Spring 2018 Seminars

  • Am I Who I Say I Am?

    Am I Who I Say I Am? (Prof. Deanna Cooke, Psychology) 

    MW 12:40-1:40pm (78136)

    Identity, identity development and how social context impacts identities has been a focus in psychology for many years.  Students will explore how one develops their identity, particularly social identities, and how social context defines and redefines how one understands themselves, their role in society, the meaning of their identities, and the importance of those identities.  We will review general identity theories, and then specific social identities that have great significance in today’s societies.  We will explore how race, class, gender, sexual orientation and communities help shape how we see ourselves.

    Meet the Professor:

    Deanna Cooke, Ph.D. serves as BCLA’s Director of Engaged Learning and is trained as a community psychologist.  Her work includes research on racial identity as well as community based participatory research and evaluation. 

  • The Art & Science of Teaching

    The Art & Science of Teaching (Prof. Annette Pijuan Hernandez, Elementary and Secondary Education) 

    MW 9:40-11:10am (78728, Hernandez)

    M 4:30-7:00pm (78832, Earley) 

    This course is designed to provide students with an introduction to the field of P-12 education and aims to provide an overview of the teaching profession.  Students will explore the art and science of teaching.  They will understand how the teaching profession is relevant across multiple disciplines and how the knowledge and skills necessary for effective teaching are applied in everyday experiences.  Students will assess and determine their own beliefs, values and assumptions about teaching and learning.  They will identify their individual learning style and apply those findings to the students they are and the teachers they may become. 


    Meet the Professor:

    Annette Hernandez is a Clinical Associate Professor within the School of Education.  She also serves as the Senior Director for the Center for Undergraduate Teacher Preparation.  Dr. Hernandez earned her Doctor of Education in Educational Leadership with an emphasis in Higher Education Administration from the University of Southern California.  An LMU alumna, she graduated with her Master of Arts in Secondary Education and a Bachelor of Arts in Business Administration.  She holds both a Preliminary Administrative Services Credential as well as a Professional Clear Secondary Teaching Credential.  Dr. Hernandez has taught several courses within the School of Education, including Educational Psychology and the Secondary Directed Seminar for candidates completing their secondary teacher preparation program.

  • Art of Understanding

    Art of Understanding (Prof. Juan Mah y Busch, English)

    MW 8:00-9:30am (CRN 77586)

    In this course, to become familiar with and to develop the artistry of your understanding, you learn to meditate. No prior experience is presumed or expected. The artistry of understanding is not found in answers or accuracy. It is in a person’s ability to observe various dimensions of experience, such as the wordless aspect of words, the spatial elements of time, or the quiet spaciousness found in an exhale. In addition to regular meditation, you practice different forms of writing (such as simple description, contemplative writing, critical examination, and library-based research), and you read fiction and philosophical essays that facilitate class discussion. Meditation, writing, and discussion are the foundation of the course, as well as of more artful understandings.


    Meet the Professor:

    With a specialization in literary and cultural studies and formal training in meditation, Juan D. Mah y Busch teaches and writes about the interplay between awareness and agency. Using meditation and literary analysis as a research method, Mah y Busch publishes on the ethics of aesthetic knowledge (aisthesis) and contemplative pedagogy. He lives in Northeast Los Angeles with Irene, their children, Iza, Josué and Serén, and their boxer Brooklyn.

  • Art to Art: Literature and Visual Art

    Art to Art: Literature and Visual Art (Prof. Janelle DolRayne, Core Studies)

    TR 11:20AM-12:50PM (CRN 78833)

    This course explores the intersection of visual arts and literature and the relationship between images and words through both creative and academic writing. We will investigate graphic novels, comics, ekphrastic literature, concrete poetry, book arts, writer and artist collaborations, visual interpretations of literary works, as well as scholarly and disciplinary concerns of literature and visual arts—what scholars sometimes refer to as the “sister arts.” This course is as much a course on writing and art as it is a course on writing about art, and students will be expected to write creatively and academically throughout the semester. 

    Meet the Professor:

    Janelle DolRayne teaches Rhetorical Arts and coordinates University Core Curriculum at Loyola Marymount University. Her poems and essays have appeared  in The Laurel Review, The Indiana Review, Ninth Letter, The Collagist, Parcel, Interrupture, and the 2013 Best of the Net Anthology, among others. She is the recipient of an Academy of American Poets Prize, the Vandewater Poetry Award, and an M.F.A. degree from The Ohio State University. Her essay "An Ocean Existing Somewhere Without Us," was nominated for a Pushcart Prize. Originally from Coal Creek Canyon, CO, she currently calls Los Angeles home. 

  • Authentic Self

    Authentic Self (Prof. Elizabeth Murray)

    TR 9:40-11:10am (CRN 78121)

    In this seminar we will explore fundamental questions regarding the meaning of the self, and what it means to be an authentic self. We will first examine the classical meaning of the self as soul and body, and what it means to be a virtuous person according to Aristotle. Then we will explore the existential and contemporary meaning of the self as self-conscious and free, and what it means to be an authentic self according to Kierkegaard, Sartre, and Lonergan.

    Meet the Professor:

    Elizabeth Murray is a Professor and currently Acting Chair of the Philosophy Department. She earned her doctorate from the University of Toronto. Her work focuses on Existential Phenomenology, especially the thought of Lonergan. She has published a book Anxiety: A Study of the Affectivity of Moral Consciousness (1985), two co-edited volumes on Lonergan—Understanding and Being (1980) and The Lonergan Reader (1997), as well as over 30 articles. She is the founder and current president of he Lonergan Philosophical Society. In her free time she enjoys rock climbing.

  • Black Los Angeles

    Black Los Angeles (Prof. Marne Campbell, African American Studies)

    MWF 10:20-11:20am (CRN 78126)

    This course examines the growth and evolution of African American communities in Los Angeles, as well as the "representation" of Black Los Angelenos.  This course will provide students with an overview of central theoretical and substantive issues that have driven research and debate regarding African American communities both past and present.  We start with a focus on the Great Migration, and how that shapes the social and cultural characteristics of the African American communities in Los Angeles.  This course uses an interdisciplinary and multi-media approach to examine the vibrant urban culture of Los Angeles' Black community. We explore representations of this community in film and literature, and review historical and social scientific data on African American communities in Los Angeles.  In doing so, students will reflect on the continuous ways in which race and space combine to create urban communities. Students are introduced to tools and methodologies used in the study of communities.

    Meet the Professor:

    Marne Campbell is an Assistant Professor of African American Studies at LMU. She has a Ph.D. from the University of California, Los Angeles.

