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ART 140-01: Louis Orr Exhibition In this course, students will develop an exhibition for Spring 2019 of prints by Louis Orr (1877-1966), a renowned American printmaker and uncle of David Orr '57. The exhibition will feature etchings that Louis Orr made while living in France. Students will do research, interpretation, and exhibition design, using American Alliance of Museums standards. They will also create an exhibition catalogue. Prerequisites: None Credits: 1 Instructor: Elizabeth Morton

ART 210-01: African Art in Hollywood Films This course will look at Hollywood films that feature stories, dress, settings, architecture, and art inspired by Africa. It will look at how visual forms from Africa have been used in such varied films as Black Panther (2018), Coming to America (1988), and Cobra Verde (1987). The focus of the course will be on the original art, architecture, and dress of Africa that is referred to in these films. These African visual forms will be explored as evidence of rituals and beliefs of the various cultural groups that created them. Prerequisites: None Credits: 1 Instructor: Elizabeth Morton

REL 295-01 = ART 210-02 = HUM 295-01: Religion and Representations of the Holocaust This course explores a variety of representations of the Holocaust in theology, literature, film, and art. This interdisciplinary course examines the creative and material work of historians, theologians, novelists, poets, graphic novelists, painters, film makers, composers, photographers, and museum architects. The course explores the limits and possibilities of representing atrocity by raising such questions as: Can suffering be represented? What do representations of the Jewish genocide convey to 21st century citizens and subsequent generations of Jews and Christians? Is it barbaric to write poetry and fiction, paint or compose music, film documentaries and TV comedies, draw cartoons and graphic novels, publish photographs or erect monuments about such horrific events? How does visual media facilitate the raising of profound moral and religious questions about the Holocaust and our responses to it? Prerequisite: None Credits: 1 Instructor: Gary Phillips

REL 196-01 = ASI 196-01 = HUM 196-01: Religion and Literature: "Old Pond-Frog Jumps In": Religion in Japanese Literature "Old pond-frog jumps in-sound of water." So runs the famous haiku by Basho. Is it religious? For the Japanese, yes. In Japan religion and art are arguably the same thing. In this course we'll ask how and why. We'll study Japanese ideas about art and religion (e.g. emptiness, solitude, "sublime beauty"), and how they appear in Japanese literature. We'll read selections from Japanese poetry (including haiku), No drama, novels both classic and modern (e.g. The Tale of Genji, Kawabata), and some short stories. For first half-semester at 9:45 TTh, see REL 275-01. Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: David Blix

MUS 204-01 = ASI 204-01: Music in East Asian Cultures This is an introductory survey of the music, musical instruments, and their contextual significance in the societies of China, Japan, Korea, Vietnam, and Pakistan. Beyond the instruments and their roles in producing musical sound, this course will examine the significant ceremonies, rites, and rituals enhanced by the music, as a forum for learning about the cultures of these countries. Prerequisite: None Credits: 1 Instructor: James Makubuya

ASI 260-01/01F = HIS 260-01/01F: China's Cultural Revolution In 1966, Mao Zedong declared the start of China's Great Proletarian Cultural Revolution, a political and ideological campaign to mobilize China's youth against traditional institutions of all kinds. What followed were ten years of violence and chaos that left an irrevocable mark on Chinese history. This course will consider the causes and legacies of the Cultural Revolution from multiple perspectives. We will study the experiences of individuals from all walks of society as well as how the event has been remembered in a variety of media. Prerequisites: None Credits: 1 Instructor: Cara Healey

FRESHMEN ONLY SECTION ASI 260-01/01F = HIS 260-01/01F: China's Cultural Revolution In 1966, Mao Zedong declared the start of China's Great Proletarian Cultural Revolution, a political and ideological campaign to mobilize China's youth against traditional institutions of all kinds. What followed were ten years of violence and chaos that left an irrevocable mark on Chinese history. This course will consider the causes and legacies of the Cultural Revolution from multiple perspectives. We will study the experiences of individuals from all walks of society as well as how the event has been remembered in a variety of media. Prerequisites: None Credits: 1 Instructor: Cara Healey

ASI 277-01 = GEN 277-01 = SOC 277-01: Gender and Sexuality in Contemporary East Asia This course considers a range of themes related to gender and sexuality in China, Japan, Korea, and Taiwan in the late twentieth and early twenty-first centuries. While the course will be interdisciplinary by nature, many of the readings and discussions will be rooted in a sociological approach. Potential topics include: marriage, family, femininity, masculinity, fluid gender identities, queer sexualities, sexual practices, family planning, gendered divisions of labor, gender and the state, women's and LGBTQ+ movements, gendered spaces, the commercialization of sex, and media portrayals of gender and sexuality. Prerequisites: None Credits: 1 Instructor: Cara Healey

BIO 371-01: Virology This advanced-level course will explore detailed mechanisms of virus replication and virus-host interactions, with an emphasis on human pathogens. Primary literature will be featured to examine the most current understandings of the strategies of several viruses and their global health implications. This course counts toward the biology major, biology minor, or global health minor as an elective, non-lab science. Prerequisites: BIO 211 and BIO 212 Credits: 1 Instructor: Anne Bost

