Course Sections | Registrar

This course explores the intersection of art and the environment, providing students with an understanding of how global artists have creatively engaged with environmental issues. The course locates contemporary practice within historical and cultural contexts while focusing on the Anthropocene and its effect on the late-20th to 21st century. By examining various artistic mediums, including visual arts, land art, performance art, and multimedia installations, students will develop a critical appreciation for the ways in which art can raise awareness, provoke dialogue, and inspire action in relation to environmental concerns.

This course will provide students with the knowledge and tools to create their own animations using Adobe After Effects and Photoshop. Techniques covered include (but are not limited to) isolating objects and animating layers, working with masks and shapes, photographic/collage approaches, including distorting/animating with the Puppet Tools, and working with 2D images in 3D space. Sound design, composition, editing techniques, color grading, and other image-making principles will be explored through a series of short animation experiments. In each project, students will be challenged to develop aesthetically interesting, visually abstract approaches to their ideas. No previous video editing experience is required.

In this studio course, students will work with Wabash Artist-in-Residence AKIRASH. Students will learn about his interdisciplinary art process, which emphasizes both concepts and materials This course asks students to examine process and material to shape meaning and impact. Students will explore how artworks can carry beauty, cultural traditions, and heritage, while also engaging with urgent social justice, and economic issues. Through studio projects, collaborative research, and discussion, students will practice using art to share ideas, start conversations, and engage with the community. Students will learn about the hidden aspects of the studio, and the ways in which artists connect their personal vision to the wider world.

This course introduces major trends in twentieth and twenty-first century Chinese literature, including works from mainland China, Taiwan, and Hong Kong. All readings are in English translation, and knowledge of Chinese is NOT expected. We trace the development of realism and its alternatives, including speculative genres like martial arts fiction and science fiction. We consider political uses of literature as a tool of state power, popular resistance, both, or neither. We explore how modern and contemporary Chinese, Taiwanese, and Hong Kong literature has engaged in debates of nationalism, individualism, gender equality, the rural/urban divide, environmentalism, historical memory, and more. No prerequisites.

CHI-311-01 = ASI-112-02. The focus of this course is Chinese Calligraphy. 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 appreciate the art of Chinese calligraphy, practice what they love, and create quality work. In order to fulfill this goal, students will learn traditional Chinese culture and Chinese characters as well. Therefore, the course will consist of the following 3 parts: Traditional Chinese Culture (20%); Chinese Character Study (20%); Calligraphy Projects (60%). NOTE: If taken as ASI-112-02: Does NOT require Chinese language background and has no prerequisites.If taken as CHI-311: Prerequisite is CHI-301 or by instructor permission. Prerequiste is CHI-301 or by Instructor Consent.

This course traces major trends in Chinese cinema, including works from mainland China, Taiwan, and Hong Kong. We will analyze films from multiple angles, including aesthetics, historical context, production, and circulation. In particular, we will focus on tensions between nationalism and transnationalism in Chinese cinema. No prerequisites. All readings will be in English, and Chinese language background is NOT expected. Film screenings Wednesday 2:10-4:00.

Who are the literary voices of Indiana? How does Indiana literature examine issues of American and Midwest identity? For generations, Hoosier writers have contributed to and shaped an ongoing discourse about geography, belonging, national identity, and community. As a crossroads state, Indiana lives at the epicenter of multiple literary traditions that transcend borders and boundaries. In this course, we will learn about the many Hoosier writers, past and present, that use literature to manifest a literary consciousness for the state. Students will learn to appreciate the role Indiana has played in forging a complex web of stories linked to America's own sense of place. Authors featured will include Kurt Vonnegut, Indiana Poet Laureate Curtis Crisler, Susan Neville, Shari Wagner, and many others. Join us as we learn about the mystique of Indiana.

Did you know that the largest French-speaking city in the world isn't Paris but Kinshasa in the Democratic Republic of the Congo? What about that the International Organization of the Francophonie includes over 90 countries? In this course, we will learn more about the variety of Black cultures within the French-speaking world, spanning from areas like Senegal to metropolitan France, the Caribbean, and Canada, through studying artistic expressions from French-speaking Black creators. This will include an introduction to geographically diverse films, literature, and music placed within their socio-historical context. Together, we will discuss topics such as political and social issues raised and depicted by Black thinkers and artists, such as Édouard Glissant and Ousmane Sembène, the complex relationships between African and Afro-descendant peoples in different countries, and the creation of solidarities within the French-speaking world. We will explore to what extent there exists a Black Atlantic in the Francophonie, in other words, a collective experience of French-speaking Blackness amid the diversity of these cultures. 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 the readings and written assignments in French.

By far the bloodiest war in the history of the United States as well as that of the entire Western Hemisphere even to this day, the Civil War still holds sway over Americans' minds. In this course we will begin with the antebellum period and explore how and why people took up arms for the Confederacy and the Union, including the 527 Wabash men whose names are emblazoned outside Center Hall as well as those Black veterans from Montgomery County who are absent on that Roll of Honor. The course will detail the military campaigns of the war itself, always illustrating how results on the battlefield shaped the politics and economics of the homefront, and the course will conclude with an extensive look at Reconstruction. The destruction of slavery brought about a period of unimaginable hope for freedpeople as well as equally unimaginable terror and violence. This course aims to string the together all these threads into a singular grand narrative of hope, hypocrisy, vitriol, and valor.

