PHIL 112 FYS: Thinking Out Loud: Public Philosophy as a Path to Social Change (3)
In this course, we will see how philosophers are working to make the world a more just and beautiful place, extending this work to people, places, and topics traditionally excluded from the discipline. Philosophy arose as an intellectual practice with a distinct public purpose. But over the centuries, it has transformed into a specialized academic pursuit, often detached from our everyday concerns. Public philosophy aims to recapture philosophy's public purpose, bringing it to bear on the most pressing questions of our time: how do we address crises of sustainability? How do we sustain our faltering democracy? How do we live meaningful, exciting lives in the face of the mind-numbing demands of the modern world? Consistent with the aims of public philosophy, students will not only study these interventions, but employ them, creating work that engages with the public in some meaningful way. Gen Ed: Philosophy

ART 110 FYS: By Hand- Bookbinding and the Analog (3)
An artist's book is an art work in which the book's form and/or content is used as inspiration for the work. During the course, students will utilize the techniques of hand bookbinding, as well as explore analog (physical, tactile) processes, including a brief introduction to letterpress (type set by hand), as well as more extensive work with transfers, collage, and stamp making. For their final project, the students will choose a theme to explore utilizing any of the bookbinding techniques and analog processes we have covered. 

This FYS course is supported by several engagements centered on achieving 'slowness' in our everyday lives as an act of resistance to the pressures of social media and 24-hour news cycles. Along with the FYS dialogic questions, students will visit both the Hesburgh Library's Rare Book Archive as well as the Raclin Museum of Art, where they will participate in the museum's ART180 project. Gen Ed: Creative & Artistic Expression
 

BIO 133 FYS: Birds of a Changing World (3) 
BIRDS! Birds are the most diverse group of terrestrial vertebrates and offer many people their first and easiest introduction into the natural world. In this course we will get outside to find and learn about the birds of Indiana in their natural habitats; we'll learn about the scientific study of birds, or ornithology; and we'll use birdwatching as a lens through which we can examine our own relationships with each other, and with our natural world. A major theme in the course will be the challenges and opportunities of a changing world, what these mean for birds, and for the people who study them. Gen ed: Natural Science

SW 141 FYS: Inclusive Leadership & Influence (3)
Everyone has the unique potential to be an effective leader and influencer of positive social change. This course provides the foundational knowledge needed to be an inclusive leader when working with diverse groups in community and workplace settings. Throughout this course, you will expand upon your understanding of what it means to be an inclusive leader, while learning interpersonal skills and leadership strategies that foster belonging among group members. By participating in personal reflection, you’ll recognize your own strengths and personal leadership styles, while exploring practices that promote inclusivity in diverse environments. You will also gain an increased awareness of the role diversity plays when examining social problems and learn how to manage conflict in group settings. At the end of the course, you will leave with the inclusive leadership skills needed to empower others, influence human behavior and advocate for social change in your communities. Gen Ed: Social Science

NURS 123 FYS: Health Habits for Positive Partnerships (3)
Using a forensic nursing lens and a trauma-informed care approach, this class is designed to help young women foster self-awareness, cultivate self-love, and develop the skills necessary to engage in healthy, supportive relationships. Whether navigating friendships, family dynamics, or romantic partnerships, this course will equip students with practical tools to set healthy boundaries, communicate effectively, and recognize the signs of toxic relationships. Please be aware that some of the material covered in this class includes sensitive topics that may be distressing or triggering to some students. Students will be introduced to different types of interpersonal violence as well as campus and community resources which exist to provide compassionate care for victims of violence. The aim of the course is to empower women with the knowledge needed to live safely, confidently and courageously. Gen Ed: Social Science

HUST 101 FYS: Imagining Futures (3)
This course examines how humans have used imagining potential futures and ideal societies as ways to identify and propose solutions for contemporary social problems. Students will analyze films (Metropolis, Blade Runner, Black Panther) and historical and literary accounts of experimental communities (ranging from Plato’s Republic and Thomas More’s Utopia to the Communist Manifesto and Fordlandia to works of science fiction, such as Octavia Butler’s Parable of the Talents and Kazuo Ishiguro’s Klara and the Sun). After encountering debates on topics such as reliance on robots and AI, the control of human thought and reproduction, and concerns for the environment, students will research a community (living, fictional, or historical) to identify and evaluate proposed solutions to social injustices and will consider ways in which more just communities might be constructed. Gen Ed: Interdisciplinary Thinking
 

