Course Sections | Registrar

This course strengthens students' observational abilities and deepens their appreciation of the visual arts through close study of artworks depicting sickness, health, injury, and medical practices. Drawing on work from diverse cultures and time periods, it highlights the challenges of observing and diagnosing people of varied cultural, racial, and gender backgrounds. The course uses the power of visual art to cultivate the careful observation, communication, and analytical skills essential in medical professions.

This course explores the vibrant explosion of global artistic practices, critical theories, and cultural shifts from the late 20th century to the present. Students will encounter the rise of global superstar artists-figures who respond to, challenge, and ultimately move beyond Western canons-reshaping what counts as art and who gets to make it. Through themes such as migration, body politics, emerging technologies, and shifting global economies, we will discover how art today speaks in many voices and from and to many places.

German filmmakers of the early 20th century were among the first to see film as an art medium rather than light entertainment, and many films that they produced in the interwar Weimar Era remain classics of world cinema. The Nazi regime effectively subverted film into propaganda, but a young generation of post-WWII filmmakers founded the New German Cinema and reinvigorated film as a serious form of art expression. The Reunification of East and West Germany in 1990 empowered a new wave of German directors to explore previously off-limits topics from Germany's fractious history. And today, German filmmakers continue to portray the complexities of a contemporary multicultural Germany. In this course, representative films from the Weimar era through the 2020s will serve as points of departure for discussion and analysis of German cultural history. We will approach the films both visually and textually in an attempt to grasp the relationship between a film and the culture in which it is created. All films will be shown in their original German versions with English intertitles or subtitles. Register for this under the ART number if you want it to count towards ART. Register for this under the GER number if you want it to count towards GER.

This course provides an introduction to the theory and practice of narrative filmmaking. Students will explore the fundamental language of cinema, including shot composition, camera movement, editing, sound design, and mise-en-scène, while examining how these elements combine to create meaning and emotional resonance in storytelling. Through hands-on narrative production exercises, screenings, and critical analysis of exemplary films, students will develop filmmaking skills while gaining practical experience with digital equipment and software. Class sessions will combine equipment demos, screenings, and production labs devoted to filming scenes, editing, and sound design. No previous experience is required.

This studio art course introduces students to the visual language and storytelling techniques used in graphic novels, narrative-based imagery, and text-based art. Through projects ranging from pieces that combine text and images in unexpected and ambiguous ways to wordless sequential storytelling, the course emphasizes drawing as an expressive narrative tool and explores the interplay between language and images. Media will include pencil, ink, charcoal, digital tools, collage, and other drawing materials. Students will develop both their writing and technical drawing skills while experimenting with a range of conceptual, stylized approaches. There is no single correct way to draw, and all experience levels and approaches are welcome. Everyone can express themselves visually. No previous drawing experience is required. Students who want this to count as ART, should sign up under the ART number. Students who want this to count towards ENG, should sign up under the ENG number.

Students will work with Artist-In-Residence Justin Favela, a well-known Guatemalan- Mexican- American Artist whose work is about identity, place, and culture. He mixes popular culture with traditional piñata making techniques to create large scale murals with a recent installation at the Smithsonian link here. Students will work closely with Favela in the gallery during his installation, research his work, influences and become fluent in his process. A central component of the course focuses on gallery-based arts learning and K-12 engagement. Students will become the "resident experts" and design and lead guided gallery field trips for K-12 groups. During the second half of the semester, students will implement these plans by helping to lead exhibit tours and facilitate creative projects for visiting school groups students will partner with a local community organization to design and carry out a creative project that supports the organization's mission. This may include facilitating workshops, developing participatory art experiences, or contributing to community programming in collaboration with partners such as local libraries, museums, preschools or senior centers. Throughout the semester, students will explore the role of arts education locally and globally, examine research on the impact of arts learning, and engage with regional museum educators and arts administrators. The course emphasizes the development of community arts leadership skills, preparing students for future work in community organizations, nonprofit arts institutions, and educational settings while fostering meaningful connections between Wabash College and the broader community. Register for this under the ART number if you want it to count towards ART. Register for this under the EDU number if you want it to count towards EDU or register for this under the HSP number if you want it to count towards HSP.

Chinese Calligraphy is repeatable. Each semester we focus on a different script. This coming spring we will focus on the Seal Script, the most anscient Chinese script. Chinese characters, with a history of 3,000 years, have influenced other cultures such as Japan, Korea, and Vietnam. This course is designed for students who are interested in Chinese language and culture, especially Chinese characters or Chinese calligraphy. The main goal of this course is to create a safe and supportive environment for students to learn about the art of Chinese calligraphy, practice what they love, and create their own quality works. Students will also learn traditional Chinese culture and Chinese characters along the way. Therefore, this course consists of traditional Chinese culture (20%), Chinese characters study (20%), and calligraphy projects (60%). Taught in English. Students taking the course for Chinese credit work more extensively with Chinese-language materials; students taking course for Asian Studies credit do not need Chinese language background. Register for this under the ASI number if you want it to count for ASI. Register for this under the CHI number if you want it to count for CHI.

Over the past decade, Chinese science fiction in translation has garnered attention worldwide, winning international awards and bringing Chinese literature to a wider audience than ever before. The genre is often seen as a way of representing China's breakneck economic and technological development in a political environment where censorship is the norm. This course will consider the development of Chinese language science fiction from the early twentieth century to the present. Stories will touch on themes ranging from cyborgs to alien invasion to environmental catastrophe. We will consider Chinese science fiction's unique contributions to both Chinese literary tradition and global science fiction. All readings will be in English. Students should sign up under the ASI number for it to count as ASI. Students should sign up under the ENG number for it to count as ENG.

This course considers the production, circulation, and consumption of East Asian popular culture as a global phenomenon. We analyze and contextualize popular music, film, television, literature, and cuisine. Topics may include Japanese anime, Korean pop music, Chinese science fiction, Hong Kong martial arts cinema, etc. Special attention paid to new media forms, soft power, and transnational networks of cultural exchange. All readings in English. Film screenings in class Wednesdays 2:10-4:00.