  • Ethics of the Body: Body, Desire, and Sexuality

    Ethics of the Body: Body, Desire, and Sexuality (Prof. Ege Selin Islekel, Philosophy)

    TR 1:00-2:30pm (CRN 78141)

    What do our bodies and emotions tell us? Do we need to follow our minds and our rationality in order to live happy lives? What is the significance of being embodied beings, beings that relate to the world through their bodies, through affective and emotional responses? What do we mean by a “body,” what kind of a body is at stake here? Lastly, is there a history to the body, to our bodies, to what we mean by a body?

    This course introduces students to philosophical accounts of the body, desire and affect, to fit within the broad theme of “Ethics and Justice.” Much of the history of Western philosophy is shaped by a denunciation of the body in favor of the intellectual capacities of the mind and, thus, a concomitant degradation of the affects, feelings and desires that are related to the body. Contemporary thinkers and feminist philosophers, on the other hand, insist that there is an ethical dimension that arises from desires and the body: in our lived experiences, after all, our bodies form the locus of our engagement with others around us. Such a relationship forms the ground for both violence and justice: the questions of what kind of body is understood, what kind of body is seen, and what kind of body is recognized, are entangled with the ethics of gender and race at once.

    Meet Your Professor:

    Ege Selin Islekel is a Visiting Assistant Professor of Philosophy at Loyola Marymount University. She received her PhD from DePaul University in Chicago.. Her research interests include social and political philosophy, critical theory, decolonial feminisms, and 20th century French philosophy. She is currently working on a manuscript project that focuses politics of mass graves and epistemological implications of collective trauma.  Her articles and essays in English have appeared in philoSOPHIA and Philosophy Today, in addition to her work published in Turkish volumes such as Cinsiyeti Yazmak. 

  • Childhood and International Cinema

    Childhood in International Cinema (Prof. Aine O’Healy, Modern Languages and Literatures)

    T 4:20-7:20pm (CRN 78652)

    This seminar introduces students to critical writing through the exploration of international cinema. Our focus is on the representation of childhood in several films produced around the world since the 1940s. In order to engage with these films, drawn from different national contexts and historical periods, students apply the tools of audiovisual analysis to discern the symbolic functions fulfilled by the figure of the child. We will examine how the construction of children in cinema intersects with discourses of nation formation and with the representation of gender, sexuality, ethnicity and social class. The assigned readings, mainly drawn from cinema studies, will guide our explorations and will allow us to place the filmic analyses in a broader context, encompassing issues of globalization, discourses of the border, and discussions about multiculturalism and diversity.

    Meet the Professor:

    Professor Áine O'Healy is Professor of Italian and Director of the Humanities Program at Loyola Marymount University.

  • Detecting the Mystery

    Detecting the Mystery (Prof. Paul Harris, English)  

    TR 11:20am-12:50pm  (CRN 78129)

    The course examines detection as a paradigm for discerning how the divine manifests itself in human, terrestrial life.  The thinkers and artists studied here investigate the world to discover what they perceive to be traces of the divine in material existence.  They create works that are purposely enigmatic, mysterious or mystical, in order to engage readers/viewers in a game of detection, where interpretation goes beyond solving a mystery at the level of plot.  The solution to the mystery initiates the real mystery, by inducing the reader/viewer to contemplate how the divine presence intersects our lives.  We will examine the detection paradigm as spiritual investigation in literature, theology, art, music, and film, exploring how each medium provides a specific means of linking the detective trope to the spiritual theme.  We will read fiction by Edgar Allan Poe, Thornton Wilder, Graham Greene, G.K. Chesterton and Shūsaku Endō; films by Robert Bresson, Philip Groening, Martin Scorcese; and art by Robert Irwin, Mark Rothko, among other materials.  

    Meet the Professor

    Paul Harris, Professor of English, has taught at LMU since 1992.  His teaching and scholarship both emphasize interdisciplinary inquiry, challenging theoretical thinking, and connecting concepts to practice.  He has published in areas including chaos theory and philosophy, topology and fiction, French theory, and concrete poetry, and taught courses on Nothing, Wonder, and Chaos.  His scholarly expertise on The Watts Towers of Los Angeles, constraint-based writing, and contemporary author David Mitchell is reflected in course design and assignments.  He was President of the International Society for the Study of Time from 2004-2-13, and is co-editor of the renowned theory journal SubStance.  His current interest in slow time is evident in campus installations (The Garden of Slow Time, walking labyrinth on the bluff; The Displacement Garden, adjacent to Laband Art Gallery) and further explored through a rock garden and blog called The Petriverse of Pierre Jardin.

  • Creating a New World

    Creating a New World (Prof. Eric Magnuson, Sociology)

    TR 1:00-2:30pm (CRN 78139)

    In this course, we will examine some crucial challenges and opportunities that we face as a human race. We have begun the process of creating a more just and sustainable global society, but we must find solutions soon. We will examine the planetary environmental crisis and how to fix it. We will look at the global economic system, including inequality and exploitation, and examine solutions. Throughout, we will explore privilege, economic inequality, racial inequality, and gender inequality. Students will be challenged to examine their own place in all of these systems and to make choices about how they want to respond to these social justice opportunities. The course will be run in a seminar format with lots of discussion and other student participation.


    Meet the Professor:

    Eric Magnuson is an Associate Professor of Sociology. He has a B.A. in Sociology & Philosophy from Brown University, and a M.A. and a Ph.D. in Sociology, from University of California, Los Angeles.


  • Drama of the Indian Diaspora

    Drama of the Indian Diaspora (Prof. Arnab Banerji, Theatre Arts and Dance)

    TR 2:40-4:10pm (CRN 78649)

    Meet the Professor:
    Arnab Banerji received his B.A. and M.A. in English Literature from Jadavpur University, Kolkata, India. He received his Ph.D. in Theatre and Performance Studies from the University of Georgia in 2014 where he wrote a dissertation on the Bengali Group theatre in Kolkata. Arnab spent the 2014-2015 academic year as the ASIANetwork Luce Foundation Postdoctoral Teaching Fellow at Muhlenberg College where he offered introductory and advanced courses on Asian Performance. Arnab’s research and reviews have appeared in Asian Theatre Journal, Theatre Journal, TDR, and South Eastern Review of Asian Studies.


  • The Economics of Marriage and Dating

    The Games We Play: The Economics of Marriage and Dating

    MWF 11:30am-12:30pm (CRN 78122)

    This course will look at how we view close relationships in an economic framework. It will teach students the insights of game theory without delving deeply into the mathematical representations. Students will read academic literature that looks at the dynamics in the relationship between romantic couples and the pitfalls that are frequently encountered. Students will apply the vocabulary to write on relationship topics of their choosing.

    Meet the Professor:
    Sean D'Evelyn is an Assistant Professor (hopefully Associate Professor by the time I am teaching this) of Economics. His specialties include Environmental Economics, Experimental and Behavioral Economics, and Game Theory. His research areas include invasive species, green research and development, public goods provision, endogenous group formation, and community-based mental health initiatives.