FRE 312-01 = ENG 370-01 = BLS 270-01: African Film This course will study the evolution of African cinema since 1950. Traditionally dominated by the celluloid film, known for its sobering representations of Africa, the African cinematic landscape has recently witnessed the rise of the video film, generally characterized by a more aggrandizing portrayal of local cultures and communities. While analyzing the generic differences between these two types of films, we will also examine their appeal among African and international audiences. Furthermore, we will consider and reflect on the nexus points between African orality especially African myths and legends, and several contemporary issues among which immigration, globalization, gender relations, identity formation and modernity. Our primary resources will be films produced by acclaimed directors hailing from Cameroon, Senegal, Burkina Faso, Morocco, Egypt, Mali, Nigeria, South Africa and the Democratic Republic of Congo. This course will be offered in English, however French students will submit all writing assignments in French. Prerequisite: None Credits: 1 Instructor: Adrien Pouille

CHE 421-01: Advanced Organic Chemistry (Organic Chemistry of Dyes) 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. Prerequisite: CHE 321 Credits: 0.5 (First Half-Semester Course) Instructor: Laura Wysocki

Advanced Protein Structure This course will build on basic biochemical principles and apply them to protein structure. Topics include: protein crystallization, X-ray diffraction, building protein structures into electron density, and a survey of protein design. Students will learn to build, assess, and correct problematic protein structures. Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: Walter Novak

CLA 211-01 = ENG 270-02: Virgil's Aeneid This class will be an intensive literary and historical study of Virgil's epic the Aeneid, which after the Bible has been the most consistently influential book in the western canon. The poem will be read in translation, but the class is also intended for students of Latin who have not been able to read extensively in the original text. We will examine the literary traditions in which the Aeneid stands, Virgil's very particular aesthetic orientation, and the historical and cultural developments in Rome that influenced the composition of the poem. Explication of the text itself will be the main focus of the course, but there will also be readings from modern scholars representing different interpretative approaches. Finally, we will take up the question of the Aeneid's influence in later European literature, and will read the Inferno of Dante's Divina Commedia entire. Prerequisite: One CLA credit Credits: 1 Instructor: David Kubiak

CSC 121-01: Programming in Python This is a half-credit introduction to the Python programming language for students who already have some programming experience. Students will build on their previous knowledge of a programming language to learn an additional language. Python is a multi-paradigm programming language similar in some respects to Java and C++, but different in others. Prerequisite: CSC 111 or permission of the instructor Credits: 0.5 (First Half-Semester Course) Instructor: William Turner

CSC 121-02: Programming in R This is a half-credit introduction to the R programming language for students who already have some programming experience. Students will build on their previous knowledge of a programming language to learn an additional language. R is widely used by statisticians, and it has stronger object-oriented programming facilities than most statistical computing languages. However, at its core, R is a functional programming language, which is very different from object-oriented languages like Java and C++. Prerequisite: CSC 111 or permission of the instructor Credits: 0.5 (Second Half-Semester Course) Instructor: William Turner

EDU 230-01 = ENG 270-01: Young Adult Literature According to Time Magazine, "We're living in a golden age of young adult literature." So, what influence do such popular characters as J. K. Rowling's, Harry Potter and John Green's, Hazel Grace Lancaster have on the development of young adolescents as people and as life-long readers? This course offers an introduction to young adult literature, with a focus on adolescent development and literacy. Critical literacy skills are taught and practiced as students read and analyze a variety of subgenres within YA literature (e.g., fantasy, historical fiction, and contemporary fiction). Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: Michele Pittard

EDU 370-01 = HIS 240-01: Social Studies Education for Democratic Citizenship This course takes a "difficult questions" approach to explore the ways in which social studies education in the U.S. must grapple with complex historic content--and sometimes fails to do so adequately. Topics explored include: history curriculum related to immigrant history, slavery, and indigenous peoples; geography approaches such as critical geography to focus upon power relationships; and instruction in U.S. government and economy including the history and nature of social contract, separation of powers, and individual rights and freedoms. Prerequisite: None Credits: 0.5 (First Half-Semester Course) Instructor: Deborah Seltzer-Kelly

EDU 370-02 = HIS 240-02: Science Education for Democratic Citizenship This course explores the history and dilemmas of U.S. educational approaches to science literacy during the 20th and early 21st centuries. Topics include: constructions of the nature of scientific method; recurring dilemmas such as evolution and global warming; and ways in which notions of science literacy itself are understood and discussed in governmental and educational policy and institutions. Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: Deborah Seltzer-Kelly

ENG 180-01 = GEN 270-01: Extraordinary Bodies in Literature and Film We will study literary and filmic representations of bodies that exceed, fall short of, confound, or otherwise problematize "normal" selves. This includes representations of athletes, disabled people, superheroes, pregnant or nursing people, transgender or intersex people, and monsters/mythic creatures of all varieties. All levels of experience welcome. Prerequisite: None Credits: 1 Instructor: Crystal Benedicks

EDU 230-01 = ENG 270-01: Young Adult Literature According to Time Magazine, "We're living in a golden age of young adult literature." So, what influence do such popular characters as J. K. Rowling's, Harry Potter; Sherman Alexie's, Arnold Spirit; and John Green's, Hazel Grace Lancaster have on the development of young adolescents as people and as life-long readers? This course offers an introduction to young adult literature, with a focus on adolescent development and literacy. Critical literacy skills are taught and practiced as students read and analyze a variety of subgenres within YA literature (e.g., fantasy, historical fiction, and contemporary fiction). Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: Michele Pittard

CLA 211-01 = ENG 270-02: Virgil's Aeneid This class will be an intensive literary and historical study of Virgil's epic the Aeneid, which after the Bible has been the most consistently influential book in the western canon. The poem will be read in translation, but the class is also intended for students of Latin who have not been able to read extensively in the original text. We will examine the literary traditions in which the Aeneid stands, Virgil's very particular aesthetic orientation, and the historical and cultural developments in Rome that influenced the composition of the poem. Explication of the text itself will be the main focus of the course, but there will also be readings from modern scholars representing different interpretative approaches. Finally, we will take up the question of the Aeneid's influence in later European literature, and will read the Inferno of Dante's Divina Commedia entire. Prerequisite: One CLA credit Credits: 1 Instructor: David Kubiak

