Course Sections | Registrar

HYBRID COURSE. ECO220-01=ASI277-01=PPE256-01 The goal of this course is to offer an overview of different aspects of the global economy. It provides a basic understanding of the fundamental theories of international economics including both international trade and international finance, with regard to the historical and institutional contexts in which the U.S. economy operates, and to broaden the understanding of other economies by studying their policy problems within the analytical framework of international economics. With globalization, an economy cannot be treated individually, and so it is important to know how differences in location can make economic activities easier. This course has two parts: the first part will focus on topics on international trade such as, trade theories, trade policies and impacts of international trade on the environment. The second part of this course will concentrate on topics on international finance such as, balance of payments, exchange rates, regional issues in global economy, etc. This course explores the economic fundamentals regarding the dynamics of global economy, and how to relate it to the current, global and real-world scenarios in terms of economic, social, and political interactions.

HYBRID COURSE.HIS-240-01=BLS-270-04 This course considers the overlapping lives and legacies of Malcolm X, Martin Luther King Jr., and Nelson Mandela, three revolutionary figures whose influence on the fight for civil rights in America and Africa was profound and far reaching. Though the American public rarely imagined them as political bedfellows in their time, a closer inspection of their lives reveals striking autobiographical similarities and pan-African connections. Students will closely examine the convergences and confluences of their biographies, political ideologies, and activism while exploring broader issues including colonialism, civil disobedience, cultural resistance, social justice, and freedom. We will consider how their lives intersected in the transnational struggle for racial equality and how their legacies continue to shape contemporary debates about black identity and the continued crisis of American race relations?

FACE TO FACE COURSE. This course will delve more deeply into concepts introduced in CHE-241, emphasizing the applications of structural principles, kinetics, and thermodynamics to modern organometallic systems. Through digestion of recently published literature, we will identify and discuss common motifs that garner the majority of research interest within the field. Anaerobic techniques for preparing and characterizing air-sensitive complexes will be introduced, though there will be no scheduled weekly laboratory period. This one-half credit course meets twice a week for the first half of the semester.

FACE TO FACE COURSE. Building on principles of oxidation-reduction reactions discussed in first-year chemistry courses, this course offers an in-depth exploration of the theory and analytical techniques that underpin modern investigations into electron transfer behavior and its applications. Topics include: solution-phase electrochemistry, electrocatalysis, solid-state devices (batteries), photovoltaic materials, and electrochemical methods for quantitation of certain analytes. This one-half credit course meets twice a week for the second half of the semester.

VIRTUAL COURSE. This course will build on basic biochemical principles and apply them to protein structure. Topics include: protein crystallization, X-ray diffraction, building protein structures into electron density, and a survey of protein design. Students will learn to build, assess, and correct problematic protein structures. This one-half credit course meets twice a week for the second half of the semester.

FACE TO FACE COURSE. CLA-112-01=HIS-220-01 Pompeii's gritty streets, humble shacks in the Greek countryside, over-the-top villas of Rome's emperors - inhabitants of the ancient Mediterranean dwelled in all manner of different places and fashions. How did these "houses" reflect Greek and Roman life? Who lived in them? How were they organized and decorated? And how did the built environment shape interaction among inhabitants as well as between them and "outsiders?" This class will entertain these questions by blending readings from primary sources with analysis of archaeological remains. A chief goal is to introduce students to the basics of social history as we consider social structure, cultural values, domestic space, and the relationships among them. Key themes include gender, status, childhood, slavery, religion, and law. In addition, non-ancient houses and households - such as a Frank Lloyd Wright house in West Lafayette as well as Wabash dorms and fraternity houses - will offer comparative material and provide the opportunity for further exploration of modern conceptions of house and family.

FACE TO FACE COURSE. CLA-112-01=CLA-112-01F=HIS-220-01=HIS220-01F Pompeii's gritty streets, humble shacks in the Greek countryside, over-the-top villas of Rome's emperors - inhabitants of the ancient Mediterranean dwelled in all manner of different places and fashions. How did these "houses" reflect Greek and Roman life? Who lived in them? How were they organized and decorated? And how did the built environment shape interaction among inhabitants as well as between them and "outsiders?" This class will entertain these questions by blending readings from primary sources with analysis of archaeological remains. A chief goal is to introduce students to the basics of social history as we consider social structure, cultural values, domestic space, and the relationships among them. Key themes include gender, status, childhood, slavery, religion, and law. In addition, non-ancient houses and households - such as a Frank Lloyd Wright house in West Lafayette as well as Wabash dorms and fraternity houses - will offer comparative material and provide the opportunity for further exploration of modern conceptions of house and family.