  • Education and the Public Good

    Education and the Public Good (Prof. Bernadette Musetti, Liberal Studies)

    MWF 11:30am-12:30pm (CRN 78132)

    This course is an examination of the role of education in the U.S. and the purposes and functions education serves in our society. Students will be asked to consider whether education in the U.S. is the "great equalizer" or if it is more likely to serve as a primary means by which our social, economic, and political systems are reproduced. Students will examine a variety of schools and will be exposed to a diversity of material conditions, educational ideologies, and program models.

    Meet the Professor:

    Bernadette Musetti is a K-12 teacher and teacher educator. She currently directs the Liberal Studies program at LMU--the teacher preparation program for students wanting to earn a BA in Liberal Studies and a multiple subjects teaching credential as undergraduates. She has taught in Mexico and worked in international education for many years--with students of all ages and backgrounds from around the world. She teaches undergraduates and graduate students and finds a great deal of fulfillment and inspiration in teaching. She is interested in the ways in which the institutions of education can better serve individuals, communities, and the collective, which is the focus of the freshman seminar on 'Education & the Public Good'. Dr. Musetti earned her PhD at the University of California Davis in Language, Literacy & Culture. 

  • Effective Personal Ethics

    Effective Personal Ethics (Prof. Arthur Gross Schaefer)

    TR 11:20AM-12:50pm (CRN 78128)

    TR 2:40-4:10pm (CRN 78647) 

    A highly interactive, creative and exciting course dealing with issues of ethics, conflict resolution, core values, decision models, personal and environmental sustainability.  Aspects of spirituality, business and law will be intersected along the way to provide a full integration of one’s personal ethics to complex situations.  You will learn tools to help you make hard decisions, work with difficult people, deal with unpleasant situations and even how to meditate. If you are up for a class that will make you think, provide you with proven tools that will help you throughout your life, no matter what major or profession you choose, then please join us.

    Meet the Professor:

    Professor/Rabbi Arthur Gross Schaefer’s diverse education is enhanced by his practical experience from practicing both law and accounting. He is a full professor of business law and ethics at Loyola Marymount University where he has taught for over thirty-eight years. He was listed by the Princeton Review as one of the top 300 university professors nationally. He consults with non-profit and profit based organizations on issues of effective ethical decision-making and values audits. He publishes and speaks on a diverse number of topics including academic freedom, professional ethics and burnout, spirituality in the workplace and immigrant education, He is currently the Rabbi for The Community Shul and has served as rabbi for USC, UCSB and LMU. He co-founded the Avi Schaefer Fund in honor of his son. His wife, Laurie Gross, is an internationally known artist and liturgical consultant.  He views his sons as his university. 

  • Empathy: An Antidote to Bullying the Self, Others, and the Planet

    Empathy: An Antidote to Bullying the Self, Others, and the Planet (Prof. Kristen Smiarowski, Theatre Arts and Dance)

    TR 11:20am-12:50pm (CRN 78131)

    This course will engage students in connecting concepts about Empathy found in a variety of texts, rituals, and art works to the themes of the LMU Mission in order to learn and explore how humankind maps paths negotiating social issues that affect the body, mind, and spirit of humankind and the planet. Course activities will be experiential, reflective, analytical, and creative. Over the course of the semester, students will read a variety of texts that explore authors’ understanding of Empathy from the viewpoints of the Encouragement of Learning; Education of the Whole Person: body, intellect, and emotions; and Service of Faith and Promotion of Justice in relation to the self, other, and the planet.

    Meet the Professor:

    Kristen Smiarowski, M.F.A., has been teaching in LMU’s Department of Theatre Arts and Dance, Dance Program since 2004. She is a nationally and internationally produced choreographer whose work manifests in the creation of site-specific dances, an approach to choreography drawing on current events, and an ongoing investigation of dance and cultural memory. Also a recognized teaching artist, Smiarowski has taught widely at schools, healthcare facilities and other institutions. She has received awards and commissions from Culture Lab, The Six Points Fellowship, Durfee Foundation, Puffin Foundation West, Skirball Cultural Center, LMU and The University of California Institute for Research in the Arts, among others. She is a curriculum writer for ESCAPE (Equitable Science Curriculum Integrating Arts in Public Education) and teaches creative and modern dance at the Colburn School.  She is a founding faculty member of the “Dance for Veterans” program at West Los Angeles VA Medical Center, and recently co-authored  “Dance for Veterans: A Complementary Health Program for Veterans with Serious Mental Illness” (Arts & Health: An International Journal for Research, Policy and Practice. Special Issue on Arts, Social Health & the Military). Her choreography is included in the dance studies text Dancing Jewish: Jewish Identity in American Modern and Postmodern Dance (Rebecca Rossen, University of Texas, Oxford University Press, 2014). At LMU, Smiarowski teaches courses in dance and community engagement, choreography, education, and cultural studies.

  • Exploring Human Decision

    Exploring Human Decision Making (Prof. Cathleen McGrath, Management)

    MW 12:40-2:10pm (CRN 78138)

    MW 2:20-3:50pm (CRN 78259)

    Everyday, people engage in decision making about matters large and small.  We are taught to make decisions through our interactions with family, friends, teachers, co-workers, and employers.  But, often the decisions we make seem to differ from the one that might be “the best.”  In this seminar we will explore the processes that explain how people actually make decisions and we will compare that to the way people think they should make decision.  We will learn about the field of behavioral decision theory.  We will focus on issues around utility (what we want), time (when we want it), and emotions (how we react to it).  We will read about contemporary researchers who help us to understand decision making from the perspective of fast and slow thinking and rules of thumb that people use to make decisions.  We will explore how understanding decision making processes can help individuals make better decisions at work, home, and in everyday life.

    Meet the Professor:

    Dr. Cathleen McGrath is currently an associate professor in the Department of Management in the College of Business Administration at Loyola Marymount University in Los Angeles, California, USA.   She has taught organizational behavior in the graduate and undergraduate business programs for 20 years.   Her research focuses on the role of interpersonal networks within and among organizations. She has published research in the area of social network analysis and management in Social Networks, the Journal of Social Structure, and MIT Sloan Management Review.  She has served on several university committees and she has been a part of multiple National Science Foundation projects.   Dr. McGrath received her Ph.D. degree in Public Policy and Management from the H.J. Heinz School of Public Policy and Management at Carnegie Mellon University.

