Course Sections | Registrar

In this course, students will develop a retrospective exhibition celebrating the life and work of Gregory Huebner, Professor of Art Emeritus of Wabash College, where he taught for 37 years Professor Huebner has showcased his talent through 32 solo exhibits and has been featured in 85 group and juried exhibitions, earning him numerous awards for his exceptional paintings. His work is also represented in 33 public collections and over 90 private collections. During the course, students will have the unique privilege of interacting directly with Professor Huebner, as they visit his studio at Virtusa Corporation Indianapolis, where he currently serves as the artist-in-residence. Students will engage in research, interpretation, and exhibition design, guided by American Alliance of Museums standards. They will also create an exhibition catalog.

Mystery and atmosphere, absurdity, psychological surrealism, and genre stylization are just a few of the topics we will examine in this course on contemporary auteur filmmakers. Auteur theory connects a director to a film in the same way an author is connected to a book; as the primary creative force that distinctly links a myriad of decisions and ideas into a unified vision. A film can be much more than a spectacle that momentarily entertains, it can serve as a window into the mind of a director and allow an audience to view the world in imaginative, challenging, and unexpected new ways. Through screenings, discussions, and essays we will analyze unique stylistic tonalities, thematic preoccupations, and philosophical perspectives that define auteur films and the directors who create them. In doing so, students will develop a deeper appreciation and understanding of the medium and its limitless possibilities.

Who do you see when you snap a selfie and slap it on Insta? What parts of that identity did you shape, select, or perform? In this course you'll investigate the ways in which captured images and written language shape our perception of ourselves and the world. You'll create a physical document(a book, journal, or archive)that asks more questions than it answers. You'll work directly with two artists(one writer & one photographer)to combine the visual & verbal, doing so via an array of techniques both lo-fi and digital. For some of you, this might constitute a tag-team or "two-ness" brought to bear on another "two-ness." That's W.E.B. DuBois's term for the "peculiar sensation [.] of always looking at one's self through the eyes of others" (The Souls of Black Folks). So get ready to look at yourself through your own eyes, while also exploring the methods of skilled creators who've come before: Lorna Simpson, Duane Michals, Langston Hughes, Roy DeCarava, Claudia Rankine, & others. No artistic or writing experience is required; students from all backgrounds & disciplines are encouraged to enroll. ENG-210-01= ART-225-01

This course will introduce students to the field of interactive art (both digital & analog) and its unique ability to create accessible and inclusive art experiences. Students will work on interactive projects utilizing multiple human senses, prototype & test work-in-progress with the community, develop & test personal interactive experiences, and explore a variety of software, methods, and tools commonly used in the field. The study, discussion, and practice of Universal Design (design for people of all accessibility situations) will be the undercurrent of the semester as students aim to question their personal experiences in order to broaden the reach of both creative and everyday activities.

This course will provide students with the knowledge and tools to create their own animations using Abode After Effects and Photoshop. Techniques covered include (but are not limited to) Isolating objects and animating layers, working with masks and shapes, photographic/collage approaches including distorting/animating with the Puppet Tools, and working with 2D images in 3D space. Sound design, composition, editing techniques, color grading, as well as other image-making principles, will be explored through a series of short animation experiments. In each project, students will be challenged to develop aesthetically interesting, visually abstract approaches to their ideas.

This course introduces major trends in twentieth and twenty-first century Chinese literature, including works from mainland China, Taiwan, and Hong Kong. All readings are in English translation, and knowledge of Chinese is NOT expected. We trace the development of realism and its alternatives, including speculative genres like martial arts fiction and science fiction. We consider political uses of literature as a tool of state power, popular resistance, both, or neither. We explore how modern and contemporary Chinese, Taiwanese, and Hong Kong literature has engaged in debates of nationalism, individualism, gender equality, the rural/urban divide, environmentalism, historical memory, and more. ASI-112-01= ENG 109-01

This interdisciplinary course introduces the history and culture of Asian American communities in California, especially those in San Francisco and Los Angeles. We pay particular attention to the political and social forces that have shaped the development of Chinatowns and other ethnic enclaves (Little Tokyo, Koreatown, etc.), which have often been imagined as self-contained, alien spaces. We consider the contradictory nature of these spaces: as loci of segregation, sites of cultural hybridity, projections of Orientalist fantasies, and centers of community. We trace how historical events, cultural practices, politics, economics, public health, and urban planning have shaped these spaces and their inhabitants' experiences and identities. We also address the cultural meanings inscribed on these spaces by analyzing their portrayal in literature, film, and other media. Finally, we consider how larger trends like gentrification and commercialization are shaping California's Chinatowns and other ethnic enclaves in new ways. This course includes a week-long immersion experience in San Francisco and Los Angeles during Spring Break. ASI-112-02=HIS-260-01