THE 212-01/01F = ENG 310-01/01F: The Revolutionary Stage NOTE: This class was formerly called "History and Literature of the Theatre II: The French Renaissance to the Rise of Realism" This class will delve into the history of the theatre and its various dramatic literatures in Europe between the years 1660-1900. The course ranges from the witty banterings of Molière and Behn to the realism of Ibsen and Strindberg to the apocalyptic trance of Alfred Jarry. We will discuss the "new woman," the rise of industrialism and cosmopolitanism, and a society shifting under the influence and pressure of the purveyors of new modes of thought-Hegel, Darwin, Nietzsche, Zola. This is a class about the coming of the "new," revolution and counterrevolution, the calms and the storms. The plays in this course 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. This course is appropriate for freshmen. Prerequisite: None Credits: 1 Instructor: James Cherry

FRESHMEN ONLY SECTION THE 212-01/01F = ENG 310-01/01F: The Revolutionary Stage NOTE: This class was formerly called "History and Literature of the Theatre II: The French Renaissance to the Rise of Realism" This class will delve into the history of the theatre and its various dramatic literatures in Europe between the years 1660-1900. The course ranges from the witty banterings of Molière and Behn to the realism of Ibsen and Strindberg to the apocalyptic trance of Alfred Jarry. We will discuss the "new woman," the rise of industrialism and cosmopolitanism, and a society shifting under the influence and pressure of the purveyors of new modes of thought-Hegel, Darwin, Nietzsche, Zola. This is a class about the coming of the "new," revolution and counterrevolution, the calms and the storms. The plays in this course 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. This course is appropriate for freshmen. Prerequisite: None Credits: 1 Instructor: James Cherry

FRE 312-01 = ENG 370-01 = BLS 270-01: African Film This course will study the evolution of African cinema since 1950. Traditionally dominated by the celluloid film, known for its sobering representations of Africa, the African cinematic landscape has recently witnessed the rise of the video film, generally characterized by a more aggrandizing portrayal of local cultures and communities. While analyzing the generic differences between these two types of films, we will also examine their appeal among African and international audiences. Furthermore, we will consider and reflect on the nexus points between African orality especially African myths and legends, and several contemporary issues among which immigration, globalization, gender relations, identity formation and modernity. Our primary resources will be films produced by acclaimed directors hailing from Cameroon, Senegal, Burkina Faso, Morocco, Egypt, Mali, Nigeria, South Africa and the Democratic Republic of Congo. This course will be offered in English, however French students will submit all writing assignments in French. Prerequisite: None Credits: 1 Instructor: Adrien Pouille

ENG 497-01: Emily Dickinson and Lyric Theory She only wore white. She loved her father's best friend. She never left her home. She baked prize-winning bread. She sent letters to a "Master." She got kicked out of school. In this seminar we'll explore these and other myths about Emily Dickinson by reading from her 1,789 poems, her letters, and the small booklets she produced-commonly called "fascicles"-from 1858-64. We'll examine her contemporaries, including Longfellow (whose novella she hid in a piano bench), Emerson (whom she met), and Whitman ("I never read his Book-but was told that he was disgraceful.") We'll explore marriage, the church, the Civil War, her family, democracy, and her dog Carlo. We'll ask why do so many 20th century male writers turn her into an object of desire? Students will spend the semester writing a final paper that will demonstrate their ability to do original research and to articulate their definition of lyric poetry. "If I feel physically as if the top of my head were taken off, I know that is poetry," Dickinson once wrote, offering a uniquely visceral description of verse. She then added: "Is there any other way[?]" We'll find out by studying various critical lens: textual studies, formalism, reception studies, and what has come to be called the New Lyric Studies. We'll become very good at reading short, beautiful poems. Prerequisite: None Credits: 1 Instructor: Derek Mong

FRE 312-01 = ENG 370-01 = BLS 270-01: African Film This course will study the evolution of African cinema since 1950. Traditionally dominated by the celluloid film, known for its sobering representations of Africa, the African cinematic landscape has recently witnessed the rise of the video film, generally characterized by a more aggrandizing portrayal of local cultures and communities. While analyzing the generic differences between these two types of films, we will also examine their appeal among African and international audiences. Furthermore, we will consider and reflect on the nexus points between African orality especially African myths and legends, and several contemporary issues among which immigration, globalization, gender relations, identity formation and modernity. Our primary resources will be films produced by acclaimed directors hailing from Cameroon, Senegal, Burkina Faso, Morocco, Egypt, Mali, Nigeria, South Africa and the Democratic Republic of Congo. This course will be offered in English, however French students will submit all writing assignments in French. Prerequisite: None Credits: 1 Instructor: Adrien Pouille

The Western: An American Film Genre Michael Abbott teaches Theater, Film, and Interactive Media at Wabash. He is on a mission to help designers build video games that make a difference. The Western is the American mirror. It is the essential folklore and collective dream of American culture, reflecting our greatest hopes and darkest fears, deeply rooted in American cultural mythology. This course will examine the Western as a distinctive film genre, tracing its origins in literature and Wild West shows and analyzing its evolution from the silent era to today. Among the films to be screened and examined are: The Great Train Robbery, Stagecoach, The Searchers, High Noon, Rio Bravo, The Wild Bunch, Unforgiven, Tombstone, No Country for Old Men, Django Unchained, and The Revenant. We will also consider Western genre literature (The Ox-Bow Incident, All the Pretty Horses) and examine its relationship to Western film as a storytelling medium.