ENLT 114 FYS: Unreliable Narrators (3) 
An unreliable narrator is a narrator who cannot (or potentially should not) be trusted to give an accurate account of events. In literary studies, such a narrator is often 'mad' or mentally ill, biased, misinformed, or intentionally manipulating information. And yet, the designation is not neutral. Characters in both life and literature are often labeled unreliable by social and cultural forces. In this first year seminar, we will consider the archetype of the 'unreliable narrator' in gothic, thriller, and science fiction literature, genre-bending memoirs, and even popular nonfiction in order to interrogate: what makes a narrator unreliable? How do gender, race, sexuality, and class influence cultural understandings of who is deemed narratively trustworthy or objective and who is rendered unreliable? And finally, how might we as storytellers of our own lives analyze and harness the power of narrative (un)reliability for the sake of critical thinking, creative expression, and dialogue across difference? Gen Ed: Literary Inquiry

SOC 110 FYS: The Culture of College: Decoding the Hidden Curriculum (3)
How does social class shape our everyday lives? This first-year seminar uses a sociological perspective to examine how class influences our opportunities and life experiences. We will explore the experiences of those in various social classes, such as the upper class, the middle class, the working class, and those living in poverty, while highlighting intersections with gender, race, and other identities. In addition, we will analyze how social class shapes our childhoods, educational experiences, and ultimately, our futures. Upon taking this course, students will develop a deeper understanding of themselves and American society.  Gen Ed: Social Science

MUS 160 FYS: Finding Your Voice – Using Music to Express Your Creative Side (3)
Creative problem solving is one of the skills most valued by employers in today’s world. Creativity is inside all of us, and is a proficiency that can be developed through creating in the arts. In this course, students will work with music to exercise creativity, self-expression, and critical thinking. Students will learn vocabulary and strategies to listen to music on a deeper level and to analyze how music can be a force for social justice, play simple instruments like guitar or ukulele, and use computer software to create music of their own. The focus of this class is how to make learning in the creative arts more equitable by exploring how tools like technology can empower students with or without a background in music to make creative choices. Gen Ed: Creative & Artistic Expression

MATH 121 FYS: How Data Shapes Our World (3)
How can data empower communities while avoiding harm? In this course, we will explore how data influences critical issues, from efforts to close the gender pay gap to addressing environmental challenges like climate change and renewable energy. Students will engage in hands-on work with real-world data to develop key quantitative skills, including evaluating evidence, interpreting statistical claims, and recognizing biases in data collection. We will investigate how flawed data, misleading statistics, and biased algorithms shape policies and impact marginalized communities. Open to all majors, this course welcomes students of all backgrounds—no advanced math skills required—just curiosity and a commitment to understanding how data can drive positive change. Gen Ed: Math (equivalent to Math 104 and 108) 

POSC 170 FYS: The Books They Don't Want You to Read: The Politics of Book Banning (3)
Challenges to books in public libraries, public school libraries, and curricula in public K-12 schools are nothing new. Which books are frequently challenged, though, and why? What political processes are involved in book challenges?

Those are questions we'll explore together this semester. We'll carefully read and discuss four novels and one memoir, and consider why these works in particular have often been challenged. Throughout the semester, we'll explore the political implications of book challenges and specific processes used in challenging books. We will also explore data on such challenges (for example: how often challenges are successful, whether there's any pattern to what kinds of books get challenged, whether some states remove books more frequently than others, etc.). Note that this course does not count toward the Political Science major. Gen Ed: Social Science

GWS 180 FYS: Intersectional Leadership and Empowerment (3)
This FYS will explore the complexities of gender, leadership, and the challenges leaders face navigating power structures. Students will analyze how norms and stereotypes related to gender, race, class, and sexuality affect leadership while focusing on developing strategies for overcoming barriers and creating more just and inclusive leadership environments. Using a strengths-based approach, students will develop a personalized leadership plan that fosters confidence, self-efficacy, and resilience. Students will engage with diverse readings, personal reflection, and leadership development exercises to cultivate a contemporary understanding of leadership. Gen ed: Interdisciplinary Thinking