  • Feminist Science Studies

    Feminist Science Studies (Prof. Mairead Sullivan, Department of Women's and Gender Studies)

    TR 2:40-4:10pm (CRN 78650)

    This course will explore and interrogate the complex relationship between race, gender, sexuality, and science. Specifically, the course will utilize a feminist lens to understand how social differences are named, produced, and refuted through the use of scientific empiricism. As such, the course is highly interdisciplinary, and is situated at the intersections of women’s and gender studies, critical race studies, the history of medicine, and science and technology studies. Students will explore the social, political, and historical context in which scientific knowledge regarding race, gender, and sexuality is produced. In doing so, students will begin to identify how science circulates as an epistemic authority. The primary objective of the course is to identify and critically engage the ways in which scientific inquiry and scientific knowledge shape current cultural narratives. The goal of the course is not to reject scientific inquiry wholesale but rather, to understand its contexts and contingencies.


    Meet the Professor:

    Mairead Sullivan is Assistant Professor of Women’s and Gender Studies at Loyola Marymount University. Professor Sullivan’s research and teaching interests include feminist and queer theory, feminist methodologies, critical health studies, and identity based health politics.

  • Your Future Career in the Global Workforce

    Your Future Career in the Global Workforce (Prof. Charles Vance, Management)

    MWF 8:00-9:00am (CRN 78831)

    MWF 9:10-10:10am (CRN 78830)

    This course addresses personal, professional, and societal imperatives surrounding global career competence and related ongoing developments associated with the dynamic and pervasive process of globalization. In optimizing their preparation for future career success within the context of increasing globalization, students examine current forces contributing to globalization and developing worldwide trends, including increasing global entrepreneurship, more porous national borders supporting increased global trade and migration, and innovations in technology and telecommunications. The dark side of globalization also is examined, and students discuss their important responsibilities and opportunities for asserting moral leadership in influencing how their future organizations contribute to sustainability and exert a positive impact upon global society. In addition, through online research and field interviews with local and international contacts, students explore and begin to develop personal career strategies while at college and beyond (e.g., study abroad, international internships, international humanitarian service, expatriate assignments) for building critical global career competencies.

    Meet the Professor:

    Dr. Charles M. Vance is a professor of management and human resources at Loyola Marymount University in Los Angeles, where he teaches at executive, MBA, and undergraduate levels. He has been very active at Loyola Marymount in designing and conducting customized training programs for managers, executives, and other professionals. He has had considerable experience as a consultant in North and South America, Asia, and Europe in training design, management development and coaching, and broader human resource and organization development applications.

  • Identity, Agency, and Power: From Freud to Foucault

    Identity, Agency & Power: From Freud to Foucault (Prof. Michele Hammers, Communication Studies)

    MWF 11:30am-12:30pm (CRN 78134)

    The goal of the course is to provide students with an overview of significant developments in social theory, with special attention to how concepts that we take for granted -- identity, agency, and power -- intersect and inform each other.  By engaging with both academic and popular sources, students in the course will examine questions of identity (what defines an individual? how does identity develop?), agency (what does it mean to have agency? what enables agency? what constrains it? how do we understand its limits?), and power (what are the different forms that power takes?).  As the title of the course suggest, students will read selected original works by theorists ranging from Sigmund Freud ("Civilization and Its Discontents") to Michel Foucault ("Discipline and Punish").  Course assignments will focus on the analysis of current events and popular culture texts as a way to sharpen our understanding of course content.

    Meet the Professor:

    Michele Hammers is a former lawyer whose graduate studies focused on rhetorical criticism, critical media studies, and social movement and public sphere studies. In addition to her training in rhetoric, Dr. Hammers is trained in qualitative research methods and utilizes field research and interviews in her ongoing study of the ways in which the female body is perceived and understood in various public and professional arenas. Dr. Hammers teaches introductory and advanced research methods; she also teaches a course on the rhetoric of popular culture and one on persuasion and social influence. She has presented her scholarship at professional conventions and is active in the National Communication Association’s pre-conference seminar series as both a participant in and co-organizer of the public sphere studies seminar. Her article critiquing the ways in which Ally McBeal constructed images of female professionalism appeared in a 2005 issue of The Western Journal of Communication. She is also the author of a chapter in an edited volume on Ally McBeal. In addition, her rhetorical analysis of The Vagina Monologues and her qualitative study of online roleplaying games, have both appeared in scholarly journals.  Currently, Dr. Hammers is working with Dr. Stephanie August (Computer Science), on a National Science Foundation Grant that will fund the creation of a Virtual Engineering Sciences Learning Lab ("VESLL") in the Second Life immersive, virtual, environment.  Through this project, Dr. Hammers will explore the potential of virtual worlds for student learning and for individual identity development.

  • History of Natural Disasters

    History of Natural Disasters (Prof. Nigel Raab, History)

    TR 9:40-11:10am (CRN 78123)

    From the flooding after Katrina in 2005, to the Haitian Earthquake in 2010, to the nuclear disaster at Fukushima in 2011, natural disasters have become regular news items.  This course, drawing on the instructor's own research in Soviet disasters, examines natural and man-made disasters from the eighteenth century to the present.  Students will explore how the relationship of human beings to the natural world has changed dramatically.  From religious explanations of the Lisbon earthquake in the eighteenth century to Soviet confidence about controlling nature in the twentieth-century, students will see how natural disasters, so much more than scientific phenomena, were categorized according to the mores of specific societies.  In all these situations, political and economic interest groups tried to steer disasters and the rescue operations to their best advantage.  Since the aftermath of disasters encouraged artistic production, such as the artworks that helped Haitian residents heal in 2010, the course shows humans use their creative impulses to confront the often overwhelming power of nature.  In addition, since disasters are not confined to a single part of the world, the class has a global dimension as examples will be taken from many continents.  Students will be able to critically analyze these competing interests with respect to specific historical disasters and then compare this analysis with their understanding of contemporary natural disasters. 


    Meet the Professor:

    Nigel A. Raab is Associate Professor of History at Loyola Marymount University. He is the author of Democracy Burning? Urban Fire Departments and the Limits of Civil Society in Late Imperial Russia, 1850–1914 (2011), and The Crisis from Within: Historians, Theory, and the Humanities (2015.



  • History of Television

    History of Television (Prof. Michael Daley, Film and Television)

    R 4:30-7:00PM (CRN 78654)

    This seminar will trace the history of television, chronicling the impact the medium has had on society. The coursework will cover: the formative years of television, the Golden Age of TV, Variety shows from early live TV to Comedy sketch shows, TV dramas from westerns to procedural (cop, doctor, lawyer) shows, Situation comedies from family shows to workplace shows, anthology series, miniseries and now limited series, Genres from fantasy to sci fi to fairy tales and Pay TV, original cable, Internet TV (arguably The New Golden Age)

    The course is also designed to introduce students to the fundamentals of college writing, including structure, syntax and style.  Information Literacy will be emphasized, with research projects designed to teach how to find and evaluate sources.  Coursework will entail papers, oral presentations and viewing blogs.


