First Year of Studies (FYS)

This is the master course for each neighborhood for the Moreau First Year Experience.

The Balfour-Hesburgh Scholars Program is designed to help students make a successful initial transition from high school to university-level academic work and campus life. The centerpiece of the Program is a summer academic experience, during which students who have been accepted into Notre Dame spend four weeks taking introductory, college-level courses in composition, calculus, computer programming, chemistry, and history, as well as leadership and well-being. Students learn to identify and apply appropriate learning strategies to maximize their performance in courses. They learn to navigate the physical campus and various academic and social resources, and meet faculty who introduce them to diverse disciplines and research. The Program also helps students to establish peer-group support, upon which they can rely during the academic year. Permission is required to register for the Program.

Courses offered in the Balfour Summer Institute (FYS 10001)

This is the master course for the spring pilot neighborhood for FYS 10102.

The Balfour-Hesburgh Scholars Program (Fall Session) is designed to follow-up with Balfour Scholars after their participation in the summer program. Topics include academic and social adjustment; learning strategies; undergraduate research; and course selection for spring. Dates/Class Time: 2 hours monthly (dates TBD), September - December, Learning Resource Center, Coleman-Morse Credit Hours: 1

Learn about the U.S. immigration system (especially asylum), trends in migration, why people come, how they integrate, and the diverse ways that individuals and organizations are working to welcome the stranger in a hostile system. Class will be taught by an ND alumna and college professor who has become active in these issues. It will include guest speakers as well as an optional brief spring break trip to Chicago, in addition to the optional weeklong cultural immersion trip to Miami and a summer service opportunity with the Mexican American Council's College and Career Preparation Program for high school children of migrant farm workers. This one-credit seminar is a prerequisite for the Chicago and Miami trips and the summer service immersion. Prof. Anne Marie Wolf is a professor of history at the University of Maine Farmington. After volunteering at Annunciation House in El Paso, Texas in 2019, she has become active in asylum/immigration-related cases pro bono with organizations such as the Southern Poverty Law Center's Southeast Immigrant Freedom Initiative, Al Otro Lado, and the Immigrant Advocacy Legal Project in Maine. At the University of Maine, Prof. Wolf has taught Coming to America, an Honors Program course on the history of U.S. immigration and current realities and Immigrants and Their Stories, a First-Year Seminar using memoirs, guest speakers and interviews, and research into a country's recent history to learn why people have fled.

This course provides historical context to current debates over integration, immigration reform, and citizenship. Many Americans understand the nation’s immigrant past through romanticized notions. However, America’s immigration history is more contested, nuanced, and complicated than many assume. Then, like now, many politicians, public commentators, critics, and media organizations greatly influenced Americans’ understanding of immigration. Much of this debate perpetuated harmful stereotypes, dangerously stoked fears about outsiders, and echoed a nativist rhetoric that many believed had disappeared from public discourse. The debate also ignored how current discussions are deeply rooted in century-long conversations about who is allowed into the country and what it means to be an American. Indeed, anti-immigrant rhetoric and immigrant surveillance, detention, and deportation have been a defining feature of American politics and state and federal policy since the 19th century. The course will help provide historical context and understanding of the plight of migrant farmworkers today and prepare students for their immersive experience in Homestead, Florida. Throughout several weeks, students will grapple with primary sources and coverage concerning immigrants and immigration. Weekly reflective pieces and seminar discussions will allow students to talk through and reflect on their understanding of immigration. In doing so, the students will learn how to apply methods of historical inquiry to understand how we consume coverage about immigrants today.

The Moreau First-Year Seminar provides you an opportunity to study and practice living well. Your inquiry will be informed by diverse texts, contemporary authors from our community, the perspectives of instructors and peers, and co-curricular experiences. You will address perennial questions about worth, purpose, and relationships with others, the world, and God. Animated by Notre Dame’s Catholic mission and a sacramental vision of God working through persons, you will engage such questions in community. You will join peers in stepping back from the routines and tasks of life, considering your life at Notre Dame as a whole, and participating in the life-long endeavor of living well. You will conclude your Moreau experience in your final year when you reflect on your efforts to live well and anticipate how to flourish after graduation.

The Moreau First-Year Seminar provides you an opportunity to study and practice living well. Your inquiry will be informed by diverse texts, contemporary authors from our community, the perspectives of instructors and peers, and co-curricular experiences. You will address perennial questions about worth, purpose, and relationships with others, the world, and God. Animated by Notre Dame’s Catholic mission and a sacramental vision of God working through persons, you will engage such questions in community. You will join peers in stepping back from the routines and tasks of life, considering your life at Notre Dame as a whole, and participating in the life-long endeavor of living well. You will conclude your Moreau experience in your final year when you reflect on your efforts to live well and anticipate how to flourish after graduation.

