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JanTerm Courses 2023

CDD 240: Deaf Ecosystem

Jennifer Catalano & June Ann LeFors

This course will provide students with a general orientation to the experiences of Deaf people including their daily life and cultural, educational, and employment experiences through an overview of the historical, philosophical, and social aspects of the lives of Deaf people in the United States. The course is designed for students with little or no previous knowledge of American Sign Language (ASL). Through the exploration of the concept of the Deaf Ecosystem, students will be encouraged to form a clearer understanding and appreciation of the cultural pluralism of American society. Deaf Ecosystem enables empowerment, purchasing power, and economic mobility of Deaf and hard of hearing individuals. The Deaf  Ecosystem’s fundamental approach is to retain and harness the collective socio-economic power within the community’s individuals, organizations, and businesses through community collaboration and support.  (Brick, 2017). The goal is for students to develop a sense of cultural humility and an appreciation of the perspectives from the Deaf community in order to become allies that support and participate productively in a Deaf Ecosystem.

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CDD 240: City in Context: Discovering the Oldest City

Wes King

This course will continue the work of the First Year Seminar on Liberal Education and Citizenship (FYS) by focusing on the development of an inclusive academic community that prepares students to be informed and ethical citizens in a diverse, dynamic, and globalized world. Specific Description: This course will provide an interdisciplinary examination of the people, architecture, history, culture, and demographics of At. Augustine. In addition to assigned readings and the investigation of historical documents, students will be exploring the city – both on and off the beaten path – in order to develop long-term sensitivity and reflection about the human experience – social, cultural, economic, and political - in a built environment.

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CDD 240: City in Context: Discovering the Oldest City

Rachel Cremona

This course will continue the work of the First Year Seminar on Liberal Education and Citizenship (FYS) by focusing on the development of an inclusive academic community that prepares students to be informed and ethical citizens in a diverse, dynamic, and globalized world. Specific Description: This course will provide an interdisciplinary examination of the people, architecture, history, culture, and demographics of At. Augustine. In addition to assigned readings and the investigation of historical documents, students will be exploring the city – both on and off the beaten path – in order to develop long-term sensitivity and reflection about the human experience – social, cultural, economic, and political - in a built environment.

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CDD 240: Examining the Histories and Current Practices of Child Separation

Laura Mongiovi

The course begins with the story of Ashley's Sack, a cotton sack embroidered with the story of a young girl sold during slavery. Readings and class discussions will allow students to deeply consider how power fueled motives led to past child removal practices and reflect on current government policies in the United States. Students will practice citizenship by participating in a community engaged project with Fostering Connections in St. Johns County. 

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CDD 240: Cinematic Terrorism

Jordan Galehan

The course uses a film study format to examine the provocative relationship between the specific form of political violence known as terrorism and media images and messages that depict it. We will utilize various theories and mediums to explore how the framing of those depictions, in both news, fictional, and film material, affect the public’s understanding of terrorism and counterterrorism. Finally, we will examine how terrorist groups use media to disseminate their messages. Each day will cover a different topic related to mass-mediated terrorism.

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CDD 240: Crisis in Mexico: Gaming the Mexican Revolution

Jessica Howell

Immerse yourself in the events surrounding the Mexican Revolution (1910-1920) through a game simulation that combines history with human choice and action. Students will try to “win” the Mexican Revolution by reacting to events in an effort to establish peace and security in Mexico.

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CDD 240: Incarceration & Emancipation

Leslie Robison

Students will examine issues of freedom and privilege when they are each paired with a young man incarcerated by the state of Florida. In this socially-engaged art project called “Cellmates,” all participants will benefit from their growing knowledge of and respect for each other.

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CDD 240: Design Thinking for Community Problem Solving

Chris Smith

This course will explore design thinking as a human-centered approach to community problem solving. During this intensive form of community integrative education (CIE), students will partner with a local non-profit organization to visualize their social problem and address some of their design-related needs. Students will learn about the organization, their mission/cause, their stakeholders/members, their programs/services, and other contextual forces that influence their work. Throughout the service learning project, students will gain experience with problem-finding, systems-level thinking, design research and concept development, while utilizing a range of techniques, methods and tools.

