University Curriculum
University Curriculum
First-Year Seminar courses start your journey as a lifelong learner, challenging you to explore new and complex ideas from multiple perspectives. You’ll become part of an inclusive, excellence-driven community where meaningful dialogue and collaboration thrive – fostering lifelong connections that extend far beyond the classroom.
Quinnipiac’s First-Year Seminar (FYS) marks the beginning of the University Curriculum (UC) and is the launchpad for your interdisciplinary education. These dynamic, discussion-based courses explore today’s most pressing issues through multiple lenses, from science, education and politics to media, race, business and beyond.
With a wide range of course themes – such as leadership, emotional intelligence, societal impact and global questions – you’ll find something that speaks to your interests. Each class is developed and led by a passionate instructor, and many are supported by a Peer Catalyst, creating a collaborative, inclusive space where your voice matters.
FYS is more than a class – it’s a community. You’ll be introduced to the value of cross-disciplinary learning as you collaborate with other students from all majors, build confidence in your voice and begin your journey as a lifelong learner.
Our instructors come from all eight of Quinnipiac’s professional schools and the College of Arts & Sciences, bringing a wide range of academic expertise – from business and law to health sciences, communications and beyond. Others come from a variety of offices across campus and draw on real-world experience in roles such as career advisors, school administrators, lawyers and mental health counselors. This rich blend of academic and professional backgrounds ensures that every FYS course offers students a multidimensional and deeply relevant learning experience.
Every FYS course is uniquely crafted by its instructor to spark curiosity and prepare you for the journey ahead. Drawn from their own academic and professional expertise, FYS faculty design courses that introduce recent high school graduates to the excitement and challenges of college-level learning. Whether you're exploring sustainability, sports, science fiction, business success or the complexities of homelessness, your instructor will guide you in unpacking the depth and significance of the issue at hand – helping you think critically, ask big questions and engage with real-world problems.
“The First-Year Seminar is one of the aspects that best defines what makes Quinnipiac so special. Having the opportunity to partner with a Peer Catalyst to lead a semester-long exploration on an innovative topic pertinent to all of our lives is not just exhilarating, it’s truly an honor – and a portal to learning for both the students and for me.”
“Teaching FYS allows me to step into a meaningful space where students begin building confidence and a sense of purpose and belonging focused on a longer-term career goal. The relationships formed through open dialogue, shared experiences and collaborative activities enrich not only their journey but also my own work in administration at QU. I am continually inspired by what motivates, challenges and sparks curiosity in each student.”
“As an educator who reinvented myself after surviving the attacks of September 11, 2001, I have always been fascinated by stories of those who have overcome some of life's biggest obstacles. In our course of study, we explore how individuals can overcome adversity in life through the essential question: ‘Do I get bitter, or do I get better?’ I look forward to engaging in interdisciplinary learning and critical inquiry alongside my students.”
“It's impossible to measure how much fun it is to work with students on a subject that has fascinated me my entire life (music). Watching students begin to understand the fundamentals of critical thinking and presentation skills always gives me hope for the future. Teaching alongside Peer Catalysts is also a joy as they are among the best and brightest people at QU.”
“First Year Seminar is a great way for students and faculty to investigate the value of community at the heart of the Quinnipiac experience. Focusing on indigenous history (the University takes its name from the Algonquian language), my sections explore the importance of cooperation, reciprocity, and stewardship in fostering a healthy learning environment. Working with smart and curious students makes the process richly rewarding.”
Working directly in First-Year Seminar courses, peer catalysts (PCs) play a major role in establishing a classroom community. They lead a range of initiatives, including group discussions and projects, and also collaborate with professors to suggest, design and execute in-class activities.
As your academic mentors and partners, PCs get to know your individual needs, help you examine issues through multiple perspectives and develop the tools to be an independent, multifaceted thinker. Outside of class, peer catalysts provide academic assistance and mentoring, connect you with various campus resources, and help you acclimate to college life.
“I had a great experiential learning opportunity to spearhead a peer catalyst program for first-year biology classes. Typically, peer catalysts only assist in First-Year Seminars, but in working with my supervisors from the Learning Commons, I was able to launch the first ever, peer catalyst program for biology. Transitioning to college can be tough on some students, and college level sciences are much more challenging than high school biology classes. I feel really proud that I was able to successfully launch this program and there has been really good feedback from the first-year students having a peer in the class to answer questions and give guidance.”
“Collaborating with faculty and working with students to help them succeed in the course is for me personally the most fulfilling aspect of the PC program. I am so appreciative to work with professors who are receptive to my ideas and work collaboratively with me to make sure that every student has a positive first-year experience and is engaged in class.”
“My main goal was to help students get out of their comfort zone. So many students come from high school feeling the need to fit in with the crowd. I wanted to encourage the students to take initiative and jump on opportunities to speak up, contribute to the conversation and have a point of view.”
“I wanted to become a peer catalyst after experiencing what my peer catalyst brought to classroom discussions when I was in the First-Year Seminar. I love working with students one-on-one with their personal inquiry and then helping the class feed off each other in an open discussion. I would say the most memorable part of my experience has been staying in contact with the first professor I worked with and students from each year’s classes and watching them grow and continue building toward reaching their goals.”