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This Art studio production course focuses on cinema's most popular style of storytelling: live-action narrative filmmaking. Students will study various techniques and important aspects associated with using moving images and sound to engage audiences and convey narratives. They will become familiar with basic hardware and software, space and screen direction, composition and orientation, shape within the frame, editing and transitions, camera position and movement, costumes, and location considerations. Along with readings and screenings, students will create short collaborative group projects, narrative film challenges, as well as have the opportunity to explore their own original narrative ideas.

This course considers the production, circulation, and consumption of East Asian popular culture as a global phenomenon. Topics include Japanese anime, Korean pop music, Chinese science fiction, Hong Kong martial arts cinema, etc. Special attention will be paid to new media forms and transnational networks of cultural exchange. All readings in English. Film screenings W 2:10-4:00. This course also counts as an elective for the minor in Film and Digital Media.

This course considers the production, circulation, and consumption of East Asian popular culture as a global phenomenon. Topics include Japanese anime, Korean pop music, Chinese science fiction, Hong Kong martial arts cinema, etc. Special attention will be paid to new media forms and transnational networks of cultural exchange. All readings in English. Film screenings W 2:10-4:00. This course also counts as an elective for the minor in Film and Digital Media.

ASI-196-01=HUM-196-01=REL-196-01. 2nd half semester. For the 1st half semester at 9:45 TuTh, see REL-275. "Old pond--frog jumps in--sound of water." So runs the famous haiku by Basho. Is it religious? For the Japanese, yes. In Japan religion and art are arguably the same thing. In this course we'll ask how and why. We'll study Japanese ideas about art and religion (e.g. emptiness, solitude, "sublime beauty"), and how they appear in Japanese literature. We'll read selections from Japanese poetry (including haiku), Noh drama, a classic novel (The Tale of Genji), and some short stories.

MUS-204-01=ASI-204-01 The standard approach to this ASI 204-01/MUS 204-01 course this Fall '21 at Wabash College, is to start with an introductory survey and examination of a wide range and selection of traditional folk musical instruments affiliated with the East Asian cultures. The selected East Asian traditional folk instruments will be used to provide an introductory basis and examination for the study of their contextual as well as societal significance in the respective East Asian cultural societies. Beyond the instruments and their roles in producing musical sound, this course also examines the significant ceremonies, rites, and rituals enhanced by the folk music. In addition to the music, this class also serves as a forum for learning about the selected East Asian cultures as case studies. The selected cultures will include those from: China, India, Pakistan, Indonesia, Japan, Vietnam, Korea, Laos, Burma, Philippines, and Malaysia.

ASI-277-01=GEN-101-01=ASI-277-01F=GEN-101-01F Course Type: LFA/HPR/DR This course introduces students to the interdisciplinary field of gender studies by exploring questions about the meaning of gender in society with a special focus on East Asia. The course will familiarize students with the central issues, questions and debates in Gender Studies scholarship by analyzing themes of gendered performance and power in law, culture, education, work, health, social policy and the family. Key themes may include but are not limited to the relationship between sex and gender, the legal and social workings of the private / public distinction, the way that disciplinary practices code certain behaviors as masculine or feminine, the intersection of gender with race and ethnicity, the gendered structure of power, the tension between difference and equality, the production and circulation of gender expectations in the media, and the contested role of the law in achieving equality.

ASI-277-01=GEN-101-01=ASI-277-01F=GEN-101-01F Course Type: LFA/HPR/DR This course introduces students to the interdisciplinary field of gender studies by exploring questions about the meaning of gender in society with a special focus on East Asia. The course will familiarize students with the central issues, questions and debates in Gender Studies scholarship by analyzing themes of gendered performance and power in law, culture, education, work, health, social policy and the family. Key themes may include but are not limited to the relationship between sex and gender, the legal and social workings of the private / public distinction, the way that disciplinary practices code certain behaviors as masculine or feminine, the intersection of gender with race and ethnicity, the gendered structure of power, the tension between difference and equality, the production and circulation of gender expectations in the media, and the contested role of the law in achieving equality.