This seminar on the Philippines connects Asian and Hispanic Studies. Taught in English and counting for credit in both programs, as well as Spanish, we'll spend the semester studying 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. ASI-277-01=HSP-270-01=SPA-312-01

This course introduces students to the international politics in East Asia. East Asia is a diverse region in terms of political and economic development. Over the past decades, countries in the Northeast and Southeast Asia have not only reached economic success but have also undergone great political transformations. The regional development changes the interstate interactions within East Asia as well as international relations in the world. The dynamics give rise to many questions: Why are there "two Chinas" and "two Koreas"? What are the political and economic implications of China's rise? How do the territorial disputes in East Asia affect the economic interests of countries within and beyond the region? What does the burgeoning regional integration mean to world politics and the global market? Moreover, what role does the US play in the region? This course will cover a range of topics, including the historical background, major disputes between East Asian countries, and economic development in the region. ASI-277-02=PPE-238-01=PSC-240-01

An immersion component following this class is planned for travel to Peru, May 13 -- May 24, 2024 (dates subject to change), and will involve travel to urban, mountain, and rainforest areas. Grades for this course will be recorded as "incompletes" until after the immersion trip. Enrollment in the course is limited, competitive, and by application through the instructor; contact Prof. Eric Wetzel (wetzele@wabash.edu) if interested. This course counts toward the Global Health minor or the Biology minor; , it does NOT count toward the major in Biology. Students must be fully vaccinated to participate in this course/trip; costs for passports, visas, and vaccinations are the responsibility of the student. BIO-177-01=GHL-177-01

This course introduces students to aesthetic and formal aspects of French and Francophone cinema across a diverse range of examples, from the cinematic Avant-Garde and the French New Wave to the "father of African Cinema," Ousmane Sembène, and the Third Cinema movement. We will use theorists such as Michel Chion, Kaja Silverman, and Vlad Dima to analyze the way the voice is represented on screen. In this way, we may better place the films in their social, historical, and political context. How do gendered conventions inflect the way the female diva's voice functions in cinematic narrative? What were the functions of individual and collective voices during decolonial struggles in Algeria and the Democratic Republic of the Congo? How do postcolonial film directors from Senegal, Mali, and Haiti redefine the role of cinematic voice in their narratives? FRE-277-01=BLS-270-01

What does reading literature teach us about the connections between race and the law? How can legal and literary texts be read to understand issues of race and justice? In this class, we will discuss how literature (both fiction and non-fiction) examines the way the law negotiates and reinforces systems of race, bias, and racism. We will think about the ways in which different literary works depict the law and encourage us to be skilled interpreters/critics of the law. Assigned reading material will include Bryan Stevenson's Just Mercy, Toni Morrison's The Bluest Eye, Harper Lee's To Kill a Mockingbird, and legal writings from a number of legal scholars such as Michelle Alexander and Cheryl Harris. Major assignments will include quizzes, short literary analysis papers, an in-class oral presentation, a midterm, and a final exam. Students interested in either attending law school or doing any public policy work are highly encouraged to take the course. BLS-270-02=ENG-370-01

An examination of sports from an anthropological perspective using case studies, cultural studies, and history to critically investigate sporting culture. The historical focus centers indigenous peoples and the black experience in North and South America, with a particular emphasis on Latin America and the Caribbean. Students conduct anthropological research on sport and discuss current cultural trends in the sporting world. BLS-280-01=HSP-250-01=HIS-200-01

How has religion been used to construct race in America? How has race helped to organize religion? How are "religion" and "race" modern constructed categories? In this course, we will trace the many ways religion and race have informed each other in the lands that became America. From the Islam of the enslaved to the Nation of Islam, from the African Methodist Episcopal Church to Father Divine's International Peace Movement, from Buddhist missionaries in Hawaii to modern yoga, we will look at the diversity of lived experiences of race and religion. We will consider how food, film, literature, laws, and music reflected and shaped the history of race and American religion. Because this course encompasses the entirety of American history, we will limit our focus on particular political institutions, new religious movements, and struggles for restrictions and that demonstrate the interconnectedness of race and religion in the past and present REL-290-01=BLS-280-05

How has race mattered in U.S. history and how does it matter today? By analyzing different historical moments of race and racism this course will track how the rhetoric of race has changed in the U.S. in the past three centuries. Our shifting ideas on race are at the heart of many of the burning questions Americans have wrestled with since before the founding. By looking at arguments of early U.S. colonists, the abolitionist movement, the civil rights movement, and the Black Lives Matter movement this class will engage with how rhetorics of race benefits some people and disempowers others. Engaging with these ideas will better equip us to wrestle with racial inequality today. Students will exit this course with increased knowledge about the history of race and racism, a robust understanding of how movements countered racism, and ideas on how we can better talk more openly about race today. In this seminar-style course we will read primary historical texts and scholarly journal articles. Students will work on an extended research project on rhetoric and race throughout the semester. BLS-300-01=RHE-370-01

This course will take a deeper look at one application of the fundamental concepts and reactivity learned in Organic Chemistry: dyes. From textiles to medicine to cutting-edge experiments using fluorescence, organic dyes are chemical tools with a long and fruitful history. This course will focus on the organic chemistry of designing, synthesizing, and using dyes, and will engage with primary literature. This one-half credit course meets for the first half of the semester.