FACE TO FACE COURSE CLA-211-01=ENG-270-01 This class will be an intensive literary and historical study of Virgil's epic the Aeneid, which after the Bible has been the most consistently influential book in the western canon. The poem will be read in translation, but the class is also intended for students of Latin who have not been able to read extensively in the original text. We will examine the literary traditions in which the Aeneid stands, Virgil's very particular aesthetic orientation, and the historical and cultural developments in Rome that influenced the composition of the poem. Explication of the text itself will be the main focus of the course, but there will also be readings from modern scholars representing different interpretative approaches. Finally, we will take up the question of the Aeneid's influence in later European literature, and will read the Inferno of Dante's Divina Commedia entire.

HYBRID COURSE. ECO220-01=ASI277-01=PPE256-01 The goal of this course is to offer an overview of different aspects of the global economy. It provides a basic understanding of the fundamental theories of international economics including both international trade and international finance, with regard to the historical and institutional contexts in which the U.S. economy operates, and to broaden the understanding of other economies by studying their policy problems within the analytical framework of international economics. With globalization, an economy cannot be treated individually, and so it is important to know how differences in location can make economic activities easier. This course has two parts: the first part will focus on topics on international trade such as, trade theories, trade policies and impacts of international trade on the environment. The second part of this course will concentrate on topics on international finance such as, balance of payments, exchange rates, regional issues in global economy, etc. This course explores the economic fundamentals regarding the dynamics of global economy, and how to relate it to the current, global and real-world scenarios in terms of economic, social, and political interactions.

HYBRID COURSE. Once upon a time, fairies made public beheadings a noble sport while dragons terrorized the humans of Middle Earth. Although we tend to look down on the Middle Ages from our modern perspectives, contemporary audiences continue to enjoy medieval narratives retold through books and films such as Harry Potter, television adaptations such as Game of Thrones, and video games such as The Legend of Zelda. We will travel back and forth through time, analyzing both medieval texts and modern representations of the Middle Ages, including riddles, poetry, graphic novels, and short films. ENG-180-01 cross list with GEN-270-03

HYBRID COURSE. Once upon a time, fairies made public beheadings a noble sport while dragons terrorized the humans of Middle Earth. Although we tend to look down on the Middle Ages from our modern perspectives, contemporary audiences continue to enjoy medieval narratives retold through books and films such as Harry Potter,television adaptations such as Game of Thrones, and video gamessuch as The Legend of Zelda. We will travel back and forth time, analyzing both medieval texts and modernrepresentations of the Middle Ages, including riddles, poetry, graphic novels, and short films. ENG-180-01 cross list with GEN-270-03

FACE TO FACE COURSE CLA211-01=ENG270-01 This class will be an intensive literary and historical study of Virgil's epic the Aeneid, which after the Bible has been the most consistently influential book in the western canon. The poem will be read in translation, but the class is also intended for students of Latin who have not been able to read extensively in the original text. We will examine the literary traditions in which the Aeneid stands, Virgil's very particular aesthetic orientation, and the historical and cultural developments in Rome that influenced the composition of the poem. Explication of the text itself will be the main focus of the course, but there will also be readings from modern scholars representing different interpretative approaches. Finally, we will take up the question of the Aeneid's influence in later European literature, and will read the Inferno of Dante's Divina Commedia entire.

FACE TO FACE COURSE THE-215-01=ENG-310-01 This course will focus on the theater history and dramatic literature between the golden age of classical Greek drama and the revolutionary theater of Romantic period: 2,000 years of theater in one semester. We will study representative plays of various periods and genres-the "old" comedies of the Greeks, the morality plays of medieval Europe, the tragedies of Shakespeare and his contemporaries-while also considering how the plays reflect the moral, social, and political issues of their time. This course is appropriate for all students, regardless of artistic background.

FACE TO FACE COURSE ENG-370-01=GEN-270-02 What happens when stories and theories represent bodies that aren't "normal"? In this class, we will read narratives by disabled people as well as study theories of disability to try to understand how physical difference challenges traditional viewsF of gender, culture, writing, space, and time.

FACE TO FACE COURSE FRE312-01 This course will consider major literary and artistic movements in France spanning from Romanticism to World War I. Considering short stories, novels, and poems from key writers (such as Chateaubriand, Baudelaire, Zola, and Breton) who shaped modernism, we will trace the major motifs in literature and art that arose in response to revolution, empire, industrialization, urbanization, and war. Throughout, we will concentrate on French writers and poets who were also art critics and theorists; painters who called themselves poets; poets who were also painters; and musicians who translated the language of poetry into song. Along with readings, images in a variety of media (paintings, drawings, sculpture), as well as musical excerpts, will be integral to class discussion. Course taught in French.