How Health Can Change the World Anne Bost, a Biologist, enjoys hiking, reading, and brainstorming about the invisible lives of microbes. Do you ever wonder what our world would be like if every person were healthy and had access to clean drinking water? In our tutorial, we will contemplate the intricate historical and modern linkages between human health and sociopolitical, economic, and cultural development. Using case studies, we will apply multiple liberal arts lenses to consider how best to address global (including local) crises. What does it mean to think critically, lead effectively, act responsibly, and live humanely in an inequitable world? What might we dare to dream, and to do?

The Automobile and American Culture Preston Bost teaches Psychology, is an avid runner and sports fan, and owns a minivan that he imagines trading in for a Corvette someday. In September 1893 brothers Charles and Frank Duryea tested what was to become America's first commercially produced gasoline-powered automobile, the Duryea Motor Wagon. The Motor Wagon was not fast, or agile, or commercially successful, but the Duryea brothers recognized the potential for the automobile to capture the imagination - and money - of American consumers. Within ten years, over one hundred companies were producing automobiles, racing competitions were popular events, and the era of the horse-drawn carriage was effectively over. Over one hundred years later, Americans' infatuation with the automobile is as intense as ever; this course is about how the entire landscape of American life - work, relationships, finances, and popular culture, to name a few - is shaped by our collective relationship with cars. Over the course of the semester, we will examine the automobile from a wide variety of angles. How are cars designed, produced, advertised, and consumed? What effect has the automobile had on the shape of cities and their architecture? What is the role of automobile production in the nation's economy and the lives of its workers? How has the automobile impacted the lives of women? How does the depiction of automobiles in popular culture capture our ideals and aspirations? Why does driving still get so many people killed, and how can we solve that problem? What will future cars look like and why? How did Indiana become a hotbed of automotive production in the early 20th century, and how did it lose that status? .and how would your life change if you were not able to use a car?

Fashion, Innovation, and Entrepreneurship: How to Dress Like a Gentleman in the 21st Century Christie Byun teaches Economics and in her spare time she enjoys yoga, knitting, slacklining, and rock climbing. How you dress is a reflection of who you are. Whether you wear a hoodie or a power suit, you're making a fashion statement. And unless you wear nothing at all (which is a fashion statement in its own right!), it's a statement you make every day. If you look around, fashion is everywhere-in politics, sports, music, religion, and business. People use fashion to express creativity, pursue anonymity, or stick it to the Man. Fashion may be the ultimate embodiment of democracy since everyone can use it for free expression and creativity. This course is about fashion in all its forms. From the cotton grown in fields half a world away to the t-shirts we buy at the local mall, fashion is a multi-billion dollar global industry with designers, entrepreneurs, counterfeiters, and ordinary consumers. We will see how the production, consumption, and ultimately the disposal of fashion items has made this industry one of the most important in the world. This course may appeal to anyone with an interest in economics, politics, music, science, or art.

Caesar Builds Wabash: How Ancient Rome Can Help Us Design Our Next Campus Center Jeremy Hartnett teaches archaeology, history, and Latin in the Classics department; when he's not traveling to Italy, conducting research, cooking, or hanging out with his family, he's usually playing in the Wabash Pep Band. British Prime Minister Winston Churchill famously said, "We shape our buildings; and afterwards our buildings shape us." Taking a cue from Churchill, this tutorial is concerned with how architecture affects the ways people interact, both in the past and the present, both in the ancient world and in the modern US. Along the way, in order to test-drive our ideas, we will try our hand at designing a new structure for Wabash's campus. The raw material for our exploration will come from the Romans, a society that was obsessed with using buildings to unify, divide, and separate groups of people. Structures like the Colosseum, for example, herded different social classes through specific entrances and then into different levels of seating. The result was a space where society was literally stratified, as few senators rubbed elbows with the common rabble. By contrast, Rome's huge public baths removed many of these barriers, and, with everyone stripped down amid resplendent surroundings, even the lowliest plebs might feel on equal footing with fancy folk. Examining houses from Pompeii will add more techniques to our analytical toolkit, which we'll employ as we turn our attention to our own campus and assess how its buildings draw our community together or serve to separate it. How, for example, might the layout of a dormitory, a fraternity house, a library, or an academic building help or hinder social interactions? This work will set the stage for the last portion of the term, when we will assume the role of designers and architects to contemplate possibilities for a new Wabash campus center. What practical needs should such a building serve? How might this structure shape our college community for the better? On the basis of interviews, surveys, field trips, meetings with practicing architects, and their own ingenuity and creativity, students will create and present virtual designs for the building as their final project in the course.

The Adventures of Teddy Roosevelt - Lessons in Leadership, Character and Living Large Scott Himsel is a lawyer who teaches political science and loves hearing both sides of a good argument. Teddy Roosevelt led the charge up San Juan Hill. And later as President, he protected our national interests by frequently threatening military action. But we did not fire a single shot against a foreign power during his Presidency. Indeed, TR won the Nobel Peace Prize. Although he strongly believed in private enterprise, TR took on big business to protect competition and the rights of labor. TR loved to hunt and wanted to develop our natural resources. But he was also our most vigorous environmentalist, saving hundreds of millions of acres from development including treasures like the Grand Canyon. How did TR do all of these things at the same time? How was TR so versatile when our leaders today seem unable even to understand other points of view? How did TR use the media to unite the nation when today's leaders seem unable even to reach across the political aisle? We will study TR's adventures not only to understand his times, but also to seek wisdom we need to deal with our challenges today both at home and abroad. Beyond politics, we will also explore how TR's extremely wide ranging interests and his childlike zest for play and adventure made his amazing achievements possible.