After learning the basic reactivity of functional groups in Organic Chemistry, it is important to consider specific applications of this knowledge. Even within the pharmaceutical industry, organic chemists involved in the stages of drug discovery and production have very different concerns and employ different strategies. We will look at the role of organic chemistry in the medicinal field through the pharmaceutical industry. This one-half credit course meets for the second half of the semester.

Destroyed and thus also preserved by the eruption of Mount Vesuvius in 79 CE, Pompeii offers an extremely rich document of Roman life. This course concentrates on the primary evidence of graffiti, inscriptions, historical documents, 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: gender, entertainment, politics, identity, commerce, power, deviance, housing, religion, slavery, leisure, industry, commerce, and many more. In addition to discussion, quizzes, a series of very short papers, and two exams form the backbone of the course. CLA-112-01=HIS-210-01

The Ancient Greeks famously divided the entire world into two categories: "Greeks" and "Barbarians"-that is, everyone else. But how exactly did they define these two contrasting identities? And who got to decide? For that matter, what did the so-called "barbarians" think of all this? This course will examine fundamental questions of identity, culture, and power in the Ancient Mediterranean. We will survey what ancient peoples-ranging from Greeks and Romans to Egyptians, Gauls, Germans, Phoenicians, and more-thought about their own origins and identities. We will also consider how questions of ethnic, civic, religious, racial, and linguistic identity and diversity impacted the everyday lives of millions of people in the Ancient Mediterranean. CLA-113-01=HIS-210-02

In this class, we tour the world of ancient comedy in its manifold genres, from the scandalous stage plays of Aristophanes, to the ripping-roaring satires of Juvenal, to the visual humor found on ancient vases and graffiti. In doing so, we consider what these texts and images tell us about Greek and Roman society, what tickled the ancient funny bone, and what tickles ours, what jokes were permissible, and what was off-limits. We also discuss who was laughing at whom and what this tells us about social power, ancient stereotypes, and the various roles comedy can serve in society for better or for worse. The course will proceed chronologically from the comic figure of Thersites in Homer's Iliad, to the late antique satirist Claudian. Along the way, students will discuss comedies in large and small groups, rewrite scenes for a modern audience, and collect their favorite and least favorite witticisms in their personal "joke books." The course will culminate in an ancient sketch show - Saturnalia Night Live - put on by the class and inspired by Greco-Roman humorists.

The ancient Mediterranean world was diverse and interconnected and the literary remains from this region reveal an abundance of what might be called 'ethnic discourse'. In this course, we set out to investigate how ethnic discourse 'works' in the ancient Mediterranean; from Roman perceptions of Greekness and Jewishness, to portrayals of the 'Eastern' border of the Empire and their religious expertise (Judeans as prophets and textual experts, Assyrians as astrologers, Egyptians as ritual experts, etc.), to the ways in which the distinction between Judeans and Gentiles impacts the theology of Paul and the telling of Jesus' ministry in Matthew and John, and how early Christians entered into this landscape as they triangulate their own identity, even ethnically. In thinking about early Christian identity and ethnic reasoning, we will focus on how Jesus' Jewishness was variously conceptualized in the early centuries: from an ethnically neutral 'soul' in contrast to an ethnic body, to the idea of polymorphism, and even how Jesus' relationship with his people's law tradition is remembered and presented. Throughout, we will keep our critical eyes peeled for ways in which ancient ethnic discourse varies from and intersects with modern conceptions of race and racism. This course is a cross-listing between REL-260/CLA-213 and REL-298. Students who register for the course as REL-298 can apply it toward the Behavioral Science requirement.

This course will explore the world of 2D retro-style video game programming. Students will be introduced to several software development tools, such as MakeCode Arcade, Python, and GameMaker. Students will produce a series of small games, and the course will culminate with development of a larger project to showcase to the college community. No previous experience with computer programming is expected or required. This course will develop general programming skills for students seeking to take CSC-111 in the future. Note: each half semester is identical, and so students should not register for both. 1st half semester course

This course will be very project-based and hands on. In small groups, students will design, build, and program robots using the LEGO EV3 robotics system. Students will learn the fundamentals of working with sensors, data encoding, autonomous and piloted control, control theory, and response systems. Students will also consider the ethical, cultural, and economic impacts of robotics in society. Students are not expected to have any prior programming background; we will start with a graphical programming language and transition to simple Python. This course will be sufficient to prepare students to take CSC-111 in a future semester.