FACE TO FACE COURSE FRT-101-02: Reading Green: Literature and The Environment Karen Quandt teaches French in the Department of Modern Languages. She is a voracious reader who studies art in all of its forms: poetry, painting, music.you name it! She is an amateur bird watcher and enjoys visiting trails and parks with her husband and their two young boys. She loves to travel and experience new locales, but she knows that her favorite place will always be Paris! The scope of this course emulates Charles Darwin's "tree of life" as it proposes to explore a network of texts across time and place (primarily in the Western canon) that are all rooted in a profound questioning of the human relationship to nature. Is there an unbridgeable gap between humans and nature? Do we have the right to interfere with nature's processes? Have industry and technology rendered nature completely alien to us? Literature is a unique meeting place of the natural environment and the creative imagination that allows us to explore these challenging questions. Examining the legacy of myth in our understanding of nature, the cultural impact of science and industry, the environmental catastrophes that result from nuclear power and warfare, as well as dystopian visions of a world rid of nature, we will consider how literature from all periods and places calls us to reexamine how we interact with and treat the earth. In certain instances, we will read excerpts of non-fiction and consider how nature or cataclysmic assaults on nature inspire the human imagination toward the poetic or fictional. Readings will be supplemented by relevant articles or news pieces that address contemporary environmental concerns, and films will also be included.

FACE TO FACE COURSE. FRT-101-03: God, Human Limits, and Things That Matter Steve Bowen practiced law for 42 years and has been a trustee of Wabash College for the last 23 years. He graduated from Wabash in 1968. Derek Nelson is a religion professor, meat smoker, and mortise-and-tenon furniture aficionado who loves to read. He is also a pastor, dad, husband, and a rather lousy golfer. Nothing is forever, and not everything is possible. Limits exist and cannot be ignored without (potentially grave) consequences. In this seminar, we will consider important questions that confront us in our daily lives, and to which we must respond: "Are we as free as we think we are." "In what or in whom should we put our trust?" "What is worth loving or desiring?" "What do we dare hope for?" "Does the idea of God (or the infinite) cohere with the limits of human knowledge, and if so, how?" We will explore these questions through fiction, film, theological and philosophical texts, and other essays.

HYBRID COURSE. FRT-101-04: Overcoming Our Greatest Challenges:Lessons from Abraham Lincoln, the Civil War, and Reconstruction Scott Himsel is a lawyer who teaches political science and loves hearing both sides of a good argument. How do we respond to challenges that threaten our very existence? Do we learn our lessons or repeat our mistakes? The Civil War was such a threat. Over 750,000 soldiers died; it was our bloodiest war. Those who amended the Constitution during Reconstruction struggled mightily to solve the problems that caused the war. But some problems of that era still haunt us today, including racism, terrorist violence, intense disputes about government power, and disease (which killed twice as many soldiers as combat). Even though other issues we currently face - abortion, gay rights, affirmative action - did not capture national attention until after this era, we use the constitutional amendments ratified during Reconstruction to resolve them today. Studying the Civil War and Reconstruction-era roots of our current problems will better equip us to help solve them. We will also learn how some of America's most legendary leaders - Lincoln, General Ulysses S. Grant, the abolitionist and former slave Frederick Douglass, and those who shaped the Reconstruction-era constitutional amendments - helped their deeply divided fellow citizens respond to great challenges. We also face many great challenges today. We have much to learn. And some of the lessons may surprise you.

FACE TO FACE COURSE. FRT-101-05: Rebel Without a Pulse: Life Lessons from The Undead Lon Porter teaches chemistry, 3D printing, and enjoys working with students in his research lab. If you visit his office, you'll discover he is a big Star Wars, Transformers, and Marvel fan. When not watching science fiction films and series, he loves his role as faculty mentor to the Wabash tabletop gaming club. You'll often find him playing Warhammer 40k, Magic: The Gathering, and just about any board game he can find. The undead have once again shambled into a prominent place in popular culture and contemporary fiction. This course will focus on the origins and evolution of the undead in folklore, literature, popular art, games, and film. Students will explore a number of readings and films that portray the undead in a variety of ways. We will uncover how undead fiction addresses the mystique, power, and fear associated with the supernatural, science, authority, disease, morality, sex, and violence. Critical discussion of these fictional works will reveal a great deal about ourselves and the hopes and fears of society. The course will challenge students to dig deep and use their "braaaaaainsss" as they tackle engaging stories about zombies, vampires, ghouls, etc. Students will explore several examples of the undead in short stories, novels, films, and games in order to identify defining characteristics, while revealing and deconstructing the social commentary and themes central to each work. Course assignments and activities are aimed to help students develop critical reading, writing, discussion, and oral presentation skills that are essential to success at Wabash College. As a final assignment, students will work to craft original short stories that will be compiled into a publication to share with classmates. Other activities may include a field trip to Hanna Haunted Acres, located in Indianapolis, and a local Halloween haunted house community service project. Interested students should expect to work hard, be rewarded for creativity, take on significant reading assignments, and engage in daily class discussions and writing exercises. Examples of undead fiction we will explore include, but are not limited to: (Readings) Richard Matheson's, I am Legend, Max Brooks', World War Z: An Oral History of the Zombie War, Bram Stoker's, Dracula, and various short stories; (Films/TV) Daybreakers (2010), 30 Days of Night (2008), Shaun of the Dead (2004), 28 Days Later (2003), and episodes of The Walking Dead (2010-2020) and True Blood (2009-2014); (Games) the Dead Rising series, Left for Dead series, Dying Light, and Last Night on Earth.