ASI-277-01=ECO-277-02 This is an introductory course on the economic development in East and South Asian Countries. The goal of this course is to explore the elements of emerging financial markets with a focus on the determinants and impact of capital flows, globalization, economic development, financing and financial crises. Several Asian economies experienced speedy economic growth in the last sixty to seventy years. After World War II, Japan was the first high-growth economy in Asia. And, it was quickly followed by a set of very diverse countries, for example, China, India, Hong Kong, Taiwan, Korea, Singapore and Vietnam. China and India had sudden emergence onto the world stage as active traders, investors, and consumers. Common characteristics of these countries' growth success are macroeconomic stability, relatively less inequality and investment in people, export promotion, etc. This course focuses on the economic characteristics and the development strategies of these Asian economies to examine similarities and differences among them, how the Asian regions grew from an agricultural area into a newly-developed area, and how the institutional environment supported the economic growth. Finally, it is worth noting that growth has also levied a toll on these countries' environment and has led to the rapid degradation of their natural resources. The goal of this course is to explore the key components and features of the rapidly growing/grown East and Southeast Asian economies. This course analyzes the development strategies of the individual countries to help better understand the roles of the institutions that have contributed to and shaped development in these countries.

ASI-277-03=SPA312-01=HSP-312-02 This brand-new course on the Philippines will connect Asian and Hispanic Studies for the first time in our curriculum. Taught in English and counting for credit both programs, as well as Spanish, we'll spend the semester learning everything we can about the Philippine archipelago from a deeply interdisciplinary perspective: History, Geography, Film, Art, Literature, Language, Food, and Religion. We'll pay particular attention to the effects of colonialism on the Philippines as we explore the consequences of first Spain, then Japan, and finally the United States' occupation of the islands.

BLS-270-01=ENG-370-01 The Black Body is a site of surveillance and violence. It is, also, used to depict both the sacred and profane. Moreover, the Black body signals the erotic and grotesque. How is this possible? We will review the history of sighting, picturing, describing and embodying Blackness. From James Van DerZee's photos of Black life and culture in 1930s Harlem, NY, to Kerry James Marshall's paintings, the goal is to read representations of Blackness as a possible way of understanding what it means to be human.

BLS-270-03=MUS-104-01 This course will explore the history and methods of American Jazz. Students will study the musical genres, geographical issues, and social movements that led to the creation of jazz and the development of the genre into present day. Major composers, arrangers, band leaders, and performers will be studied. As much of this music was derived from the combination of white and black experiences, racial issues associated with the arts and artistic creation will also be studied and discussed. The course will include a creative component where students will choose to write lyrics, compose music, and/or perform some jazz themselves. No prior musical experience is required to have a great time learning about jazz in American heritage!

BLS-270-05=EDU-230-01 In this course, we will examine the ways in which the U.S. system of P-12 public education has become increasingly enmeshed with the criminal justice system. As the ACLU has noted, school disciplinary measures have become more rigid and more likely to divert students toward local law enforcement agencies. Beyond the area of school conduct issues, inequities that predict students' success in our testing-focused educational system may also predict students' likelihood of engagement with law enforcement (eg: family income and educational levels, presence/absence of learning exceptionalities, stereotyping based upon personal and/or cultural identity, and wealth/poverty levels of schools and neighborhoods). In this class, we will examine the underlying policies and school-level practices that contribute to this destructive pattern, along with interventions that have been developed, such as greater attention to students' educational and vocational needs, restorative justice approaches to behavioral issues, and a focus on social-emotional learning.

BLS-270-06=EDU-250-01. This course is designed for students interested in the role of public education in the development of the civic and historic literacy needed for effective multicultural democracy in our diverse and global world. As the founders of the U.S. system of public education knew, hot-button current events can become highly politicized in the absence of deeper knowledge and understanding of the conditions that have led to the present. However, as works such as The 1619 Project, James Loewen's Lies My Teacher Told Me, Howard Zinn's The Peoples History of the United States, and others have argued, much of the K-12 history and civics content vital to meaningful engagement with such issues has simply never been taught in U.S. classrooms; it is considered too "messy," or disruptive. In this class, we consider what kinds of social studies content would be required to meet the needs of responsible democratic citizenship and governance today. We inquire into selected current "messy" topics and explore the underlying social and historic forces that have led to the present moment. Topics taught in a given year may vary, but will be be drawn from current and recent events. Recent topics have included #BlackLivesMattter; Indigenous treaty rights including pipeline protests such as the Standing Rock Water Protectors' encampment; removal/repurposing of Confederate monuments; immigrant rights and exclusion policies and practices; educational access and attainment in relation to systemic power; and social /political trends including populist and authoritarian/fascist movements in the present and in history.