Computation and electronics are simultaneously ubiquitous and enigmatic in modern society. This course is an introduction to both. It will explore computing machines, both from a foundational standpoint and as expressed in digital electronics. Topics will include Turing machines, procedural programming, basic logic gates, analog and digital input/output, and simple device interfacing. Students will use Linux-based microcomputers and microcontrollers to accomplish tasks interfacing the computational and real worlds. DV1-178-01 section is for freshmen, sophomores and juniors. DV1-178-01SR section is for seniors. In Spring 2024 there is no concurrent registration required with DV1-178L because the lab is built into the lecture.

Computation and electronics are simultaneously ubiquitous and enigmatic in modern society. This course is an introduction to both. It will explore computing machines, both from a foundational standpoint and as expressed in digital electronics. Topics will include Turing machines, procedural programming, basic logic gates, analog and digital input/output, and simple device interfacing. Students will use Linux-based microcomputers and microcontrollers to accomplish tasks interfacing the computational and real worlds. DV1-178-01SR section is for seniors, DV1-178-01 is for freshmen, sophomores and juniors. In Spring 2024 there is no concurrent registration required with DV1-178L because the lab is built into the lecture.

This course will provide students with understanding of the principles of entrepreneurship from an economic perspective. Students will learn how to apply economic reasoning to entrepreneurial activity and will study the role of private and public institutions and how they affect entrepreneurship. They will also study various entrepreneurs and learn the basics of how these entrepreneurs harness creativity and innovation to start a business venture. This course will include applications of microeconomic theory, industrial organization, and game theory as they apply to entrepreneurial activity. Topics will include innovation, advertising, product differentiation, pricing, and intellectual property. The final project will be to create a business plan for an entrepreneurial venture. ECO-291 is helpful but not required.

This course looks at the history of mental health regulations and current condition of mental healthcare system in the US. Students will learn theories about socioeconomic determinants of mental disorder and economic impact of mental illness. Students will also spend time reading current published papers by mental health economists and spend time to discuss their thoughts in class. The primary focus will be on understanding the economic aspects of mental health in the US.

Outcomes such as employment, earnings, education, housing, and health often vary by gender, race, and ethnicity. What are the causes of these differences? How do people in different groups experience the economy? This class will begin by examining how discrimination operates and how we can measure it. We will then examine the historical roots and current causes of race and gender gaps in the US. THIS SECTION IS NOT OPEN TO STUDENTS WHO HAVE COMPLETED ECO-401. ECO-277-03=GEN-209-01=PPE-258-02

This course explores the economic decision making of individuals within a stateless society and/or within pockets of statelessness. It will apply a rational choice framework to examine issues related to statelessness. The course will explore anarchy as a progressive research agenda aimed at studying anarchy from theoretical and empirical positions. Students will read and discuss the economic literature on anarchism, focusing both on its theory and several case studies. ECO-358-01=PPE-358-01

With an eye toward issues of equity and justice within and across public schools and their communities in rural, suburban, and urban settings, students in this course will explore the various elements of historical, cultural, economic, social, and political influences that shape public education in the U.S. For example, students will be introduced to the ways in which socioeconomic (poverty/wealth) diversity and sociocultural (racial/ethnic) diversity within schools and communities characterize public schools in different settings. As part of an investigation into how schools function in rural, suburban, and urban communities, the class will focus on the ways in which community dynamics can exacerbate inequities at the same time provide support and resources for a more just and equitable public school experience. Students will study how different school districts within urban, rural, and suburban communities characterized by distinctive demographics also have different needs and resources, which determine schools' unique curricular and programmatic offerings. For example, case studies of school districts will enable students to consider questions such as: what are relevant vocational program options for suburban and urban schools? And how do agricultural education programs in rural schools serve those communities? Students will also consider how achievement data and socio-economic data across the three different school and community settings lead us to questions of equity and justice. In addition to course texts (including academic books and articles, case studies, documentaries, and podcasts), school/community field trips, guest speakers, and a variety of assignments will further enable students to rethink the range of opportunities and challenges that are uniquely characteristic of public schools and communities in rural, suburban, and urban settings. NOTE: This course has been reimagined as a new course, combining two previous half-credit courses EDU 235 (Studies in Rural Education) and EDU 330 (Studies in Urban Education) with updated course materials and shifting focus toward equity and social justice in the context of public schools and their communities. Therefore, this course is appropriate for students who have taken either EDU 235 OR EDU 330, but NOT for students who have had both EDU 234 and EDU 330.