This one-credit course has, as its primary learning objective, enabling students in their first year of college to incorporate a range of contemplative practices into academic life. It will employ three educational modalities: (1) classroom and experiential exposure to a selection of those activities noted in the Center for Contemplative Mind in Society's "Tree of Contemplative Practices"; (2) an introduction to select disciplines that stimulate embodied contemplation and promote awareness of the natural, social, and academic environment into which undergraduates are embedded -- e.g., wandering the library "stacks"; contemplative reading; poetry writing; photography; and martial arts that encourage hard, soft, and spontaneous movement; and (3) guided reflection on nine specific educational maxims that seek to promote integrated learning during the initial year of post-secondary education.

In the Leading with Purpose: Shaping Tomorrow's World course, students will not only enhance their self-awareness but also develop the tools necessary for meaningful and effective citizenship. They will embark on a journey to understand the forces behind social change and their role as catalysts for a better tomorrow. The world is a beautiful painting, and each individual is a unique paintbrush, waiting to contribute to the vibrant image we see. As we explore our values, both individually and collectively, we will learn how to blend our colors, our voices, and our actions to reshape the canvas of society. Through interactive projects, thought-provoking discussions, hands-on activities, and service, students will discover who they are, their place within the Notre Dame community, and how to use their creativity and purpose to inspire lasting social change. Together, we will turn the gray areas of uncertainty into a brighter, more hopeful landscape.

A structured introduction to the key techniques of Academic Excellence, including academic expectations, self-directed and active learning, high performance study notes (including procedures for math and science classes), task management, and motivation. Includes an on-going practicum in which students apply the techniques being learned to their actual work in other courses being taken at the same time.

This one-credit interdisciplinary course introduces students to proven methods for effectively studying calculus and the sciences in order to build a strong basis for continued growth in the disciplines. Students will be taught by experts in the fields of both learning and science and will come to understand why certain learning strategies are effective (or ineffective) in the study of science. In addition to weekly lectures and discussions, the course includes twice-a-week small group mentoring to assist students in applying what they are learning to their courses.

Recognizing the fundamental importance of qualified teachers in the unique experiment that is American education, this course explores the connection between strong students and strong teachers. The impetus behind this one-credit class is a practical one: American society needs more of its brightest young minds participating in education beyond their own years as a student. While at its core a discernment tool for First Year students of all major intents considering teaching as a vocation, the lectures and discussions will also preview opportunities for individuals external to the profession to positively impact education in their communities. Topics of study will include: the history of teachers in the United States compared with other industrialized societies, teaching as a vocation/profession, a portrait of elementary and secondary teachers today, where the profession is headed, the importance of intellectually-gifted persons working as teachers at all levels, post-graduate service opportunities in teaching, transition to teaching programs and professional opportunities for students without a degree in education, and the importance of community engagement in education. NOTE: This course begins after mid-term break.

One credit course for students planning a career in medicine, dentistry, physical therapy, pharmacy, and other health care specialties. Lectures (including guest participants), discussion, and assignments provide the opportunity of pre-health candidates to gain an understanding of: (1) relevant fields in health sciences, including academic requirements, job responsibilities, working conditions and job outlooks in each field; (2) the role of health care-providers, behaviors and qualities of health care providers, and concepts of professionalism, health care ethics, health care issues and policies; and (3) resources for career planning including recommendations for building a competitive application, and seeking internships, experiential programs, research opportunities and shadowing opportunities.

This course examines topics of political import and their representation through film in order to recognize the influence of politics in film and the influence of film on public opinion. We will watch films and consider the arguments they make about topics covering, for example, democratic idealism, race, incarceration, health care, and immigration. Each week, we will pair a film with a short reading that situates the film in its historical, cultural, and political context. We will hone our abilities to decode films to understand and appreciate each director's vision and argument. We will learn to think of films as political rhetoric as we consider how filmmakers author messages through both story and intentional artistic choices (e.g., sound, cinematography, mise-en-scène).

This class will focus on the experiences of first generation, second generation, and/ or low-income students. We will explore and examine the experiences of these students and consider the intersections of other identities such as race, ethnicity, gender, and religion. Scholarly work and other literature will provide students with a framework for understanding the challenges encountered by these groups, as well as the contributions they make to enrich our campus community. Students will also learn strategies for navigating the university and promoting further academic, social, and personal growth.