THE-103-01=BLS-270-07=HIS-240-02. Instructor permission required. The 1950s and 60s saw the emergence of two sociopolitical movements: the mostly rural-based Civil Rights Movement, and the mostly urban-centered Black Arts Movement. In this course, we will examine Black theatrical contributions to the movements: witnessing the sanctioning of violence on Black citizens and the representation of Black life and community. In 1955, the funeral of Emmett Till ignited wide-spread activism and James Baldwin's THE AMEN CORNER premiered at Howard University. In 1959, Lorraine Hansberry's A RAISIN IN THE SUN was the first play written, directed, and performed by Black theater artists on Broadway; and paralleled the news coverage of the Greensboro, South Carolina lunch counter sit-ins, as well as simultaneous sit-ins across the South. In the 1960s, Black-run theatres such as the New Lafayette in Harlem, the Negro Ensemble Company, and the Free Southern Theater produced playwrights Amiri Baraka, Ed Bullins, Ron Milner, Sonia Sanchez, Adrienne Kennedy, Alice Childress, Douglas Turner Ward and Joseph A. Walker, who were writing in a new Black idiom. In these plays of the Black Arts Movement, the protests and violence of the era are confronted on the stage, both in dialogue and action, melding the spheres of public and dramatic performance

BLS-300-01=FRE-377-01=ENG-270-01 This course will study the evolution of African cinema since 1950. Traditionally dominated by the celluloid film, known for its sobering representations of Africa, the African cinematic landscape has recently witnessed the rise of the video film, generally characterized by a more aggrandizing portrayal of local cultures and communities. While analyzing the generic differences between these two types of films, we will also examine their appeal among African and international audiences. Furthermore, we will consider and reflect on the nexus points between African orality especially African myths and legends, and several contemporary issues among which immigration, globalization, gender relations, identity formation and modernity. Our primary resources will be films produced by acclaimed directors hailing from Cameroon, Senegal, Burkina Faso, Morocco, Egypt, Mali, Nigeria, South Africa and the Democratic Republic of Congo. This course will be offered in English, however French students will submit all writing assignments in French.

CLA-213-01=HIS-210-02=CLA-213-01F=HIS-210-02F Immense power rested in the hands of Rome's emperors. And while their peccadillos tend to dominate our imaginations today, in antiquity emperors' public images were carefully curated in a way that would make Madison Avenue ad agencies proud. Key in this endeavor was the deployment of artwork and building projects, which ranged from musclebound portraits and gilded building complexes to infrastructure that we might initially consider mundane, such as aqueducts and sewers. This course travels back in time to investigate the strategies that the imperial court used to claim, justify, and maintain its power within the city of Rome itself. To that end, part of our consideration will revolve around the monuments' multiple audiences - rivals to power, traditionalists, and a cosmopolitan population drawn from every corner of the empire. Presentations, quizzes, and a final project form the backbone of evaluation for the course.

This course will explore the chemistry and technology of modern wine making. Primary literature and a wine chemistry text (Understanding Wine Chemistry, Waterhouse et al.) will form the core material for the course, with representative wine parings chosen to accompany each topic. The course will combine elements of organic chemistry, biochemistry, and analytical chemistry together with a basic study of geography, history, culture, and tasting protocols necessary in any form of wine education. In more detail, the course will explore i) how the chemical components of grapes and wine (sugars, alcohol, phenols, esters, among many others) are influenced by terroir, climate, fermentation, etc. ii) the structure/ properties of these compounds and how they are measured and quantified, and iii) how these compounds impact the taste, aroma, mouthfeel, longevity, and value of wine. Each example wine would be tasted in the context of identifying these specific chemical characteristics, also (briefly) discussing the geographic and cultural origins of each particular example.