    Meet the Professor: 

    Michael F.X. Daley is an experienced television writer whose five episodes of CSI: Crime Scene Investigation have won him three awards: a Genesis Award, an S.E.T. Award and E! Television’s The Soup Award.  Michael also served as a Staff Writer for the critical and fan favorite CW show Reaper, where he penned the series finale “The Devil and Sam Oliver.”  He’s worked for HBO on The Leftovers, Resurrection for ABC, Murder In The First for TNT, Boss for STARZ, Big Love for HBO, Crossing Jordan for NBC, That’s My Bush! for Comedy Central, and The X-Files for FOX. In addition, he developed a TV pilot with Alloy Entertainment, and is currently shopping that and other TV pilots.

    Michael also served as a Writing Producer for Blindlight, a video game company.  His video game writing credits include Ninja Gaiden for Tecmo, Jet Li’s ‘Rise To Honor’ for Sony, Igor for Legacy Interactive, Shrek 2 for Dreamworks, and Dead2Rights: Redemption for Volatile Games.

    Mike has a Masters Degree in Screenwriting from Loyola Marymount University, where he’s now teaching Television Writing as a Clinical Assistant Professor. He originally hails from Syracuse, New York, where he got his Bachelors in English Communication from another Jesuit school, Le Moyne College.

  • Hitting the Road: From the Odyssey to Battlestar Galactica

    Hitting the Road: From the Odyssey to Battlestar Galactica (Prof. Sue Scheibler, Film/TV Studies)

    W 4:20-7:00 (CRN 78653)

    What do The Walking Dead, the video game Skyrim, The Odyssey, The Lord of the Rings, and The Wizard of Oz have in common? They’re all stories about being on the road, and they all use the journey as a way to explore questions about personal identity, ethics and moral responsibility, and social values. In this first year seminar, you will read, watch, play, analyze, discuss, and write about these and similar road stories. While we may not be literally on the road, the class will be a journey of exploration and discovery: intellectual, creative and personal.

    Meet the Professor:

    Sue Scheibler has graduate degrees in New Testament Studies and Philosophy of Religion and a PhD in Critical Studies (Film and Television) from the University of Southern California. She has published in Theorizing Documentary, Alternative Media Handbook, War: Interdisciplinary Investigations, Signs and assorted journals. Her research and teaching interests include film theory, television studies, documentary, Asian film, science fiction, technologies of war, memory, video games and Asian philosophy.

    Scheibler has spoken at such engagements as the War, Virtual War and Human Security Conference where she presented on the topic of “Experiencing War the Video Game Way: Call of Duty 2” and the American Cultural Studies Association where she spoke about avatars, war and the documentary image.

    She is currently working on two projects: Windows, Frames, Screens: Understanding Media and The Meditative Gaze: Media and Eastern Philosophy.

  • Health Psychology: Mind and Body

    Health Psychology: Mind & Body (Prof. Maire Ford, Psychology)

    MWF 10:20-11:20am (CRN 78124)

    This course explores the mind-body connection using a biopsychosocial perspective.  Specifically, this course will explore the biological, psychological and social factors that contribute to health and illness.  Topics include, but are not limited to, the history of health psychology, behavioral, social, and biological determinants of health and illness, factors associated with health promoting/compromising behaviors, the prevention and treatment of illness, and coping with illness.   An overriding course goal is to inform students about the way psychologists conduct research, communicate research findings, and apply psychological knowledge.   Lectures, writing assignments and other course materials are designed to (a) increase students’ basic understanding of foundational concepts, theories and findings, in the area of health psychology (b) increase students’ understanding of the scientific method and its use in psychology, (c) help students learn to think critically about psychological information obtained from research, the general public, and the media, (d) increase students’ basic research, writing, communication, and critical thinking skills,  (e) increase students’ interest in learning about human behavior and experience, and  (f) increase students’ self-awareness and social awareness as they learn to apply their knowledge of the field of health psychology to social and personal problems.

    Meet the Professor:

    Dr. Maire Ford is an associate professor in the psychology department at LMU.  She earned her doctorate in social psychology from UCSB in 2006.  Her research interests are at the intersection of social psychology and health psychology.  She studies the role of the self in close relationships (such as romantic relationships). Specifically she studies the processes by which an individual’s sense of self (e.g., self-esteem) shapes his/her perceptions of relationship events and subsequent health-related responses.  

  • Holocaust Literature and Film


    MW 2:20-3:50pm (CRN 78301)


    The Holocaust has been positioned at the limits of representation -- as the indescribable, the incomprehensible. The impossibility of adequately expressing the atrocities of the Holocaust stands in contrast to the need to transmit knowledge about this event to later generations. Attempts to represent the Holocaust, to describe and understand this event and its implications, are numerous and have occurred across a wide range of media forms (literature, film, photography, art, music, monuments, etc.), and genres (as in documentary, drama, comedy, science fiction). As the Holocaust recedes in time and the numbers of living historical witnesses and survivors decline, these representations increasingly shape our perception and understanding of the event. This course will investigate literary, filmic, and artistic representations of the Holocaust, focusing in particular on questions of ethics, aesthetics and history. We will examine the various debates and controversies surrounding the issue of representation of the Shoah and discuss some of the theoretical texts that have shaped the area of Holocaust Studies. We will explore the ways in which these written, filmic, and artistic cultural artifacts have attempted to narrate the events of the Holocaust, and examine exemplary responses to the Shoah in a variety of media forms and genres. The course will deal with questions such as the meaning of art and the limits of historical representation.


    Meet the Professor:

    Pauline Ebert earned her Magister Artium in German Literature from the Goethe University in Frankfurt, Germany, and her M.A. in Modern Languages from the University of Alabama. She received her Ph.D. in German Studies from Wayne State University. Her research interests are in the areas of German collective memory of the Holocaust and the Third Reich, and the literature of the Holocaust. She is trained in the teaching of German as a second language and has a strong interest in language acquisition, current methodologies and media. She also received special training in Holocaust pedagogy.

  • How People Learn

    How People Learn (Prof. Laura Massa, Institutional Assessment)

    TR 8:00-9:15am (CRN 78727)

    In ‘How People Learn’ students will explore what the sciences of cognitive psychology and educational psychology tell us about the process of learning, and consider how they can use that information to understand and improve their own learning. Topics will include the major theories of learning, memory, and motivation, what we know about how we learn various subjects, evidence-based principles for effective studying, and the role of metacognition in learning.

    Meet the Professor:

    Dr. Laura Massa is interested in understanding how learning works, and how we can use what we know about how learning works to become more successful learners.  As LMU’s Director of Assessment, Dr. Massa works with faculty and staff to understand and improve student achievement of learning outcomes across the university. Dr. Massa holds a Ph.D. in Cognitive Psychology, with an emphasis in statistics, from the University of California, Santa Barbara.