FACE TO FACE COURSE. FRT-101-06: Me, My Self, and My Brain Neil Schmitzer-Torbert teaches psychology/neuroscience, and enjoys science fiction and graphic novels. Imagine you've created a machine that is able to make an exact, physical copy of any object. However, the process of making the copy requires that the machine destroys the original. So, if you put your phone in and turn on the machine, the phone is instantly vaporized. But, in another compartment you find an exact duplicate of your device. Such a machine would be quite interesting, but we might imagine that it has little practical value. However, what happens if you step into the machine, and turn it on? You are instantly (and, let's assume painlessly!) vaporized, and out of the second compartment steps your exact duplicate. Who is this duplicate? Does he think he is you? If he does, then are you actually dead? What if the machine malfunctions and you are not vaporized: are you and your duplicate both "you"? If you then kill your duplicate, was there in fact a murder? What if he kills you? In this class, we will take these types of thought experiments seriously, and use them to look carefully at the problem of self, and what it means to be a person. Through works of science fiction, philosophical thought experiments, and stories about the lives of humans with brain damage, we will try to locate our "I", our sense of self. We will also look at how gender, sexuality and other accidental facets of ourselves impact our personal identity. Finally, we will look beyond our own selves to examine other kinds of persons, such as aliens, artificial intelligences and genetically modified humans, who we might share the world with someday. Some of the texts we will read include Brok's Into the Silent Land, selections from philosophical approaches to the self, and a number of science fiction short stories and novels (such as The Mote in God's Eye and Ancillary Justice), and watch several films in the course, including The Thirteenth Floor and Arrival. Throughout the course, we will look at the state of current research, to better assess which science fiction futures are likely to become reality in our lifetimes.

FACE TO FACE COURSE FRT-101-07: Dream Big: The Story of Entrepreneurship in Computing Mark McCartin-Lim is an Assistant Professor of Computer Science who has taught at Wabash College since 2019. He grew up in the San Francisco Bay Area, and has been enamored with the magic of computers since he first discovered his dad's Osborne II at age 6. Do you have what it takes to follow in the footsteps of Alan Turing, Charles Babbage, Bill Gates, Steve Jobs and Mark Zuckerberg? These are just some of the names of computing pioneers whose visions have shaped the Information Age. In this tutorial, we will take a journey through time, to learn of the ambitions of these entrepreneurs, the ideas they had, and the decisions they made. Some decisions led to empires of enormous wealth, while others led to ruin. Our reflections will not only explain how the technology we taken for granted came into being, but also provide insights into how we might shape the future of computing.

HYBRID COURSE. FRT-101-09: Odyssey Bronwen Wickkiser teaches courses about ancient Greek history and culture and the impact of ancient Greece on our world today (From Zeus to Zika: A History of Epidemic Disease, and Troy Story, are two of her most popular). If you take her Tutorial on the Odyssey, you'll visit the Indianapolis Rowing Center and learn how to row like the ancients did. Climb aboard to read Homer's Odyssey, an epic tale about the warrior Odysseus who fought for ten years at Troy and then spent another ten years trying to return home. What compels a man to leave his wife and son to fight a war that he doesn't believe is entirely just? What sustains him when the voyage home, plagued by monsters and magic, takes another ten years? What values motivate him? is he a hero? And can Odysseus reunite happily with his wife and teenage son, who was an infant when he left for war? It's a story that has enthralled audiences for millennia. We'll investigate why by discussing, debating, creating, and writing. As we read, we'll explore topics like leadership, identity, masculinity, warfare, piety, and family values in antiquity and today. We'll also take detours, like learning to row a trireme, analyzing a Hollywood spin on the epic, and talking with a US veteran about his experiences setting off for war and returning from combat. Along the way, you will hone your analytical skills and acquire a deep knowledge of one of the world's greatest works of literature. It'll be epic!

FACE TO FACE COURSE FRT-101-10: Why Trust Science? - What Do We Know, and How Do We Know It? Nate Tompkins is a physicist who specializes in pattern formation to answer questions such as: How did the leopard get its spots? Other interests include teaching how devices used every day function, music, theater, and musical theater. Do you trust Science? Why do you trust Science? What does it mean to trust Science? In this tutorial we will examine the process of science, several fundamental scientific theories, and the evidence supporting those theories. For example, ask yourself this: Do you believe the Earth revolves around the Sun? Why? This tutorial will evaluate some of the biggest scientific questions by looking at them through different lenses (books, graphic novels, movies, and even a play). We will learn the basics of various scientific topics ranging from the Big Bang to vaccines. Other topics will include: plate tectonics, evolution, special relativity, quantum mechanics, climate change, phlogiston, and more! If you like Science, the history of discoveries, and always find yourself asking "Why?" then this tutorial is for you.