Students will learn about the history of African American faith traditions and practices. The several African derived religions, various Christian denominations, Islamic and Islamic derived faiths as well as new age spiritualist movements will be explored. The goal here is to come to see African American faith is rooted in an African Imagination that posits a reality to the invisible world(s). Students will come to understand how African Americans deal will notions of death, satan, illness, the afterlife, hell, and many other theological concepts. Additionally, the course we explore the connection between faith and justice, faith and love and faith and what it means to be human.

2nd Half Semester course. Must take CHE-371-01, 1st half semeter in order to take CHE-371-02 during the 2nd half semester. Building on introductory experience with digital design and fabrication, this course emphasizes the development of custom analytical instrumentation and applied electronics. Students will integrate 3D-printed and laser-cut components with sensors, actuators, and Arduino-based microcontrollers to design, prototype, and refine functional laboratory devices. Coursework will introduce fundamental Arduino programming skills, circuit design, and data acquisition methods, with a focus on adapting instruments for chemical and environmental analysis. Through collaborative projects, students will progress from initial concept to fully functioning prototypes, developing practical skills in iterative design, troubleshooting, and instrument optimization. Enrollment is by instructor permission, as students must complete the first half-semester of CHE-371 in order to participate in this follow-on course.

We tend to focus our energies on building a happy and secure future for ourselves; yet in a real sense we live surrounded by death, threatened by the impermanence of our relationships and by the fragility of life on our planet. The fear of death and the dread of what comes afterward is part of the human experience, both in the ancient and modern world. Yet, in our time, we keep death at a firm distance, isolating it into the clinical space. It is the domain of professionals. On the other hand, there is a substantial ancient literary tradition of 'descending' to visit the underworld and 'ascending' to visit the heavenly; to observe, search, behold, and, sometimes, to escape. Death was part of life. However, these places are far from static conceptions. The theologies of the afterlife develop in notable ways. In this course, we will go on our own 'Tour of Heaven and Hell', so to speak, and explore the wide array of underworld and afterlife conceptions in ancient Greek, Roman, Jewish, and Christian sources. Why? It is illuminating and historically rich to observe the development and function of the afterlife in relation to social and political and religious concerns. We will also embark on a cemetery restoration project and delve into the material aspects of death.

The Ancient Greeks famously divided the entire world into two categories: "Greeks" and "Barbarians"-that is, everyone else. But how exactly did they define these two contrasting identities? And who got to decide? For that matter, what did the so-called "barbarians" think of all this? This course will examine fundamental questions of identity, culture, and power in the Ancient Mediterranean. We will survey what ancient peoples-ranging from Greeks and Romans to Egyptians, Gauls, Germans, Phoenicians, and more-thought about their own origins and identities. We will also consider how questions of ethnic, civic, religious, racial, and linguistic identity and diversity impacted the everyday lives of people in the Ancient Mediterranean.

The Ancient Greeks famously divided the entire world into two categories: "Greeks" and "Barbarians"-that is, everyone else. But how exactly did they define these two contrasting identities? And who got to decide? For that matter, what did the so-called "barbarians" think of all this? This course will examine fundamental questions of identity, culture, and power in the Ancient Mediterranean. We will survey what ancient peoples-ranging from Greeks and Romans to Egyptians, Gauls, Germans, Phoenicians, and more-thought about their own origins and identities. We will also consider how questions of ethnic, civic, religious, racial, and linguistic identity and diversity impacted the everyday lives of people in the Ancient Mediterranean.

This course will study the gradual "Christianization" of Rome that the city and empire underwent from 50-650 CE, as well as the gradual "Romanization" of Christianity that the faith underwent under those conditions. We will examine art, material remains, texts and buildings to reconstruct the experiences of Christians, Romans, and Roman Christians. An immersion trip to Rome during Spring Break will allow students to see key sites and come to their own conclusions about this fascinating history for themselves.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

Computation and electronics are simultaneously ubiquitous and enigmatic in modern society. This course is an introduction to both. It will explore computing machines, both from a foundational standpoint and as expressed in digital electronics. Topics will include electronics components (resistors, capacitors, inductors, transistors, diodes), electronics theory, Turing machines, procedural programming, basic logic gates using transistors, analog and digital input/output, and simple device interfacing, and basic radio theory. Students will use Linux-based microcomputers and microcontrollers to accomplish tasks interfacing the computational and real worlds during the weekly laboratory.

Time Magazine's claim that "We're living in a golden age of young adult literature" is evidenced in the wide demographic range of readers YA books attract and in the number of popular film and limited series shows based on YA books produced in recent years. In this course students will delve into this vibrant and evolving genre that reflects the complexities of adolescence and young adulthood. Reading a variety of YA subgenres (e.g., dystopian, fantasy, historical, contemporary), students will examine themes such as identity, belonging, resilience, race, class, and social justice. Together students will explore the historical context of YA literature, its cultural significance, its impact on young readers, and YA's place in middle and high school curriculums.