This course will explore how the human body communicates meaning in various global contexts. Emphasizing non-Western physical practices such as yoga, we will investigate how these traditions have evolved over time. Performance forms we will encounter include Ta'ziyeh,Tai Chi, and (Teatro del Oprimido), as well as performance techniques with East and Southeast Asian lineages like Viewpoints, Suzuki and Rasa. While exploring with global theatrical traditions, we will explore how ideas of gender are interpreted and performed in non-Western contexts. Additional areas of focus will include mask, clowning, puppets and other performing objects. Register with the THE number if you want it to count towards THE. Register with the ASI number if you want it to count towards ASI. Register with the GEN number if you want it to count towards GEN.

An interdisciplinary study of the Philippines from early settlement to the republic. Students examine the colonial institutions of Spain and the United States and read Rizal's Noli me tangere, Fil-Hispanic poetry and drama, and Philippine film, comparing the archipelago's experience with Spanish America's. Taught in English; students taking the course for Spanish credit work with Spanish-language sources. Register with the SPA number if you want it to count towards SPA. Register with the ASI number if you want it to count towards ASI. Register with the HSP number if you want it to count towards HSP.

This course provides an introduction to international political economy (IPE), the study of the interactions between politics and economics, governments, and markets. We will attempt to answer the following questions: How do political processes influence economic decision-making? What influence do national and international economic forces have on political outcomes? Specifically, we will discuss the roles of social movements, political parties, public opinion, and multinational corporations in shaping the global economy. In developing answers to these questions, we will explore major current problems and debates in the global economy from both historical and theoretical perspectives. This course has five modules: Trade, Foreign Direct Investment, International Monetary System, Foreign Aid, and Globalization & Controversies. We will also learn major international institutions governing these issue areas, including the World Trade Organization (WTO), the Investor-State Dispute Settlement (ISDS), the International Monetary Fund (IMF), World Bank (WB), and the Asian Infrastructure Investment Bank (AIIB). In the end, students will learn about the formation, function, and impacts of international political economy. Students should be ready for active participation in the student-oriented learning. Students who want this to count as PPE, should sign up under the PPE number. Students who want this to count towards ASI, should sign up under the ASI number. Students who want this to count towards PSC, should sign up under the PSC number.

Course is by application only due to immersion trip to Peru (tentatively July 31 - Aug. 11, 2027). The multidisciplinary issues of global health confront everyone on the planet. This course will introduce critical issues and key themes in global health from basic principles to disease burden to collaborative efforts to improve global health. After reviewing introductory concepts of its historical and international development, the unfinished and emerging agendas of global health will be examined. Particular attention will be given to the connection between parasitic/infectious disease and poverty, the social determinants of health, and the global burden of disease. Cultural, economic and ethical issues in global health will be discussed with an eye towards examining how inequities impact the health of populations. An immersion component following this class typically includes travel to Peru, S.A. with collaborative global health study and experience alongside Peruvian partners in urban, mountain, and rainforest areas. Register for this under the GHL number if you want it to count towards GHL. Register for this under the BIO number if you want it to count towards BIO.

While it is clear that human activities (e.g., burning fossil fuels, agriculture) have already or will soon fundamentally alter many essential biogeochemical processes on Earth, many questions remain about how plants, a crucial piece in the puzzle, will respond to climate change. This course will provide students with a crash course in the basics of climate science and will use that foundation to explore climate change's predicted effects on plants and plants' effects on climate in the coming decades and centuries. We will use discussions of primary literature to address topics including the response of photosynthesis to increased CO2 concentrations, warmer temperatures, and changing water availability; the effects of land use changes on the carbon cycle; plant greenhouse gas emissions; and likely implications for biodiversity, food security, and human health. Register for this under the BIO number if you want it to count as BIO. Register for the ENS number if you want it to count as ENS.

The Molecular Biology of Tropical Diseases: Molecular Mechanisms of Pathogenesis and Treatment This course offers a biomolecular exploration of selected tropical diseases such as Dengue, chikungunya, malaria, and Zika. Students will delve into the biochemistry and molecular biology underlying these diseases, examining mechanisms of infection, transmission, treatments, and genetic factors influencing susceptibility and severity. This course will highlight Peru's abundant natural resources, including traditional medicinal plants, and will emphasize the role of integrative medicine in treatment. Complementing this scientific foundation, the course will engage students with the rich cultural and socioeconomic diversity of Peru. Through a unique immersion experience, students will investigate how cultural beliefs and economic conditions impact disease transmission and treatment in the coastal, mountain, and jungle regions of Peru. Students will also engage with Peruvian communities, gaining insights from indigenous healers, scientists, and healthcare professionals, and reflect on the ethical considerations of using traditional knowledge in scientific research. This course aims to foster a molecular understanding of several tropical diseases and the many factors influencing health outcomes, preparing students for careers in global health and research. This course counts toward the Biology, Biochemistry, and Chemistry majors, and Biology, Chemistry, and Global Health minors. Register for this under the BIO number if you want it to count towards BIO. Register for this under the CHE number if you want it to count towards CHE.Register for this under the GHL number if you want it to count towards GHL.

Explore how culture, history, and politics has shifted and changed men's fashion. We'll dive into the ways individual style is influenced by your background, culture, and perspective. Expect lively discussions, fresh perspectives, and some hands-on learning as we unpack the stories, identities, and influences behind men's style. Register with BLS number if you want it to count towards BLS. Register with THE number if you want it to count towards THE.

Abolitionism and Anticolonialism in the French-Speaking World How did French-speakers view American debates on freedom and racial equality? How did they articulate oppositions to slavery and colonial oppression happening in their own cultures and across the French-speaking world? In this course, we will study how authors and artists from within French-speaking communities advanced the causes of abolitionism and anticolonialism in their scholarly and creative works. The materials that we will encounter will include voices from areas such as metropolitan France, Senegal, the Caribbean, and French-speaking Canada and range in expression from fiction and non-fiction literature to film and music. For example, we will analyze some of the significant contributions of French-speaking Afro-descendant and African intellectual figures, like Frantz Fanon and Achille Mbembe, to international discussions on race and power. Together, we will compare and contrast varied perspectives in terms of time and space and how they work to challenge oppressions happening within the French-speaking world itself and outside of it. This course will be taught in English, and we will use English translations of French texts or other subtitled media. Those taking the course for credit towards the French major or minor will be expected to do applicable readings and written assignments in French. Register for this under the FRE number if you want it to count towards FRE. Register for this under the BLS number if you want it to count towards BLS.