RLST 104 FYS: Religions and the Good Life (3)
What makes a good life? How is our own search for happiness connected to the good of others? This course will explore answers to those questions from different religions and thinkers. As we study those answers in context, we’ll learn more about the teachings and complexities of different religions. We’ll also be attentive to the ways that learning about religion can help us better understand our world, ourselves, and others. We’ll learn from readings and videos (including The Book of Joy by the Dalai Lama, Archbishop Desmond Tutu, and Doug Abrams), guest speakers, shared conversation, mindfulness practices, and visiting a local religious community. This course warmly welcomes students of all worldviews, whether religious or not, to join in the learning and be part of the conversation. Gen Ed: Religious Studies I

RLST 105  FYS: Can You Be Spiritual Without Being Religious? (3)
Over the years, the expression “I’m spiritual, but not religious” has been invoked by many as an identity and a description for an array of reasons. Often it signals an individual’s openness to the possibility of the transcendent, the divine, the mysterious, the numinous, but that this same individual may be disinterested in or even hostile to traditional religious institutions and traditions. This course explores the meaning of “spirituality” and its relationship to religion, viewed across diverse religious traditions including Judaism, Christianity, and Islam. Additionally, we will examine the emerging academic discipline of the study of spirituality, which is inherently interdisciplinary. In addition to religious contexts, we will also consider recent literature on non-theist and “secular” spiritualities. Throughout the semester, students will examine a range of perspectives from scholars and practitioners, discuss similarities and differences among traditions, consider the relationship between spirituality and justice, and develop their own understanding of spirituality and position as to whether a person must be religious adherent or affiliate with a traditional religious institution in order to be spiritual. Gen Ed: Religious Studies I
 

RLST 106 Why Rest? (3) 
Amid the demands of busyness, burnout culture, side hustles, and constant notifications from text messages, social media, and emails, contemporary life often feels exhausting; rest feels on short supply. So, why rest? This First Year Seminar is an introductory course in the academic study of religion that considers how rest has served as a personal and collective spiritual practice that restores practitioners, embodies resistance, and connects them to something greater than themselves, including God, other people, and the earth. The histories and diverse practices of Shabbat or Sabbath in the Jewish and Christian religions will inform students' learning and their hands-on experiments in practicing rest.  Gen Ed: Religious Studies I

COMM 112 FYS: AI and the Future of Human Communication (3)
How is artificial intelligence reshaping the way we communicate, create, and connect, — and who benefits? This course examines the social, cultural, and ethical dimensions of AI, with particular attention to generative AI technologies such as large language models (LLMs) and their impact on human communication, higher education, media, and civic life. Students explore how AI transforms authorship, creativity, and knowledge production while raising critical questions about misinformation, disinformation, algorithmic bias, and digital inequality. Through discussions, case studies, guest lectures, and collaborative projects, students develop the critical thinking and ethical literacy needed to navigate an AI-driven world responsibly. As a First-Year Seminar, the course centers inclusive dialogue, interdisciplinary inquiry, and a commitment to equity, preparing students to engage thoughtfully with one of the most consequential technological shifts of our time. Gen Ed: Interdisciplinary Thinking

SLP 100  FYS:Finding Your Voice: Communication, Identity, and Access (3)
Guiding question: Who gets heard? How do our societal spaces, rules, and technology open doors for some voices and close them for others?

College is often described as a time to "find your voice." This seminar creates a structured, supportive space for first-year students to build community, strengthen college-level communication, and connect personal experience to broader social issues. Students examine how identity and social context shape communication and how power, privilege, and oppression influence whose voices are amplified, whose are dismissed, and what it means to feel welcome or unwelcome in groups and institutions. Through short readings, media, discussion, and applied activities, students practice skills for self-advocacy, allyship, and community engagement: learning to listen across difference, participate in difficult conversations, and communicate clearly for real audiences and purpose. Gen Ed: Social Science 

ART 106 FYS: Selfie: Identity in the New Millennium (3)
An exploration of the self investigated through contemporary forms of imaging and visualization. This course will ask how images shape our perceptions of who we are, how they help to define the enduring contours of each generation and establish a sense of personal and communal place in the historical continuum. Exploratory activities may include work with digital and analog photography, video, holography and other imaging methodologies. Journals, and other observational writings are included.  Requirements: Phone with camera and a willingness to view the world through varied lenses. Gen Ed: Creative & Performing Arts