This course introduces major trends in twentieth and twenty-first century Chinese literature, including works from mainland China, Taiwan, and Hong Kong. All readings are in English translation, and knowledge of Chinese is NOT expected. We trace the development of realism and its alternatives, including speculative genres like martial arts fiction and science fiction. We consider political uses of literature as a tool of state power, popular resistance, both, or neither. We explore how modern and contemporary Chinese, Taiwanese, and Hong Kong literature has engaged in debates of nationalism, individualism, gender equality, the rural/urban divide, environmentalism, historical memory, and more. No prerequisites.

Who are the literary voices of Indiana? How does Indiana literature examine issues of American and Midwest identity? For generations, Hoosier writers have contributed to and shaped an ongoing discourse about geography, belonging, national identity, and community. As a crossroads state, Indiana lives at the epicenter of multiple literary traditions that transcend borders and boundaries. In this course, we will learn about the many Hoosier writers, past and present, that use literature to manifest a literary consciousness for the state. Students will learn to appreciate the role Indiana has played in forging a complex web of stories linked to America's own sense of place. Authors featured will include Kurt Vonnegut, Indiana Poet Laureate Curtis Crisler, Susan Neville, Shari Wagner, and many others. Join us as we learn about the mystique of Indiana.

ENS-201-01=GHL-219-02 This course meets together with BIO-313 Advanced Ecology, but does not include a laboratory component. Students seeking credit towards a Biology major or minor should enroll in BIO-313 Advanced Ecology. This course will apply ecology to specific environmental issues and study the practice of ecological research. Lecture sessions of the course will focus on: advanced ecological topics, such as wetland ecology, fire ecology, and invasive species; the research process, such as critically evaluating literature and study design; and Indigenous perspectives on ecology and the environment. Special attention will be given to a case study of the globally significant Everglades ecosystem of Florida, including its function and relationship to humans. Over Spring Break, there will be an immersion trip to a biological research station and the Everglades National Park in Florida, where students will continue to learn and to apply their knowledge. Students should be open to camping during the trip, for which necessary supplies will be provided. Enrollment is by instructor permission only; interested students must contact the instructor to apply to this course. Prior preparation for the course is required and should be described to the instructor, which may include previous environmental or scientific coursework.

Counts for environmental studies minor. How can mathematics empower us to become more informed citizens in addressing challenges like pollution, climate change, and resource allocation? In this course, students will learn mathematical tools to understand and analyze sustainability issues. Topics covered include estimation, stocks and flows, networks, mathematical models, data, and probability.

Did you know that the largest French-speaking city in the world isn't Paris but Kinshasa in the Democratic Republic of the Congo? What about that the International Organization of the Francophonie includes over 90 countries? In this course, we will learn more about the variety of Black cultures within the French-speaking world, spanning from areas like Senegal to metropolitan France, the Caribbean, and Canada, through studying artistic expressions from French-speaking Black creators. This will include an introduction to geographically diverse films, literature, and music placed within their socio-historical context. Together, we will discuss topics such as political and social issues raised and depicted by Black thinkers and artists, such as Édouard Glissant and Ousmane Sembène, the complex relationships between African and Afro-descendant peoples in different countries, and the creation of solidarities within the French-speaking world. We will explore to what extent there exists a Black Atlantic in the Francophonie, in other words, a collective experience of French-speaking Blackness amid the diversity of these cultures. 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 the readings and written assignments in French.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

Who are the literary voices of Indiana? How does Indiana literature examine issues of American and Midwest identity? For generations, Hoosier writers have contributed to and shaped an ongoing discourse about geography, belonging, national identity, and community. As a crossroads state, Indiana lives at the epicenter of multiple literary traditions that transcend borders and boundaries. In this course, we will learn about the many Hoosier writers, past and present, that use literature to manifest a literary consciousness for the state. Students will learn to appreciate the role Indiana has played in forging a complex web of stories linked to America's own sense of place. Authors featured will include Kurt Vonnegut, Indiana Poet Laureate Curtis Crisler, Susan Neville, Shari Wagner, and many others. Join us as we learn about the mystique of Indiana.

MUS-104-01=GEN-275-01 This course explores the complex relationships between music and changing concepts of masculinity, with a particular focus on how masculinity is expressed performances. Through analysis of Western classical traditions, folk traditions, and modern popular genres, we will learn how the music both shapes and is shaped by contemporaneous notions of masculinity and gender. Additionally, students will apply gender studies methods and critical frameworks to better understand how musical style and gender identity intersect in performance. No prior musical background is required.

THE-103-02=GEN-279-01 This course will explore how the human body communicates character and meaning in various global contexts. With an emphasis on non-Western physical practices such as yoga, we will investigate theater's pre-Greek and non-European origins, as well as how these traditions have evolved over time. We will encounter performance forms from the Middle East (Ta'ziyeh), Asia (Tai Chi), and South America (Teatro del Oprimido), as well as performance techniques with non-Western lineages like Suzuki and Rasa. By experimenting with global theatrical traditions, students will also examine how ideas of gender are interpreted and performed in non-Western contexts. Other areas of focus will include mask performance, puppets and other performing objects, clowning, folklore study, and choral movement.