NEW COURSE pending final approval by faculty on 11/3/2026. We often refer to Wabash College as a community - and, like in any community, the College's politics and governance play an important role in shaping the experiences of its members. In this course we'll examine how Wabash is governed; that is, we'll explore the variety of institutions and processes that help produce decisions for the College community, from the Board of Trustees and faculty meetings to campus activism and student government. Through reading, discussion, meetings with key figures in Wabash College governance, research in the College archives, and other activities, we'll delve into specific instances of communal decision-making from the 1830s to the present to understand why Wabash operates as it does, how historical events have shaped the College's development, how certain campus traditions came into being (and why some have disappeared), and the ways in which Wabash's governance practices hinder and promote equity and inclusion. Students who want it to count as BLS, should sign up under the BLS number. Students who want it to count as PSC, should sign up under the PSC number.

Approximately eleven million people from Africa arrived as enslaved people to Latin America due to the Transatlantic Slave Trade and another set arrived as part of the European conquistadores. This fact alone reflects the diversity of life experiences of peoples understood as diasporic Africans or Black within Latin America. Furthermore, the history of these Africans and their descendants as well as the larger Black diaspora in Latin America is critical to understanding the histories of freedom, citizenship, democracy, and race in the region. In this course, students will read secondary sources as well as primary sources produced by and about Black Latin Americans to gain an understanding of the histories of Black peoples in Latin America from colonization to the twentieth century. If you want this to count as BLS, sign up under the BLS number. If you want this to count as HIS, sign up under the HIS number.

This course will examine a variety of advanced physical chemistry topics including quantum mechanical tunneling, Hückel theory, group theory with applications to molecular orbitals and IR spectroscopy, and reaction kinetics and mechanisms. Students will read and present relevant journal articles. This is a first-half semester course

The Molecular Biology of Tropical Diseases: Molecular Mechanisms of Pathogenesis and Treatment This course offers a biomolecular exploration of selected tropical diseases such as Dengue, chikungunya, malaria, and Zika. Students will delve into the biochemistry and molecular biology underlying these diseases, examining mechanisms of infection, transmission, treatments, and genetic factors influencing susceptibility and severity. This course will highlight Peru's abundant natural resources, including traditional medicinal plants, and will emphasize the role of integrative medicine in treatment. Complementing this scientific foundation, the course will engage students with the rich cultural and socioeconomic diversity of Peru. Through a unique immersion experience, students will investigate how cultural beliefs and economic conditions impact disease transmission and treatment in the coastal, mountain, and jungle regions of Peru. Students will also engage with Peruvian communities, gaining insights from indigenous healers, scientists, and healthcare professionals, and reflect on the ethical considerations of using traditional knowledge in scientific research. This course aims to foster a molecular understanding of several tropical diseases and the many factors influencing health outcomes, preparing students for careers in global health and research. This course counts toward the Biology, Biochemistry, and Chemistry majors, and Biology, Chemistry, and Global Health minors. Register for this under the BIO number if you want it to count towards BIO. Register for this under the CHE number if you want it to count towards CHE.Register for this under the GHL number if you want it to count towards GHL.

2nd Half Semester Course This course is designed as an introduction to the many applications of computational chemistry. The background theory of theories and basis sets will be discussed so that the proper method for each chemical topic can be chosen. Students will learn about the different types of calculations and what information can be obtained from them. The focus of the course will be to showcase how to use computational chemistry to solve chemical problems. Students will run calculations to answer chemical questions.

Chinese Calligraphy is repeatable. Each semester we focus on a different script. This coming spring we will focus on the Seal Script, the most anscient Chinese script. Chinese characters, with a history of 3,000 years, have influenced other cultures such as Japan, Korea, and Vietnam. This course is designed for students who are interested in Chinese language and culture, especially Chinese characters or Chinese calligraphy. The main goal of this course is to create a safe and supportive environment for students to learn about the art of Chinese calligraphy, practice what they love, and create their own quality works. Students will also learn traditional Chinese culture and Chinese characters along the way. Therefore, this course consists of traditional Chinese culture (20%), Chinese characters study (20%), and calligraphy projects (60%). Taught in English. Students taking the course for Chinese credit work more extensively with Chinese-language materials; students taking course for Asian Studies credit do not need Chinese language background. Register for this under the CHI number if you want it to count towards CHI. Register for this under the ASI number if you want it to count towards ASI.

Destroyed and thus also preserved by the eruption of Mount Vesuvius in 79 CE, Pompeii offers an extremely rich document of Roman life. This seminar-style course concentrates on the primary evidence of graffiti, historical documents, wall paintings, artifacts, and other archaeological remains from the world's most famous archaeological site - together with its lesser-known cousin, Herculaneum - to shed light on Roman culture and society. We will explore the experience of everyday Romans across a number of realms: entertainment, politics, commerce, deviance, housing, religion, slavery, leisure, industry, commerce, and many more. Register for this under the CLA number if you want it to count towards CLA. Register for this under the HIS number if you want it to count towards HIS.

Destroyed and thus also preserved by the eruption of Mount Vesuvius in 79 CE, Pompeii offers an extremely rich document of Roman life. This seminar-style course concentrates on the primary evidence of graffiti, historical documents, wall paintings, artifacts, and other archaeological remains from the world's most famous archaeological site - together with its lesser-known cousin, Herculaneum - to shed light on Roman culture and society. We will explore the experience of everyday Romans across a number of realms: entertainment, politics, commerce, deviance, housing, religion, slavery, leisure, industry, commerce, and many more. Register for this under the CLA number if you want it to count towards CLA. Register for this under the HIS number if you want it to count towards HIS.

From the first Olympic Games to the bloodsport of the Roman Colosseum, competition and spectacle were inseparable from the cultures of Ancient Greece and Rome. Athletics were embedded in the religious, political, and cultural landscape of Greece, both uniting city-states under the Olympic Truce and a Panhellenic identity, and providing space to one-up each other in physical prowess, monumental building, and victory songs. The Romans popularized the arena where professional gladiators, condemned criminals, and persecuted Christians fought and died for the entertainment of the masses. This course examines the cultural ideals, athletic practices, professional standards, community identities, and human costs of ancient sports with an emphasis on comparisons to modern athletics. Ultimately we aim to answer the simple question: what can we learn about a society from its sports? CLA-113-01 is for FR, SO and JR only. If you are a FR, SO, or JR sign up under the 01 section. If you are a senior, sign up under the 01SR section.