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CDD 240: Diversity in Theatre: My Hands, My Story

Christine Fogarty

Prof. Christine Fogarty and her students will examine play readings in diversity and collaborate with the deaf community to create a final project called My Hands, My Story.

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CDD 240: Stages of Life: Building a theatrical bridge between generations

Andrea McCook

In this intensive format course, students will probe cross-cultural differences along inter-generational lines. They will conduct interviews with senior citizens living in an Independent Living Community culminating in the performance of scenes or monologues to be shared with the residents. By consulting the diverse, lifetime experiences of these community elders,  students will construct and hone an empathetic stance regarding the hopes and dreams of youth, middle- and old-age, allowing both students and seniors to interrogate our culture’s narrative of aging and inter-generational connection.  Students will prepare and conduct interviews with residents at Luther Crest, a Continuing Care Community. The residents of this community find support not only in having their daily living needs met but also by participating in a true community. This living arrangement facilitates a sense of purpose in residents’ lives by encouraging mutual support and nurtures a sense of identity and belonging in a group with others who share a similar lived experience. These are individuals who have come to terms with growing old and have embraced their latest chapter in life. As a result, they provide an ideal population for the students to engage with in a shared exploration of aging.

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CDD 240: Intercultural Communication Through Film

Ashley Simmons Coffey

This course exposes students to cross-cultural differences, global awareness, and intercultural competence through a variety of topics such as ethnicity and race, values, culture, religion, gender, sexual orientation, and behavioral norms. In this course, students will read theories and research on these topics by people from various backgrounds. Students will view multiple films and analyze how they display the norms and values associated with intercultural communication. Through in-class discussion of these films in connection to the readings assigned, the course aims to help students gain insight into their own cultural orientation and biases, explore diverse cultural groups, norms, and behaviors, and analyze the role of power and prestige in our system.

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CDD 240: Does Science Care if You Have a Y Chromosome?

Melissa Southwell

If science is supposed to be objective, why does diversity matter? Would the advancements over the last several hundred years be different if the scientists had been mostly women? This course aims to consider how gendered perspectives influence scientific discourse in ways we rarely acknowledge, and asks students to examine how their own cultural and gender perspectives might influence how they understand and do science.

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CDD 240: Walk with the Wind on the Journey to Self

Angelina Semegon

This course is an exploration of the influence of culture on our psychological processes related to the development of one’s identity. We will explore, first hand, the ways in which a sample of First American beliefs, practices, rituals and traditions influence perception of the natural world and the interconnectedness of all beings as it relates to the construction of one’s self concept. We will experience the lessons of traditions, rituals, and teachings to gain insight into current issues such as privilege, discrimination, gender roles, and one’s relationship to self and others. We will examine both the uniqueness and universality of psychological processes from the cultural perspective of indigenous people of North America. Our investigation of values and beliefs of another culture will lead us to deeper understanding of the influence of our own culture and the way it shapes the developing self. Ultimately this course offers students an experiential opportunity for an intimate exploration of self through an ancient lens.

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CDD 240: Biases in Mathematics, with a Focus on Women

Adebukola Adeyemi

For centuries now, women have been making huge impacts in mathematics, despite the various challenges and obstacles in their way. This course will explore and research some of the different biases (relating to race, culture, etc) that exists in mathematics and the effect on our world, with a focus on women – an underrepresented group in mathematics. This course explores major accomplishments and contributions by women in mathematics, as well as their impacts on our world. Some of these mathematicians are the “Hidden Figures” – the NASA team of “human computers” who made major impacts in early spaceflight. Furthermore, we will explore the struggles women have endured and still have to endure. As well as the role power and privilege play in the issue of bias in our society. We will take a day trip to Kennedy Space Center, Cape Canaveral, FL to see first-hand some of the history made by female mathematicians. We will be involved in numerous activities and online assessments to understand our own identity and biases. In the process of learning about notable female mathematicians and the types of bias in mathematics, students will learn about other cultures, as well as the roles power and privilege play in forming those biases. This course emphasizes reading, discussions, activities, day trip, group project, watching videos, reflections, and presentations. This is not a traditional mathematics course, no prior mathematical expertise is needed for this course, it is a mathematics course for all!

