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Please remember that this document is a supplemental resource that should be used in conjunction with MyAccount.

**QLC courses are co-requisites & are completed in pairs. You will choose TWO QLC courses in the same Learning Community (LC).**

Please remember to check your Degree Audit often to reference which QLC categories you have completed & which categories you have not:

MyAccount → Students → My Degree Progress→ View All Details → Click the PDF icon until another tab loads/opens to show your Degree Audit

*20- Individuals and Society- explores themes/issues of identity and personal responsibility

*30- Institutions and Society- explores themes/issues of civic and social responsibility

*40- Science and Society- explores importance of role scientific knowledge and practice play in public life

*50- Creativity and Innovation- explores way creative and innovative thinking and practice shape individual identity, community development and society

*60- Quantitative reasoning- students may also meet this mathematics requirement by taking a MAT course in their major rather than in a QLC

For example:QLC 350 LC 30

withQLC 360 LC 30

Example of Learning Community 30

Topic/Theme of Learning Community 30

(LC 30)

QLC 340This course will

approach the topic through a scientific

perspective.

QLC 360 This course will

approach the topic through a

mathemetical/ quantitative perspective.

QLC 320This course will

approach the topic through the perspective

of identity & personal responsibility.

QLC 350 This course will

approach the topic through the perspective

of creativity & innovation

QLC Categories20- Individuals and Society30- Institutions and Society40- Science and Society50- Creativity & Innovation60- Quantitative Reasoning

Learning Community 30 has 4 different course offerings

representing 4 different QLC categories.

Choose 2 of the QLC classes. They are co-requisites --> always taken as a pair/at the same time, totaling 8 credits.

The 2 separate courses will integrate throughout the semester, creating your

learning community.

Example of 1 option: QLC 350 LC 30

+ QLC 360 LC 30

= Complete Learning Community

300 Level Learning Communities - Spring 2021

LC 15: When we say, “That’s sick!”... what do we mean, exactly?!?! What does it mean to be healthy? To be sick? Is the opposite of healthy, sick? Is it disabled? Is it old? This learning community will explore how literary, scientific, communicative, and performative perspectives shape our definitions of health and illness. How do these perspectives complement/complicate one another? How do they affect how we experience health and illness? How do they influence how we engage others? We’ll explore the cultural constructs of (un)healthiness and their impacts.

QLC 320

QLC 350

Living in the Margins What is your life like if you cannot speak? If you cannot see? Who gets to decide what your life will be like, in either of those cases? Is Malvolio truly “mad”? Why does everyone think he is, and what do they think is the right treatment for it? In this course, we’ll examine literary representations of (un)healthy. Does the individual who is ill get to define their own identity? Or does their society do it for them? Why do the answers to those questions matter? In the course of our investigation, we will read literary works such as Sharon Draper’s Out of My Mind, Shakespeare’s Twelfth Night, and Ray Charles’ autobiography -- works that represent a variety of genres and historical periods. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

Playing Sick Much of our perception of health comes from media that we consume. Actors, writers, directors have great influence on the culture’s view of is illness and wellness. In this course, we will review depictions of health and wellness in theatre: as well as those in film, commercials and television. When done ethically, these performances are based on research and empathy in all areas of the creative process. We will practice using the many tools of theatre -- including improvisation, writing, and performance -- to create work inspired by the exploration of our learning community. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

Helen Hull

Martin Kettling

Refer toMyAccount for the updated

meeting days, times, &

modalities for each course

QLC 340 TBATBA. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community. Mostafavi

LC 17: Race: What does it mean?

QLC 320

QLC 340

The History of RaceThis course will explore the historical forces, debates, and intellectual trends that have shaped racial thinking in the United States, both past and present. Particular emphasis will be placed on the origins and impacts of pseudo-scientific racial theories like eugenics as well as the impact these theories had on the making of legislation in the United States. Students will study both primary and secondary sources as well as documentary films to help contextualize this complicated subject. Pre-requisites: QEN 101, QEN 102, 200 level QLCs. Co-requisite: One QLC 3** from the same learning community.

Richie Skaggs

Sarah Griffith

Biology of Race Pre-requisites: QEN 101, QEN 102, 200 level QLCs. Co-requisite: One QLC 3** from the same learning community.

300 Level Learning Communities - Spring 2021

Refer toMyAccount for the updated

meeting days, times, &

modalities for each course

QLC 330 TBA

Sociology of Race Pre-requisites: QEN 101, QEN 102, 200 level QLCs. Co-requisite: One QLC 3** from the same learning community.

QLC 360 Teneal PardueStatistics of Race Pre-requisites: QEN 101, QEN 102, 200 level QLCs. Co-requisite: One QLC 3** from the same learning community.

LC 18: Infections and zombies What do these things have in common? In this learning community we’ll explore the overlap between the way disease organisms work and the design (and popularity) of zombies in all their glory.