From the first Olympic Games to the bloodsport of the Roman Colosseum, competition and spectacle were inseparable from the cultures of Ancient Greece and Rome. Athletics were embedded in the religious, political, and cultural landscape of Greece, both uniting city-states under the Olympic Truce and a Panhellenic identity, and providing space to one-up each other in physical prowess, monumental building, and victory songs. The Romans popularized the arena where professional gladiators, condemned criminals, and persecuted Christians fought and died for the entertainment of the masses. This course examines the cultural ideals, athletic practices, professional standards, community identities, and human costs of ancient sports with an emphasis on comparisons to modern athletics. Ultimately we aim to answer the simple question: what can we learn about a society from its sports? CLA-113-01SR is for seniors only. If you are a FR, SO, or JR, sign up under the 01 section. If you are a senior, sign up under the 01SR section.

Daily Life in ancient Greece will concentrate on the height of Greek culture during the late Archaic and Classical periods from the 6th through 4th centuries B.C.E. Each week we will discuss one major component that frames and affects the life of an individual residing in ancient Greece-government and political life, environment, health/disease, social hierarchy, family, warfare, religion, fine arts, philosophy, science, economy and trade, gender, and more. Our attention will be focused on Athens due to its level of preservation (archaeological and textual), but other city-states will be included. We will take an interdisciplinary approach in interpreting the ancient Greek world utilizing textual, epigraphic, iconographic, archaeological, and anthropological material/methods. That is, expect to engage with a lot of different types of materials and to attempt to do some re-creations of ancient practices. FR, SO, and JR should sign up under the 01 section. Seniors should sign up under the 01SR section.

Daily Life in ancient Greece will concentrate on the height of Greek culture during the late Archaic and Classical periods from the 6th through 4th centuries B.C.E. Each week we will discuss one major component that frames and affects the life of an individual residing in ancient Greece-government and political life, environment, health/disease, social hierarchy, family, warfare, religion, fine arts, philosophy, science, economy and trade, gender, and more. Our attention will be focused on Athens due to its level of preservation (archaeological and textual), but other city-states will be included. We will take an interdisciplinary approach in interpreting the ancient Greek world utilizing textual, epigraphic, iconographic, archaeological, and anthropological material/methods. That is, expect to engage with a lot of different types of materials and to attempt to do some re-creations of ancient practices. FR, SO, and JR should sign up under the 01 section. Seniors should sign up under the 01SR section.

When Julius Caesar was assassinated on March 15th, 44 BCE, he left a godlike legacy and a gaping power vacuum. The man who emerged from a decade of civil war as Rome's first emperor was the least likely candidate - Caesar's sickly nephew Octavian, who eventually took the name Augustus. This course traces Augustus' rise to power, refoundation of Rome, and propaganda campaign, with major topics including Roman warfare, epic poetry, monumental architecture, new artistic models, and political revolution. We will investigate how and why the Roman Republic fell, how Augustus built and maintained his power, and what legacy the first emperor of Rome left behind. Key to the course is Vergil's Aeneid, Rome's national epic linking the Age of Augustus to the city's mythic foundations.

This course introduces the design and development of connected computing devices that interact with the physical world. Students learn to integrate microcontrollers, sensors, actuators, user interfaces, wireless communication, and networked services to create complete hardware-software systems. Through a sequence of hands-on builds, students explore physical computing, event-driven programming, data collection, networking, and the design and testing of reliable devices while documenting their work in an engineering notebook. The course culminates in an open-ended design project in which students identify a problem, propose and prototype a solution, and integrate hardware, software, and networked or backend components into a functional connected product

This course applies economic reasoning to global health, focusing on low- and middle-income countries and on health challenges that cross national borders. Students will examine the global burden of disease, the large and persistent inequalities in health across countries, and the two-way relationship between health and economic development. Building on principles of microeconomics, the course introduces accessible models of health valuation, cost-effectiveness, externalities, global public goods, and incentives, and applies them to major infectious diseases such as malaria, HIV/AIDS, and tuberculosis, as well as to pandemics and emerging infectious diseases. Students will explore how households make decisions about prevention and treatment, and how policymakers set priorities with limited budgets. The course also covers access to medicines, health workers and the quality of care, health system financing, and the role of foreign aid in improving health worldwide. Through problem solving, case studies, and discussion of real-world evidence, students will learn to evaluate global health policies and their economic trade-offs. Register for this under the ECO number if you want it to count towards ECO. Register for this under the GHL number if you want it to count towards GHL. Register for this under the PPE number if you want it to count towards PPE.

Immigration is an important current issue across the globe as well as in the US, and past migrations have shaped history. This class will study the economic causes and consequences of migration. While the economics of migration will be the primary focus, we will also consider the politics and ethics of migration policy. We will study how politics have shaped migration policy, and how policy shapes outcomes. Students who want this to count as ECO, should sign up under the ECO number. Students who want this to count towards PPE, should sign up under the PPE number.

Why is Argentina no longer among the most developed countries in the world? Why are the Irish richer than Americans? Why can some African countries not afford the vaccinations they need? These are the types of questions we will explore in this class. They clearly indicate that economic growth is absolutely central to our material well-being (and sometimes not only material well-being). We will study the most important determinants of economic growth, paying special attention to technological progress and productivity. We will also consider alternative economic policies designed to improve human material well-being. By analyzing historical datasets and cross-country comparisons, we will learn about the cultural and institutional context of economic growth. This will be an extremely interactive class utilizing a broad set of pedagogical approaches to explore what truly matters for our communal welfare in the long run.

This course provides an introduction to the economics of education. Its central theme is the formation of human capital, from early childhood through K-12 and beyond, and how it shapes both schooling outcomes and later-life outcomes such as wages, unemployment, and crime. Particular attention is paid to inequality: why students from different socioeconomic backgrounds perform differently on achievement tests, and what can be done to close these gaps. The course also evaluates education policies and interventions in the US and abroad, including school funding, teacher quality, class size, and school choice. Throughout the semester, students will read and discuss research articles and develop an intuitive understanding of how economists measure the causal effects of education policies.