DV1-277-02=GHL-277-01. Epidemiology is the study of the distribution and determinants of health-related states or events in specified populations, and the application of this study to the control of health problems (M. Porta, A Dictionary of Epidemiology, 5thed. 2008). This course will introduce you to basic epidemiologic concepts including determinants of health and patterns of disease in populations, population health descriptive techniques, use of health indicators and secondary data sources. You will gain an understanding of the role of Epidemiology in developing prevention strategies and policy. Among the topics to be covered are measures of mortality and morbidity, design and analysis of observational studies, community health assessment and program evaluation. Using well-studied case studies, you will learn from one another through selection and presentation of recent public health topics, and discussion of epidemiological principles applied to their study.

EDU-230-01=BLS-270-05 In this course, we will examine the ways in which the U.S. system of P-12 public education has become increasingly enmeshed with the criminal justice system. As the ACLU has noted, school disciplinary measures have become more rigid and more likely to divert students toward local law enforcement agencies. Beyond the area of school conduct issues, inequities that predict students' success in our testing-focused educational system may also predict students' likelihood of engagement with law enforcement (eg: family income and educational levels, presence/absence of learning exceptionalities, stereotyping based upon personal and/or cultural identity, and wealth/poverty levels of schools and neighborhoods). In this class, we will examine the underlying policies and school-level practices that contribute to this destructive pattern, along with interventions that have been developed, such as greater attention to students' educational and vocational needs, restorative justice approaches to behavioral issues, and a focus on social-emotional learning.

EDU-250-01=BLS-270-06. This course is designed for students interested in the role of public education in the development of the civic and historic literacy needed for effective multicultural democracy in our diverse and global world. As the founders of the U.S. system of public education knew, hot-button current events can become highly politicized in the absence of deeper knowledge and understanding of the conditions that have led to the present. However, as works such as The 1619 Project, James Loewen's Lies My Teacher Told Me, Howard Zinn's The Peoples History of the United States, and others have argued, much of the K-12 history and civics content vital to meaningful engagement with such issues has simply never been taught in U.S. classrooms; it is considered too "messy," or disruptive. In this class, we consider what kinds of social studies content would be required to meet the needs of responsible democratic citizenship and governance today. We inquire into selected current "messy" topics and explore the underlying social and historic forces that have led to the present moment. Topics taught in a given year may vary, but will be be drawn from current and recent events. Recent topics have included #BlackLivesMattter; Indigenous treaty rights including pipeline protests such as the Standing Rock Water Protectors' encampment; removal/repurposing of Confederate monuments; immigrant rights and exclusion policies and practices; educational access and attainment in relation to systemic power; and social /political trends including populist and authoritarian/fascist movements in the present and in history.

ENG-270-01=FRE-377-01=BLS-300-01 This course will study the evolution of African cinema since 1950. Traditionally dominated by the celluloid film, known for its sobering representations of Africa, the African cinematic landscape has recently witnessed the rise of the video film, generally characterized by a more aggrandizing portrayal of local cultures and communities. While analyzing the generic differences between these two types of films, we will also examine their appeal among African and international audiences. Furthermore, we will consider and reflect on the nexus points between African orality especially African myths and legends, and several contemporary issues among which immigration, globalization, gender relations, identity formation and modernity. Our primary resources will be films produced by acclaimed directors hailing from Cameroon, Senegal, Burkina Faso, Morocco, Egypt, Mali, Nigeria, South Africa and the Democratic Republic of Congo. This course will be offered in English, however French students will submit all writing assignments in French.

FRE-377-01=BLS-300-01=ENG-270-01 This course will study the evolution of African cinema since 1950. Traditionally dominated by the celluloid film, known for its sobering representations of Africa, the African cinematic landscape has recently witnessed the rise of the video film, generally characterized by a more aggrandizing portrayal of local cultures and communities. While analyzing the generic differences between these two types of films, we will also examine their appeal among African and international audiences. Furthermore, we will consider and reflect on the nexus points between African orality especially African myths and legends, and several contemporary issues among which immigration, globalization, gender relations, identity formation and modernity. Our primary resources will be films produced by acclaimed directors hailing from Cameroon, Senegal, Burkina Faso, Morocco, Egypt, Mali, Nigeria, South Africa and the Democratic Republic of Congo. This course will be offered in English, however French students will submit all writing assignments in French.