Using Failure to Find Your Happy Place Bobby Horton teaches psychology, coaches soccer, and spends any free time he has carting kids to and from swimming pools and soccer fields. Where is your happy place? What is success to you, and how do you work towards it? We all want success, but it is not always clear what success really is, or should be, or what is the best path to get to it. In this class we will explore our own and others' notions of failure and success and the possible link between the two. We will read a variety of texts from multiple different genres - from Shakespeare's plays to contemporary memoirs to scientific articles - that reflect different ideas about failure and success. Among the texts we may consider are Mindset (by Carol Dweck), MacBeth (by Shakespeare), and What Made Maddy Run? (by Kate Fagan), and we will talk to community members, both Wabash folks and those from the Crawfordsville community, about their pursuit of success and their use of failure in its service. And in the end, we may find that, instead of being its opposite, failure is often a critical step towards the success we should most want to achieve.

Culture, Criticism, and Cartoons: Publishing Like a New Yorker Amanda Ingram has been teaching at Wabash for 14 years and is a botanist, a native of Virginia, a devoted fan of Wabash basketball, and a dedicated reader of The New Yorker. Are you interested in politics, science, sports, business, the arts, humor, food, or personal histories? Then this is the tutorial for you! The New Yorker is a weekly magazine known for its brilliant writing, wide-ranging coverage, and amusing (if sometimes mystifying) cartoons, and we'll spend the semester reading articles, analyzing them to understand how great writing is constructed, and discussing whatever fascinating content the magazine sends our way. Students will write a range of articles in The New Yorker style, including gossipy "Talk of the Town" pieces, personal histories, criticism, and news commentary, culminating in a Wabash College-focused magazine of our own.

We Are the world: Multi-ethnic America Tim Lake teaches English and is a member of the Wabash Center of Theology and Religion. This course will introduce students to the field of ethnic studies. We will survey American history with a focus on the many peoples and cultures that comprise the U.S. population. Attention will also be given to contemporary issues we face as a diverse society and how our diversity both strengthens and threatens our democratic ambitions. Students will chart their family histories as it unfolds into the larger story we tell about the U.S.

One Helluva Hike: Lessons on How to Live from Dante's Divine Comedy Jill Lamberton who teaches writing and literature courses, is an avid traveler and will return to Wabash in the fall of 2018 after a year in Italy. Dante Alighieri's Divine Comedy is one of the great literary achievements of the Western world. Written between about 1308 and 1320 CE, and composed in Italian when great literature was written in Latin, Dante desperately wanted to be ranked among the greatest writers, yet he wasn't necessarily governed by other peoples' rules. The poem-which we will read in English translation-describes a pilgrim named "Dante" who finds himself lost in the middle of his life and begins a journey to get himself unlost. But to find what, exactly? Himself. His first love, "the woman who got away." Revenge. Home. Salvation. God. Each of these answers is correct, yet none is sufficient. The Divine Comedy is a pilgrimage narrative, and, like all pilgrimage narratives, the ultimate goal of spiritual enlightenment is only attainable through travel. You have to leave the comforts of home to find out who you are and how best to live your life. In this freshman tutorial we will travel with Dante through hell, purgatory, and heaven-but also deep into the world of Medieval Italy, learning something about the people, places, beliefs, and questions that moved the spiritual seekers of the middle ages. Assignments in the course will emphasize the speaking, reading, and writing skills necessary for college success, and there will also be one oral presentation. The summer reading for this course is a mystery novel set during the American Civil War-era called The Dante Club, by Matthew Pearl.

Harry Potter and the Liberal Arts Todd McDorman teaches Rhetoric and enjoys and studies sport, particularly baseball. With 500 million books sold (and translated into 80 different languages), J.K. Rowling's Harry Potter franchise has developed into a global phenomenon. It is probably safe to assume that you've grown up with "The Boy Who Lived," whether that be reading the books, watching the films (which debuted in 2001), or both. With 2018 marking the 20th anniversary of its United States debut, it is a year of celebration for the Potter universe, which also includes a recent play, a new film series, a theme park, and more. Why has Harry Potter developed into a cultural icon? What lessons might we learn from the rich magical world created by J.K. Rowling? What are we to make of the far reaching commercialism existing under the name Harry Potter? The Freshman Tutorial "Harry Potter and the Liberal Arts" investigates such questions by considering the world of Harry Potter from diverse disciplinary perspectives including history, politics, religion, economics, philosophy, and gender. Familiarity with the storylines of the Harry Potter series is encouraged but there is no requirement or expectation that you be an expert to sign up for this class. Fun fact: many Harry Potter books were printed in Crawfordsville, Indiana!

God, Human Limits, and the Things That Matter Derek Nelson teaches Religion and makes furniture; he uses scrap wood to smoke meat, which is its own kind of religion for him. Steve Bowen practiced law for forty years and served as chairman of the Wabash board of trustees for ten, before retiring to read even more books than he used to. Diamonds aren't forever, Google doesn't know everything, and -- sorry to say -- not everything is possible. So why do words like "eternal," "omniscient" and "almighty" end up being used in ways that obviously surpass their intended limits? What consequences can we expect when we ignore our own limits? How does the idea of God, or the infinite, or the ultimate, work with and against the limits of our knowledge? Through fiction, film, theological writings and other essays this seminar will explore the ways we appeal to transcendent words and concepts in ordinary life situations.