BIO 131 FYS: Discovering self: genes, genomes, and society (3)
How does genetic information inform you about yourself?  What matters most: nature, nurture, or something else?  Does understanding human development help to explain who we become?  Explore the role of genetics in the past, present, and future.  We will look at social understanding of genetic knowledge from ancient and contemporary viewpoints to discover historical perspectives that shape modern justice issues.  We will learn basic genetic principles, unpack the arguments on human cloning, and discuss the causes of genetic diseases and current methods for prenatal testing.  Of particular emphasis will be reflections on future ethical implications for gene editing, human reproduction, and the applications of genomic information.  Are we entering a “brave new world”?  How will genetic engineering shape our future?  And, most importantly, how would you address the moral and justice issues that arise from this science of self. Gen Ed: Natural Science

EDUC 102 FYS: Learn?!? How Have Teachers Made Learning Work (3) 
In this course, you will learn about the history of how K-12 teachers have engaged students, including how those approaches impacted different students in different ways. You will examine 200 years of engagement, including: 1. historic efforts to engage students, 2. recent efforts to engage students, and 3. what the future of engaging students could look like. Gen Ed: Historical Inquiry

THTR 175 FYS: Can I Be Both Fashionable and Ethical? (3)
This course, via a focus on experimentation with mending and upcycling, will help students explore their aesthetic identities while sustaining a commitment to fashion ethics. Students will be asked to think empathetically about stakeholders- people, plants, and animals, affected by our consumption. A hybrid of studio and lecture sessions, the course will include fashion, material culture, and environmental ethics literature discussing concepts such as longevity of use and sustainability, as well as makers' sessions for practicing mending and upcycling. 

Academic projects will include a social concern investigation informed by values assessments and impact calculators and a call-to-action presentation. Creative projects include the creation of a mending and upcycling sample portfolio and development of a full-scale upcycled project. Gen Ed: Creative & Performing Arts

COMM 111 FYS: Communicating Community and Combating Loneliness in Online Spaces (3)
This course asks: How can we use leading communication technologies (such as social media and other computer and digital media) to communicate in ways that build community, combat loneliness, and establish spaces of belonging? Students will engage a critical and reflective lens to consider issues of community and communication media from historical and contemporary perspectives. Drawing from interdisciplinary insights, they will build an awareness of the strengths and shortcomings of leading communication technologies in their capacity to build community and spaces of belonging. In a moment of polarization, students will examine constructive practices for communicating for community rooted in dialogic engagement. Gen Ed: Interdisciplinary Thinking

ENLT 112 FYS: Mystery Across Time, Space, and Text (3) 
Mystery is an enduring feature of fiction and nonfiction alike. In this class, we will focus on mysteries associated with specific places as depicted in short stories, Agatha Christie 's Death on the Nile, Kwei Quartey's The Missing American, and Dorothy Sayers' Gaudy Night. We'll also engage with adaptations of detective fiction: board games and films both. What do the differences between these versions tell us about the cultures that produced them? Where is the truth in the fiction? Guest speakers will add depth to our reading and knowledge of Saint Mary's College mysteries as well. In the end, students will gain knowledge of how mystery functions, creates tension, and reflects (and can challenge) cultural values and biases. Building on this, the semester will end with students designing their own mystery event and the Saint Mar's community will be invited to identify the culprit...if they can.  Gen Ed: Literary Inquiry 

COMM 113 FYS: #MeToo: Communication, Advocacy, and Accountability (3)
This course engages an interdisciplinary approach to understand legacies of violence against marginalized groups, using #MeToo and the MeToo. Movement as a contemporary example. We employ an intersectional lens to explore the ways in which race, class, gender, sexuality, and other identity markers have historically influenced who is subjected to such violence (and who initiates it), highlighting the role of communication in defining, perpetuating, and resisting violence, as well as mediating accountability therefore. We read a variety of texts, including social media, docuseries, legislative testimony, comedy routines, and news coverage to survey communicative practices and their impacts on victim/survivors, alleged abusers, and societal perceptions. In this seminar, we also engage in active learning by leading class discussions, writing reflectively, and developing a social media campaign in which we advocate for justice.  Gen Ed: Interdisciplinary Thinking.