This class will investigate the social phenomena of crisis and response through the analytical tool kit of political economy. Students will learn a variety of theoretical approaches and apply them to understand and explain historic and contemporary trends in how communities endure and react to different forms of crisis. Theoretical approaches will include rational and strategic decision making, public goods theory, bureaucratic incentives, comparative institutional analysis, and industrial organization. Key applied topics covered during the semester will include business cycles of recession and depression, war and military conflicts, natural disasters and pandemics. Students will investigate how the different spheres of institutional decision-making in society (political, economic and socio-cultural) are each affected by, interact, and react to crisis. Students who want this to count as ECO, should sign up under the ECO number. Students who want this to count towards PPE, should sign up under the PPE number.

This course examines adolescent literacy through the lens of the Science of Reading (SOR) and includes a brief overview of early literacy development to establish a foundation for understanding how literacy skills develop in grades 4-12 as they transition from "learning to read" to "reading to learn." During this stage, students are expected to apply and expand their literacy skills as they encounter increasingly complex vocabulary, texts, comprehension tasks, fluency demands, and writing expectations. Throughout the semester, students will engage with a variety of literacy materials, including fiction, nonfiction, discipline-specific textbooks, and nontraditional and digital formats such as fan fiction, podcasts, and blogs. Students will identify and analyze the literacy demands and potential barriers associated with different genres and formats, with particular attention to vocabulary, fluency, comprehension, and writing. The course addresses the needs of a diverse range of learners, including general education students, English language learners, students requiring literacy interventions, and students with other educational needs. Special attention will be given to integrating literacy instruction into discipline-specific classrooms and helping content-area educators support students' literacy development while teaching discipline knowledge. The course will also explore how literacy is evolving in an increasingly digital and multimodal world, including the opportunities and challenges presented by new forms of reading, writing, and communication. Open to any student; meets the curriculum and pedagogy requirement for Education Studies minors.

Students will work with Artist-In-Residence Justin Favela, a well-known Guatemalan- Mexican- American Artist whose work is about identity, place, and culture. He mixes popular culture with traditional piñata making techniques to create large scale murals with a recent installation at the Smithsonian link here. Students will work closely with Favela in the gallery during his installation, research his work, influences and become fluent in his process. A central component of the course focuses on gallery-based arts learning and K-12 engagement. Students will become the "resident experts" and design and lead guided gallery field trips for K-12 groups. During the second half of the semester, students will implement these plans by helping to lead exhibit tours and facilitate creative projects for visiting school groups students will partner with a local community organization to design and carry out a creative project that supports the organization's mission. This may include facilitating workshops, developing participatory art experiences, or contributing to community programming in collaboration with partners such as local libraries, museums, preschools or senior centers. Throughout the semester, students will explore the role of arts education locally and globally, examine research on the impact of arts learning, and engage with regional museum educators and arts administrators. The course emphasizes the development of community arts leadership skills, preparing students for future work in community organizations, nonprofit arts institutions, and educational settings while fostering meaningful connections between Wabash College and the broader community. Register for this under the EDU number if you want it to count towards EDU. Register for this under the ART number if you want it to count towards ART or register for this under the HSP number if you want it to count towards HSP..

In this course, we will explore one example of an educational policy/practice that has been adopted in selected schools and districts to improve student learning and/or engagement: arts integration. Historically, visual and performing arts activities have been introduced into core content instruction in U.S. schools to increase student interest and engagement, and to improve and deepen student learning. Strategies have included not only showing students examples of artworks and performances as a part of instruction, but teaching and allowing students to creat their own drawings, paintings, sculptures, and performances to demonstrate their mastery of content area skills. These strategies have been used not only in fields typically considered to overlap with the arts, such as English Language Arts and social studies, but also in math and science classrooms. Over the course of the semester, we will read and evaluate studies that detail effects upon student learning, and also experiment with modes of instruction using the arts in ways that have been studied. Open to any student; meets the curriculum and pedagogy requirement for Education Studies minors.

Over the past decade, Chinese science fiction in translation has garnered attention worldwide, winning international awards and bringing Chinese literature to a wider audience than ever before. The genre is often seen as a way of representing China's breakneck economic and technological development in a political environment where censorship is the norm. This course will consider the development of Chinese language science fiction from the early twentieth century to the present. Stories will touch on themes ranging from cyborgs to alien invasion to environmental catastrophe. We will consider Chinese science fiction's unique contributions to both Chinese literary tradition and global science fiction. All readings will be in English. Students should sign up for the ENG number for it to count as ENG. Students should sign up under the ASI number for it to count as ASI.

This studio art course introduces students to the visual language and storytelling techniques used in graphic novels, narrative-based imagery, and text-based art. Through projects ranging from pieces that combine text and images in unexpected and ambiguous ways to wordless sequential storytelling, the course emphasizes drawing as an expressive narrative tool and explores the interplay between language and images. Media will include pencil, ink, charcoal, digital tools, collage, and other drawing materials. Students will develop both their writing and technical drawing skills while experimenting with a range of conceptual, stylized approaches. There is no single correct way to draw, and all experience levels and approaches are welcome. Everyone can express themselves visually. No previous drawing experience is required. Students who want this to count as ART, should sign up under the ART number. Students who want this to count towards ENG, should sign up under the ENG number.

How to Write (& Publish) a Long Poem: With warfare. In Eden. Slaying monsters. In love. These are just a few of the answers that poets have offered to the first half of this course title. The best answer, though, is the one that you provide yourself. In this Special Topics course in Creative Writing, you'll channel your inner bard, Muse, or blogger to write a single poem over the course of the semester. That poem might consist of shorter poems strung into a sequence. It might be a fantasy epic, a stage confessional, or the next YouTube hit. Whatever you choose, you'll also learn about publishing-the course title's second half-by working on At Length, a nationally acclaimed journal of long work, co-edited by Prof. Mong, that has been written up in The New Yorker and The Wall Street Journal. No previous creative writing experience is needed-I promise! This course is taught in conjunction with ENG 390. Students taking ENG 390 will receive additional work.