"What is Catholic Literature?" is a one-credit, discussion-based course focused on how a writer's faith journey finds expression through the making of literature, as well as how work written by writers who identify as Catholic can serve as aids to a reader's spiritual and intellectual growth. Through the close reading and discussion of short stories, poetry, and memoir, and through conversations with guest scholars and artists (via Zoom), we will discuss the ways that Catholic writers have sought to contend with issues of war, racism, the death penalty, and sexual identity. Special emphasis will be placed on the role literary works have in reinforcing, shaping, and, sometimes, challenging our spiritual beliefs. Readings will include works by Saint John Paul II and Jacques Maritain, fiction writers Flannery O'Connor, Toni Morrison, and Phil Klay, and nonfiction writers Richard Rodriguez, Sister Helen Prejean, and Kaya Oakes, among others.

Intended primarily for first-year students enrolling for the first time in the Spring or Summer terms, this course creates space for active discussion and reflection regarding the academic, social, and extracurricular components of a successful transition into Notre Dame. While providing an introduction to a network of campus resources, we will also investigate ideas related to resilience and one's ability to thrive in a challenging academic environment. Topics will include self-efficacy, communication, community responsibility, and self-awareness/evaluation, among others. Assignments will include reading, reflective writing, and class participation and presentation.

This course is designed to introduce students to the arts as a sophisticated means of communicating personal and social values and understandings of identity. Identity (both self-created and imposed from without) is a major concern of artistic disciplines from across the globe. Topics covered will include selected aspects of Polynesian, Native American and other American arts. Students will complete the course with the skills necessary to approach art forms and cultures new to them with increased confidence and with an appreciation for the brilliant and complicated way in which values and identity are reflected in art from across the world and across disciplines.

This interdisciplinary one-credit course is the second of two related courses (Introduction to Global Arts and Identity I and Introduction to Global Arts and Identity II). Students may choose to take either course and/or both courses. The courses do not need to be taken in order. Introduction to Global Arts and Identity II is designed to introduce students to the arts as a sophisticated means of communicating personal and social values and understandings of identity. Identity (both self-created and imposed from without) is a major concern of artistic disciplines from across the globe. Topics covered will include selected aspects of West African, Chinese, and North American arts. Students will complete the course with the skills necessary to approach art forms and cultures new to them with increased confidence and with an appreciation for the brilliant and complicated way in which values and identity are reflected in art from across the world and across disciplines.

This course will immerse students in the rich literary tradition of physician-writers from the late 19th century to the present, as well as the growing body of literature by non-physicians chronicling the complex, traumatic, and transcendent experiences of being ill or being a caregiver to someone who is ill. Through the close reading and analysis of such texts, and through imitative creative writing assignments, students will reflect on their own experiences as patients, caregivers, and aspiring medical professionals, with the ultimate goal of deepening their understanding of the role reading and writing play in the development of curiosity, empathy, and advocacy--key virtues for those interested in careers in healthcare.

Who didn't fall in love with Baby Yoda, aka Grogu, when Disney+ debuted The Mandalorian in 2019. But why? This course uses theology and crowdsourcing to draw out, examine, and form interpretations of faith, beliefs, and values, especially of a religious kind, that contribute to the narrative understanding of life as manifest in The Mandalorian (as streamed on Disney+) and the student's own life. To that end, the final project asks the student to write the next episode of The Mandalorian and to include themselves in it as an exploration of their own character development. To equip the student for this task, the course problematizes the postmodern approach to canon in narrative manufacture and interpretation. It then explores the themes of mimesis, the myth of redemptive violence, and conversion as predicated on revelation. Other themes include: creeds, oaths, and anathematization; monks, crusaders, and Jesuits; heroes, villains, and deuteragonists; the good of the Force and the force of the Good. Knowledge of the Star Wars universe is not necessary. Group viewings of particular episodes of The Mandalorian can be arranged outside of class for those who do not have access to the streaming service. In addition to viewing The Mandalorian, if not already seen, students will read Till We Have Faces by C.S. Lewis, ""Revelation"" by Flannery O'Connor, and otherwise no more than a brief article or chapter per week so as to enhance the seminar style of the course and preclude the necessity for lectures.