ENS-201-01=GHL-219-02 This course will apply ecology to specific environmental issues and study the practice of ecological research. Lecture sessions of the course will focus on: advanced ecological topics, such as wetland ecology, fire ecology, and invasive species; the research process, such as critically evaluating literature and study design; and Indigenous perspectives on ecology and the environment. Special attention will be given to a case study of the globally significant Everglades ecosystem of Florida, including its function and relationship to humans. Over Spring Break, there will be an immersion trip to a biological research station and the Everglades National Park in Florida, where students will continue to learn and to apply their knowledge. Students should be open to camping during the trip, for which necessary supplies will be provided. Enrollment is by instructor permission only; interested students must contact the instructor to apply to this course. Prior preparation for the course is required and should be described to the instructor, which may include previous environmental or scientific coursework.

This course critically examines the relationship between public opinion and the advancement of human rights, a central tension in modern democracies. We will investigate how popular beliefs, stereotypes, and misperceptions affect support for the rights of marginalized communities, including immigrants, women, LGBTQ+ individuals, and racial minorities. Using an analytical lens that incorporates concepts of power dynamics, justice, and incentive structures, students will explore normative frameworks and political attitudes to better understand how public sentiment shapes policy and social inclusion. We will also examine the political psychology that underpins these beliefs and test whether interventions can reduce prejudice and build empathy. The course places a special emphasis on applying empirical methods, especially the design and analysis of survey experiments. Students will gain hands-on experience conducting their own research, from developing a hypothesis to analyzing data and effectively presenting the results to public audiences. This project-based approach equips students with the analytical skills necessary for careers in advocacy, business, policy-making, and research.

This research seminar is built on the premise that you are already familiar with the basic contours of European and World history. In this seminar, we will examine the development of European and Global medical practices. This includes how individuals and professionals understood the body, its functions, and disease states. Students will explore the development of formal and informal medical structures, such as the first laboratories, hospitals, and medical educations. The texts used will be a combination of primary and secondary sources, from readings in Greek perceptions of the body to press reports about Ebola outbreaks. The reading is designed to give you a basic understanding of the history of medicine and the types of evidence you may wish to explore in a paper. Throughout your readings and research, students will consider how cultural assumptions and social pressures encouraged or limited medicine and their impressions of what constituted a "healthy" body.

This course tracks the development and evolution of the the US military in general--and the US Army in specific--from 1607 to 2024. This course fulfills the Military History Course required by ROTC cadets. We will be looking at the development of professional soldiers, how the society viewed the military, many of the political aspects as to why the mililtary looks as it does, the evolution of the military leadership, and discuss the quagmire of post-operational realities. In addition to the assignments required by US Army Training and Doctorine Command (TRADOC), there will be a number of reports, some analysis, visits to archives, and viewing of artifacts. This course is by instructor permission only.

In this course, students will study the relationships between crime, society, and forensic policing from 1870 to the outbreak of the First World War. In a period marked by rapid industrialization, urbanization, and social change, crimes involving guns, bombs, pistols, and lots of blood increased. Beginning with a study of Jack the Ripper, this course explores how shifting economic conditions, class structures, and cultural anxieties influenced criminal behavior and its portrayal in the popular press. Students will consider how investigators pursued criminals and applied new psychological and forensic theories to create profiles of their suspects. By utilizing police reports and other historical documents, students will gain insight into criminal activity and advancements in news coverage, psychology and forensics, law enforcement, and justice in late 19th-century Europe.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

The Ancient Greeks famously divided the entire world into two categories: "Greeks" and "Barbarians"-that is, everyone else. But how exactly did they define these two contrasting identities? And who got to decide? For that matter, what did the so-called "barbarians" think of all this? This course will examine fundamental questions of identity, culture, and power in the Ancient Mediterranean. We will survey what ancient peoples-ranging from Greeks and Romans to Egyptians, Gauls, Germans, Phoenicians, and more-thought about their own origins and identities. We will also consider how questions of ethnic, civic, religious, racial, and linguistic identity and diversity impacted the everyday lives of people in the Ancient Mediterranean. HIS-210-02 is for freshmen, sophomores and juniors only.

The Ancient Greeks famously divided the entire world into two categories: "Greeks" and "Barbarians"-that is, everyone else. But how exactly did they define these two contrasting identities? And who got to decide? For that matter, what did the so-called "barbarians" think of all this? This course will examine fundamental questions of identity, culture, and power in the Ancient Mediterranean. We will survey what ancient peoples-ranging from Greeks and Romans to Egyptians, Gauls, Germans, Phoenicians, and more-thought about their own origins and identities. We will also consider how questions of ethnic, civic, religious, racial, and linguistic identity and diversity impacted the everyday lives of people in the Ancient Mediterranean. HIS-210-02SR is for seniors only.

By far the bloodiest war in the history of the United States as well as that of the entire Western Hemisphere even to this day, the Civil War still holds sway over Americans' minds. In this course we will begin with the antebellum period and explore how and why people took up arms for the Confederacy and the Union, including the 527 Wabash men whose names are emblazoned outside Center Hall as well as those Black veterans from Montgomery County who are absent on that Roll of Honor. The course will detail the military campaigns of the war itself, always illustrating how results on the battlefield shaped the politics and economics of the homefront, and the course will conclude with an extensive look at Reconstruction. The destruction of slavery brought about a period of unimaginable hope for freedpeople as well as equally unimaginable terror and violence. This course aims to string the together all these threads into a singular grand narrative of hope, hypocrisy, vitriol, and valor.