ASI-277-01=GEN-101-01=ASI-277-01F=GEN-101-01F Course Type: LFA/HPR/DR This course introduces students to the interdisciplinary field of gender studies by exploring questions about the meaning of gender in society with a special focus on East Asia. The course will familiarize students with the central issues, questions and debates in Gender Studies scholarship by analyzing themes of gendered performance and power in law, culture, education, work, health, social policy and the family. Key themes may include but are not limited to the relationship between sex and gender, the legal and social workings of the private / public distinction, the way that disciplinary practices code certain behaviors as masculine or feminine, the intersection of gender with race and ethnicity, the gendered structure of power, the tension between difference and equality, the production and circulation of gender expectations in the media, and the contested role of the law in achieving equality.

GEN-230-01=HIS-230-01=GEN-230-01F=HIS-230-01F. At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses 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 setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and 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 30-50 pages for classes, write essay exams in class, and produce short papers.

GEN-230-01=HIS-230-01=GEN-230-01F=HIS-230-01F. At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses 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 setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and 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 30-50 pages for classes, write essay exams in class, and produce short papers.

DV1-277-02=GHL-277-01. Epidemiology is the study of the distribution and determinants of health-related states or events in specified populations, and the application of this study to the control of health problems (M. Porta, A Dictionary of Epidemiology, 5thed. 2008). This course will introduce you to basic epidemiologic concepts including determinants of health and patterns of disease in populations, population health descriptive techniques, use of health indicators and secondary data sources. You will gain an understanding of the role of Epidemiology in developing prevention strategies and policy. Among the topics to be covered are measures of mortality and morbidity, design and analysis of observational studies, community health assessment and program evaluation. Using well-studied case studies, you will learn from one another through selection and presentation of recent public health topics, and discussion of epidemiological principles applied to their study.

HIS-210-01=REL-250-01 Instructor permission only The course is a social and political history of Roman Judea and Galilee in the context of the life and death of Jesus of Nazareth and the Jewish Revolt against Rome. Both events offer windows into understanding the Roman world in the first century CE and the formation of Judaism from the diversity of the Second Temple Period. The course will include a strong emphasis on archaeology and the material culture of the sites, which have given scholars new insights into Jesus and the war in the past 40 years. This course includes an immersion trip to Israel during Thanksgiving Recess, 20-28 November 2021. We will visit the Galilee, Jerusalem, Jericho, Bethlehem, Qumran, and Masada.

CLA-213-01=HIS-210-02=CLA-213-01F=HIS-210-02F Immense power rested in the hands of Rome's emperors. And while their peccadillos tend to dominate our imaginations today, in antiquity emperors' public images were carefully curated in a way that would make Madison Avenue ad agencies proud. Key in this endeavor was the deployment of artwork and building projects, which ranged from musclebound portraits and gilded building complexes to infrastructure that we might initially consider mundane, such as aqueducts and sewers. This course travels back in time to investigate the strategies that the imperial court used to claim, justify, and maintain its power within the city of Rome itself. To that end, part of our consideration will revolve around the monuments' multiple audiences - rivals to power, traditionalists, and a cosmopolitan population drawn from every corner of the empire. Presentations, quizzes, and a final project form the backbone of evaluation for the course.

GEN-230-01=HIS-230-01=GEN-230-01F=HIS-230-01F. At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses 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 setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and 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 30-50 pages for classes, write essay exams in class, and produce short papers.

GEN-230-01=HIS-230-01=GEN-230-01F=HIS-230-01F. At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses 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 setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and 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 30-50 pages for classes, write essay exams in class, and produce short papers.

