Course Sections | Registrar

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Students who want this to count as QL should sign up under the MAT number. Students who want this to count as BS should sign up under the PSC number. Voting and elections are the cornerstone of every democracy. They are how we the people tell the government what we want. Yet, complaints about the electoral process are as old as democracy itself. Even today - especially today - issues like Gerrymandering and the Electoral College have us questioning whether or not ordinary citizens really are qualified to make political decisions. "The people who cast the votes decide nothing. The people who count the votes decide everything." - Joseph Stalin In this course, we will examine the variety of ways that voters decide and votes are counted. Are some electoral systems better than others? Are some fairer than others? Are those even the same thing? One unique feature of this course is that we will examine these issues from political and mathematical perspectives. Can math help us measure the proportionality, fairness, efficiency or effectiveness of a political system? Can it help us find solutions for the democratic dilemma? This course is cross-listed as MAT 106 and PSC 220. As such, it can be used to satisfy the Quantitative Literacy or Behavioral Science distribution credits. Take MAT-106 for Quantitative Literacy and PSC-220 for Behavorial Science. Students who want this to count as PSC, should sign up under the PSC number. Students who want this to count towards MAT, should sign up under the MAT number.

This course introduces mathematical thinking through the lens of games and puzzles. We will explore the mathematical structures underlying puzzles like Rubik's cubes, Sudoku, and other logic puzzles. We will also study mathematical games, which involve logic, strategy, and chance. A central goal of this course is to build critical thinking and problem-solving skills that extend beyond mathematics courses. The course also includes a community engagement component outside of class, where students will develop activities around puzzles and games to share mathematical thinking with others.

This is an ROTC course held on the campus of Purdue University. It meets on Purdue's academic calendar. Spring Semester 2027 at Purdue is from January 11 - May 1, 2027. Purdue's Spring Break 2027 is March 15-20, 2027. Purdue's academic calendar is at https://www.purdue.edu/registrar/calendars/academic/.

This is an ROTC course held on the campus of Purdue University. It meets on Purdue's academic calendar. Spring Semester 2027 at Purdue is from January 11 - May 1, 2027. Purdue's Spring Break 2027 is March 15-20, 2027. Purdue's academic calendar is at https://www.purdue.edu/registrar/calendars/academic/.

This is an ROTC course held on the campus of Purdue University. It meets on Purdue's academic calendar. Spring Semester 2027 at Purdue is from January 11 - May 1, 2027. Purdue's Spring Break 2027 is March 15-20, 2027. Purdue's academic calendar is at https://www.purdue.edu/registrar/calendars/academic/.

This is an ROTC course held on the campus of Purdue University. It meets on Purdue's academic calendar. Spring Semester 2027 at Purdue is from January 11 - May 1, 2027. Purdue's Spring Break 2027 is March 15-20, 2027. Purdue's academic calendar is at https://www.purdue.edu/registrar/calendars/academic/.

Music has long informed or reflected social conflict, often acting as an agent of change or used in mobilizing movements. In this class, we'll examine the music that accompanies and inspires political and social revolutions in history and today. The goal of this course is to equip you with the tools and language for deconstructing musical style, authorship, and power structures, so you can then apply these tools to better understand music and movements of your own choosing.

Can chords persuade an audience? Why might the ambient sounds in coffee shops inspire us to be productive? In what ways does music bring communities together? How do podcasts weave together sound, music, and language to explore civic issues? This course will introduce students to rhetorical theories and analyses of sound and music in order to answer these and related questions. We will explore artifacts such as pop music, orchestral music, ambient noise, natural soundscapes, digital remixes, podcasts, listening practices, and the voices (or lack thereof) of rhetors themselves. Students will complete a research project on sound and/or music using both traditional modalities for academic work (e.g., writing, oral presentation) as well as sonic modalities (e.g., podcasting, remix). Students should sign up under the MUS number if they want it to count towards MUS. Students should sign up under the RHE number if they want it to count towards RHE.