How did conquest happen in the early Americas, beginning with the arrival of Europeans in 1492? How did different Indigenous and European societies comprehend and pursue conquest? How did "regular" people experience conquest and shape its aftermath? We'll answer these questions through primary and secondary-source analysis, unit projects, debates, lectures, and discussions. For our final assignment, we'll contribute to Wikipedia what we've learned about the messy process of conquest-its conflicts, compromises, and complicities.

This course traces major trends in Chinese cinema, including works from mainland China, Taiwan, and Hong Kong. We will analyze films from multiple angles, including aesthetics, historical context, production, and circulation. In particular, we will focus on tensions between nationalism and transnationalism in Chinese cinema. No prerequisites. All readings will be in English, and Chinese language background is NOT expected. Film screenings Wednesday 2:10-4:00.

This research seminar is built on the premise that you are already familiar with the basic contours of European and World history. In this seminar, we will examine the development of European and Global medical practices. This includes how individuals and professionals understood the body, its functions, and disease states. Students will explore the development of formal and informal medical structures, such as the first laboratories, hospitals, and medical educations. The texts used will be a combination of primary and secondary sources, from readings in Greek perceptions of the body to press reports about Ebola outbreaks. The reading is designed to give you a basic understanding of the history of medicine and the types of evidence you may wish to explore in a paper. Throughout your readings and research, students will consider how cultural assumptions and social pressures encouraged or limited medicine and their impressions of what constituted a "healthy" body.

This course offers a survey of Latin American philosophy as a tradition that aims to respond to the particular circumstances in which we find ourselves rather than as the pursuit of abstract universal truths. The focus on the particularity of our circumstances will lead us to consider three main questions. The first is meta-philosophical and it regards the nature of philosophy itself. If philosophy has been historically construed as the pursuit of universal truths, can there be ethnic philosophies that focus on the problems, values, and identities of specific groups such as Latinx peoples? We will see the role that this debate has played in justifying the subjugation of Latinx peoples, and how Latinx philosophers have responded to it. The second question regards the nature of ethnic groups and the problem of in-group differences. What do Latinx individuals share that makes them part of the group? Biological traits? Common ancestry? Shared history? And how do different ways of defining the ethnic group might result in the exclusion of racial, gender, or national differences? The third question regards the power relations that colonization imposed on Latinx peoples along economic, political, and ethical lines, and the liberation projects that Latinx philosophers have formulated at different historical moments. Our survey of Latin American philosophy will include historical and contemporary philosophers as well as philosophers from Latin America and the U.S.

How did conquest happen in the early Americas, beginning with the arrival of Europeans in 1492? How did different Indigenous and European societies comprehend and pursue conquest? How did "regular" people experience conquest and shape its aftermath? We'll answer these questions through primary and secondary-source analysis, unit projects, debates, lectures, and discussions. For our final assignment, we'll contribute to Wikipedia what we've learned about the messy process of conquest-its conflicts, compromises, and complicities.

Taught in English. "The History of Mexican Cinema" examines the historical, political, and theoretical development of Mexican Cinema. Students in the course will see and discuss one film a week. These landmark films will help us see the development of the important film makers and stars, as well as key moments in the political and theoretical understanding of a national cinema beyond the United States. This course counts toward the Spanish major if taken as SPA 312 but is also open to any student interested in film and Hispanic culture if taken as HSP 312. If taken as HSP 312, the course has no prerequisite.

Counts for environmental studies minor. How can mathematics empower us to become more informed citizens in addressing challenges like pollution, climate change, and resource allocation? In this course, students will learn mathematical tools to understand and analyze sustainability issues. Topics covered include estimation, stocks and flows, networks, mathematical models, data, and probability.

This course studies various mathematical questions in the context of tabletop games, culminating in the design, development, and analysis of original games. Topics will include combinatorics, graph theory, probability, an introduction to various game mechanics, essential principles of game design, and additional topics as time allows.

MUS-104-01=GEN-275-01 This course explores the complex relationships between music and changing concepts of masculinity, with a particular focus on how masculinity is expressed performances. Through analysis of Western classical traditions, folk traditions, and modern popular genres, we will learn how the music both shapes and is shaped by contemporaneous notions of masculinity and gender. Additionally, students will apply gender studies methods and critical frameworks to better understand how musical style and gender identity intersect in performance. No prior musical background is required.

Conservatism has been part of the global political landscape for at least the past two centuries. Despite this, it is relatively little studied, little understood, and difficult to define. In this course, we will try to get a handle on conservatism's core principles with a focus on the historical and intellectual development of a unified Right-wing identity; we will pay particular attention to how this tradition was shaped by revolutionary upheavals in Europe in the nineteenth century and by the Cold War in the twentieth. After familiarizing ourselves with a few foundational figures (Burke, Knock, Oakeshott, Vogelin, and Hayek), we will read two texts in their entirety: George Nash's The Conservative Intellectual Movement in America (to understand the development of and tensions within the conservative tradition in the post-WWII U.S.) and Patrick Deneen's Why Liberalism Failed (to grasp how this trajectory is evolving in the twenty-first century).

