49 courses with the subject ITDY, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This one-hour, graded course provides first year students with an orientation to college life and a support system intended to foster their academic success and personal growth. New freshmen only. Typically offered:
As part of a first year Learning Community, this course explores contemporary issues (e.g.. poverty, racism, education, happiness, relationships) at a societal level from a variety of different disciplines. Using the lens of multiple disciplines, concepts of culture, practices and systems will be examined as they impact and are impacted by societal issues. Typically offered:
This course explores the meaning, value, and cultural role that education plays in our society. Questions that typically are explored in this course include the following: What is the purpose of education for the individual? What is the purpose of education for society? How does basic education in the U>S> differ from other countries? Do all individuals have a right to education? What should quality education consist of and who should receive it? By the end of the semester students have analyzed their own educational experiences; considered what they value and hope for in their on-going experience in education; and thought deeply about some current issues in education. Attributes: LC YLIB
This course offers undergraduates a writing-intensive inquiry into the pressing issues, problems, and events related to pharmacy, pharmacology and toxicology. It allows students to see how pharmacy studies impact our everyday lives, and engages students in problem-solving using ways of thinking and ways of knowing in pharmacy topics. Attributes: LC YLIB
This zero credit course provides second semester first year level transfer students with an orientation to the St. John Fisher University academic requirements, policies, college life and a support system intended to foster their academic success and personal growth. New second semester transfer students only. Permission of a counselor in the Center for Academic Advising and Support Services required for registration. Typically offered:
This course provides students with the ability to conduct career planning and develop advanced job search techniques. Students complete diverse assessments to evaluate and verify personal preferences, identify marketable and transferable skills, refine résumés, research opportunities, network, interview, and prepare for negotiations. Attributes: NLIB
The design of the class is aimed at acquainting the student with the nature and scope of fitness by providing information that will show the student the importance of and the scientific foundations for engaging in a sound physical fitness program. It describes the components and basic principles that should be known and followed if a student wishes to become physically fit for life. It outlines exercises, activities, and resources that can be utilized in developing a well-rounded physical fitness program. This course blends theory with practical application by providing a general discussion of various fitness-related topics, followed by worksheets and specific activities to which theory can be applied. Typically offered:
This writing lab will help students develop a strong understanding of academic writing and an effective writing process. Students will learn and practice writing strategies and have ample time for productive peer connection and self-reflection. This lab will combine three different forms of writing support: classroom instruction, writing group work, and one-on-one writing consultation. This combination of support will enhance writing confidence and prepare students to successfully accomplish their academic writing goals. Attributes: YLIB
STEMinar I will expose new S-STEM Scholars to diverse career pathways in life sciences, introduce and reinforce the concept of community-based research for Rochester area organizations, and foster connections between scholars and members of the Fisher community. STEMinars will be developmentally appropriate as scholars progress year to year, beginning with broad introductions to specific topics in STEMinar I (e.g., mindfulness and growth mindset, self-awareness of academic strengths and weaknesses, developmentally appropriate professional development) and tailoring those topics to the career and research interests within the cohorts as they progress in their S-STEM pathway. STEMinar I will directly link scholars with the expertise and resources of science faculty, Attributes: NLIB
STEMinar II will further expose S-STEM Scholars to diverse career pathways in life sciences, reinforce the concept of community-based research for Rochester area organizations, and foster connections between scholars and members of the Fisher community. STEMinars will be developmentally appropriate as scholars progress year to year, building upon what students learned in STEMinar I, STEMinar II will be tailored to emerging career and research interests within the cohorts as they progress in their S-STEM pathway. STEMinar II will directly link scholars with the expertise and resources of science faculty, STEM CCAP staff, STEM alumni, and scientists in the region. Attributes: NLIB