This course introduces major trends in twentieth and twenty-first century Chinese literature, including works from mainland China, Taiwan, and Hong Kong. All readings are in English translation, and knowledge of Chinese is NOT expected. We trace the development of realism and its alternatives, including speculative genres like martial arts fiction and science fiction. We consider political uses of literature as a tool of state power, popular resistance, both, or neither. We explore how modern and contemporary Chinese, Taiwanese, and Hong Kong literature has engaged in debates of nationalism, individualism, gender equality, the rural/urban divide, environmentalism, historical memory, and more. ENG-109-01=ASI-112-01

This half-semester course looks at the way sacred texts, and the literary traditions that respond to and dramatize sacred texts, explain birth and death. Where did humans come from, what is our purpose, and what happens to use when we die? These are the questions that religious traditions around the world attempt to answer, and we will read the stories, poems, sacred texts, and plays that explore how theories of how we begin and how we end means we should live. 1st half semester course

Brothers who murder or enslave each other, parents who sacrifice their children. This half-semester course examines sacred texts and literature that responds to those texts on themes of family relationships. What do sacred stories tell us about how we should honor family and when we should disown them? 2nd half semester course

Who do you see when you snap a selfie and slap it on Insta? What parts of that identity did you shape, select, or perform? In this course you'll investigate the ways in which captured images and written language shape our perception of ourselves and the world. You'll create a physical document (a book, journal, or archive)that asks more questions than it answers. You'll work directly with two artists (one writer & one photographer)to combine the visual & verbal, doing so via an array of techniques both lo-fi and digital. For some of you, this might constitute a tag-team or "two-ness" brought to bear on another "two-ness." That's W.E.B. DuBois's term for the "peculiar sensation [.] of always looking at one's self through the eyes of others" (The Souls of Black Folks). So get ready to look at yourself through your own eyes, while also exploring the methods of skilled creators who've come before: Lorna Simpson, Duane Michals, Langston Hughes, Roy DeCarava, Claudia Rankine, & others. No artistic or writing experience is required; students from all backgrounds & disciplines are encouraged to enroll. ENG-210-01=ART-225-01

An introduction to the basic techniques of writing for the stage and screen, this course begins with a discussion of Aristotle's elements of drama. Students will read short plays, analyze dramatic structure, study film adaptation, and explore the art of creating character and writing dialogue. Course responsibilities included writing short plays and/or film treatments, participating in classroom staged readings, and discussing scripts written by other students in the class. Selected plays from this course will be presented each fall semester as part of the Theater Department's Studio One-Acts production.

How do war literature and film engage questions of what it means to live a meaningful life in the face of personal and political violence? The course will explore representations of war and genocide in world literatures and film. We will discuss the rise of fascism in Europe, the pre-WW II anti-Semitic rhetoric in the media, and the atrocities of the Holocaust itself from an interdisciplinary point of view, combining history, political science, and literature. We will also look at the refugee crises in contemporary Europe and the U.S. through the eyes of the refugees themselves as well as reporters and human rights activists. In May, we will travel to Poland (Warsaw, Treblinka, Krakow, Auschwitz) to explore ethical dimensions of artistic appropriation of the Holocaust, following Theodore Adorno's statement that "to write poetry after Auschwitz is barbaric." We will also explore the ethics of the so-called "concentration camp tourism" and contemporary narratives of genocide. In Warsaw, we will go to the POLIN Museum of the History of Polish Jews, the Ghetto Heroes Monument, and the No?yk Synagogue, among other sites. In Kraków, we will stay near Kazimierz, a traditionally Jewish neighborhood, visit the Old Synagogue, a former Krakow ghetto area in Podgórze district, the Ghetto Heroes Square, and Oskar Schindler's Enamel Factory. Next, we will take a bus to Auschwitz-Birkenau and spend a whole day in the two concentration camps. The projected trip dates are May 4-11. Therefore, Seniors are not eligible to enroll. To apply for enrollment in the course, students will fill out a form available from the Center Hall office. Email Dawn Hoffman at hoffmand@wabash.edu to request the form. ENG-270-01=HIS-230-01

The class will study the history of theater and the diverse forms of European drama written between 1870 and the present. Emphasis will be placed on an examination of the major theatrical movements of realism, expressionism, symbolism, epic theater, absurdism, existentialism, feminism, and postmodernism, as well as on the work of major dramatists including Henrik Ibsen, Anton Chekhov, August Strindberg, Bertolt Brecht, and Samuel Beckett, and Caryl Churchill, among others. Attention will also be paid to theatrical conventions and practices, along with discussion of varying interpretations and production problems discovered in each play. The works to be studied include Woyzeck, A Doll House, The Master Builder, Miss Julie, The Importance of Being Earnest, Ubu Roi, The Cherry Orchard, From Morn until Midnight, Galileo, Waiting for Godot, No Exit, Rosencrantz and Guildenstern are Dead, Top Girls, The Beauty Queen of Leenane, and Terrorism. The plays will be discussed as instruments for theatrical production; as examples of dramatic structure, style, and genre; and, most importantly, as they reflect the moral, social, and political issues of their time.