Race to the Moon Wally Novak is a biochemist who loves astronomy and space exploration. Race to the Moon - October 4, 1957 marks the start of the space race. The Soviet Union's launch of Sputnik sparked fear in the minds of Americans and threatened our national security. Sputnik was followed by a series of space firsts by the Soviet Union and the U.S. struggled to keep up. The U.S. desperately needed a major win, and in 1961 President John F. Kennedy challenged the nation to land a man on the moon and safely return him home. Students taking this course will examine both the technology and the personalities behind the race to the moon (1957 - 1969), and how the recent privatization of space exploration (Space X, Blue Origin, Virgin Galactic, etc.) has affected the space program and the next space race.to Mars.

Eye of the Beholder: Images of Jesus in Gospel and Film Gary Phillips teaches Religion, cycles Indiana back roads, and believes The Matrix explains the meaning of life Have you ever wondered why so many different images of Jesus? A Google search gives us Jesuses who are tall and short, young and old, blue eyed and brown, blond and dark haired, bearded and clean shaven, black and white, brown and yellow, European and Asian, African and American, muscular and emaciated, masculine and feminine, miracle worker and revolutionary. Writers, painters, filmmakers, theologians, and ordinary believers are fascinated by Jesus, and they conjure up images of Jesus that inevitably reflect deeply who they are, where and when they live, and what their concerns and religious beliefs are. Inspired by Jesus' importance, believers fashion a Jesus who speaks to them and their communities' deepest values and most pressing religious questions. This freshman tutorial explores different images of Jesus in ancient Gospel texts and contemporary film. We look at gospel stories that made it into the New Testament (Mark, Matthew, and John) and gospel stories that didn't (Thomas, Philip, and Mary). We will study these different Jesuses in their literary, historical, and theological settings. And we will complement these ancient texts with modern film representations of Jesus (for example, Jesus Christ Superstar, Jesus of Montreal, The Life of Brian, The Last Temptation of Christ, The Passion of the Christ, The Big Lebowski, and The Matrix). We will view these films together over a common meal as we consider why Jesus depends so much on the eye of the beholder.

Is the Future Here Already? Past and Current Speculations on the World(s) To Come A native of Chile, Esteban Poffald enjoys teaching mathematics, soccer and classical guitar. Gray goo or nanomedicine, malevolent or friendly AI, The Singularity or the Jetsons, Utopia or Dystopia? An exploration of the future through the lenses of fiction writers, scientists, social commentators, and others. In a world with an accelerating rate of scientific and technological progress, the near future is envisioned by many as being full of great promise, but also of grave dangers. In this tutorial we will explore the scientific and technological possibilities for the future, while considering the perilous human, economic, social and political ramifications of "progress".

History and Cinema Michelle Rhoades is a long-time skateboarder and traveler to far-flung destinations. In her spare time she makes bread, plays Star Wars Legos with her kid, and goes on 40-mile bicycle rides. Students in this tutorial will explore the relationship between film and history. Naturally, we can view history in motion pictures as a backdrop to the story or actions of the main characters. This is useful for general educational purposes (WWII happened) but what if that history is wrong? When the past is altered and a film becomes very popular, we can still learn a good deal about the society that viewed that film. Choices made by documentary filmmakers can offer interpretations of the past that are incomplete but valuable for understanding viewers' perspectives. Students in this tutorial will read about 20th century European history, view films, and discuss how well the films represent the past. Motion pictures and documentaries screened in the course will address the Holocaust, Weimar Germany, WWI, and WWII. Films screened for class may include "Inglorious Bastards," "The Sorrow and the Pity," "Night and Fog," "Sophie Scholl," "Casablanca," "All Quiet on the Western Front," "Life and Nothing But," "Joyeux Noël," "The Officer's Ward," "Paths of Glory," "Behind the Lines," or "Dawn Patrol." All films will be shown during class time with discussion to follow.

Making Art and Making Trouble Annie Strader teaches performance, video and ceramics, is an artist and mother to two young girls. The Philosopher Theodor Adorno famously wrote, "Every work of art is an uncommitted crime." Throughout the history of social movements and revolutions, artists have responded to violence, injustice and oppression and often have found themselves censored, imprisoned, or facing some other form of persecution. In this tutorial, we will examine artists who address socio-political issues and engage in creative social practice directly with communities creating work that weaves together art and life. We will discuss if Art really can effect social and political change while considering the responsibilities of artists, institutions and curators. We will discuss works by Ai Wei Wei, Banksy, Tania Bruguera, Krzystof Wodiczko, Kara Walker, Mel Chin, Theaster Gates, Rick Lowe, Pussy Riot, Guerilla Girls and many more.

Food in the Liberal Arts Rick Warner worked as a professional chef for over a decade, and now teaches Latin American, African, and World History at Wabash. Can there be anything more central to life than food? Can such a simple subject be made complicated by critical thinking skills in a liberal arts setting? Are there potential connections between EXPERIENCE and REFLECTION that might be gathered by the serious study of food? This freshman seminar will explore the subject of food from numerous disciplinary perspectives; among these are included the disciplines of history, political science, chemistry, economics, and anthropology. We will discover that Food Studies is a new yet fertile academic field. In the end, the course will serve as an introduction to scholarly diversity within the liberal arts, as we hone our skills of critical thinking and expression... and you will learn how to cook!