  • Literature of Exile and Terror

    Literature of Exile and Terror (Prof. Holli Levitsky, English and Jewish Studies)

    TR 11:20-12:50pm (CRN 78130)

    This course will examine the literature of writers who write from and about the position of “outsider,” exploring what such texts have to say about living in an unsettled, diasporic, modern world. In reading these stories, we will investigate how their authors have portrayed the journeys, hopes, and hardships of dislocation and alienation, as well as the role literature might play in creating a sense of community for immigrants, refugees, and people living in various forms of exile.

    Meet the Professor:

    Holli Levitsky is the founder and Director of the Jewish Studies Program and Professor of English at Loyola Marymount University in Los Angeles. Her research, scholarship and teaching focuses on Jewish American and Holocaust literatures. She is the author of Summer Haven: The Catskills, the Holocaust and the Literary Imagination, The Literature of Exile and Displacement: American Identity in a Time of Crisis,  and numerous articles, book chapters and reviews. Since holding the 2001-2002 Fulbright Distinguished Chair in American Literature in Poland, Dr. Levitsky  has participated in symposia, conferences, and study trips to Germany and to Poland to advance German-Jewish and Polish-Jewish understanding. She regularly leads workshops for secondary and college teachers in California and in Poland on teaching the Holocaust.      

  • Literary World of the Inklings

    Literary World of the Inklings (Prof. Aimee Ross-Kilroy, English)

    TR 1:00-2:30pm (CRN 78163)

    In The Defense of Poesie, Sir Philip Sidney argued that while the world reality delivers is "brazen, the poets only deliver a golden" world.  In this course, we will explore the creation of fully realized, imaginative worlds through the work of C.S. Lewis, J.R.R. Tolkein, and Charles Williams.  The Inklings, as they called themselves, formed a loose literary society and encouraged each other in the writing of work that was often greeted with some skepticism by the academic communities in which they also participated.  Nonetheless, their works have been enormously influential on fantasy, children's literature, and science fiction.  Additionally, each of these writers was influential in shaping thought about literature, history and theology.

    In this course, students will read representative works of fiction and non-fiction by each of these authors.  We will explore their literary collaborations, and the questions and concerns of the mid-twentieth century that informed their writing.  We will also explore interpretations of their work, their impact on popular culture in the past and today, and the cultural uses to which their work is put in the present.  At the heart of inquiry is the question of the role of the imagination and fictional world-making in a real world that increasingly reveres technology and science.

    Meet the Professor:

    Aimee Ross-Kilroy teaches courses in British literature, Renaissance literature including Shakespeare, composition, fiction and children’s literature. She also serves as the Associate Director of the Freshman English Program. Her research interests include early modern revenge tragedies, and she has an article forthcoming in the journal Renaissance and Reformation/Renaissance et Reforme entitled “‘The Very Ragged Bone’: Dismantling Masculinity in Thomas Middleton’s The Revenger’s Tragedy,” and is at work researching purgatory and its absence in the English Renaissance. In her spare time, she finds herself watching a great deal of youth soccer and entertaining the notion of someday writing children’s literature of her own.

  • Multiracial Voices

    Multiracial Voices (Prof. Curtiss Takada Rooks, Asian and Asian American Studies)

    TR 11:20AM-12:50pm (CRN 78140)

    For the first time in modern U.S. history, the 2000 U.S. Census allowed persons of multiracial ancestry to not only fully identify themselves but also be counted present in United States.  Confined and restrained by the troupe of the tragic mulatto persons of multiracial ancestry often struggled to find their voice in the weight of monoracial hegemony.  Passing provided one strategy for survival and identification.  Such was the case from our country's birth to the late 1960s when the Loving v. Virginia (1968) Supreme Court case legally and constitutionally legitimized interracial marriage and with it multiracial offspring throughout the U.S.  Thus, contemporary U.S. society ushered in a new trope of "Hybrid Vigor" celebrating, defining multiracial persons as the hope for America's post-racial or race-less future.  Yet, through it all multiracial persons continued to be defined by others -- their voices muffled in the service of power, privilege and the struggle for dominance.  Persons of multiracial ancestry then and now became the symbol of all that is bad and all that is good in U.S. race relations.

    Grounded in relevant critical race, social and identity theory, students through the use novels, poetry, film, song and video to examine the lives and articulation of self by multiracial persons as they claim their own voices, their own definitions, tell their own stories -- and, in the process they unmask the continued use of race as a means to power and privilege.

    Meet the Professor:

    Curtiss Takada Rooks is an assistant professor in Asian and Asian American Studies. He received his Ph.D. in comparative culture, with an emphasis in cultural anthropology at the University of California, Irvine in 1996. He teaches courses on Asian Pacific American ethnic communities, mixed race and ethnic identity, and qualitative research methods.  His scholarship encompasses multiracial & ethnic identity, multicultural/diversity issues and engaged community based evaluation addressing community wellness & chronic health issues.  He has lectured widely on mixed race identity and diversity including the 2017 UCLA Mixed Student Union Conference keynote address, entitled “Musings on A Life Lived Double, Or More”, and guest lectured at Sophia University (Tokyo, Japan) Center for Global Discovery entitled, “From the Margins to the Center: The Role(s) of Japanese Americans of Mixed Race Ancestry in US-Japan Relations: Case Studies in Transnational Identity” (2016).

  • People and The Environment

    People and the Environment (Prof. Nicolas G. Rosenthal, History)

    MW 9:40-11:10am (CRN 78152)

    MW 12:40-2:10PM (CRN 78143)

    This FYS will introduce students to the field of environmental history by presenting essential concepts, concerns, and methods in the context of United States history. At the most basic level, environmental historians study the relationship of human beings to the natural world.  Some environmental historians emphasize culture and intellectual themes, exploring the ways that people have understood and represented the natural world and shaped it in culturally specific ways. Others stress the economic foundations of environmental relationships, focusing on the need to procure subsistence, comfort, and wealth from the environment. Still others focus on the politics and policy of human relationships with their environments.  This course will explore all of these themes within a historical context, from the colonial period of North America to the present.  Our topics will include American Indian societies, European colonization and settlement, urbanization and industrialization, conservation and environmentalism, environmental racism and social justice, and contemporary environmental issues in historical perspective.  We will finish the class by looking at how LMU and other Jesuit institutions address environmental issues, from Pope Francis’ issuance of his 2015 encyclical “Laudato Si’: On Care for Our Common Home,” to programs on campus such as the Environmental Studies Program and the Center for Urban Resilience.