HYBRID COURSE. FRT-101-12: History and Cinema Michelle Rhoades teaches History and enjoys teaching European history and travel. Students in this tutorial will explore the relationship between film and history. Naturally, we can view history in motion pictures as a backdrop to the story or actions of the main characters. This is useful for general educational purposes (WWII happened) but what if that history is wrong? When the past is altered and a film becomes very popular, we can still learn a good deal about the society that viewed that film. Choices made by documentary filmmakers can offer interpretations of the past that are incomplete but valuable for understanding viewers' perspectives. Students in this tutorial will read about 20th century European history, view films, and discuss how well the films represent the past. Motion pictures and documentaries screened in the course will address the Holocaust, Weimar Germany, WWI, and WWII. Films screened for class may include "Inglorious Bastards," "The Sorrow and the Pity," "Night and Fog," "Sophie Scholl," "Casablanca," "All Quiet on the Western Front," "Life and Nothing But," "Joyeux Noël," "The Officer's Ward," "Paths of Glory," "Behind the Lines," or "Dawn Patrol." All films will be shown during class time with discussion to follow.

FACE TO FACE COURSE. FRT-101-13: Swords, Sorcery, and Reality: "Medieval" Warfare in Fantasy Literature and History Stephen Morillo teaches and writes about world, medieval, and military history. He's a long-time fantasy literature fan, and has rampaged his way through various D&D worlds as various incarnations of the warrior Garkon, Lord of Gah. This tutorial will explore the wars depicted in a variety of classic and contemporary fantasy literature with the reality of the medieval European warfare on which the fantasy conflict is based. Which fantasy authors "get it right"? Does getting it right matter? We will explore the topic through a variety of literature readings, plus selected scenes from movie and TV versions of fantasy combat (Tolkien, Game of Thrones, etc.), in comparison with primary sources for medieval warfare in Europe and beyond. The tutorial will encourage a full immersion in the topic by including board-game simulations of fantasy and real warfare. Pit your wizard against William the Conqueror!

FACE TO FACE COURSE. FRT-101-14: Caesar Builds Wabash: How Ancient Rome Can Help Us Design Our Next Campus Center Jeremy Hartnett teaches archaeology, history, and Latin in the Classics department; when he's not traveling to Italy, conducting research, cooking, or hanging out with his family, he's usually playing in the Wabash Pep Band. British Prime Minister Winston Churchill famously said, "We shape our buildings; and afterwards our buildings shape us." Taking a cue from Churchill, this tutorial is concerned with how architecture affects the ways people interact, both in the past and the present, both in the ancient world and in the modern US. Along the way, in order to test-drive our ideas, we will try our hand at designing a new structure for Wabash's campus. The raw material for our exploration will come from the Romans, a society that was obsessed with using buildings to unify, divide, and separate groups of people. Structures like the Colosseum, for example, herded different social classes through specific entrances and then into different levels of seating. The result was a space where society was literally stratified, as few senators rubbed elbows with the common rabble. By contrast, Rome's huge public baths removed many of these barriers, and, with everyone stripped down amid resplendent surroundings, even the lowliest plebs might feel on equal footing with fancy folk. Examining houses from Pompeii will add more techniques to our analytical toolkit, which we'll employ as we turn our attention to our own campus and assess how its buildings draw our community together or serve to separate it. How, for example, might the layout of a dormitory, a fraternity house, a library, or an academic building help or hinder social interactions? This work will set the stage for the last portion of the term, when we will assume the role of designers and architects to contemplate possibilities for a new Wabash campus center. What practical needs should such a building serve? How might this structure shape our college community for the better? On the basis of interviews, surveys, field trips, meetings with practicing architects, and their own ingenuity and creativity, students will create and present virtual designs for the building as their final project in the course.

FACE TO FACE COURSE FRT-101-15: Shakespeare: The Motion Picture! Jim is an Associate Professor and Chair of Theater at the College, as well as the Coordinator of the Film and Digital Media Minor. He teaches a variety of courses, with topics ranging from Ancient Greek performance to the contemporary New York theater scene. He also directs students in theater productions at the College. In his spare time, he enjoys cooking with his wife (Prof. Crystal Benedicks of the English Department), roughhousing with their kids (Georgie, Becky, and Kate), reading good novels, seeing good theater, and watching the Red Sox beat the Yankees. In 1899, a friend of Thomas Edison's filmed scenes from a London production of King John and produced the first cinematic treatment of a Shakespeare play. In the decades thereafter, film directors would attempt to capture Shakespeare on celluloid thousands of times; there were more than 400 Shakespeare films made in the silent era alone. In doing so, film directors, actors, producers, studio heads, designers, and audiences shaped the way we view the author many consider among the most important of all time. Bringing Shakespeare to the screen has delivered his work to a wider audience, and allowed for sometimes-radical reinterpretations of the Bard's work. In this course we will address some of the following questions: How do you adapt a play into a film? Why does Shakespeare continue to be a box office draw nearly four centuries after his death? At what point does a work stop being Shakespeare's, and start being someone else's? And finally, what does Shakespeare "mean" in our own time? Over the course of the semester, we will screen various film versions of Shakespeare's plays including Richard III, Macbeth, Henry V, and Much Ado about Nothing. We will discuss concepts like the nature of adaptation and parody, the politics of popular culture and gender. And at the end of the course, working alongside your peers, you will roll up your sleeves and make your own Shakespeare film. All along, we'll work to improve your writing and research skills, and to help you adjust to the academic and social life of the College. This is a course designed for the freshman interested in Shakespeare, film, and/or theater. No experience necessary!