This course isn’t just about choosing a major; it’s also about learning how to make well informed major decisions throughout one’s life. This course is intended for students who have not yet declared a major, and for those who have declared but are looking at other options. Students will: learn how to implement decision-making skills and strategies; examine their own interests, skills, and values; utilize campus resources; and gain a greater understanding of majors and career paths. In-class exercises, interest inventories, individual meetings with the course instructor, and faculty/student/alumni interviews will all be utilized. Typically offered:
Explore issues and topics that are important to you and your future with a variety of faculty. Faculty and students will have a chance to engage their minds and voices in a shared discussion each week. You can submit some topics that interest you and faculty will bring some that interest them as well. Most of all, we’ll be looking to your futures to build skills and prepare you for a life of learning and opportunity. You never know what faculty will be joining in, but there’s sure to be a lively conversation. Attributes: YLIB
This writing lab will help students develop a strong understanding of academic writing and an effective writing and research process. Students will learn and practice writing strategies and have ample time for productive peer connection and self-reflection. This lab will combine three different forms of writing support: (1) classroom instruction, (2) writing group work, and (3) one-on-one writing consultation. This combination of support will enhance writing confidence and prepare students to successfully accomplish their academic writing goals. Attributes: YLIB
Through this service learning experience, students will develop an awareness of the differential health challenges experienced by people from differing economic, social, biological, gender, and ethnic backgrounds. Students will be introduced to the concept of health and how it differs across cultures; examine and employ techniques for measuring health; identify the social and biological causes of health disparities; define health promotion; examine the ethical and political issues that impact effective health promotion; and employ various strategies to engage in health promotion activities in a multicultural environment. The service learning project will be in partnership with St. Joseph’s Neighborhood Center, a ministry of the Sisters of St. Joseph. The Center, located in Southeast Rochester, provides comprehensive medical, dental, counseling, adult education and social work services to individuals and families who lack access to health care. Because students will be expected to visit St. Joseph’s Neighborhood Center outside of the class period, it is recommended that participants have access to personal transportation. Attributes: P5 SLC YLIB
An introduction to the variety of careers and academic pathways in the broad area of health professions. Designed for first-year and new transfer students with an expressed interest in medical and related careers, but open to all students who wish to explore these fields and learn from current professionals. Typically offered:
Continuation of a first-year seminar for students interested in a variety of health care careers, not including nursing or pharmacy. Topics covered include career and graduate program exploration, overviews of academic requirements for graduate programs, opportunities to gain clinical experience, and making the most of summer break. Meets approximately once per month. Typically offered:
Students interested in the Pharmacy Profession who are actively engaged with liberal arts and sciences courses benefit from a linkage between these foundational courses and their professional aspirations. The pharmacy seminars provide this invaluable connection between the past, present and the future. We will discuss the Early Assurance program and the logistics of applying to the Wegmans School of Pharmacy. In addition Pharmacy faculty members will coordinate discussions in order to reveal the richness and diversity of contemporary pharmacy practice to the beginning student. This course is required for all full-time first year students applying to the pharmacy school who are following the Early Assurance Policy. This course is recommended to undergraduate student Typically offered:
Students interested in the Pharmacy Profession who are actively engaged with liberal arts and sciences courses benefit from a linkage between these foundational courses and their professional aspirations. The pharmacy seminars provide this invaluable connection between the past, present and the future. We will discuss the Early Assurance program and the logistics of applying to the Wegmans School of Pharmacy. In addition Pharmacy faculty members will coordinate discussions in order to reveal the richness and diversity of contemporary pharmacy practice to the beginning student. This course is required for all full-time first year students applying to the pharmacy school who are following the Early Assurance Policy. This course is recommended to undergraduate student Typically offered:
This course is designed for Resident Assistants in the first year of their position and focuses on the role of the RA in a successful residential life system. This course also emphasizes developing community through needs assessment and programming for a diverse residence hall population. Registration is restricted to first-year resident assistants only. Typically offered:
This is an introduction to wilderness survival using primitive skills that will take place outdoors, and will integrate natural conditions and seasonal changes into teaching (rain or shine). Students will learn time-honored mentoring techniques, cutting edge practices and traditional ecological knowledge to master an ancient understanding of their environment and their role within it. Students will leave this course with a strong base in fire-building, shelter building, tracking and edible/medicinal plant I.D., aidless navigation, wood carving, wild crafting, and Leave-No-Trace ethics. Students will be required to learn appropriate use of knives, saws, hatches and matches and participate in a moderate amount of physical activity during seasonal weather conditions. Attributes: NLIB
At the core of interdisciplinary studies is the integration of a number of disciplines and perspectives. This course will examine a variety of topics that vary by instructor and semester. Topics are selected by faculty. Students may take this course more than once for credit but the topic may not be the same. Attributes: YLIB
This course is tailored for CSTEP and TRIO SSS Scholars, designed to foster critical thinking and to support your holistic development as a college student. You will explore effective strategies for academic and career success, personal development, wellness, and other vital life skills necessary for thriving in college and beyond. Typically offered:
STEMinar III: Students Thinking, Engaging, and Making a Difference STEMinar III continues to expose S-STEM Scholars to diverse career pathways in life sciences, begins to develop community-based research projects with Rochester area organizations, and fosters connections between scholars and members of the Fisher community, with a special emphasis on connections with alumni. STEMinars are developmentally appropriate as scholars progress year to year, building upon what students learned in STEMinar I & II. STEMinar III is tailored to emerging career and research interests within the cohorts as they progress in their STEMinar pathway. STEMinar III directly links scholars with the expertise and resources of science faculty, STEM CCAP staff, STEM alumni, our grant partners, and scientists in the region. Attributes: NLIB
STEMinar IV: Students Thinking, Engaging, and Making a Difference STEMinar IV continues to expose S-STEM Scholars to diverse career pathways in life sciences, further develops community-based research projects with Rochester area organizations, and fosters connections between scholars and the area community. STEMinar IV directly links scholars with the expertise and resources of primarily one grant partner for formal training in public science communication. Attributes: NLIB
Resilient Children, Engaged Communities focuses on the interplay of challenges and assets when addressing childhood poverty within the Rochester community. Students look at the impact of trauma on children and use an asset-based perspective to honor strengths and build resilience. Community-engaged learning enables students to apply course principles to practice and teach social-emotional learning, resiliency, and wellness through Seeds of Success and Steps to Wellness programs. This course also educates about the cultural and communication competencies needed to be successful. Attributes: CCE YLIB
Students in the Peer Leadership Seminar will be introduced to the practice of peer leadership, with a particular emphasis on group facilitation, community building, diversity, academic success, life skills, and wellness issues. The course will give students the opportunity to learn different ways in which to share information with students, practice communication skills in a variety of settings, promote teamwork and refine their leadership skills. This course will prepare students to apply what they are learning in one or more leadership opportunities across the campus and community. Typically offered:
In this course, students will examine issues of equity and inclusion through the lens of the social sciences. Students will examine theories, texts, and/or research summaries about diverse frameworks of individual differences, similarities, and cultures, and how to create a more equitable, just, and inclusive society using social science content and information. Specific content may come from sociology, anthropology, psychology, criminology, or related disciplines. Students will work with others to understand these different perspectives at a micro level within the classroom as well as at a macro, societal level. Specific topics may vary. Attributes: DEI YLIB
Student leaders selected to serve as year-long Peer Ministers in the Office of Campus Ministry will work collaboratively with staff, faculty, and students in serving the spiritual and faith-based needs of the St. John Fisher University community. Through focused ministerial responsibilities, each student will forward the mission of the University and the mission of the Office of Campus Ministry through leadership, engagement, outreach and personal growth and development. Peer Ministry, a University student leadership position, is open by application process to any student of St. John Fisher University. Additionally, any student who may desire to gain skills and abilities in a ministerial setting is welcome. Attributes: NLIB ZEXL
Attributes: YLIB ZTRA
This course is designed to support students as they prepare to take the Medical College Application Test (MCAT). Students will review the structure of the exam, take self-assessments, create a study plan, and employ practice materials and participate in practice test sessions. Attributes: NLIB