    Meet the Professor:

    Nicolas G. Rosenthal is Associate Professor of History, specializing in Native American, American West, Environmental, and 20th Century United States history.  His current research project explores the experiences of Native American painters and how they sought to influence popular ideas about Native American culture while making a living in the broader art world.  Dr. Rosenthal received his B.A. and M.A. from the University of Oregon, earned a Ph.D. from the University of California, Los Angeles, and published Reimagining Indian Country: Native American Migration and Identity in Twentieth-Century Los Angeles (University of North Carolina Press, 2012).

  • Playing Satan: Dramatizing Evil

    Playing Satan: Dramatizing Evil (Prof. Kevin Wetmore, Theatre Arts) 

    TR 1:00-2:30pm (CRN 78164)

    How does one represent radical evil?  In Christianity radical evil is personified in the form of the Devil (Satan, Lucifer, Old Scratch, or any one of a dozen other names), but how else is evil dramatized on stage throughout human history in the West?  In this course we examine what evil is, how it is perceived, how it is represented and how it is played.  Through reading philosophers, theologians and, most of all, plays, we hope to understand both what evil is and what theatre is. 

    Meet the Professor:

    Kevin J. Wetmore, Jr. is Professor and Chair of Theatre Arts with areas of expertise in Japanese theatre, African theatre, Shakespeare, Asian cinema, horror cinema, Greek tragedy, stage combat and comedy. He has degrees from Bates College, the University of Leeds and the University of Pittsburgh, where he completed his doctorate in Theatre and Performance Studies.  He also received an M.A. in Theology from LMU in 2010.

    He is the author of Athenian Sun in an African Sky: Modern African Adaptation of Classical Greek Tragedy (McFarland, 2001), Black Dionysus: Greek Tragedy and African American Theatre (McFarland, 2003), The Empire Triumphant: Race, Religion, and Rebellion in the Star Wars Films (McFarland, 2005), Shakespeare and Youth Culture (Palgrave 2006), Back from the Dead: Reading Remakes of Romero’s Zombie Films as Markers of Their Times (McFarland 2011), Post-9/11 Horror in American Cinema (Continuum, 2012), The Theology of Battlestar Galactica (McFarland 2012), and Modern Asian Theatre and Performance 1900 – 2000 (with Siyuan Liu and Erin B. Mee, Methuen/Bloomsbury, 2014) as well as the editor or co-editor of eleven more volumes, including Modern Japanese Theatre and Performance (Lexington, 2006), Suzan-Lori Parks: A Casebook (Routledge 2007) Revenge: East and West (Palgrave, 2008), Portrayals of Americans on the World Stage (McFarland, 2009), Catholic Theatre and Drama (McFarland 2010), Black Medea: Adaptations for Modern Plays (Cambria, 2013), and the Methuen Drama Anthology of Modern Asian Plays (with Siyuan Liu, Methuen, 2014), among others. He is also the author of numerous articles on theatre, cinema, Japanese culture, popular culture, horror, and performance.

  • Political Shakespeare

    Political Shakespeare (Prof. Judy Park, English)

    MWF 12:40-1:40pm (CRN 78135)

    MWF 1:50-2:50PM (CRN 78145)

    Literary observers and spectators of the theatre in Shakespeare’s time were concerned not simply with the meaning of literary works, but with the possibility of literature to affect its audiences.  Monarchs and other figures of authority thought drama to wield such powers of influence that theatres and plays were at once censored and exploited so as to suppress as well as to harness their effects.  Underlying the impulse of authority to regulate the theatre was the implicit belief in the political nature of drama and performance, in particular their capacity to subvert or to affirm existing hierarchies and social relations.  The potential of drama to enact the opposing forces of repression and insurrection led to such contradictory claims that plays could, on the one hand, instruct subjects to obey their rulers by showing them the ultimate downfall of those that have ventured “tumults, commotions and insurrections” (Apology for Actors) and, on the other, inspire the contempt of subjects for their rulers by making the figure of monarchs appear ridiculous on the stage.  How is drama political, and how do plays reveal the workings of power and authority?  We will explore these questions and others through the study of Shakespeare’s plays.

    Meet the Professor:

    Judy Park received her Ph.D. at Cornell University before joining the English Department at Loyola Marymount University as assistant professor of Renaissance literature. She teaches courses in early modern literature, sixteenth and seventeenth century drama, and the history of British literature. Her research focuses primarily on English literature and drama of the seventeenth century, and her areas of interest include the relationship between dramatic and political forms, and the emergence of republican and imperialist thought in English and Dutch literary and political culture. She is currently at work on a book, Staging Republic and Empire: Politics of Drama, 1603-1660, a study of seventeenth-century Stuart and Interregnum drama that explores the contradictory forces of republicanism and empire in a range of dramatic forms, such as the masque, tragicomedy, and closet drama. She is a recipient of the Beinecke Scholarship and a Fulbright Grant, and is a member of Phi Beta Kappa.

  • Reading and Writing Children's Literature

    Reading and Writing Children's and Adolescents Literature (Prof. Stuart Ching, English) 

    MWF 12:40-1:40PM (CRN 78137)

    I became interested in children’s and adolescent literature while teaching in the Hawaii public schools.  During this time, I marveled at the ways in which a picture book’s or adolescent novel’s artistic triumph could engage even the most reluctant reader. I also appreciated the ways in which this literature could challenge, affirm, and provoke a young readers’ moral imagination and further a reader’s cognitive development. In Reading and Writing Children’s and Adolescent Literature, we will study the conventions of fiction writing: point of view, plot, setting, description, conflict, and narrative prose style.  We will also examine the eternal questions—in their varied figurations—that inspire the design and shape the arc of many children’s literary plots:  Who am I?  Why am I here?  What is my reason for being?  And we will apply these conventions and questions to original stories that we write during the course. In addition, we will study and write critically about the moral questions that children’s and adolescent stories raise—questions about violence, race, culture, friendship, betrayal, sexuality, gender, and matters of death and life that currently inform the interdisciplinary study of children’s literature as an academic field. 

    Meet the Professor: 

    Stuart Ching teaches courses in children’s and literary fiction, rhetoric and composition, and linguistics. 

  • Rhetoric, Media, and Civic Responsibility

    Rhetoric, Media, and Civic Responsibility (Prof. James Bunker, Communication Studies)

    TR 8:00-9:30am (CRN 77600)

    This course introduces students to the rich history of civic engagement and the importance of becoming involved in their communities and nation.  It seeks to develop students' civic voices as well as an understanding of the values that guide them.  Democracy depends upon the willingness of learned citizens to engage in the public realm for the betterment of the larger good. Taking as its starting point the work of John Dewey who understood democracy as a way of relational living in which the decisions and actions of one citizen must be understood in terms of their influence on others, this course introduces students to the responsibilities associated with civic engagement.  Civic engagement is a rhetorical act and it is important to understand the persuasive nature of arguments in public discourse and the media. Students will   engage and examine how different spheres of influence (families, friends, school, professional environments, and the media) both contribute to and provide rhetorical barriers to active civic engagement.  Specific topics to be addressed in this course include:  (1) values such as ethics or virtue in relation to self, family, nation, and the public and how they shape the rhetorical foundation for political identities; (2) the public's responsibility to be informed and engaged in political processes; (3) problems associated with credibility and the evaluation of political information in media environments; (4) role of the library and new media in fostering civic knowledge; (5) how technology both contributes to and takes away from interest in public affairs; and (6) how to lead lives of civic engagement in a complex and interrelated world.