HYBRID COURSE FRT-101-17: PANDEMIC Agata Szczeszak-Brewer has more Zs in her name than you do. She is a professor of literature, a writer, and a gardener. She has been at Wabash since 2006 and teaches British, Irish, and South African literature, Science Fiction, and writing. Pandemics have changed the course of history and the make-up of societies, inspired artists, prompted philosophers to think about isolation and control, and revealed human selflessness as well as human capacity for evil. In this tutorial, we will read and talk about disease from Black Death to AIDS and analyze the rhetoric of plague and infestation. We will discuss the ecology, biology, and politics of disease. The field of Medical Humanities has long focused on the social ecology of pandemics, and it will guide our approach to real and imagined disease: the bubonic plague, the cholera pandemic, the Spanish Flu, AIDS, and COVID-19. We will also look at how images and emotions associated with infection have been employed in anti-Semitic, xenophobic, and fascist propaganda to invoke fear of the other. We will read selections from Daniel Defoe, Mary Shelley, Albert Camus, Margaret Atwood, Octavia Butler, JM Coetzee, and Ling Ma; watch Panic in the Streets and Angels in America; listen to an opera (Feast in the Time of Plague); and play Resident Evil 7: Biohazard as well as a popular board game Pandemic. Visiting speakers from across academic disciplines (Biology, Global Health, Political Science, History, Art) will help us understand the topic and form questions for our final podcast project.

HYBRID COURSE FRT-101-18: What We Keep: The Objects We Collect and The Stories They Tell Annie Strader is an Artist and collector whose collections sometimes become art. Strader teaches Performance + Video Art, Ceramics, and Advanced/Senior Studio Courses. As an Artist she creates multimedia installations, live performances, sculptures and videos that utilize everyday materials and objects to explore themes of Illusion, disappearance, absence, and loss. What things do you keep or collect? Are they in a box under your bed, tucked in a special drawer, or proudly displayed in your living room? The things we keep reveal our identities - reflecting who we were, who we are, and who want to be. This class will explore our attachments to things, interrogating the impulse behind why people keep and collect throughout history as well as the trend of collecting experiences rather than things. The class will visit personal collections, public collections and create our own collections.

FACE TO FACE American cinema and American culture are deeply interconnected phenomena. Some of the most recognizable phrases in the English language have their origins in movies. For example, "Frankly, my dear, I don't give a damn (Gone with the Wind, 1939), "Toto, I've a feeling we're not in Kansas anymore (The Wizard of Oz, 1939), and "Here's looking at you, kid" (Casablanca, 1942) are phrases that have entered the American vernacular, even when people don't necessarily recognize their movie origins. As John Belton writes in American Cinema/American Culture: "American cinema plays a crucial role in the process of identity-formation. Films not only serve as texts that document who we think we are or were, but they also reflect changes in our self-image, tracing the transformation from one kind of America to another. More importantly . . . it carries [audiences] across difficult periods of cultural transformation." In our tutorial, we will watch, discuss, and write about some of the most important movies in American cultural history. And we will do so with an eye to charting changes and challenges to the complex (and never complete) process of American cultural construction. The principal text that will guide us through that history is Roger Ebert's landmark book, The Great Movies (2003). Ebert's essays not only help us understand the landscape of American cinema, they provide a model for outstanding writing. We'll study them, as we watch the films he references, not just to gain a greater understanding of the history of American film making, but as examples of how to improve your writing.

VIRTUAL COURSE NOTE: STUDENTS IN THIS SECTION ATTEND THE CLASS VIRTUALLY. American cinema and American culture are deeply interconnected phenomena. Some of the most recognizable phrases in the English language have their origins in movies. For example, "Frankly, my dear, I don't give a damn (Gone with the Wind, 1939), "Toto, I've a feeling we're not in Kansas anymore (The Wizard of Oz, 1939), and "Here's looking at you, kid" (Casablanca, 1942) are phrases that have entered the American vernacular, even when people don't necessarily recognize their movie origins. As John Belton writes in American Cinema/American Culture: "American cinema plays a crucial role in the process of identity-formation. Films not only serve as texts that document who we think we are or were, but they also reflect changes in our self-image, tracing the transformation from one kind of America to another. More importantly . . . it carries [audiences] across difficult periods of cultural transformation." In our tutorial, we will watch, discuss, and write about some of the most important movies in American cultural history. And we will do so with an eye to charting changes and challenges to the complex (and never complete) process of American cultural construction. The principal text that will guide us through that history is Roger Ebert's landmark book, The Great Movies (2003). Ebert's essays not only help us understand the landscape of American cinema, they provide a model for outstanding writing. We'll study them, as we watch the films he references, not just to gain a greater understanding of the history of American film making, but as examples of how to improve your writing.