THE-103-01=BLS-270-07=HIS-240-02. Instructor permission required. The 1950s and 60s saw the emergence of two sociopolitical movements: the mostly rural-based Civil Rights Movement, and the mostly urban-centered Black Arts Movement. In this course, we will examine Black theatrical contributions to the movements: witnessing the sanctioning of violence on Black citizens and the representation of Black life and community. In 1955, the funeral of Emmett Till ignited wide-spread activism and James Baldwin's THE AMEN CORNER premiered at Howard University. In 1959, Lorraine Hansberry's A RAISIN IN THE SUN was the first play written, directed, and performed by Black theater artists on Broadway; and paralleled the news coverage of the Greensboro, South Carolina lunch counter sit-ins, as well as simultaneous sit-ins across the South. In the 1960s, Black-run theatres such as the New Lafayette in Harlem, the Negro Ensemble Company, and the Free Southern Theater produced playwrights Amiri Baraka, Ed Bullins, Ron Milner, Sonia Sanchez, Adrienne Kennedy, Alice Childress, Douglas Turner Ward and Joseph A. Walker, who were writing in a new Black idiom. In these plays of the Black Arts Movement, the protests and violence of the era are confronted on the stage, both in dialogue and action, melding the spheres of public and dramatic performance

ASI-196-01=HUM-196-01=REL-196-01. 2nd half semester. For the 1st half semester at 9:45 TuTh, see REL-275. "Old pond--frog jumps in--sound of water." So runs the famous haiku by Basho. Is it religious? For the Japanese, yes. In Japan religion and art are arguably the same thing. In this course we'll ask how and why. We'll study Japanese ideas about art and religion (e.g. emptiness, solitude, "sublime beauty"), and how they appear in Japanese literature. We'll read selections from Japanese poetry (including haiku), Noh drama, a classic novel (The Tale of Genji), and some short stories.

The course focuses on mathematical approaches to analyzing bonds and to loan repayment. We will start by looking at the growth of money due to interest, then move on to the present value of an annuity, bond pricing for option-free bonds, yield measures, spot rates, forward rates, return analysis, and the important concept of duration as a measure of price volatility. We will finish with mathematical approaches to loan repayment, with a special focus on a sinking funds approach. This course does not count toward the mathematics major or minor. Credit cannot be given for both for this course and MAT 106 Financial Mathematics or MAT 252 Mathematical Interest Theory.

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

The course gives a matrix-based treatment of multivariate statistics. Topics will include a brief review of linear algebra (idempotent matrices, orthogonal matrices, spectral decomposition theorem for symmetric matrices), principal components, multivariate distributions, the multivariate normal distribution, the Wishart distribution, multivariate regression, Hotelling's T2, and factor analysis. Credit cannot be given for both for this course and MAT 355 Regression Models. This course may be substituted for MAT 355 Regression Models as a required elective in the Financial Mathematics track of the Mathematics major.

MUS-104-01=BLS-270-03 This course will explore the history and methods of American Jazz. Students will study the musical genres, geographical issues, and social movements that led to the creation of jazz and the development of the genre into present day. Major composers, arrangers, band leaders, and performers will be studied. As much of this music was derived from the combination of white and black experiences, racial issues associated with the arts and artistic creation will also be studied and discussed. The course will include a creative component where students will choose to write lyrics, compose music, and/or perform some jazz themselves. No prior musical experience is required to have a great time learning about jazz in American heritage!

MUS-204-01=ASI-204-01 The standard approach to this ASI 204-01/MUS 204-01 course this Fall '21 at Wabash College, is to start with an introductory survey and examination of a wide range and selection of traditional folk musical instruments affiliated with the East Asian cultures. The selected East Asian traditional folk instruments will be used to provide an introductory basis and examination for the study of their contextual as well as societal significance in the respective East Asian cultural societies. Beyond the instruments and their roles in producing musical sound, this course also examines the significant ceremonies, rites, and rituals enhanced by the folk music. In addition to the music, this class also serves as a forum for learning about the selected East Asian cultures as case studies. The selected cultures will include those from: China, India, Pakistan, Indonesia, Japan, Vietnam, Korea, Laos, Burma, Philippines, and Malaysia.

Here are some things that I take myself to know. The world around me is real, and not merely a simulation. The universe is billions of years old, and did not come into existence five minutes ago. Antarctica is a continent, but the Arctic is not. There are 211 Republicans in the U.S. House of Representatives. The sun will rise tomorrow. But how do I know those things? What reliable information can I really have about the world around me? These questions are made particularly pressing by the existence of philosophical skepticism, according to which it is impossible for us to know what the world around us is actually like. Despite skepticism's absurd appearance, it is of enduring interest because of the power of the arguments in favor of it. Thus, to study skepticism, we will direct most of our attention to the careful study of arguments. The arguments we study will come from classic and contemporary philosophical works, and we will study them by using software called MindMup to map their structure. This will put us in a position to understand and evaluate these skeptical arguments, with an eye toward determining how we can have knowledge of the world around us.

