. Since the 17th century, student activism has existed in the U.S. For example, in 1639, three years after its founding in 1636, Harvard College experienced its first wave of student activism. The issue, at that time, focused on the quality of student dining. In the 18th century, another food related protest occurred, The Great Butter Rebellion. In hopes of evoking change, Asa Dunbar, Class of 1767, yelled in the dining hall: “Behold, our butter stinketh! Give us, therefore, butter that stinketh not” (Jason, 2018). While the 19th century saw a lull in student protests and activism, the country engaged in Civil War which resulted in a new wave of student activism. In the 20th century, student activism shifted; students began to challenge the status quo around issues of race, gender, access, and even foreign policy. In present times, the focus of student activism focused on issues of justice, equity, diversity, inclusion, and belongingness. However, what makes student activism successful?