    Meet the Professor:

    Dr. James C. Bunker is a Clinical Assistant Professor in the Department of Communication Studies. He earned his B.A at the University of San Diego, his M.A. at San Jose State University, and completed his doctorate degree at the University of Utah while simultaneously obtaining a Graduate Certificate in Conflict Resolution.

    Dr. Bunker’s research explores the relationship between rhetoric, public advocacy, deliberative theories of civic engagement and how to facilitate democratic deliberation for the benefit of the public interest.  Dr. Bunker is concurrently working on several manuscripts that discuss the role of textual silences in political deliberation, the critic’s role in facilitating public deliberation, as well as how new media archival research can both contextualize and improve the credibility of civic discourse.  Central to both his research and teaching is an underlying commitment to civic engagement and the importance of establishing civic responsibility

  • Superheroes and Memoirs

    Superheroes and Memoirs (Prof. Dean Scheibel, Communication Studies)

    MWF 9:10-10:10am (CRN 78125)

    Students select a superhero (for example, Superman or Wonder Woman), develop a narrowed topic and a research question, and write an analytical paper, using images from the comics to support the analysis.  Simultaneously, each student becomes that superhero and creates a comic book (using photographs; no drawing skills required) about how the superhero’s alter-ego (the student) wrote the analytical paper.  

    Meet the Professor:

    Dean Scheibel is Professor of Communication Studies and has been at LMU for 27 years. His research includes such topics as surfing localism, performing “fake IDs,” sorority rush, film school graffiti, organizational rumors, rock musicians, learning pelvic exams in medical school, and comix.  Dean plays bass guitar as a member of the Back Pages rock band, which performs regularly at LMU. Dean is currently working on a graphic novel and is learning to play tenor sax.

  • Writing the World Around Us: Nonfiction, Research and the Stories We Create

    Writing the World Around Us: Nonfiction, Research and the Stories We Create (Prof. Elizabeth Wimberly-Young, Core Studies)

    TR 1:00-2:30pm (CRN 78888)

    It is true, at least relatively so, that writing reflective essays can be personal – you often mine and utilize your own experience, perspective or point of view to write them. Even when the topic and research does not directly involve your life experiences, it’s your voice, your persona on the page. But reflective essays aren’t diary excerpts. What you ate for breakfast – unless it relates to the story being told, is significant or unusual, doesn’t count. What weights and grounds these essays is how they, and the research that supports them, connects to more than you: surrounding people, environment, ideas. It makes them accessible beyond your immediate family and friends through connections of universal experiences, emotions and concepts. Writing the World Around Us: Nonfiction, Research and the Stories We Create is a First Year Seminar that concentrates on just this, emphasizing theories, methodologies, and issues of composing nonfiction prose. Throughout the course, we will focus on reflective non-fiction prose writing with an emphasis on the study, research and composition of literary journalism essays. We will explore creative nonfiction prose as an ultimately persuasive form, with a particular emphasis on how creative nonfiction essays are utilized to interrogate and interpret facets of American culture and society. By the end of the course, you will critically examine various essays to explore how they use research, technique and persuasion, will further develop information literacy techniques through evaluating and completing research through various methods and will practice the above techniques through two major essays of your own. 

    Meet the Professor:

    Elizabeth Wimberly-Young’s research interests revolve around exploring methods for incorporating high-impact and engaged learning through research in various fields and genres, including humanities and the literary and creative arts. She has been teaching composition, creative writing, literary nonfiction and business writing for over ten years. During her seven years at LMU, she’s served as a Lecturer in English and the Core through BCLA and worked as Academic Affairs Associate for the University Core Curriculum, where she managed the challenges and daily functions of the Core and engaged in collaborative, cross-disciplinary work to help coordinate and implement our new Core Curriculum. She’s a co-creator of the Rhetorical Arts Festival, a student supported event where Rhetorical Arts students deliver persuasive speeches on social justice, and a collaborator on several university initiatives, including the task force to bring Phi Beta Kappa to campus. Her work has appeared in various publications, including storySouth, and was a finalist for Creative Nonfiction’s Essays on Animals contest. Elizabeth was the recipient of an Independent Travel Grant for work and research at New Light, a care center for the children of sex workers in Kolkata, India. She received her B.A. in Philosophy from Elon University and her M.F.A. in Creative Writing, Fiction from Arizona State University.

  • Women Warriors- Who's Telling the Story?

    Women Warriors- Who's Telling the Story? (Prof. Kennedy Wheatley, Production Film and Television)

    MW 2:20-3:50pm (CRN 78648)

    This course explores the stories of 'women warriors' throughout history who challenged social conventions of their day. We will study artists and activists, farmers and factory workers, scientists, politicians and athletes.  Through the FYS lens of Power and Privilege, we will examine historical accounts, biographies, films and television shows and ponder these questions: What do these stories tell us about what it means to be female?  Whose stories have been told and who has been ignored?  How does does the reader differentiate between fact and fiction?  We will explore and practice different genres of storytelling:  factual storytelling, dramatic storytelling, and the intriguing grey area in between.  We will discuss our ethical responsibilities as biographical storytellers, when we convince another human being to open up and share their life. 

    This course has been designed for students whose majors involve storytelling: writers, artists, filmmakers, poets, historians, and communicators of all stripes.  However, all students are welcome, and a diverse group will create a richer, more engaging experience for all.   All voices are equally honored, and everyone is respected for their own lived experience.    We will closely examine the intersection of 'story' and female identity, both through the lens of critical thinking and also through the lens of self-reflection.  As your instructor, my goal is to share some thought-provoking ideas with you and for our shared listening to help us all grow a little bit as human beings.

    Meet the Professor: 

    Kennedy Wheatley is interested in using the power of media for personal and social change.  Her creative interests are in directing documentaries, fiction films and PSAs for non-profit organizations and international NGOs.  As an artist and activist, she is interested in telling stories through innovative narratives, images and sound.  She has taught in the School of Film & Television at LMU since 2000.  She earned her M.F.A. in Cinematic Arts from the University of Southern California, and an B.A. in Ethnic Studies from the Michigan State University. She lives in the foothills of LA, and is an avid swimmer and gardener.