The Declaration of Independence asserts that the "pursuit of Happiness" is a fundamental right, endowed by none other than the Creator. Great news! But what exactly are we pursuing? And how do we catch it? This course will introduce students to the science of well-being and its implications for the everyday pursuit of happiness. Course activities will include exercises for increasing a sense of well-being.

Differences in power and status can be found in almost every society around the world, from the most unequal to the most egalitarian ones. This course will provide an introduction to power and status by focusing on the theories and methods that contemporary psychologists use to understand these fundamental aspects of social life. First, we will explore who is more likely to gain power and status (e.g., personality characteristics of powerholders); the methods that people use to do so (e.g., asserting one's dominance or expertise); and the influence of power and status on basic psychological processes, such as attention, emotion, and perception. The second part of the course will review the potential consequences of power and status on various aspects of our lives, from decision-making and goal pursuit to interpersonal and intergroup relationships, as well as health and well-being. Throughout the course we will discuss not only how power and status dynamics give rise to inequality, but also how their effects may, in turn, be shaped by the degree of inequality in a given society. The course will involve lecture, discussion, and readings of relevant primary sources.

HIS-210-01=REL-250-01 Instructor permission only The course is a social and political history of Roman Judea and Galilee in the context of the life and death of Jesus of Nazareth and the Jewish Revolt against Rome. Both events offer windows into understanding the Roman world in the first century CE and the formation of Judaism from the diversity of the Second Temple Period. The course will include a strong emphasis on archaeology and the material culture of the sites, which have given scholars new insights into Jesus and the war in the past 40 years. This course includes an immersion trip to Israel during Thanksgiving Recess, 20-28 November 2021. We will visit the Galilee, Jerusalem, Jericho, Bethlehem, Qumran, and Masada.

What is the role of rhetoric in the public understanding of science, and in the creation of science-focused public policy? This course investigates the intersections of rhetoric and science in public engagement, exploring historical and contemporary examples in medicine, health, environmental studies, space, and nanotechnology. Throughout the semester, we will consider the use of tropes in science communication, how the technical, public, and personal spheres of argumentation impact public policy, and the opportunities and challenges of public engagement in science. This course is well suited for rhetoric students interested in analyzing science-focused public discourse, and science students interested in the public communication of science.

What is the role of rhetoric in the public understanding of science, and in the creation of science-focused public policy? This course investigates the intersections of rhetoric and science in public engagement, exploring historical and contemporary examples in medicine, health, environmental studies, space, and nanotechnology. Throughout the semester, we will consider the use of tropes in science communication, how the technical, public, and personal spheres of argumentation impact public policy, and the opportunities and challenges of public engagement in science. This course is well suited for rhetoric students interested in analyzing science-focused public discourse, and science students interested in the public communication of science.

THE-103-01=BLS-270-07=HIS-240-02. Instructor permission required. The 1950s and 60s saw the emergence of two sociopolitical movements: the mostly rural-based Civil Rights Movement, and the mostly urban-centered Black Arts Movement. In this course, we will examine Black theatrical contributions to the movements: witnessing the sanctioning of violence on Black citizens and the representation of Black life and community. In 1955, the funeral of Emmett Till ignited wide-spread activism and James Baldwin's THE AMEN CORNER premiered at Howard University. In 1959, Lorraine Hansberry's A RAISIN IN THE SUN was the first play written, directed, and performed by Black theater artists on Broadway; and paralleled the news coverage of the Greensboro, South Carolina lunch counter sit-ins, as well as simultaneous sit-ins across the South. In the 1960s, Black-run theatres such as the New Lafayette in Harlem, the Negro Ensemble Company, and the Free Southern Theater produced playwrights Amiri Baraka, Ed Bullins, Ron Milner, Sonia Sanchez, Adrienne Kennedy, Alice Childress, Douglas Turner Ward and Joseph A. Walker, who were writing in a new Black idiom. In these plays of the Black Arts Movement, the protests and violence of the era are confronted on the stage, both in dialogue and action, melding the spheres of public and dramatic performance