FACE TO FACE COURSE ENG370-01=GEN270-02 What happens when stories and theories represent bodies that aren't "normal"? In this class, we will read narratives by disabled people as well as study theories of disability to try to understand how physical difference challenges traditional views of gender, culture, writing, space, and time.

HYBRID COURSE Once upon a time, fairies made public beheadings a noble sport while dragons terrorized the humans of Middle Earth. Although we tend to look down on the Middle Ages from our modern perspectives, contemporary audiences continue to enjoy medieval narratives retold through books and films such as Harry Potter, television adaptations such as Game of Thrones, and video games such as The Legend of Zelda. We will travel back and forth through time, analyzing both medieval texts and modern representations of the Middle Ages, including riddles, poetry, graphic novels, and short films. GEN-270-03 cross list with ENG-180-01

HYBRID COURSE PSC232-01=PPE232-01=GHL232-01 People with disabilities have been excluded in practice-from buildings, transportation, education, etc.-and also in (political) theory: This class will explore the exclusion of people with disabilities in the history of political thought, from Hobbes and Locke to Rawls, as well as more inclusive political theories, such as those of Martha Nussbaum and Alasdair MacIntyre. It will also explore social movements that work to include people with disabilities, including the Disability Rights movement and the Independent Living Movement, centuries-old foster family care in Geel, Belgium, and L'Arche, where people with disabilities and without disabilities live together in community. This class will include a service learning component-we will be in the community, interacting with people with disabilities.

HYBRID COURSE. PSY-310=NSC-310=GHL-310 Alzheimer's Disease and Dementia Title: Alzheimer's Disease (AD) is the sixth leading cause of death in the US, with steep costs to affected individuals and their families. A better understanding of the disease pathology, potential treatments and effective prevention strategies are a critical part of the effort to reduce the burden and suffering associated with this condition. In this course, we will consider the neuropathology of AD and other conditions involving dementia, the impact of AD on cognition, known risk factors associated with the disease, and the state of current research into treatments and prevention strategies. Special emphasis will be given to memory systems, including the hippocampus.

HYBRID COURSE How will the world end? When will the world end? Will the world end at all? While many recall the May 21, 2011 "deadline" of Harold Camping's Family Radio caravans and the "ending" of the Mayan calendar in December 2012, these questions have provoked the human imagination for millennia. This course will study the history of how these questions have been posed and answered from Jewish and Christian communities in the ancient Mediterranean world to Christians in medieval Europe to contemporary America.Using the lenses of social, cultural and political history, we will examine how these apocalyptic ideas have been shaped by historical events and how subgroups have interacted with, and often changed, society.

FACE TO FACE COURSE. CLA-112-01=HIS-220-01=CLA-112-01F=HIS220-01F Pompeii's gritty streets, humble shacks in the Greek countryside, over-the-top villas of Rome's emperors - inhabitants of the ancient Mediterranean dwelled in all manner of different places and fashions. How did these "houses" reflect Greek and Roman life? Who lived in them? How were they organized and decorated? And how did the built environment shape interaction among inhabitants as well as between them and "outsiders?" This class will entertain these questions by blending readings from primary sources with analysis of archaeological remains. A chief goal is to introduce students to the basics of social history as we consider social structure, cultural values, domestic space, and the relationships among them. Key themes include gender, status, childhood, slavery, religion, and law. In addition, non-ancient houses and households - such as a Frank Lloyd Wright house in West Lafayette as well as Wabash dorms and fraternity houses - will offer comparative material and provide the opportunity for further exploration of modern conceptions of house and family.

FACE TO FACE COURSE. CLA-112-01=CLA-112-01F=HIS-220-01=HIS220-01F Pompeii's gritty streets, humble shacks in the Greek countryside, over-the-top villas of Rome's emperors - inhabitants of the ancient Mediterranean dwelled in all manner of different places and fashions. How did these "houses" reflect Greek and Roman life? Who lived in them? How were they organized and decorated? And how did the built environment shape interaction among inhabitants as well as between them and "outsiders?" This class will entertain these questions by blending readings from primary sources with analysis of archaeological remains. A chief goal is to introduce students to the basics of social history as we consider social structure, cultural values, domestic space, and the relationships among them. Key themes include gender, status, childhood, slavery, religion, and law. In addition, non-ancient houses and households - such as a Frank Lloyd Wright house in West Lafayette as well as Wabash dorms and fraternity houses - will offer comparative material and provide the opportunity for further exploration of modern conceptions of house and family.