How to Write (& Publish) a Long Poem: With warfare. In Eden. Slaying monsters. In love. These are just a few of the answers that poets have offered to the first half of this course title. The best answer, though, is the one that you provide yourself. In this Special Topics course in Creative Writing, you'll channel your inner bard, Muse, or blogger to write a single poem over the course of the semester. That poem might consist of shorter poems strung into a sequence. It might be a fantasy epic, a stage confessional, or the next YouTube hit. Whatever you choose, you'll also learn about publishing-the course title's second half-by working on At Length, a nationally acclaimed journal of long work, co-edited by Prof. Mong, that has been written up in The New Yorker and The Wall Street Journal. No previous creative writing experience is needed-I promise! This course is taught in conjunction with ENG 210. Students taking ENG 390 will receive additional work.

While it is clear that human activities (e.g., burning fossil fuels, agriculture) have already or will soon fundamentally alter many essential biogeochemical processes on Earth, many questions remain about how plants, a crucial piece in the puzzle, will respond to climate change. This course will provide students with a crash course in the basics of climate science and will use that foundation to explore climate change's predicted effects on plants and plants' effects on climate in the coming decades and centuries. We will use discussions of primary literature to address topics including the response of photosynthesis to increased CO2 concentrations, warmer temperatures, and changing water availability; the effects of land use changes on the carbon cycle; plant greenhouse gas emissions; and likely implications for biodiversity, food security, and human health. Students should sign up under the ENS number for it to count as ENS. Students should sign up under the BIO number for it to count as BIO.

Are environmental problems best understood as "market failures"? Are market solutions-like carbon pricing or Coasean bargaining-adequate to address environmental concerns? Do traditional theories of economic value properly account for the "free gifts" of nature, such as ecosystem services? Who should pay for the loss and damage incurred by environmental harms? Can economic growth continue indefinitely on a planet with finite resources? This course will address these and other related questions through a sustained engagement with both historical and contemporary work in politics, economics, philosophy, social ecology, and history. Register with the PHI number to count this course toward PHI. Register with the ENS number to count it toward ENS. Register with the PPE number to count it toward PPE.

This is a course on theology focusing on the relation of the "natural" world to God. For most of human history, people needed to think of their protection from the threats of the natural world: its storms, its sun, its droughts, and so on. But today the arrow of influence has changed. The world needs to be protected from the human being: its waste, its combustion engines, its pollution. Ecotheology examines ways that religious faith shapes, strengthens, sometimes undercuts, and always affects efforts at living humanely in the natural world. "Oikos", from which the prefix "eco-" comes means "home", and some attention will be given in class to the ways that "home" can function theologically at a moment of global climate crisis. Students should register under ENS number for it to count as ENS. Students should register under the REL number for it to count as REL.

Abolitionism and Anticolonialism in the French-Speaking World How did French-speakers view American debates on freedom and racial equality? How did they articulate oppositions to slavery and colonial oppression happening in their own cultures and across the French-speaking world? In this course, we will study how authors and artists from within French-speaking communities advanced the causes of abolitionism and anticolonialism in their scholarly and creative works. The materials that we will encounter will include voices from areas such as metropolitan France, Senegal, the Caribbean, and French-speaking Canada and range in expression from fiction and non-fiction literature to film and music. For example, we will analyze some of the significant contributions of French-speaking Afro-descendant and African intellectual figures, like Frantz Fanon and Achille Mbembe, to international discussions on race and power. Together, we will compare and contrast varied perspectives in terms of time and space and how they work to challenge oppressions happening within the French-speaking world itself and outside of it. This course will be taught in English, and we will use English translations of French texts or other subtitled media. Those taking the course for credit towards the French major or minor will be expected to do applicable readings and written assignments in French. Register for this under the FRE number if you want it to count towards FRE. Register for this under the BLS number if you want it to count towards BLS.

This course will explore how the human body communicates meaning in various global contexts. Emphasizing non-Western physical practices such as yoga, we will investigate how these traditions have evolved over time. Performance forms we will encounter include Ta'ziyeh,Tai Chi, and (Teatro del Oprimido), as well as performance techniques with East and Southeast Asian lineages like Viewpoints, Suzuki and Rasa. While exploring with global theatrical traditions, we will explore how ideas of gender are interpreted and performed in non-Western contexts. Additional areas of focus will include mask, clowning, puppets and other performing objects. Register with the THE number if you want it to count towards THE. Register with the ASI number if you want it to count towards ASI. Register with the GEN number if you want it to count towards GEN.

At various stages in the modern era, men in the Western world have found themselves in a state of "crisis," requiring them to find new ways to cope. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focuses on men in the Western world, with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social settings, and bodily manipulation. The course ends by asking if men of the 21st century have been used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read for classes, write essay exams in class, and produce short papers. Students whould sign up for GEN number for it to count for GEN. Students should sign up for HIS number for it to count for HIS.

In this course, we'll closely examine the lives and controversial legacies of colonial go-betweens in Latin America. Who were these Indigenous women and men, and why did they guide the forces that subjugated their own people? Do they deserve to be celebrated for their bravery or shunned for their treason? We'll answer these questions with the aid of primary and secondary sources, paying particular attention to the role of gender in shaping the experiences, choices, power, and reputation of intermediaries. Students should sign up for GEN number if they want it to count as GEN. Students should sign up for HIS number if they want it to count as HIS. Students should sign up for HSP if they want it to count as HSP.

German filmmakers of the early 20th century were among the first to see film as an art medium rather than light entertainment, and many films that they produced in the interwar Weimar Era remain classics of world cinema. The Nazi regime effectively subverted film into propaganda, but a young generation of post-WWII filmmakers founded the New German Cinema and reinvigorated film as a serious form of art expression. The Reunification of East and West Germany in 1990 empowered a new wave of German directors to explore previously off-limits topics from Germany's fractious history. And today, German filmmakers continue to portray the complexities of a contemporary multicultural Germany. In this course, representative films from the Weimar era through the 2020s will serve as points of departure for discussion and analysis of German cultural history. We will approach the films both visually and textually in an attempt to grasp the relationship between a film and the culture in which it is created. All films will be shown in their original German versions with English intertitles or subtitles. Register for this under the GER number if you want it to count towards GER. Register for this under the ART number if you want it to count towards ART.

In this course, we will examine the cult figure Empress Elisabeth, better known as Sisi. From the real 19th century woman to the Heimatfilme of the 1950s to the modern-day Netflix series Die Kaiserin, who was Sisi? Why does she remain so popular? And what can we learn about pop-culture representations of real history and historical figures?