What does reading literature teach us about the connections between race and the law? How can legal and literary texts be read to understand issues of race and justice? In this class, we will discuss how literature (both fiction and non-fiction) examines the way the law negotiates and reinforces systems of race, bias, and racism. We will think about the ways in which different literary works depict the law and encourage us to be skilled interpreters/critics of the law. Assigned reading material will include Bryan Stevenson's Just Mercy, Toni Morrison's The Bluest Eye, Harper Lee's To Kill a Mockingbird, and legal writings from a number of legal scholars such as Michelle Alexander and Cheryl Harris. Major assignments will include quizzes, short literary analysis papers, an in-class oral presentation, a midterm, and a final exam. Students interested in either attending law school or doing any public policy work are highly encouraged to take the course. ENG-370-01=BLS-270-02

This course introduces students to aesthetic and formal aspects of French and Francophone cinema across a diverse range of examples, from the cinematic Avant-Garde and the French New Wave to the "father of African Cinema," Ousmane Sembène, and the Third Cinema movement. We will use theorists such as Michel Chion, Kaja Silverman, and Vlad Dima to analyze the way the voice is represented on screen. In this way, we may better place the films in their social, historical, and political context. How do gendered conventions inflect the way the female diva's voice functions in cinematic narrative? What were the functions of individual and collective voices during decolonial struggles in Algeria and the Democratic Republic of the Congo? How do postcolonial film directors from Senegal, Mali, and Haiti redefine the role of cinematic voice in their narratives? FRE-277-01=BLS-270-01

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

Philosophy of Love and Sex provides an introductory survey of the field, engaging texts on the topic from a range of disciplinary perspectives, including religion, sociology, and history, and philosophical perspectives, including ancient Greek philosophy and contemporary anti-racist, feminist, and trans philosophy. Students will develop vocabulary and habits of self-reflection that might be helpful when confronted with the delightful, challenging, overwhelming, or terrorizing real-life situations involving love or sex. Concepts covered will include consent, intersectionality, nature and morality, LGBTQ+ rights, idolatrous and authentic love, the relation between love and social justice, and more. GEN-171-01=PHI-109-01

Outcomes such as employment, earnings, education, housing, and health often vary by gender, race, and ethnicity. What are the causes of these differences? How do people in different groups experience the economy? This class will begin by examining how discrimination operates and how we can measure it. We will then examine the historical roots and current causes of race and gender gaps in the US. THIS SECTION IS NOT OPEN TO STUDENTS WHO HAVE COMPLETED ECO-401. GEN-209-01=PPE-258-02=ECO-277-03

Debates over birth control, LGBTQ+ rights, feminism, and sex education have made headlines throughout the twentieth and twenty-first centuries. These conversations are frequently framed as secular sexuality vs. religion. But what does it mean to study the entangled history of sexuality and religion? In this class, we will explore how Christian leaders and denominations have taken a wide range of positions in modern American culture and politics. Over the course of the semester, we will learn how Christians have created, upheld, and challenged sexual and gender categories and norms. Students will read texts, listen to music, and watch films as they examine the interrelationship of sex, gender, and modern American Christianity. GEN-277-01=REL-280-01

Mujeres, Machos, and Mujercitos: Women, Gender, and Sexuality in Modern Latin American History This course will focus on women, gender, and sexuality in the history of Latin America from Independence to the 2000s. The course will emphasize the importance of gender and sexuality as categories of historical analysis as it introduces you to the histories of various peoples and nations that make up Latin America to understand the complexities of the region. The course will also ask how questions of race and class alongside how the economy, politics, and culture shape people's gender and sexuality and vice versa. GEN-302-01=HSP-250-03=HIS-350-01

An immersion component following this class is planned for travel to Peru, May 13 -- May 24, 2024 (dates subject to change), and will involve travel to urban, mountain, and rainforest areas. Grades for this course will be recorded as "incompletes" until after the immersion trip. Enrollment in the course is limited, competitive, and by application through the instructor; contact Prof. Eric Wetzel (wetzele@wabash.edu) if interested. This course counts toward the Global Health minor or the Biology minor; , it does NOT count toward the major in Biology. Students must be fully vaccinated to participate in this course/trip; costs for passports, visas, and vaccinations are the responsibility of the student. GHL-177-01=BIO-177-01