This course will carry out a close reading of Plato's Republic. In this foundational work of ethics and political philosophy, Plato addresses fundamental questions about justice and the proper order of the city and the soul by imagining an ideal city. In addition to thinking through these fundamental questions with Plato, we will consider the lasting relevance of the work for understanding ethical and political life and reflect on what it means to interpret and appropriate classical texts for a present historical moment. To that end, while focusing on Plato's text, we will also study a few important interpretations of the Republic, including interpretations that highlight how it has been treated historically as a site of ideological contestation. Register with the PHI number if you want this course to count toward PHI. Register with the PPE number to count it toward PPE.

Seventy-four percent of the world's population, roughly six billion people, now live under autocratic rule (V-Dem 2026). Meanwhile, democratic backsliding is eroding political rights, checks on executive power, and the rule of law in countries long regarded as established democracies. These trends make understanding democracy all the more urgent. Democracy promises citizens a voice in how they are governed, but elections alone do not make a political system democratic. It also requires political equality, protected rights, meaningful competition, and institutions that can hold leaders accountable. This course examines why democracy is worth having, how democracies work and weaken, and how dictatorships gain and maintain power. We will discuss what makes a political system genuinely democratic, why political voice remains unequal, and which institutions and civic practices help democracy endure. We will also investigate how dictators use elections and legislatures, along with repression, patronage, propaganda, and information control, to remain in power, and how elected leaders can dismantle democracy from within. You will explore these issues by comparing democratic and authoritarian regimes, analyzing historical and contemporary cases, and interpreting cross-national evidence. The course also moves beyond the classroom. Working in teams, you will collaborate with local educators to design, test, revise, and teach age-appropriate lessons about democratic ideas such as fairness, shared rules, participation, representation, rights, and responsible disagreement. The challenge is to identify what matters most and make difficult ideas accessible without making them inaccurate. You will learn from educators and young people, adapt your lesson in response to their questions, and reconsider your assumptions in light of experience. By the end of the semester, you should be able to explain how democracies and dictatorships work, evaluate why they endure or break down, and articulate what democratic citizenship requires in practice. Register with the PSC number if you want it to count towards PSC. Register with the PPE number if you want it to count towards PPE.

This course will carry out a close reading of Plato's Republic. In this foundational work of ethics and political philosophy, Plato addresses fundamental questions about justice and the proper order of the city and the soul by imagining an ideal city. In addition to thinking through these fundamental questions with Plato, we will consider the lasting relevance of the work for understanding ethical and political life and reflect on what it means to interpret and appropriate classical texts for a present historical moment. To that end, while focusing on Plato's text, we will also study a few important interpretations of the Republic, including interpretations that highlight how it has been treated historically as a site of ideological contestation. Register with the PHI number if you want this course to count toward PHI. Register with the PPE number to count it toward PPE.

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

This year, citizens in three U.S. states are voting on whether to establish a right to abortion, while in a fourth they're voting on removing abortion rights from their state constitution. In five other states, voters are being asked to decide criminal justice policies - including the penalty for selling fentanyl; which crimes should and shouldn't be eligible for bail; and whether those convicted of trafficking minors should face life in prison. In yet other states, voters are weighing in on housing policy, taxation, and whether students should be required to provide medical verification of biological sex to participate in sports. Should decisions like this be placed in the hands of everyday citizens, or should they only be made by elected representatives? What are the consequences when public policy is decided by voters directly? This course is designed to prepare you to answer these questions well. Through readings, podcasts, discussion, and original case study research, we'll dive deeply into historical and current political thought surrounding direct democracy in the United States; political science studies of its effects on civic engagement, civil rights, equality, and other outcomes; and recent uses of direct democracy for policymaking in a variety of American states and localities. Register with the PSC number if you want this course to count toward PSC. Register with PPE number if you want it to count towards PPE.