Course is by application only due to immersion trip to Peru (tentatively July 31 - Aug. 11, 2027). The multidisciplinary issues of global health confront everyone on the planet. This course will introduce critical issues and key themes in global health from basic principles to disease burden to collaborative efforts to improve global health. After reviewing introductory concepts of its historical and international development, the unfinished and emerging agendas of global health will be examined. Particular attention will be given to the connection between parasitic/infectious disease and poverty, the social determinants of health, and the global burden of disease. Cultural, economic and ethical issues in global health will be discussed with an eye towards examining how inequities impact the health of populations. An immersion component following this class typically includes travel to Peru, S.A. with collaborative global health study and experience alongside Peruvian partners in urban, mountain, and rainforest areas. Register for this under the GHL number if you want it to count towards GHL. Register for this under the BIO number if you want it to count towards BIO.

This course applies economic reasoning to global health, focusing on low- and middle-income countries and on health challenges that cross national borders. Students will examine the global burden of disease, the large and persistent inequalities in health across countries, and the two-way relationship between health and economic development. Building on principles of microeconomics, the course introduces accessible models of health valuation, cost-effectiveness, externalities, global public goods, and incentives, and applies them to major infectious diseases such as malaria, HIV/AIDS, and tuberculosis, as well as to pandemics and emerging infectious diseases. Students will explore how households make decisions about prevention and treatment, and how policymakers set priorities with limited budgets. The course also covers access to medicines, health workers and the quality of care, health system financing, and the role of foreign aid in improving health worldwide. Through problem solving, case studies, and discussion of real-world evidence, students will learn to evaluate global health policies and their economic trade-offs. Register for this under the ECO number if you want it to count towards ECO. Register for this under the GHL number if you want it to count towards GHL. Register for this under the PPE number if you want it to count towards PPE.

The Molecular Biology of Tropical Diseases: Molecular Mechanisms of Pathogenesis and Treatment This course offers a biomolecular exploration of selected tropical diseases such as Dengue, chikungunya, malaria, and Zika. Students will delve into the biochemistry and molecular biology underlying these diseases, examining mechanisms of infection, transmission, treatments, and genetic factors influencing susceptibility and severity. This course will highlight Peru's abundant natural resources, including traditional medicinal plants, and will emphasize the role of integrative medicine in treatment. Complementing this scientific foundation, the course will engage students with the rich cultural and socioeconomic diversity of Peru. Through a unique immersion experience, students will investigate how cultural beliefs and economic conditions impact disease transmission and treatment in the coastal, mountain, and jungle regions of Peru. Students will also engage with Peruvian communities, gaining insights from indigenous healers, scientists, and healthcare professionals, and reflect on the ethical considerations of using traditional knowledge in scientific research. This course aims to foster a molecular understanding of several tropical diseases and the many factors influencing health outcomes, preparing students for careers in global health and research. This course counts toward the Biology, Biochemistry, and Chemistry majors, and Biology, Chemistry, and Global Health minors. Register for this under the BIO number if you want it to count towards BIO. Register for this under the CHE number if you want it to count towards CHE.Register for this under the GHL number if you want it to count towards GHL.

In this class we will read selections from authors who wrote in or about "Magna Graecia," an area of Greek cultural influence comprising Southern Italy and Sicily. We will focus on prominent characters in the art and literature of Sicily and Naples: for example, the Cyclops Polyphemus and the enchanting Sirens. Our readings will begin as a diachronic survey of epic poetry through the works of Homer (8th cent. BCE) and Theocritus (3rd cent. BCE). As we approach the Roman era, we will shift gears and explore the genre of epigram, examining playful short poems composed by authors ranging from Leonidas of Tarentum (3rd cent. BCE) and by Philodemus of Gadara (1st cent. BCE), who brushed shoulders with some of the most famous Roman poets and politicians of his day beneath the shadow of Mt. Vesuvius. As we work through these Greek poetic texts, we will also study various Greek inscriptions from ancient Neapolis and its environs, learning about the history, landscape, and cultural life of the Bay of Naples.

How did entertainment become the mass-producing, globe-spanning industry we know today? In this course, we'll trace entertainment's commercialization across two centuries, beginning with the professionalization of theater in the 1700s and ending with the Hollywood studio system. Focusing on Brazil, France, and the United States, we will examine how performers, producers, repertoire, and regulations circulated across borders and alongside imperialism and urbanization. We'll analyze primary and scholarly sources to understand the changing economic and social functions of entertainment, including the scandals and riots that challenged its expansion.

From the first Olympic Games to the bloodsport of the Roman Colosseum, competition and spectacle were inseparable from the cultures of Ancient Greece and Rome. Athletics were embedded in the religious, political, and cultural landscape of Greece, both uniting city-states under the Olympic Truce and a Panhellenic identity, and providing space to one-up each other in physical prowess, monumental building, and victory songs. The Romans popularized the arena where professional gladiators, condemned criminals, and persecuted Christians fought and died for the entertainment of the masses. This course examines the cultural ideals, athletic practices, professional standards, community identities, and human costs of ancient sports with an emphasis on comparisons to modern athletics. Ultimately we aim to answer the simple question: what can we learn about a society from its sports? Section 01 is for FR,SO and JR. Section 01SR is for seniors. Students should register under the HIS number for it to count as HIS. Students should register under the CLA number for it to count as CLA.

From the first Olympic Games to the bloodsport of the Roman Colosseum, competition and spectacle were inseparable from the cultures of Ancient Greece and Rome. Athletics were embedded in the religious, political, and cultural landscape of Greece, both uniting city-states under the Olympic Truce and a Panhellenic identity, and providing space to one-up each other in physical prowess, monumental building, and victory songs. The Romans popularized the arena where professional gladiators, condemned criminals, and persecuted Christians fought and died for the entertainment of the masses. This course examines the cultural ideals, athletic practices, professional standards, community identities, and human costs of ancient sports with an emphasis on comparisons to modern athletics. Ultimately we aim to answer the simple question: what can we learn about a society from its sports? Section 01SR is for seniors. Section 01 is for FR, SO and JR. Students should register for the HIS number for it to count towards HIS. Students should register for the CLA number for it to count towards CLA.