QLC 340

QLC 350

Outbreak! The Science Behind Deadly Epidemics

This course will explore the fundamentals of microbiology, with a focus on recent outbreaks of things like Zika, Ebola, and others. How do these diseases get so nasty and how do they spread so quickly? We will learn about various pathogens, how they mutate, how they spread, and how they can be controlled from a public health standpoint. Laboratory exercises will be hands on, via a kit sent to you in the mail. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

Brains! A Study of the Zombie Film

Why do so many people have a zombie survival plan these days? Why are we repulsed but fascinated by the dead coming back to life to feed on the living? Where did the zombie come from anyway, where has it been, and where is it going? We’ll explore the aesthetic space created by zombie films and the cultural work they do by looking at them through various historical, philosophical, and aesthetic contexts. With a trip through their Caribbean voodoo roots, to the Romero shamblers, and up to the apocalyptic pin-ups they’ve become, we will study a social construct that seems to speak to our times. It will take courage and BRAINNSSSSS. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

Jennifer Easterwood

S. Craig Renfroe

300 Level Learning Communities - Spring 2021

Refer toMyAccount for the updated

meeting days, times, &

modalities for each course

LC 19: Urban societies How do physical spaces affect us [individually and as groups]? How do we affect physical spaces? What social forces and values shape physical places and how? In this LC, students will explore these questions in an urban context. We will “read” urban spaces from a variety of perspectives—aesthetic/creative, ecological, literary, and political. Students will develop an understanding of how societies’ values manifest themselves in urban design and how they themselves play a role in the process of urban design.

QLC 320

QLC 330

QLC 340

QLC 350

The Individual’s Place in the City Some of the questions we might consider along the way: What role have individuals historically played in shaping cityscapes? What role have cityscapes played in shaping individuals? How do communities shape cityscapes? How are communities shaped by cityscapes? How can we understand that history in light of different genres of literature? This course investigates how individuals, communities, and cities are represented in literature, shaping discussions about place and identity. In the course of our investigation, we will read literary works that represent a variety of genres and historical periods. We’ll consider the historical and literary contexts for the works that we read and discuss how the literary devices utilized help build themes and meanings. Along the way, we’ll hone our critical reading, writing, and thinking skills*

The Politics of Urban Design How we use space in a city is just one more thing people fight about in the political realm. What should the city look like? Where should homes, businesses, and municipal buildings go? What public goods should be provided and how should natural resources be managed? And to what extent should governing bodies have any say over any of these questions (versus leaving them to individuals on the ground)? In this course we will explore the politics of urban design to develop a greater awareness of the political institutions, public policies, debates, and power struggles that literally shape the physical character of the cities in which we live, work, and play.* The Psychology & Ecology of Urban DesignIn this lecture and laboratory, we will explore the relationship of humans with each other and our surrounding environment. We will investigate the innate need for green spaces and how these spaces affect our physiological and psychological well-being. We will critically examine how Charlotte and other cities around the world accomplish this balance, and we will use integrative thinking and the scientific information gathered to make real-time decisions dealing with urban environments. *Building urban environments By exercising ideation and divergent thinking we learn to seek problems worth solving. Through iteration and convergent thinking we are able to apply appropriate solutions. This class will apply these methods under the theme of “Urban Environments” in the format of the Art Studio while examining the following questions: What is the function of art? How do familiar systems help us understand unfamiliar ones? Why does Art matter, and where is it needed? *

Helen Hull

Aaron Houck

Gina Navarrete

Ivan Depena

*Pre-requisites: QEN 101, QEN 102, 200 level QLCs. Cor-equisite: One QLC 3** from the same learning community.

300 Level Learning Communities - Spring 2021

Refer toMyAccount for the updated

meeting days, times, &

modalities for each course

LC 20: Transformation through Storytelling

How do the narratives of science, folklore, and music reflect and inform the lives of individuals and communities? In this Learning

Community, we will discover the stories embedded within our cultures and how they can transform ourselves and the world.

QLC 320

QLC 340

QLC 350

Mermaids, Fairy Godmothers, and Hideous Beasts: Transformation in Fairytale, Fantasy, and Folklore In this course we will look at stories from the traditions of myth, folklore, and fairytale with a specific focus on the concept of transformation -- both within the tales and as a cultural process as stories are interpreted through place and time. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

Science in “Once upon a time” This on-line course combines both scientific and creative artistry. Forensic science experiments will be used to develop critical thinking skills, and to understand relationships, interactions and patterns. Theses competencies will then be used to explore how the scientific method is woven in the fabric of fables and music storyboards as well as in criminal investigations. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

The Magic of Music “Ah, music,” he said, wiping his eyes. “A magic beyond all we do here!”. J.K. Rowling, Harry Potter and the Sorcerer’s Stone. In this course, we will explore how music transforms us, even more so when combined with the power of words, art, or dance. As we track the evolution of music from the Middle Ages to contemporary works, we will examine how we use music in our world individually and collectively. Prerequisites: QEN 101, QEN 102, 200 level QLCs. Corequisite: One QLC 3** from the same learning community.

Tracey Perez

Yvette Clifton

Connie Rhyne-Bray

300 Level Learning Communities - Spring 2021

Refer toMyAccount for the updated

meeting days, times, &

modalities for each course