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

Students who want this to count as QL should sign up under the MAT number. Students who want this to count as BS should sign up under the PSC number. Voting and elections are the cornerstone of every democracy. They are how we the people tell the government what we want. Yet, complaints about the electoral process are as old as democracy itself. Even today - especially today - issues like Gerrymandering and the Electoral College have us questioning whether or not ordinary citizens really are qualified to make political decisions. "The people who cast the votes decide nothing. The people who count the votes decide everything." - Joseph Stalin In this course, we will examine the variety of ways that voters decide and votes are counted. Are some electoral systems better than others? Are some fairer than others? Are those even the same thing? One unique feature of this course is that we will examine these issues from political and mathematical perspectives. Can math help us measure the proportionality, fairness, efficiency or effectiveness of a political system? Can it help us find solutions for the democratic dilemma? This course is cross-listed as MAT 106 and PSC 220. As such, it can be used to satisfy the Quantitative Literacy or Behavioral Science distribution credits. Take MAT-106 for Quantitative Literacy and PSC-220 for Behavorial Science. Students who want this to count as PSC, should sign up under the PSC number. Students who want this to count towards MAT, should sign up under the MAT number.

Seventy-four percent of the world's population, roughly six billion people, now live under autocratic rule (V-Dem 2026). Meanwhile, democratic backsliding is eroding political rights, checks on executive power, and the rule of law in countries long regarded as established democracies. These trends make understanding democracy all the more urgent. Democracy promises citizens a voice in how they are governed, but elections alone do not make a political system democratic. It also requires political equality, protected rights, meaningful competition, and institutions that can hold leaders accountable. This course examines why democracy is worth having, how democracies work and weaken, and how dictatorships gain and maintain power. We will discuss what makes a political system genuinely democratic, why political voice remains unequal, and which institutions and civic practices help democracy endure. We will also investigate how dictators use elections and legislatures, along with repression, patronage, propaganda, and information control, to remain in power, and how elected leaders can dismantle democracy from within. You will explore these issues by comparing democratic and authoritarian regimes, analyzing historical and contemporary cases, and interpreting cross-national evidence. The course also moves beyond the classroom. Working in teams, you will collaborate with local educators to design, test, revise, and teach age-appropriate lessons about democratic ideas such as fairness, shared rules, participation, representation, rights, and responsible disagreement. The challenge is to identify what matters most and make difficult ideas accessible without making them inaccurate. You will learn from educators and young people, adapt your lesson in response to their questions, and reconsider your assumptions in light of experience. By the end of the semester, you should be able to explain how democracies and dictatorships work, evaluate why they endure or break down, and articulate what democratic citizenship requires in practice. Register with the PSC number if you want it to count towards PSC. Register with the PPE number if you want it to count towards PPE.

This year, citizens in three U.S. states are voting on whether to establish a right to abortion, while in a fourth they're voting on removing abortion rights from their state constitution. In five other states, voters are being asked to decide criminal justice policies - including the penalty for selling fentanyl; which crimes should and shouldn't be eligible for bail; and whether those convicted of trafficking minors should face life in prison. In yet other states, voters are weighing in on housing policy, taxation, and whether students should be required to provide medical verification of biological sex to participate in sports. Should decisions like this be placed in the hands of everyday citizens, or should they only be made by elected representatives? What are the consequences when public policy is decided by voters directly? This course is designed to prepare you to answer these questions well. Through readings, podcasts, discussion, and original case study research, we'll dive deeply into historical and current political thought surrounding direct democracy in the United States; political science studies of its effects on civic engagement, civil rights, equality, and other outcomes; and recent uses of direct democracy for policymaking in a variety of American states and localities. Register with the PSC number if you want this course to count toward PSC. Register with PPE number if you want it to count towards PPE.

Mindfulness has become increasingly popular in programs to help support health and wellness. Studies of mindfulness programs have focused on a range of potential benefits, from stress reduction and managing blood pressure, to helping with substance abuse and sleep quality. In this course, we focus on the psychology of stress and focus on developing mindfulness through practices drawn from Mindfulness-based Stress Reduction (MBSR), adapted for the college classroom. We will also consider how mindfulness programs today (which is often presented as set of secular tools) have roots in several contemplative traditions. Class activities will focus heavily on active participation in components MBSR and application of mindfulness to our daily life

This course delves into the complexities of human development, tracing the intricate journey from conception through late adulthood and ultimately, the end of life. Through a comprehensive exploration of major theories, research methods, and empirical findings, students will gain insight into the physical, cognitive, social, and emotional changes that unfold across the lifespan. Topics will include prenatal development, infancy, childhood, adolescence, emerging and middle adulthood, aging, family and peer relationships, identity formation, language and cognitive development, and the profound impact of social and cultural influences on development. Our focus will be on the dynamic relationship between biological, psychological, social, and cultural factors that shape developmental trajectories, as well as the significant individual differences that emerge across diverse populations and contexts. By critically evaluating contemporary research and considering the multifaceted nature of human development, students will develop a nuanced understanding of the lifelong process.