This course offers a survey of Latin American philosophy as a tradition that aims to respond to the particular circumstances in which we find ourselves rather than as the pursuit of abstract universal truths. The focus on the particularity of our circumstances will lead us to consider three main questions. The first is meta-philosophical and it regards the nature of philosophy itself. If philosophy has been historically construed as the pursuit of universal truths, can there be ethnic philosophies that focus on the problems, values, and identities of specific groups such as Latinx peoples? We will see the role that this debate has played in justifying the subjugation of Latinx peoples, and how Latinx philosophers have responded to it. The second question regards the nature of ethnic groups and the problem of in-group differences. What do Latinx individuals share that makes them part of the group? Biological traits? Common ancestry? Shared history? And how do different ways of defining the ethnic group might result in the exclusion of racial, gender, or national differences? The third question regards the power relations that colonization imposed on Latinx peoples along economic, political, and ethical lines, and the liberation projects that Latinx philosophers have formulated at different historical moments. Our survey of Latin American philosophy will include historical and contemporary philosophers as well as philosophers from Latin America and the U.S.

Conservatism has been part of the global political landscape for at least the past two centuries. Despite this, it is relatively little studied, little understood, and difficult to define. In this course, we will try to get a handle on conservatism's core principles with a focus on the historical and intellectual development of a unified Right-wing identity; we will pay particular attention to how this tradition was shaped by revolutionary upheavals in Europe in the nineteenth century and by the Cold War in the twentieth. After familiarizing ourselves with a few foundational figures (Burke, Knock, Oakeshott, Vogelin, and Hayek), we will read two texts in their entirety: George Nash's The Conservative Intellectual Movement in America (to understand the development of and tensions within the conservative tradition in the post-WWII U.S.) and Patrick Deneen's Why Liberalism Failed (to grasp how this trajectory is evolving in the twenty-first century).

This course offers a survey of Latin American philosophy as a tradition that aims to respond to the particular circumstances in which we find ourselves rather than as the pursuit of abstract universal truths. The focus on the particularity of our circumstances will lead us to consider three main questions. The first is meta-philosophical and it regards the nature of philosophy itself. If philosophy has been historically construed as the pursuit of universal truths, can there be ethnic philosophies that focus on the problems, values, and identities of specific groups such as Latinx peoples? We will see the role that this debate has played in justifying the subjugation of Latinx peoples, and how Latinx philosophers have responded to it. The second question regards the nature of ethnic groups and the problem of in-group differences. What do Latinx individuals share that makes them part of the group? Biological traits? Common ancestry? Shared history? And how do different ways of defining the ethnic group might result in the exclusion of racial, gender, or national differences? The third question regards the power relations that colonization imposed on Latinx peoples along economic, political, and ethical lines, and the liberation projects that Latinx philosophers have formulated at different historical moments. Our survey of Latin American philosophy will include historical and contemporary philosophers as well as philosophers from Latin America and the U.S.

The Courts and Democracy Both federal and Georgia officials prosecuted President Trump in court for seeking to interfere with the 2020 election results. And prior to January 6, 2021, President Trump and his supporters filed over 80 lawsuits in court seeking to set aside that election. Why have both parties tried to get courts to decide disputes about elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside current efforts by both political parties to draw election districts to gain more seats in the 2026 midterm elections than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? Do we still need 1960s-era laws intended to stop state and local governments from discriminating on the basis of race in their election laws? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history. Enrollment of Sophomores, Juniors, and Seniors only.

This course critically examines the relationship between public opinion and the advancement of human rights, a central tension in modern democracies. We will investigate how popular beliefs, stereotypes, and misperceptions affect support for the rights of marginalized communities, including immigrants, women, LGBTQ+ individuals, and racial minorities. Using an analytical lens that incorporates concepts of power dynamics, justice, and incentive structures, students will explore normative frameworks and political attitudes to better understand how public sentiment shapes policy and social inclusion. We will also examine the political psychology that underpins these beliefs and test whether interventions can reduce prejudice and build empathy. The course places a special emphasis on applying empirical methods, especially the design and analysis of survey experiments. Students will gain hands-on experience conducting their own research, from developing a hypothesis to analyzing data and effectively presenting the results to public audiences. This project-based approach equips students with the analytical skills necessary for careers in advocacy, business, policy-making, and research.

Civil Liberties in War and Peace Can our federal government deport international students if they publicly criticize US foreign policy toward Palestine and Israel? Can it cut off federal funding to Harvard University because it believes Harvard lacks ideological diversity? Can the federal government fly immigrants to foreign prisons if it believes, but has not yet proven, they are members of a gang the Venezuelan government controls? Can we use cellphone location data or internet search histories to convict citizens of crime? Should we extend to terrorists the due process of law they seek to destroy? This course will focus on how well (or poorly) the Supreme Court has protected the civil liberties of those we fear the most: those who strongly dissent from prevailing public opinion, those suspected of violent crime, and those accused of insurrection or waging war against us. Debating such questions will help us understand the nature and purpose of civil liberties and the role of courts in enforcing them. Enrollment of Sophomores, Juniors, and Seniors only.