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CDD 240: A Photographic Investigation of a Changing St. Augustine

Jason Schwab

A Photographic Investigation of a Changing St. Augustine is a two week intensive documentary photography course that examines the effects of gentrification on local communities within St. Augustine. Through the use of photography, language, and research you will question how an influx of affluence and differing cultures may either negatively or positively affect specific communities within our city. Each student will create a body of images from the experiences and research they encountered during the course and then as an entire class we will work together to create a photographic book that synthesizes all of our work into a cohesive narrative.

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CDD 240: Reminiscence Theatre

Leah Page

This course will combine classroom discussion and theatre making with a community-based Reminiscence Theatre project. Reminiscence Theatre uses the stories and experiences of older people as source material from which to create original theatre. Students will spend the first part of class participating in class discussions around the topic, devising theatre and building ensemble, and honing their interview skills. Following this, students will spend two days interviewing older folks and participating in facilitated intergenerational storytelling workshops. These interviews and storytelling workshops will become the content from which they will collaboratively devise an original piece of theatre. On the last day of class, we will return to the site to share our theatre with our partners. Students will gain a new understanding of people outside their own set of experiences. While the readings will provide the necessary context and background information on this topic, it is through the interviews and workshops that these shifts in appraisal will occur. The interviews and workshops will also offer students a chance to challenge any preconceived biases they may have had toward older folks. The subsequent devising process will challenge students to negotiate the power structures inherent in an artist taking the words of others and making theatre. How does a theatre artist honor the words of their participants while also making innovative, aesthetically interesting theatre?

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CDD 240: Finding Authenticity in Historic St. Augustine

Jeanette Vigliotti

In this course, students will study the complexities of cultural representation and authenticity, as well as inclusion and exclusion, in America’s Oldest City. By examining the constructed narratives of St. Augustine’s popular tourism sites, students will investigate their own pre-conceptions of the town’s public spaces and historic structures. They will consider the roles that power, privilege, and inequity play in shaping these narratives, and work to propose strategies for crafting ethical and equitable narratives that honor the sometimes-hidden peoples and histories of St. Augustine.

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CDD 240: Unsheltered: Homeless and Voiceless in St. Augustine

Sandi Gehring

Hearing the word “homeless” brings an image to mind, typically an unkempt, unclean man who is assumed to be struggling with substance abuse and/or mental health issues and living on the streets. We know now that this image does not truly represent the largest percentage of homeless people because their faces, ages and situations vary widely. This Community Integrative Experience course will explore several substantive issues by going out in the community and focusing on the homeless experience in St. Augustine. Students will learn how homelessness is defined and which people are homeless today, the major contributing factors of homelessness and explore the myths, facts, attitudes and beliefs about people who are homeless. By giving an honest and compassionate voice to the individual stories of the homeless, students will challenge their own attitudes and stereotypes about unsheltered poverty victims. More than ever before, there is a lack of housing that low income people can afford in St. Augustine. Facing instability, eviction and homelessness, the unsheltered poverty survivors are a local, national and global issue. Homelessness is one of the greatest and most visible social ills of our time. Misunderstanding, misperceptions and apathy only increase the challenge to tackle the problem. Rather than dismiss the homeless as “only” the substance abusers, the mentally ill, and the panhandlers we need to better understand who is affected and why. Only when we can accurately and compassionately share their stories will the strategies to solve the issue rise to the surface.

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CDD 240 W: From Apartheid to Democracy in South Africa

John Young

This course will continue the work of the First Year Seminar on Liberal Education and Citizenship (FYS) by focusing on the development of an inclusive academic community that prepares students to be informed and ethical citizens in a diverse, dynamic, and globalized world. Specific Description: Using the unique pedagogical approach of the Reacting to the Past curriculum, this immersive course examines the transition from apartheid to democracy in South Africa in the 1990s. As part of the Reacting game, students will research and represent the positions of historical figures, all in an effort to convince their classmates of the superiority of their ideas.

