LS 101US:  Gods & Monsters – John Townsend-Mehler

In this section, we will engage with texts (and films) that are ostensibly about science in the broad sense, but more specifically deal with how science and the products of science influence our perceptions of ourselves and our place in the universe. The schedule will give students a better sense of the specific topics that will be covered. Learning outcomes include:

  • Students will examine a range of perspectives on science
  • Students will gain a better understanding of the nature of science
  • Students will explore the relationship between religion and science
  • Students will demonstrate critical thinking abilities
  • Students will deliver effective oral presentations
  • Students will demonstrate analytical, critical, and creative thinking in written communication

 

LS 101US: Curiosity Killed the Cat – Jennifer Hill

This course explores creativity, curiosity, and imagination in relation to identity formation and intellectual exploration. Some central course questions are: 

  • What are the differences between surviving and thriving? 
  • How do thinking and questioning impact human experience? 
  • What is the value of asking “why”? 

 

LS 101US: Critical Thinking:  Zen and the Art of Motorcycle Maintenance – Charlie Pinkava

Starting with Pirsig’s Zen and the Art of Motorcycle Maintenance, this section presents students with the opportunity to discover, evaluate and apply critical thinking to their academic experience, as well as to life outside of the university.  Students will:

  • Enhance self-awareness and capacity for self-critique.
  • Raise vital questions and problems, formulating them clearly and precisely.
  • Gather and assess relevant information.
  • Come to well-reasoned conclusions.
  • Think open-mindedly, recognizing and assessing our assumptions, as well as their implications, and the consequences of our decisions.
  • Communicate effectively with seminar colleagues, and apply these skills outside of the seminar…”in the real world.”

 

LS 101US: Knowledge, Identity, & Community – Aisha Garged

This section will provide an exciting and challenging introduction to college studies that will help to expand intellectual interests, improve critical thinking and communication skills, and enjoy conversation in a community of learners, and considers ideas and texts from the humanities, social sciences, and natural sciences to explore the major course themes: knowledge, identity and community.  Central course questions include:

  • What does it mean “to know”?  What does it mean “to be wise”?  What is “truth”?
  • What is human nature?  What shapes our identity?
  • What is a responsible citizen?  How should a responsible citizen act?  What responsibilities do citizens have for thinking critically about their society?

 

LS 101US: Reading the World in Images – Heather Hardester

In this section, students engage with writing and ideas about our current cultural relationship with digital platforms, images, and how our digital existence impacts ourselves, our communities, and discourse. We explore neuroscience, design, philosophy, psychology and sociology perspectives in order to think deeply about our relationship with digital media platforms, and how they are shaping society.

 

LS 103: Gateway to Sustainability – Heather Higinbotham Davies

This course is a gateway to the study of sustainability with all its complexities and all its controversies. It seeks to introduce students to the historical and philosophical background of discussions of sustainability, and what they mean to a lasting place for humans on Earth. It seeks to acquaint students with important economic, legal, policy, and regulatory environments within which conversations about sustainability occur. It encourages students to think about specific hotpots, or case studies, such as water and energy, around which sustainability revolves. Finally, it arms students with the theoretical, methodological, and political tools to begin envisioning a sustainable future for Earth’s human and nonhuman inhabitants.

 

LS 104: Intro to Global Health – Deborah Hines

This course will introduce the core concepts, principles and functions of global health. It will provide an overview of health determinants, methods for measuring population health and trends in global health and disease. The course will examine how sociocultural, educational, nutritional, environmental, economic and political factors influence the global patterns of disease and health inequities – including both communicable and non-communicable diseases. Explore questions such as: How do sociocultural, educational, nutritional, environmental, economic, and political factors and globalization influence the worldwide patterns of disease and health disparities?  Who works in global health and what do these people do?  How can I get involved through MSU and beyond?  The course will discuss key actors working together to improve global health, and career areas in this field.  All majors welcome; no pre-requisites.

 

LS 194D: Intro to Africana Studies – Jelani Mahiri

This course focuses on the idea of “modernity” and how people of African descent have been incorporated into modern nation-states and their nation-building projects. The course builds on interdisciplinary strategies for research, writing, representation and social action to address a few broad questions: What contributions have people of African descent, blacks, made to the world? How have these contributions been incorporated into various national and international projects – of race-making, of nation-building, of creativity, of struggles for justice and democracy?

 

In this course, students will be introduced to ideas, concepts, methods and themes from Critical Race Theory, Black Feminist Thought, history, anthropology, literature, film, art and other disciplines to explore these broader issues. Our focus will be comparative and urban oriented. After an introduction to the history and major course themes, we explore (sequentially) the experiences and struggles of blacks in the US, Brazil, South Africa, and Senegal. The intention of this comparative framing is to provide students with a broad sense of the experiences of blacks around the globe, to highlight the various modern projects within which peoples of African descent are situated – their commonalities and differences, and to understand the different ways that blacks have struggled, and continue to struggle toward liberation, justice, equality, self-determination and a “good life.”