An introduction to Sociology for emerging health professionals. Designed through a global and intersectional perspective, special attention will be given to marginalized communities, including but not limited to women, non-gender binary people, the uninsured, differently able individuals, as well as different racial and ethnic communities, and households in varied class positions. This course will explore the links between macro-level structures, such as health institutions, and micro-level experiences, such as interactions with practitioners. This course both offers theoretical concepts and frameworks and applies them across a range of topical areas, from pandemics to health activism. Students will read regularly assigned texts, complete several writing assignments and exams, participate in group discussions, and produce original cultural productions to distribute locally. Students preparing for the MCAT are encouraged to take this course. GHL-219-01=SOC-277-01

In this course, we'll read from the first book of Euclid's Elements, mostly in Greek. We will discuss technical aspects of grammar that rarely appear in traditional prose or poetry, philology, and uses of technology in classical studies. We will also pay close attention to the logic and structure of Euclid's proofs: why does he prove things the way he does? What is the mathematical significance of each proposition? The course will meet once weekly throughout the spring semester. Most of the assessment will come from in-class translation and discussion; a small portion will be at the end of the course, with each student doing a small individual translation project and presentation. GRK-277-01=MAT-178-01

An examination of sports from an anthropological perspective using case studies, cultural studies, and history to critically investigate sporting culture. The historical focus centers indigenous peoples and the black experience in North and South America, with a particular emphasis on Latin America and the Caribbean. Students conduct anthropological research on sport and discuss current cultural trends in the sporting world. HIS-200-01=BLS-280-01=HSP-250-01

Destroyed and thus also preserved by the eruption of Mount Vesuvius in 79 CE, Pompeii offers an extremely rich document of Roman life. This course concentrates on the primary evidence of graffiti, inscriptions, historical documents, 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: gender, entertainment, politics, identity, commerce, power, deviance, housing, religion, slavery, leisure, industry, commerce, and many more. In addition to discussion, quizzes, a series of very short papers, and two exams form the backbone of the course. HIS-210-01=CLA-112-01

The Ancient Greeks famously divided the entire world into two categories: "Greeks" and "Barbarians"-that is, everyone else. But how exactly did they define these two contrasting identities? And who got to decide? For that matter, what did the so-called "barbarians" think of all this? This course will examine fundamental questions of identity, culture, and power in the Ancient Mediterranean. We will survey what ancient peoples-ranging from Greeks and Romans to Egyptians, Gauls, Germans, Phoenicians, and more-thought about their own origins and identities. We will also consider how questions of ethnic, civic, religious, racial, and linguistic identity and diversity impacted the everyday lives of millions of people in the Ancient Mediterranean. HIS-210-02=CLA-113-01

How do war literature and film engage questions of what it means to live a meaningful life in the face of personal and political violence? The course will explore representations of war and genocide in world literatures and film. We will discuss the rise of fascism in Europe, the pre-WW II anti-Semitic rhetoric in the media, and the atrocities of the Holocaust itself from an interdisciplinary point of view, combining history, political science, and literature. We will also look at the refugee crises in contemporary Europe and the U.S. through the eyes of the refugees themselves as well as reporters and human rights activists. In May, we will travel to Poland (Warsaw, Treblinka, Krakow, Auschwitz) to explore ethical dimensions of artistic appropriation of the Holocaust, following Theodore Adorno's statement that "to write poetry after Auschwitz is barbaric." We will also explore the ethics of the so-called "concentration camp tourism" and contemporary narratives of genocide. In Warsaw, we will go to the POLIN Museum of the History of Polish Jews, the Ghetto Heroes Monument, and the No?yk Synagogue, among other sites. In Kraków, we will stay near Kazimierz, a traditionally Jewish neighborhood, visit the Old Synagogue, a former Krakow ghetto area in Podgórze district, the Ghetto Heroes Square, and Oskar Schindler's Enamel Factory. Next, we will take a bus to Auschwitz-Birkenau and spend a whole day in the two concentration camps. The projected trip dates are May 4-11. Therefore, Seniors are not eligible to enroll. To apply for enrollment in the course, students will fill out a form available from the Center Hall office. Email Dawn Hoffman at hoffmand@wabash.edu to request the form. HIS-230-01=ENG-270-01

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 formal and informal processes that historically have been and currently are used to make decisions on behalf of the College community. Through discussion of assigned readings, 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 through the present to understand why the College operates as it does, how certain campus traditions came into being (and why some have disappeared), and the extent to which Wabash's governance procedures hinder and promote equity and inclusion. HIS-240-02=PSC-210-01

Both federal and Georgia officials are currently prosecuting President Trump in court for seeking to interfere with the 2020 election results. And prior to January 6, 2021, President Trump and his supporters filed over 80 lawsuits in court seeking to set aside the 2020 election. Why are people on both sides of the political divide trying to get courts to decide disputes about elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history. HIS-240-03=PSC-213-01=PPE-235-01