This discussion course examines the nature and contours of religion in the U.S. today and in recent decades. The American religious atmosphere is undergoing significant changes, from the diminishment of denominationalism and associated religious identities, to individualized bespoke spirituality and the substantial recent growth of "nones" (people with no declared religious affiliation). We will situate such changes historically, but our main focus will be analyzing the current landscape and its meaning for collective and individual religiosity, as well as for American culture and society generally. We will cover a diverse range of religious expressions, from more traditional to newer forms of religiosity.

"All rites begin in simplicity, are brought to fulfillment in elegant form, and end in joy." So says Xunzi, the great Confucian writer of antiquity. Is he right? What are rituals? Are they routine acts, which we do simply because we've always done them? Or are they meaningful acts, which we do because they actually signify something? If the latter, what do they signify? Can we say that all rituals somehow religious? If so, why? If not, why not? In this half-course, we'll read selections from various writers on ritual. Using film and other media, we'll also look at a variety of ritual activities from different cultures, including College rituals, religious ceremonies, holidays like Thanksgiving, and the "little rituals" of everyday life in, e.g., media, sports, or politics.

Do myths and symbols belong in the skill-set of people living in a modern scientific world? Or are they playthings for nerds or soft-minded romantics? What exactly are symbols? Myths? What do they do? Are they socially constructed? Archetypal? Something else? How important are they for religion? Can you have a religion that's "demythologized"? Should you? These are some of the questions that we'll tackle in this half-course. We'll read selections from, among others, Paul Tillich and Wendy Doniger, as well as their critics. Using film and other media, we'll also read or look at a variety of myths, both ancient and modern.

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

How does generative artificial intelligence (re)shape our understanding of human agency? What are the implications of this changing understanding for how we-as citizens in a democratic society-create, circulate, interpret, and contest meaning? Conversely, how do our own rhetorical practices shape what AI becomes? This course explores these questions by examining the relationship between rhetoric and generative AI. Rather than treating AI merely as a compositional tool, we will approach it as a rhetorical site where communicative, institutional, ideological, and material practices converge. Drawing on classical and contemporary rhetorical theory, students will learn to critically analyze diverse scholarly texts and media, experiment with creating persuasive texts using AI, and evaluate AI-generated content for accuracy, audience awareness, and social impact.

Can chords persuade an audience? Why might the ambient sounds in coffee shops inspire us to be productive? In what ways does music bring communities together? How do podcasts weave together sound, music, and language to explore civic issues? This course will introduce students to rhetorical theories and analyses of sound and music in order to answer these and related questions. We will explore artifacts such as pop music, orchestral music, ambient noise, natural soundscapes, digital remixes, podcasts, listening practices, and the voices (or lack thereof) of rhetors themselves. Students will complete a research project on sound and/or music using both traditional modalities for academic work (e.g., writing, oral presentation) as well as sonic modalities (e.g., podcasting, remix). Students should sign up under the RHE number is they want it to count towards RHE. Students should sign up under the MUS number if they want it to count towards MUS.

How and why do individuals mobilize into collectives? How do social movements negotiate, contest, and mitigate against institutional systems, opposition movements, and lack of resources to affect change? This course will examine the communication strategies of social movements. We will examine historical and contemporary social movements, with topics including but not limited to civil rights, environmentalism, and women's rights. Students will read essays of rhetorical criticism, encounter primary and popular texts and media, and produce an independent rhetorical criticism on a topic of their choosing.

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

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

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

Are you ready to super-charge your interpersonal skills? This fast-paced course combines an acting for non-majors approach with personal and professional development. Students will participate in physical and vocal training, and deep-dive into personal habits and communication styles. Students will read and analyze modern plays in order to create a personal essay and monologue from their own experience. Students will give speeches, masterclass-style presentations in a subject of the student's choosing, and find their best footing in high-stress situations through mock-interviews and a live play audition.

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