PHI 109-01/01F = GEN 200-01/01F: Philosophical Perspectives: Nature We refer to nature to make claims about the world, what is and what should be. Nature is used to justify the social order by identifying essences that prescribe roles. It is used to legitimate social hierarchy by dividing the world between what is closer to nature and what overcomes or surpasses nature. Nature is used to distinguish between good and natural actions and bad and unnatural ones. What is more closely associated with nature and material is considered that which culture uses to achieve its ends. This course will examine the philosophical positions behind these claims and critiques of these positions. The course will take up the example of gender at various places across the semester to think about the implications of various conceptions of nature in the history of philosophy. This course is NOT open to Junior and Senior PHI Majors. Prerequisite: None Credit: 1 Instructor: Adriel Trott

FRESHMEN ONLY SECTION PHI 109-01/01F = GEN 200-01/01F: Philosophical Perspectives: Nature We refer to nature to make claims about the world, what is and what should be. Nature is used to justify the social order by identifying essences that prescribe roles. It is used to legitimate social hierarchy by dividing the world between what is closer to nature and what overcomes or surpasses nature. Nature is used to distinguish between good and natural actions and bad and unnatural ones. What is more closely associated with nature and material is considered that which culture uses to achieve its ends. This course will examine the philosophical positions behind these claims and critiques of these positions. The course will take up the example of gender at various places across the semester to think about the implications of various conceptions of nature in the history of philosophy. This course is NOT open to Junior and Senior PHI Majors. Prerequisite: None Credit: 1 Instructor: Adriel Trott

PSY 210-01 = GEN 209-01: Psychology of Sex and Gender What are the differences between men and women? Why do we tend to emphasize the differences rather than the many similarities? In this course, we will review psychological theory and empirical findings regarding common beliefs about gender, the impact of biological sex on behavior, the role of cultural forces on the construction of gender, the relationship of gender to traditional issues in psychology (e.g., moral development, personality, interpersonal relationships), and special issues pertinent to gender (e.g., gender violence). This course is designed to equip students to critically analyze the evidence for sex differences and similarities, gender roles, and the effect of gender on traditional issues in psychology. Prerequisites PSY 101 or PSY/GEN 105 Credits: 1 Instructor: Eric Olofson

ENG 180-01 = GEN 270-01: Extraordinary Bodies in Literature and Film We will study literary and filmic representations of bodies that exceed, fall short of, confound, or otherwise problematize "normal" selves. This includes representations of athletes, disabled people, superheroes, pregnant or nursing people, transgender or intersex people, and monsters/mythic creatures of all varieties. All levels of experience welcome. Prerequisite: None Credits: 1 Instructor: Crystal Benedicks

ASI 277-01 = GEN 277-01 = SOC 277-01: Gender and Sexuality in Contemporary East Asia This course considers a range of themes related to gender and sexuality in China, Japan, Korea, and Taiwan in the late twentieth and early twenty-first centuries. While the course will be interdisciplinary by nature, many of the readings and discussions will be rooted in a sociological approach. Potential topics include: marriage, family, femininity, masculinity, fluid gender identities, queer sexualities, sexual practices, family planning, gendered divisions of labor, gender and the state, women's and LGBTQ+ movements, gendered spaces, the commercialization of sex, and media portrayals of gender and sexuality. Prerequisites: None Credits: 1 Instructor: Cara Healey

HIS 200-01/01F: A History of the End of the World How will the world end? When will the world end? Will the world end at all? While many recall the May 21, 2011 "deadline" of Harold Camping's Family Radio caravans and the "ending" of the Mayan calendar in December 2012, these questions have provoked the human imagination for millennia. This course will study the history of how these questions have been posed and answered from Jewish and Christian communities in the ancient Mediterranean world to Christians in medieval Europe to contemporary America. Using the lenses of social and cultural history, we will examine how these apocalyptic ideologies have been shaped by historical events and how subgroups have interacted with, and often changed, society. Prerequisite: None Credits: 1 Instructor: Robert Royalty

FRESHMEN ONLY SECTION HIS 200-01/01F: A History of the End of the World How will the world end? When will the world end? Will the world end at all? While many recall the May 21, 2011 "deadline" of Harold Camping's Family Radio caravans and the "ending" of the Mayan calendar in December 2012, these questions have provoked the human imagination for millennia. This course will study the history of how these questions have been posed and answered from Jewish and Christian communities in the ancient Mediterranean world to Christians in medieval Europe to contemporary America. Using the lenses of social and cultural history, we will examine how these apocalyptic ideologies have been shaped by historical events and how subgroups have interacted with, and often changed, society. Prerequisite: None Credits: 1 Instructor: Robert Royalty

EDU 370-01 = HIS 240-01: Social Studies Education for Democratic Citizenship This course takes a "difficult questions" approach to explore the ways in which social studies education in the U.S. must grapple with complex historic content--and sometimes fails to do so adequately. Topics explored include: history curriculum related to immigrant history, slavery, and indigenous peoples; geography approaches such as critical geography to focus upon power relationships; and instruction in U.S. government and economy including the history and nature of social contract, separation of powers, and individual rights and freedoms. Prerequisite: None Credits: 0.5 (First Half-Semester Course) Instructor: Deborah Seltzer-Kelly

EDU 370-02 = HIS 240-02: Science Education for Democratic Citizenship This course explores the history and dilemmas of U.S. educational approaches to science literacy during the 20th and early 21st centuries. Topics include: constructions of the nature of scientific method; recurring dilemmas such as evolution and global warming; and ways in which notions of science literacy itself are understood and discussed in governmental and educational policy and institutions. Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: Deborah Seltzer-Kelly

ASI 260-01/01F = HIS 260-01/01F: China's Cultural Revolution In 1966, Mao Zedong declared the start of China's Great Proletarian Cultural Revolution, a political and ideological campaign to mobilize China's youth against traditional institutions of all kinds. What followed were ten years of violence and chaos that left an irrevocable mark on Chinese history. This course will consider the causes and legacies of the Cultural Revolution from multiple perspectives. We will study the experiences of individuals from all walks of society as well as how the event has been remembered in a variety of media. Prerequisites: None Credits: 1 Instructor: Cara Healey