PSC-335-01=PPE-338-02 This class explores the social contract tradition, considering the idea that legitimate government is government grounded in the consent of the governed. We will reflect on theories of government that are rooted in a hypothetical state of nature, asking what humans are when stripped of civilization and of all habits and customs. The class will focus on Hobbes, Locke, Rousseau, and Hume, as well as the way that John Rawls develops contemporary social contract theory. We will then turn to critiques of the social contract from the perspectives of sex, race, disability, and communitarianism.

ECO-258-01=GHL-219-01=PPE-358-01 This course addresses key issues related to health, healthcare, and health policy, using economic theoretical frameworks and empirical evidence. We will examine how health systems are organized and financed, the challenges of delivering care, and the trade-offs that arise in promoting population health. Within this framework, we will explore the role of prevention, the economics of lifestyle and behavior, and the balance between public and private responsibility for health. We will also study key debates in contemporary health policy-including health insurance reform, cost containment and quality of care, disparities in health and access to care, pharmaceutical pricing, technological changes in the health care sector and their regulation. Finally, we will analyze how political, ethical, and distributional considerations shape health policy choices in both the U.S. and international settings.

The Courts and Democracy Both federal and Georgia officials prosecuted President Trump in court for seeking to interfere with the 2020 election results. And prior to January 6, 2021, President Trump and his supporters filed over 80 lawsuits in court seeking to set aside that election. Why have both parties tried to get courts to decide disputes about elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside current efforts by both political parties to draw election districts to gain more seats in the 2026 midterm elections than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? Do we still need 1960s-era laws intended to stop state and local governments from discriminating on the basis of race in their election laws? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history. Enrollment of Sophomores, Juniors, and Seniors only.

This course critically examines the relationship between public opinion and the advancement of human rights, a central tension in modern democracies. We will investigate how popular beliefs, stereotypes, and misperceptions affect support for the rights of marginalized communities, including immigrants, women, LGBTQ+ individuals, and racial minorities. Using an analytical lens that incorporates concepts of power dynamics, justice, and incentive structures, students will explore normative frameworks and political attitudes to better understand how public sentiment shapes policy and social inclusion. We will also examine the political psychology that underpins these beliefs and test whether interventions can reduce prejudice and build empathy. The course places a special emphasis on applying empirical methods, especially the design and analysis of survey experiments. Students will gain hands-on experience conducting their own research, from developing a hypothesis to analyzing data and effectively presenting the results to public audiences. This project-based approach equips students with the analytical skills necessary for careers in advocacy, business, policy-making, and research.

Civil Liberties in War and Peace Can our federal government deport international students if they publicly criticize US foreign policy toward Palestine and Israel? Can it cut off federal funding to Harvard University because it believes Harvard lacks ideological diversity? Can the federal government fly immigrants to foreign prisons if it believes, but has not yet proven, they are members of a gang the Venezuelan government controls? Can we use cellphone location data or internet search histories to convict citizens of crime? Should we extend to terrorists the due process of law they seek to destroy? This course will focus on how well (or poorly) the Supreme Court has protected the civil liberties of those we fear the most: those who strongly dissent from prevailing public opinion, those suspected of violent crime, and those accused of insurrection or waging war against us. Debating such questions will help us understand the nature and purpose of civil liberties and the role of courts in enforcing them. Enrollment of Sophomores, Juniors, and Seniors only.

First-Half semester course. Many religions use altars. For some they are site of a sacrifice. For others, they are a place where prayer is focused and devotion intensified. All manner of theological debates have sprung up over centuries about what is to happen at an altar. Roman Catholics and various Protestant groups, for example, disputed each other's version of what happened to bread and wine in Holy Communion. This half-semester course will study altars in their historical and theological contexts, focusing on Christianity but also briefly Hinduism and other religions. Students will also construct an altar in Professor Nelson's furniture shop that is a replica of the altar in the Wabash chapel. This altar will be used at graduation and other rituals for years to come, so participating in this class will give students a chance to be a rich part of College history. Instructor consent needed.

Second-half semester course. "'All men are mortal. Socrates is a man, therefore Socrates is mortal.' To Ivan Ilyich, such logic seemed true when applied to Socrates, but not to him!" That line, from Tolstoy's great novella Death of Ivan Ilyich, captures a common experience: denying one's own mortality even when one knows that death is inevitable. To respond, the world's religions have, in one way or another, embraced a "memento mori," or a remembrance of death. This class will study attitudes, practices, and rituals that religions have developed in the face of death, focusing on burial. We will study coffins, urns, cremation, funerary rites, mummies, and more. Further, each student will build a coffin in Professor Nelson's furniture shop. The student will be able to keep the coffin, which in some cases can be temporarily transformed into a small table or bookshelf. You will therefore leave this class with your own memento mori... Instructor consent needed.

This course will study the gradual "Christianization" of Rome that the city and empire underwent from 50-650 CE, as well as the gradual "Romanization" of Christianity that the faith underwent under those conditions. We will examine art, material remains, texts and buildings to reconstruct the experiences of Christians, Romans, and Roman Christians. An immersion trip to Rome during Spring Break will allow students to see key sites and come to their own conclusions about this fascinating history for themselves. Instructor consent needed.