Destroyed and thus also preserved by the eruption of Mount Vesuvius in 79 CE, Pompeii offers an extremely rich document of Roman life. This seminar-style course concentrates on the primary evidence of graffiti, historical documents, wall paintings, artifacts, and other archaeological remains from the world's most famous archaeological site - together with its lesser-known cousin, Herculaneum - to shed light on Roman culture and society. We will explore the experience of everyday Romans across a number of realms: entertainment, politics, commerce, deviance, housing, religion, slavery, leisure, industry, commerce, and many more. Register for this under the CLA number if you want it to count towards CLA. Register for this under the HIS number if you want it to count towards HIS.

Destroyed and thus also preserved by the eruption of Mount Vesuvius in 79 CE, Pompeii offers an extremely rich document of Roman life. This seminar-style course concentrates on the primary evidence of graffiti, historical documents, wall paintings, artifacts, and other archaeological remains from the world's most famous archaeological site - together with its lesser-known cousin, Herculaneum - to shed light on Roman culture and society. We will explore the experience of everyday Romans across a number of realms: entertainment, politics, commerce, deviance, housing, religion, slavery, leisure, industry, commerce, and many more. Register for this under the CLA number if you want it to count towards CLA. Register for this under the HIS number if you want it to count towards HIS.

At various stages in the modern era, men in the Western world have found themselves in a state of "crisis," requiring them to find new ways to cope. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focuses on men in the Western world, with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social settings, and bodily manipulation. The course ends by asking if men of the 21st century have been used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read for classes, write essay exams in class, and produce short papers. Students should sign up under the HIS number for it to count as HIS. Students should sign up under GEN number for it to count as GEN.

American Muscle is a course tracing the history of the automobile in the United States. Beginning in the nineteenth-century with the proliferation of rail lines and public transportation and concluding with the recession of the American auto industry in the late twentieth century, this course aims to familiarize students with some of the rapid changes that characterized post-Civil War American history via a focus specifically on automobiles. Blending technological, social, cultural, and economic history, this course seeks to both provide a comprehensive vision of the rise and fall of American car manufacturing while also delving into the cultural significance of cars to Americans and Indianans specifically.

In this course, we'll closely examine the lives and controversial legacies of colonial go-betweens in Latin America. Who were these Indigenous women and men, and why did they guide the forces that subjugated their own people? Do they deserve to be celebrated for their bravery or shunned for their treason? We'll answer these questions with the aid of primary and secondary sources, paying particular attention to the role of gender in shaping the experiences, choices, power, and reputation of intermediaries. Students should sign up for HIS number if they want it to count as HIS. Students should sign up for GEN number if they want it to count as GEN. Students should sign up for HSP number if they want it to count as HSP.

Public History is intended to introduce students to the theory, practice, and potential of public history work. In this class, students will learn about curation, archive creation and maintenance, the ins and outs of historical societies, museum operations, digital history, and more. Students will learn both about the multifarious forms of public history work while also benefiting from experiential learning as they hear from professionals in a wide array of historical professions. Through this class, students will also gain knowledge about local history specifically pertaining to Wabash College, Montgomery County, and Indiana as they engage with said history to sharpen their developing skills in public history.

Approximately eleven million people from Africa arrived as enslaved people to Latin America due to the Transatlantic Slave Trade and another set arrived as part of the European conquistadores. This fact alone reflects the diversity of life experiences of peoples understood as diasporic Africans or Black within Latin America. Furthermore, the history of these Africans and their descendants as well as the larger Black diaspora in Latin America is critical to understanding the histories of freedom, citizenship, democracy, and race in the region. In this course, students will read secondary sources as well as primary sources produced by and about Black Latin Americans to gain an understanding of the histories of Black peoples in Latin America from colonization to the twentieth century. If you want this to count for HIS, sign up under the HIS number. If you want this to count as BLS, sign up under the BLS number.

In this course, we'll closely examine the lives and controversial legacies of colonial go-betweens in Latin America. Who were these Indigenous women and men, and why did they guide the forces that subjugated their own people? Do they deserve to be celebrated for their bravery or shunned for their treason? We'll answer these questions with the aid of primary and secondary sources, paying particular attention to the role of gender in shaping the experiences, choices, power, and reputation of intermediaries. Students should sign up under HSP number if they want it to count as HSP. Students should sign up for HIS number if they want it to count as HIS. Students should sign up for GEN number if they want it to count as GEN.

This course explores writing and communication across cultures, languages, and communities, with particular attention to the intersections of English and Spanish. Students will engage with diverse forms of written and oral expression, including personal narratives, creative nonfiction, poetry, oral histories, interviews, and digital storytelling. Through intercultural writing, storytelling, and community engagement, students from different academic backgrounds will examine how language shape's identity, memory, belonging, and cultural understanding. Emphasizing bilingual and multilingual perspectives, the course encourages students to gain awareness of various forms of expression while developing their voices as writers and communicators. Community-based learning experiences, including collaborations with the Crawfordsville Adult Resource Academy (CARA), will connect classroom discussions and writing practices with the lived experiences and stories of the broader community. Students who want this to count as HSP, should sign up under the HSP number. Students who want this to count towards SPA, should sign up under the SPA number.

Students will work with Artist-In-Residence Justin Favela, a well-known Guatemalan- Mexican- American Artist whose work is about identity, place, and culture. He mixes popular culture with traditional piñata making techniques to create large scale murals with a recent installation at the Smithsonian link here. Students will work closely with Favela in the gallery during his installation, research his work, influences and become fluent in his process. A central component of the course focuses on gallery-based arts learning and K-12 engagement. Students will become the "resident experts" and design and lead guided gallery field trips for K-12 groups. During the second half of the semester, students will implement these plans by helping to lead exhibit tours and facilitate creative projects for visiting school groups students will partner with a local community organization to design and carry out a creative project that supports the organization's mission. This may include facilitating workshops, developing participatory art experiences, or contributing to community programming in collaboration with partners such as local libraries, museums, preschools or senior centers. Throughout the semester, students will explore the role of arts education locally and globally, examine research on the impact of arts learning, and engage with regional museum educators and arts administrators. The course emphasizes the development of community arts leadership skills, preparing students for future work in community organizations, nonprofit arts institutions, and educational settings while fostering meaningful connections between Wabash College and the broader community. Register for this under the HSP number if you want it to count towards HSP. Register for this under the EDU number if you want it to count towards EDU or register for this under the ART number if you want it to count towards ART.