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CDD 240: Exploring Sicily: Travel Writing About the History, Culture, and People of Italy’s Largest Island

Deborah Teague

This course will provide students the opportunity to explore and learn about the intriguing history of Sicily; interact with locals from diverse ethnicities, backgrounds, and social classes; become familiar with the rich culture of Italy’s largest island, and study factors that will affect the future of this wonderful place. This course will take place on the Italian island of Sicily. We will fly to Sicily on Monday, January 2, 2023, and return on Saturday, January 14, 2023. The estimated total cost to be invoiced per student cost is $3475, including airfare, lodging, excursions, and meals. You will need to provide your own transportation to and from JAX. 

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CDD 240: Literary St. Augustine

Lauren Tivey

This course is designed to introduce students to the rich and varied literary history of St. Augustine, this course will combine textual offerings with field trips to sites associated with such writers as Zora Neale Hurston, Marjorie Kinnan Rawlings, Ralph Waldo Emerson, and more. Students will study author biographies and their writing specifically connected to St. Augustine, as well as the historical context of the authors’ works, and what role inequality and privilege played in their reception and resulting legacies.

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CDD 240: Sustainability, Farming, and Culture in Costa Rica

Brenda Kauffman

This FlagSHIP course offers an immersive global learning experience in Costa Rica. It will provide students a forum for critical reflection on community-driven issues, intercultural experiences, power and privilege, and critical global engagement. Students will have the opportunity to meet locals who are engaged in sustainable farming and learn how Costa Rica relies on nature for its significant tourism industry. We will spend 10 days in Costa Rica. Estimated trip cost per student: $2,676.55.

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CDD 240: Panama: History, Culture and Indigenous Groups

Eugenia Charoni

The course focuses on Panama’s history and of two of its seven indigenous groups’ culture: Emberá and Guna Yala. Through the study of history and the experience of the indigenous groups’ daily life and cultural practices, students will develop a better understanding of their own historical and cultural identity and avoid possible preconceptions. Special emphasis will be on the study of Intercultural Bilingual Education Project of the Guna Yala indigenous group. The course includes a 9-trip day to Panama. Estimated trip cost per student: $1,900.

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CDD 240: Shakespeare and Justice

Mimi Ensley

What can Shakespeare tell us about justice, mercy, and compassion? In this course, we explore these themes both through a reading of Shakespeare’s plays and a study of the teaching and performance of those plays in prison settings, as programs like “Shakespeare Behind Bars” have become increasingly popular. The course culminates with students imagining their own version of a service-learning Shakespeare project. In this way, students turn their theoretical and analytical work into action.

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CDD 240: Africa & Development – The Tanzania Experience

Lisa Fiala

Travel to Africa’s east coast to experience the country of Tanzania while discovering international development up close through culturally immersive experiences. Meet with nonprofit organizations and see their work on-the-ground. Spend time with Tanzanians, learning local language, taking a drum class and learning how to cook like a local. Explore the markets, meet and stay with members of the Maasai tribe in their community. Learn about coffee culture and how it is grown and harvested in the Chaga community.

A highlight of this trip will be participation on an African safari where you will enjoy the beauty of the country and its animals while learning more about conservation efforts. By visiting local NGOs, community-based organizations, schools and hearing from local leaders, students will gain a greater insight into the impact of local projects. The program fee for this 2-week travel course is $3600 and is all-inclusive.

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CDD 240: Advancing Social Change: Protest, Practice and Peace

Bobbie Stewart Noloboff

In Advancing Social Change, students will learn three models of activism as paths to social justice: protests as viewed in America’s culture wars, in the practices of public/private organizations and through the pursuit of inner peace. By engaging in discussions with diverse, visiting speakers, taking relevant field trips and participating in hands-on experiential activities, students will better learn how to be the change they want to see in the world.

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CDD 240: Special Needs in the Community

Zachary Stepp

This course is designed to provide students an introduction, explanation, and application of the multitude of services available for special needs school-aged children around the community. Guest presentations will include speech therapists and the services they provide, occupational therapy – what it is and how it is used, applied behavioral analysis and its implementation at home and school, special needs insurance and scholarships services – what they cover and who can benefit, and extracurricular activities and camps created especially for special needs school-aged children. Having awareness of the services that are offered in the community, students will be more aware of what to look for in other communities when they encounter those that would benefit from these services.