This course will provide rationale and examples, as well as hands- on opportunities for students to learn and demonstrate a variety of movements and training techniques focused on speed, agility and resistance. Through sports-specific drills, and examination of modification options based on individual needs, students will learn to create a personalized training program for individuals and/or groups. Typically offered:
This course will provide a basis in theories, concepts and scientific principles in strength and conditioning, as well as allow for practice and application to performance. In this class students will create a variety of strength and conditioning programs utilizing multiple skills for multiple ages/populations. Typically offered:
This course will prepare students to conduct pre-participation health screenings and to assess risk in healthy individuals as well as those with various conditions or health concerns. Students will conduct fitness assessments, such as cardiovascular testing, strength assessment, flexibility and body composition analysis. Issues of confidentiality and standards of ethics will be addressed. Typically offered:
This course discusses the philosophy of missions, the responsibility of healthcare professionals to the underserved and how medically trained professionals can use their training to further mission work and serve others. The course will be based on a Christian faith foundation and will contain a service component requirement, with opportunities to participate in a short-term medical mission trip. Attributes: YLIB
STEMinar V: Students Thinking, Engaging, and Making a Difference STEMinar V will facilitate S-STEM Scholars’ planning for career pathways in the life sciences, support Scholars as they engage in research experiences, and foster connections between scholars and members of the Fisher and external community. An emphasis on personal reflective practice will be incorporated. STEMinars will be developmentally appropriate as Scholars progress year to year, building upon what students learned in previous STEMinars. This course will be tailored to emerging career and research interests within the cohorts as they progress in their S-STEM pathway. STEMinar V will directly link scholars with the expertise and resources of science faculty, STEM CCAP staff, STEM alumni, and scientists in the region. Typically offered:
STEMinar VI: Students Thinking, Engaging, and Making a Difference STEMinar VI is a direct continuation of STEMinar V and will continue to facilitate S-STEM Scholars’ planning for career pathways in the life sciences, support Scholars as they engage in research experiences, and foster connections between scholars and members of the Fisher and external community. An emphasis on personal reflective practice will be incorporated. STEMinars will be developmentally appropriate as Scholars progress year to year, building upon what students learned in previous STEMinars, with a direct link to STEMinar V. This course will be tailored to emerging career and research interests within the cohorts as they progress in their S-STEM pathway. STEMinar VI will directly link scholars with the expertise and resources of science faculty, STEM CCAP st Typically offered:
Building on the foundation of ITDY 220 Peer Leadership I, Peer Leadership II is designed for students to further develop their leadership, communication, and facilitation skills. This course will focus on advanced techniques in peer mentoring, with an emphasis on conflict resolution, leadership styles, promoting inclusivity, and mentoring strategies for diverse student populations. Students will refine their ability to lead group discussions, foster academic and personal success, and support students through transitions. Practical application of skills in real-life peer mentoring contexts will be emphasized, providing students with hands-on experience and reflection opportunities. By the end of the course, students will be well-equipped to take on significant leade Permission of the professor is required to register. Typically offered:
This course teaches students the best practices in classroom-based learning, and also offers a practicum in which they apply what you are learning in a First-Year Writing Program course. Students will learn how classroom-based peer colleagues can deepen and enrich learning and support for the writing, reading, speaking, research, and revising processes. Course responsibilities include debriefing sessions to discuss assigned readings, plan class sessions, and troubleshoot in-class practices that need support; planning and executing one or two class activity (as determined in consultation with the instructor) and reflecting on its affordances for learning; completing a critical reflection in any form (website, video, essay, poster) that analyzes a significant moment/ Typically offered:
In this course, students will develop an inquiry-based project by conducting in-depth research using discipline specific practices that result in transferable research and writing. Students will build on the critical thinking and writing competencies they have previously acquired to engage topics and ideas in the field. Students will formulate important questions or problems, identify and examine appropriate sources, and use evidence in order to substantiate their own claims. They will acknowledge and address alternative explanations in scholarly conversations and revise their work accordingly. Outcomes of the project will be communicated in both written and oral forms or on other media platforms. Typically offered:
STEMinar VII: Students Thinking, Engaging, and Making a Difference STEMinar VII is a direct continuation of STEMinar VI and will continue to facilitate S-STEM Scholars’ planning for career pathways in the life sciences, support Scholars as they engage in research experiences, and foster connections between scholars and members of the Fisher and external community. An emphasis on personal reflective practice will be incorporated. STEMinars will be developmentally appropriate as Scholars progress year to year, building upon what students learned in previous STEMinars, with a direct link to STEMinar VI. This course will be tailored to emerging career and research interests within the cohorts as they progress in their S-STEM pathway. STEMinar VII will directly link scholars with the expertise and resources of science faculty, STEM CCA Typically offered:
STEMinar VIII: Students Thinking, Engaging, and Making a Difference. STEMinar VIII is a direct continuation of STEMinar VII and will continue to facilitate S-STEM Scholar’s planning for career pathway in the life science, support Scholar as they engage in research experiences, and foster connections between Scholars and members of the Fisher and external community. An emphasis on personal reflective practice will be incorporated. STEMinars will be developmentally appropriate as Scholar progress year to year, building upon what students learned in previous STEMinar, with direct link to STEMinar VII. This course will be tailored to emerging career and research interests with the cohorts as they progress in their S-STEM pathway. STEMinar VIII will directly link Scholars with expertise and resources of science faculty, STEM CAP staff, S Typically offered:
Students who have successfully completed ITDY 320 have the opportunity to continue their training and assist in teaching new peer advisors in this course. Students develop programs and produce independent research projects on topics involving academic success and the transition to college. Peer Mentor students only. Permission of the professor is required to register. Attributes: NLIB
Five major elective courses at or beyond the 200 level (15) Five major elective courses at or beyond the 300 level (15) Total: 36 credits Notes: The approved proposal for the ITDY major program (embedded in the course ITDY 260) should be submitted prior to completing the final four courses of the progra At least 1/2 of the major credits (18 credit hours) must be completed at St. John Fisher University. Students are permitted to double major, but no more than two courses may be shared between majors or between the ITDY major and a declared minor. Students have a choice between B.S. and B.A. programs. The B.A. requires completion of 90 credit hours of liberal arts, a minor as well as demonstrated profici 2025-2026 Catalog » Academic Programs » Undergraduate » School of Arts and Sciences » Interdisciplinary Studies
This course allows Interdisciplinary majors and upper-level students from other majors in good academic standing to gain professional experience that builds upon their completed coursework. Internships may be paid or unpaid. Students must submit a written application detailing the duties associated with the internship position and the goals of this academic experience to the Program Director or designee. Depending upon the credits to be earned, an internship will consist of a pre-determined number of hours per week at the internship site. The student and internship supervisor will agree to the format and content of bi-weekly reports and the final paper to be submitted. Permission of the Program Director required to register. Graded S/U. Typically offered: Fall, Spring & Summer Attributes: YLIB ZEXL
Offers students the opportunity to gain insight into a particular area of study in a multi-disciplinary context. Permission of Department Chair required to register. Typically offered:
In concert with a faculty member possessing the appropriate expertise, qualified students may undertake an in-depth study of a specialized area of inquiry. Credit will not be given until the student’s final paper/project has been completed, defended, and a copy placed on file with the instructor of record. Terms and conditions of project and grading will be established and agreed upon between instructor and student in accordance with University norms and regulations. Completion of the Independent Study/Tutorial Authorization form is required. Typically offered:
This course allows Interdisciplinary majors and upper-level students from other majors in good academic standing to gain professional experience that builds upon their completed coursework. Internships may be paid or unpaid. Students must submit a written application detailing the duties associated with the internship position and the goals of this academic experience to the Program Director or designate. The three-credit internship will normally consist of 7-10 hours per week at the internship site. The student and internship supervisor will agree to the format and content of bi-weekly reports and the final paper to be submitted. Permission of the Program Director required to register. Typically offered:
Source: St. John Fisher University's catalog, linked per course · table learning_unit · CourseShelf publish 61