This cross-cultural and leadership course is designed to help students understand and embrace the diversity of our world. Through readings, discussions, and simulations, students will explore how cultural values, beliefs, and norms affect leadership practices in organizations around the world. They will also learn the effects of culture on leadership and learn how to be effective leaders in a variety of cultural contexts, as well as the challenges and opportunities associated with leading diverse teams and organizations. They will also have the opportunity to develop their own cross-cultural leadership skills by working with peers from various cultures. There will be multiple guest speakers and group activities throughout the course.

Consider this quote, describing the portrayal of God in the Old Testament: "Approximately 1000 passages speak of Yahweh's blazing anger, of his punishments by death and destruction, and how like a consuming fire he passes judgment, takes revenge, and threatens annihilation...No other topic is as often mentioned as God's bloody works." But of course, God also appears as loving, merciful, and forgiving throughout the Bible. This course will take a closer look at God in the Old Testament and try to answer these questions: (1) How do we reconcile these two very different depictions of God? (2) If we dismiss these violent Old Testament portrayals completely, then what about the authority of Scripture? (3) And if I am a person of faith, then what do I do about the fact that my sacred texts don't always reflect my belief?

This course will examine the intersections of language, race, identity and power. Drawing on recent work in raciolinguistics—the realm of linguistics which serves to answer the question "What does it mean to speak as a racialized subject in contemporary America?" This interactive course asks participants to consider their own language stories and how language has shaped who they are and to what extent language repertoires inform perceived or real inclusion/exclusion in the speaking communities in which we participate. We will look at language socialization, mono- and multilingualism, language education in schools, and language ideologies, i.e. What are language academies? In a pluralistic society, should "English Only" ever be the goal? Highlighting the UNESCO's 1996 Universal Declaration of Linguistic Rights at the Barcelona Conference we will ask, in what ways are we or are we not fully inclusive to the range of all linguistic practices in the U.S. and globally? What does it mean to be more inclusive and honor the language communities and practices that exist among various student populations in schools? What does it mean to actively seek linguistic justice? This course will be particularly appealing for those students interested in: education, language studies, ESOL, social justice, and human rights.

The global and decades-long success of the Harry Potter books and subsequent films was in large part due to the fact they incorporate themes with which we can easily identify. This class will examine themes and lessons that emerge from the Harry Potter books and movies and how they relate to the Holy Cross mission as it is imagined at Notre Dame.

This is a basic drawing skills and techniques class for students with little to no drawing background but who want to learn. Utilizing creative problem-solving, a variety of media & tools as well as diverse approaches to the subject matter, we will progress through sketches and exercises to develop original non-objective, abstract and representational compositions.

A short survey of modern British history through the lens of the monarchy, this course will examine the impact of the UK across the globe in the modern era. Selected topics will include the the colonization of India and Africa during the reign of Queen Victoria, the impact of the monarchy during the two world wars, and the modern public drama of the royal family under Queen Elizabeth II. Students will be asked to think critically about the role and influence of Britain and its monarch in the modern age along with its continued relevancy.

This course explores topics related to mental health, ranging from anxiety and stress management, mindfulness techniques, and coping mechanisms. Each class will offer strategies, practices, and ways of thinking to help improve your overall mental health.

This course is designed for college students who will be taking a calculus sequence. The goal of this course is to build a mathematical foundation that will bring success in future calculus courses. This will be done with three subgoals in mind. The first to create a deeper understanding of the core concepts that were introduced in high school but perhaps under emphasized. The second is to further critical thinking and problem solving skills by using active learning techniques. The third is for students to collaborate productively with a team and see learning as both an individual and communal goal. Although many of the concepts covered in this course may have previously been seen, they are presented in a calculus oriented manner with the emphasis of collegiate rigor. The main topics will be functions as processes, average rate of change, and developing a library of basic functions.

This course is designed for incoming college students who will be taking introductory chemistry in the fall semester (CHEM 10171: Introduction to Chemical Principles). The purpose of this course is to review topics that have been taught in high school that are believed to be prerequisite knowledge and essential for success in CHEM 10171. Such topics include: the properties of matter, certainty in scientific measurement, conversion factors and dimensional analysis, the mole and molar mass, organization of the periodic table, types of bonding (ionic and covalent), balancing chemical reactions, and stoichiometry calculations. Course content will be presented in an in-person lecture format, will be practiced collaboratively during class, and will be reinforced individually through online homework. Students will receive guidance in developing problem-solving strategies for multi-step calculations and questions containing integrated concepts. Upon completion of this course, students should feel more confident approaching topics that will be broader in scope, or discussed in more depth in the CHEM 10171 course.