The story of popular music in the US from 1955 to 1985 is a story of hit records, overnight successes, one-hit wonders, massive wealth and fame, generational change, peace and love, soul sisters and brothers, and brilliant innovations in every popular genre from rockabilly to funk and hip-hop to punk. But it is also a story of systemic racism, blatant misogyny, generational strife, payola, organized crime, occasional violence, and tragedies wrought by substance abuse. In other words, the story of popular music in the second half of the 20th century is a broad window into the social and cultural tensions and changes of the period. In this class, employing the tools of historical and musicological analysis, we well delve into the story of the music still loved by tens of millions. HIS-240-04=MUS-204-02

This interdisciplinary course introduces the history and culture of Asian American communities in California, especially those in San Francisco and Los Angeles. We pay particular attention to the political and social forces that have shaped the development of Chinatowns and other ethnic enclaves (Little Tokyo, Koreatown, etc.), which have often been imagined as self-contained, alien spaces. We consider the contradictory nature of these spaces: as loci of segregation, sites of cultural hybridity, projections of Orientalist fantasies, and centers of community. We trace how historical events, cultural practices, politics, economics, public health, and urban planning have shaped these spaces and their inhabitants' experiences and identities. We also address the cultural meanings inscribed on these spaces by analyzing their portrayal in literature, film, and other media. Finally, we consider how larger trends like gentrification and commercialization are shaping California's Chinatowns and other ethnic enclaves in new ways. This course includes a week-long immersion experience in San Francisco and Los Angeles during Spring Break. HIS-260-01=ASI-112-02

Mujeres, Machos, and Mujercitos: Women, Gender, and Sexuality in Modern Latin American History This course will focus on women, gender, and sexuality in the history of Latin America from Independence to the 2000s. The course will emphasize the importance of gender and sexuality as categories of historical analysis as it introduces you to the histories of various peoples and nations that make up Latin America to understand the complexities of the region. The course will also ask how questions of race and class alongside how the economy, politics, and culture shape people's gender and sexuality and vice versa. HIS-350-01=GEN-302-01=HSP-250-03

An examination of sports from an anthropological perspective using case studies, cultural studies, and history to critically investigate sporting culture. The historical focus centers indigenous peoples and the black experience in North and South America, with a particular emphasis on Latin America and the Caribbean. Students conduct anthropological research on sport and discuss current cultural trends in the sporting world. HSP-250-01=HIS-250-01=BLS-280-01

An introduction to Latino communities through a transnational and global framework. Students will examine how identity categories pertaining to Latino communities have shifted over time, and the politics that underlie these processes. Core readings will focus on sociological research as well as path breaking interdisciplinary readings such as historical studies and literary texts. Considerable attention will be placed on contemporary issues such as immigrant rights and citizenship, access to education, health disparities, and empowerment. Course includes a community-based learning component to understand and address the needs of Latino communities in Crawfordsville, IN. Students will be expected to participate in community events outside of the classroom, composing of 50% of their grade. Critical written reflection is a core component of the course. HSP-250-02=SOC-277-02

Mujeres, Machos, and Mujercitos: Women, Gender, and Sexuality in Modern Latin American History This course will focus on women, gender, and sexuality in the history of Latin America from Independence to the 2000s. The course will emphasize the importance of gender and sexuality as categories of historical analysis as it introduces you to the histories of various peoples and nations that make up Latin America to understand the complexities of the region. The course will also ask how questions of race and class alongside how the economy, politics, and culture shape people's gender and sexuality and vice versa. HSP-250-03=HIS-350-01=GEN-302-01

This seminar on the Philippines connects Asian and Hispanic Studies. Taught in English and counting for credit in both programs, as well as Spanish, we'll spend the semester studying 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. HSP-270-01=ASI-277-01=SPA-312-01

How can mathematics empower us to become more informed citizens in addressing challenges like pollution, climate change, and resource allocation? In this course, students will explore mathematical tools to understand and analyze sustainability issues. Topics covered include estimation, stocks and flows, networks, mathematical models, data, and probability. This course may be used as an elective toward the Environmental Studies Minor.

For almost as long as people have been communicating, they have tried to protect their messages. Cryptography-the use of codes and ciphers to keep messages secret-began long ago. For thousands of years, militaries and diplomats depended upon symmetric systems that required both parties to know the same secret key to encrypt and decrypt. From paper and pen to mechanical devices, these systems have been of ever-increasing importance in human history. Daring missions, clever cryptanalysts, and the earliest electronic computers helped the allies win World War II. Since then, asymmetric systems, also known as public-key cryptography, has made our modern Internet-based world possible. This course will examine several cryptography systems throughout history. We will learn how to use these systems to encrypt and decrypt messages, as well as how to break the systems. We will explore various mathematical topics and how they relate to cryptography. This course assumes no previous knowledge in these mathematical topics or in cryptography in general.