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CDD 240: Birthing Justice

Jeanine Thweatt

This FlagSHIP course will invite students to look at birth from historical, philosophical, theological and bioethical perspectives, focusing specifically on questions of access to adequate pre-natal, birth, postpartum and neo-natal care for mothers of different classes, races and ethnicities in the United States, questions about what constitute best evidence-based practices in birthing care, both in the US and globally, and how birthing issues intersect with other reproductive health questions. The course will include local travel to birth centers and hospital L&D facilities, and local experts operating in different locations within the world of birth work. The course will conclude with collaboration on a constructive proposal for interventions, in the form of a research-based grant proposal based on real-world funding opportunities.

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CDD 240: Protest Songs and Writing

Kevin Murphy

This course will be an immersion in protest songs and writings, from Billie Holiday to Green Day, to heighten our appreciation of them as works of “social art,” both aesthetically and as instruments for social change. The course’s main interactive project, creating an original protest song or writing, performed or merely presented at the end of the course, will deepen our awareness of our cultural identity, assert the value of political engagement through protesting against perceived injustice, and bring a sense of individual empowerment through letting your voice be heard.

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CDD 240: Pirates! Diversity and Democracy on the High Seas

Samuel F. McMillan

When we think of pirates, especially in popular imaginings, a few images come to mind: often we picture masculine Anglo-swashbucklers such as Jack Sparrow, Captain Hook, Long John Silver, standing on the deck of a creaking galleon, hands gripping the helm, as they shout orders below to a crew of burly men all who obediently comply as the ship heaves to in advance of much looting and plundering, shortly after which the merry band beats a hasty return to an anarchic, dark, and dirty island sanctuary filled with rum and wenches. This class aims to complicate such a conception—especially its assumptions regarding race, gender, politics, and the environment. Pirates, you see—across literatures, histories, and cultures—were, in many instances, a strangely diverse, strangely egalitarian, strangely environmentally-aware bunch. Across this J-Term we will explore the hows, whys, and wherefores. How did these diverse groups manage to come together? What role did power, privilege, and inequity play in their challenging of social norms? How might have shifting environments and notions of wildness factored into the pirates’ sense of self and community? To what extent should we even view the pirate, either in fictions or in reality, as a model for radical social change? As we work to answer these questions, examining legends, historical documents, short stories, poems, novels, philosophical tracts, and scientific reports, we will also put our classroom discussions in conversation with our own firsthand encounters—a trip to Saint Augustine’s very own Pirate Museum; a hiking trip through a barrier island steeped in pirate lore (Cumberland Island, GA); and a sailing voyage across the high seas on a historic schooner. During these outing, we will attempt to better understand how hardship, isolation, and wilderness can both foster and hinder equitable and inclusive societies.

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CDD 240: SA Queer Stories Queer Lives

Jay Szczepanski

In this course, we will uncover, research, and write about the queer lives of everyday LGBTQ individuals (especially racial and ethnic minorities, the working class, transfolk, activists, and others). In the first week, we will read published primary sources (letters, diaries, interviews) and other historical documents in order to appreciate the queer socio-historical American experience. Next, we will travel to the Hormel LGBTQIA Archive at the San Francisco Public Library to research, via unpublished primary source documents, the untold stories of queer lives. The course will culminate in a final project in which we give voice to their experiences through a creative or scholarly piece/presentation. We will also take neighborhood tours (Castro, North Beach, Tenderloin, Mission, Union Square) and visit museums like the SF MoMA/de Young Museum (depending on a relevant exhibition).

The destination will be San Francisco, CA with six days of travel. The estimated advertised cost per student is $1632.14, excluding student airfare, meals, and spending money. With estimates for those costs factored in, the estimated total cost per student is $2407.14. I recommend setting the price at $2500 all-in. Going to the archive during the first week of J-term worked well in 2022—students needed time to manipulate the data they gathered into a compelling final project. Because of capacity limits at the archive, this course would need a cap of 10. The second week of J-term sees much higher lodging costs in San Francisco, so going the first week saves students approximately $750. We also need to be at the archive M-F—there are no weekend hours.

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