REL 290: Jew, Gentile, and the Origins of Christianity Jesus and Paul were not Christians. For centuries their ideas and theological claims were read as incompatible with ancient Judaism; reflective rather of a radically new, emerging Christian theology. The parting of the ways between Christianity and Judaism begins with them, or so it was said. In this class, we will explore reading the New Testament 'within Judaism' through comparison with the Dead Sea Scrolls and other Jewish texts from antiquity. Did Jesus and Paul have any issues with their ancestral religion as such or only with other sects? Was it a problem to include Gentiles in the movement? Moreover, we will press into the second century and see why scholars posit Christianity as a product of this period. Paul could say to Peter that they are not "Gentile sinners" without skipping a beat. But by the second century, "we gentiles" is a cypher for Christians. How does the inclusion of Gentiles into a Jewish sect transform into a movement in which Christianity is 'not Judaism'?

Students will learn about the history of African American faith traditions and practices. The several African derived religions, various Christian denominations, Islamic and Islamic derived faiths as well as new age spiritualist movements will be explored. The goal here is to come to see African American faith is rooted in an African Imagination that posits a reality to the invisible world(s). Students will come to understand how African Americans deal will notions of death, satan, illness, the afterlife, hell, and many other theological concepts. Additionally, the course we explore the connection between faith and justice, faith and love and faith and what it means to be human.

This seminar examines the relationship between religion and sports in American history and the contemporary United States. The world of American sports overflows with religious elements: players praying after games and speaking openly about their faith; the elevation of superstar athletes to modern gods; sports as a means of acculturation and character formation; the creation of sacred space, time, and rituals; the devotion which some fans give to their teams; the cultural worship of youth, health, and fitness; the historic connections between religious ceremonies and athletics; and much more. Drawing upon a range of disciplinary methods, we will investigate the ways religion and sports uphold similar ideals as well as the ways they are in competition with one another for the hearts, minds, bodies, and resources of their devotees.

We tend to focus our energies on building a happy and secure future for ourselves; yet in a real sense we live surrounded by death, threatened by the impermanence of our relationships and by the fragility of life on our planet. The fear of death and the dread of what comes afterward is part of the human experience, both in the ancient and modern world. Yet, in our time, we keep death at a firm distance, isolating it into the clinical space. It is the domain of professionals. On the other hand, there is a substantial ancient literary tradition of 'descending' to visit the underworld and 'ascending' to visit the heavenly; to observe, search, behold, and, sometimes, to escape. Death was part of life. However, these places are far from static conceptions. The theologies of the afterlife develop in notable ways. In this course, we will go on our own 'Tour of Heaven and Hell', so to speak, and explore the wide array of underworld and afterlife conceptions in ancient Greek, Roman, Jewish, and Christian sources. Why? It is illuminating and historically rich to observe the development and function of the afterlife in relation to social and political and religious concerns. We will also embark on a cemetery restoration project and delve into the material aspects of death.

Visual images saturate our world and viewing them shapes our experiences of public life. This course explores the role of visual images in U.S. culture, paying special attention to the ways in which images function persuasively as political communication. Students will learn skills and strategies for analyzing historical and contemporary images and artifacts such as photographs, videos, public art, advertisements, and memorials. Throughout the course, we will study how visual images participate in a variety of rhetorical actions, or actions that humans use when we use symbols to persuade. Assigned readings will include scholarly readings, popular articles, and contemporary imagery.

Why might someone from Vietnam take longer to introduce their dating partner to their parents? Can hierarchical communication patterns in the cockpit contribute to aviation accidents? This course examines how rhetoric and culture intersect to shape meaning and identity and influence action across contexts. Students will develop rhetorical awareness of major cultural value orientations and acquire the tools to communicate competently and ethically in an increasingly globalized world. Readings will include research articles from intercultural rhetoric scholars. The semester will culminate in an individual research project on a topic of the student's choosing.

THE-103-02=GEN-279-01 This course will explore how the human body communicates character and meaning in various global contexts. With an emphasis on non-Western physical practices such as yoga, we will investigate theater's pre-Greek and non-European origins, as well as how these traditions have evolved over time. We will encounter performance forms from the Middle East (Ta'ziyeh), Asia (Tai Chi), and South America (Teatro del Oprimido), as well as performance techniques with non-Western lineages like Suzuki and Rasa. By experimenting with global theatrical traditions, students will also examine how ideas of gender are interpreted and performed in non-Western contexts. Other areas of focus will include mask performance, puppets and other performing objects, clowning, folklore study, and choral movement.

Role-playing video games invite players to inhabit other selves, navigate moral systems, and shape living worlds. This seminar positions the RPG within the humanities, exploring how questions of morality, freedom, identity, and fate become playable. Through analysis of works like The Witcher 3, Undertale, Persona 5, and Baldur's Gate 3, students consider how design, narrative, music, and art create meaning and emotion. Readings from game studies, philosophy, and developer interviews frame our discussion, and a culminating creative exercise in RPG Maker will offer hands-on insight into how choice and consequence shape story and self.

Cosplay is a performance form in which participants build and wear costumes to represent both real and fictional characters. With its origins ranging from Renaissance-era masquerade balls and early science fiction conventions, today cosplay has become a truly global phenomenon. In this course, we will explore the history of cosplay and its cultural variations. Students will also research and design cosplay characters, and then adapt and make their garments by learning the basics of hand sewing, machine sewing, and crafting. The knowledge and skills in this class have a range of potential applications: from studio art and technical theater to fashion design and cultural history.