HYBRID COURSE. HIS-240-01=BLS-270-04 This course considers the overlapping lives and legacies of Malcolm X, Martin Luther King Jr., and Nelson Mandela, three revolutionary figures whose influence on the fight for civil rights in America and Africa was profound and far reaching. Though the American public rarely imagined them as political bedfellows in their time, a closer inspection of their lives reveals striking autobiographical similarities and pan-African connections. Students will closely examine the convergences and confluences of their biographies, political ideologies, and activism while exploring broader issues including colonialism, civil disobedience, cultural resistance, social justice, and freedom. We will consider how their lives intersected in the transnational struggle for racial equality and how their legacies continue to shape contemporary debates about black identity and the continued crisis of American race relations?

HYBRID COURSE. This course takes a "deep history" look at the patterns and practices of armed conflict of all sorts in the world of approximately 400 to 1500. The chronology of the period, what makes it a coherent period (if anything!), the definitions of what counts as war and conflict, and how we take "a global perspective" will all come in for scrutiny in a course that will encourage unorthodox views of the topic - culminating in student research papers that will explore some aspect of the broad topic based on student preferences and choices. Previous course work in pre-modern (pre-1500) history recommended but not required.

HYBRID COURSE. HIS-310-01=REL-372-01 "From Jesus to Christ" . . ." The Proclaimer became the Proclaimed" . . . "Jesus preached the Kingdom of God and what came about was the Church." What can we really know about Jesus of Nazareth, one of the most important historical figures in world history? These slogans reflect the differences, even the divisions, perceived by many scholars, for well over 200 years now, between the activities, sayings, and intentions of the "historical Jesus" and "Jesus Christ" of the Church's creeds and confessions. This class will examine these recent claims by leading scholars that that earliest and best sources about Jesus of Nazareth and Second Temple Judaism and the creeds of Christian Churches are at odds with each other-sometimes mildly, sometimes dramatically so.

FACE TO FACE COURSE. An introduction to the mathematical theory of two-player games with no chance involved. We will cover basic strategies for these games, game trees, sums of games, impartial games, and determining when games are equivalent to numbers. Examples of some games we will see include Domineering, Nim, Dots & Boxes, and Subtraction Games. This course will count for distribution in Quantitative Literacy, but not toward a major or minor in Mathematics.

FACE TO FACE COURSE. An introduction to formal logic, set theory, and methods of proof. Topics include logic, quantifiers, set theory, mathematical induction, proof by contradiction and contraposition, relations, functions, modular arithmetic, and divisibility. Not available to students who have already completed MAT 331. Will count toward a Math major or minor. Will count for distribution in Quantitative Literacy.

HYBRID COURSE Music has long informed or reflected social conflict, often acting as an agent of change or used in mobilizing movements. In this class, we'll examine the music that accompanied and inspired political and social revolutions from the 18th century through today. This will include case studies of classical, pop, folk, and religious music. No prerequisites or experience in music required.

VIRTUAL COURSE. 1st half semester: August 12 - September 29. We will study a broad spectrum of popular music performed and heard in the United States and probe its relationship to small- and large-scale changes in American culture. This course is divided into two halves. In the first portion, we will learn principal methods in music research (musicology and ethnomusicology), basic ethnography, and genres and styles from until the mid-20th-century. The second half will cover from the rock revolution of the 1960s to the present. In both halves, we will ask questions about the centrality of America's vernacular genres to its musical heritage. We will learn about the origins of African American, Latin American, and Anglo-American traditions, discuss notable characteristics in folk and popular idioms, and venture to explain how and why vernacular and popular genres provide compelling means to communicate with others and express social values. Music 204 will be taught as a virtual course this semester. Students on campus as well as students who will not be in residency are encouraged to enroll.

VIRTUAL COURSE. 2nd half semester: September 30 - November 17. We will study a broad spectrum of popular music performed and heard in the United States and probe its relationship to small- and large-scale changes in American culture. This course is divided into two halves. In the first portion, we will learn principal methods in music research (musicology and ethnomusicology), basic ethnography, and genres and styles from until the mid-20th-century. The second half will cover from the rock revolution of the 1960s to the present. In both halves, we will ask questions about the centrality of America's vernacular genres to its musical heritage. We will learn about the origins of African American, Latin American, and Anglo-American traditions, discuss notable characteristics in folk and popular idioms, and venture to explain how and why vernacular and popular genres provide compelling means to communicate with others and express social values. Music 204 will be taught as a virtual course this semester. Students on campus as well as students who will not be in residency are encouraged to enroll.

HYBRID COURSE.PSY-310-01=NSC-310-01=GHL-310-01 Alzheimer's Disease (AD) is the sixth leading cause of death in the US, with steep costs to affected individuals and their families. A better understanding of the disease pathology, potential treatments and effective prevention strategies are a critical part of the effort to reduce the burden and suffering associated with this condition. In this course, we will consider the neuropathology of AD and other conditions involving dementia, the impact of AD on cognition, known risk factors associated with the disease, and the state of current research into treatments and prevention strategies. Special emphasis will be given to memory systems, including the hippocampus.