FRESHMEN ONLY SECTION ASI 260-01/01F = HIS 260-01/01F: China's Cultural Revolution In 1966, Mao Zedong declared the start of China's Great Proletarian Cultural Revolution, a political and ideological campaign to mobilize China's youth against traditional institutions of all kinds. What followed were ten years of violence and chaos that left an irrevocable mark on Chinese history. This course will consider the causes and legacies of the Cultural Revolution from multiple perspectives. We will study the experiences of individuals from all walks of society as well as how the event has been remembered in a variety of media. Prerequisites: None Credits: 1 Instructor: Cara Healey

HIS 260-02/02F: China, 400 BCE-400 CE This course surveys the Warring States Era and the early Chinese Dynasties - Qin, Han, and the Han's immediate successors, constituting the "classical" period of Chinese history. While encompassing a broad range of topics including economic, social and cultural aspects of Chinese life in this era, the focus will be on the political development of the Chinese state, including its philosophical foundations and the evolution of its administrative and military mechanisms. Prerequisite: None Credits: 1 Instructor: Stephen Morillo

FRESHMEN ONLY SECTION HIS 260-02/02F: China, 400 BCE-400 CE This course surveys the Warring States Era and the early Chinese Dynasties - Qin, Han, and the Han's immediate successors, constituting the "classical" period of Chinese history. While encompassing a broad range of topics including economic, social and cultural aspects of Chinese life in this era, the focus will be on the political development of the Chinese state, including its philosophical foundations and the evolution of its administrative and military mechanisms. Prerequisite: None Credits: 1 Instructor: Stephen Morillo

HIS 300-01: World Naval and Maritime History, 1500-1800 This seminar will examine in detail key aspects and episodes of sea-borne activity around the world in the Late Agrarian era. Mechanisms of trade in the Indian Ocean, the operations of the Spanish treasure fleets, piracy, and the classic age of sail and cannon naval warfare - which we will explore in part through a table-top simulation game of the professor's invention - are among the topics we will focus on. Prerequisite: None Credits: 1 Instructor: Stephen Morillo

IMMERSION COURSE - PARIS HIS 330-01: French History and Historical Memory How the history is created in France and how historical memory functions in present-day Paris is the theoretical focus of this course. It's clear that individuals chose to write about some things rather than others and governments keep only a portion of the documents produced. But when individuals select or conserve particular documents, they make a statement about how they see themselves, their country, and their present. In this course on French history, students will explore issues relevant to the field of historical memory. Course reading topics will include the creation of the city of Paris, the Louvre, café culture, and France's military history. To augment course readings, students will travel to Paris to examine historical "sites" of memory. These include: WW II and Holocaust memorials in Paris; the Château of Versailles; the Louvre museum; the Musée D'Orsay, Napoleon's Tomb; Notre Dame de Paris, and still others. Paris remains the #1 tourist destination in the world. However, this is not a tourist excursion. The workload requires extensive reading and classroom participation, several short papers, and a brief research paper. On site, students will participate in daily class meetings and events. Participants may be asked to blog about their experiences while abroad. Upon their return to the United States, students will present final observations during a poster session open to the public. Some history background is preferred but not required. Pre-approval to register for the course is required. Prerequisite: None Credits: 1 Instructor: Michele Rhoades

FULFILLS HSP REQUIREMENT HIS 350-01: Religion in Latin America This course concerns the history of religious belief and practice in Latin America and the Caribbean from pre-Columbian times until the present. Native traditions, the introduction and reception of Catholicism, Liberation Theology, and the Rise of Protestantism will be the major themes of the course. Students will produce a 15-20 page term paper on an appropriate topic of their choice as the culminating project for the class Prerequisite: One HIS Credit Credits: 1 Instructor: Richard Warner

REL 196-01 = ASI 196-01 = HUM 196-01: Religion and Literature: "Old Pond-Frog Jumps In": Religion in Japanese Literature "Old pond-frog jumps in-sound of water." So runs the famous haiku by Basho. Is it religious? For the Japanese, yes. In Japan religion and art are arguably the same thing. In this course we'll ask how and why. We'll study Japanese ideas about art and religion (e.g. emptiness, solitude, "sublime beauty"), and how they appear in Japanese literature. We'll read selections from Japanese poetry (including haiku), No drama, novels both classic and modern (e.g. The Tale of Genji, Kawabata), and some short stories. For first half-semester at 9:45 TTh, see REL 275-01. Prerequisite: None Credits: 0.5 (Second Half-Semester Course) Instructor: David Blix

REL 295-01 = ART 210-02 = HUM 295-01: Religion and Representations of the Holocaust This course explores a variety of representations of the Holocaust in theology, literature, film, and art. This interdisciplinary course examines the creative and material work of historians, theologians, novelists, poets, graphic novelists, painters, film makers, composers, photographers, and museum architects. The course explores the limits and possibilities of representing atrocity by raising such questions as: Can suffering be represented? What do representations of the Jewish genocide convey to 21st century citizens and subsequent generations of Jews and Christians? Is it barbaric to write poetry and fiction, paint or compose music, film documentaries and TV comedies, draw cartoons and graphic novels, publish photographs or erect monuments about such horrific events? How does visual media facilitate the raising of profound moral and religious questions about the Holocaust and our responses to it? Prerequisite: None Credits: 1 Instructor: Gary Phillips