Meaningful and Strategic Reading Across the Disciplines will prepare you for the reading you will encounter as an undergraduate student at Notre Dame. You will learn practical strategies for managing your reading load and engaging in a process-based approach so that you are ready to take the next step after your first reading- whether that be delving further into inquiry, participating in class discussions, or composing essays. We'll deconstruct readings in a variety of disciplines you will encounter in the first-year curriculum, demystifying the various genres and ways of knowing. At the same time, we will explore reading as a process of connecting yourself and your experience to the academic material you will encounter in your courses. The format for the course will be seminar-style discussions and studio-based reading sessions, where you will get instructor feedback and guidance while you read. You should leave this course poised to approach the reading process as an active and engaged participant in scholarly, civic, and personal conversations.

This interdisciplinary course is designed to introduce students to the arts as sophisticated means communicating personal and social understandings of identity. The arts are particularly adept at presenting nuanced and multi-layered explorations of complex realities, and identity, both self-created and imposed from without, is a major concern of artistic disciplines from across the globe and across disciplines. Students will have an opportunity to experience the richness of those insights from a vantage point of academic preparation, direct personal observation and experience, and the insights of those who work in the arts. Venues will include permanent and special exhibits at the Snite Museum of Art, performances at the DeBartolo Performing Arts Center, and much else. Students will complete the course with an appreciation for the brilliant and complicated way in which identity is reflected in art from across the globe and across disciplines.

Introduction to Global Arts and Identity II is designed to introduce students to the arts as a sophisticated means of communicating personal and social values and understandings of identity. Identity (both self-created and imposed from without) is a major concern of artistic disciplines from across the globe. Topics covered will include selected aspects of West African, Chinese, and American arts. Students will complete the course with the skills necessary to approach art forms and cultures new to them with increased confidence and with an appreciation for the brilliant and complicated way in which values and identity are reflected in art from across the world and across disciplines.

The Scholarly Engagement Seminar is a sequence of two half-semester courses designed to provide in-depth resources to sophomores in the first year of the Flatley Center for Undergraduate Scholarly Engagement's (CUSE's) Sorin Scholars program. Topics covered in the course include scholarly discernment, developing a relationship with a faculty mentor, applying for funding for independent summer projects, presenting at national conferences, using scholarship to make a difference, considering options for graduate and professional school, and applying for competitive national fellowships. There will be a number of guest presenters, including other CUSE staff, junior and senior Sorin Scholars, notable alumni, Notre Dame faculty, and staff from other units whose work relates to scholarly engagement. By the end of the course, students should have the ability to produce a strong draft of an application for funding for a summer project and a compelling draft of an application for a national fellowship.

A discussion section in conjunction with Promoting Academic Resilience.

Resilience is key in tackling life’s most difficult challenges. This course explores how to make the most of your 24 hours for better time management, sharper study skills, and to truly unlock your full potential. You’ll discover how to be flexible in areas of productivity that help you to stay accountable to your goals. Prepare yourself to navigate life's ups and downs with practical resilience strategies that can aid in life long skills for college and beyond. Stop surviving and start thriving! This course is a combination of the Penn Resiliency Program through Notre Dame's People with Hope to Bring, and Executive Functioning Skills. Link to Form: https://docs.google.com/forms/d/e/1FAIpQLSc1BAikoaUGJ9ou74UbbRQsVAuOclLyLhJdZHCYaLmon7JHEw/viewform

This course teaches skills empirically demonstrated to improve resilience, well-being, and enhance flourishing. These skills are based on decades of research, especially in the fields of positive psychology, cognitive-behavioral psychology, and contextual behavioral science. The course emphasizes experiential learning of skills during class, applying skills to your personal experience, regular self-reflection, and daily practice and logging of skills between classes. Skill development and the resulting benefits are significantly enhanced through authentic connection, mutual support, and vulnerable dialogue, which will be emphasized in classroom discussion. Class attendance and participation are therefore essential and expected to benefit from the course.

Academic instruction in prepared and extemporaneous debate formats, public speaking events, and oral interpretation of literature. Requires participation on the Notre Dame Speech and Debate Team and tournament travel. One activity/experiential credit. May be repeated.

This one-credit, graded, half-term course is available exclusively to students who have been endorsed by the University of Notre Dame for the Rhodes, Marshall, and/or Mitchell Scholarships. The primary focus of the course will be early preparation for possible finalist interviews, though the class will also discuss application advice and the process in general.