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ART 225-01: Topics in Studio: Experimental Animation. This survey course will provide students with the basic knowledge and tools needed to create their own animations using Abode After Effects. Techniques covered may include: Animating layers, working with masks, distorting objects with the Puppet Tools, using the Roto Brush Tool, color correction and working with the 3D Camera Tracker. Sound design, composition and other basic image making principles will be explored. We will also examine the aesthetic nature of experimental film and specifically how it can be applied to animation. There will be a studio art component during the second half of the semester during which each student will create their own original short experimental animation. Prerequisite: None

ART 225-02: Topics in Studio: Website Design and Development. The aim of this collaborative, project-centered course is to design and develop the website for the Botswana Society, an NGO devoted to promoting the heritage of the nation of Botswana. Students will study best practices to develop a professional design for the website. In addition, they will collaborate with curators, archaeologists, heritage professionals, and historians from the National Museum and Art Gallery of Botswana, University of Botswana, and the Botswana Society to build the content of the website. Prerequisite: None

ART 225-03: Topics in Studio: Performance and Video Art. This course will explore performance and video art both in practice and theory. Through assigned creative projects, group critiques, readings, lectures and viewing professional artists work students will develop a vocabulary pertaining to performance and video art in relationship to art history and practice. This course will provide an experimental platform for students to develop their personal voice. Students will experience and practice live performance, video performance, performative camera, site-specific methods, and collaboration and performance/video installation. One course credit. Prerequisite: None Instructor: Annie Strader & Matthew Weedman

ASI-112 = HIS-260. Studies in Asian Culture/Topics in Asian History: The Politics of Memory: Tiananmen Square 1989. Who decides how we remember history? In spring 1989 Chinese citizens gathered in Tiananmen Square, peacefully calling for democracy and political reform. In the early hours of June 4, the People's Liberation Army stormed the square with assault rifles and tanks, massacring civilians in its wake. International media coverage produced some of the most iconic images of the twentieth century. Meanwhile, the Chinese government mobilized a decades-long campaign to suppress and censor the events of that spring, resulting in a form of collective amnesia. Thirty years later, the Tiananmen Square Massacre remains a sensitive topic. This course will reflect on how the protests and their aftermath have been remembered and forgotten within China and abroad. Taking an interdisciplinary approach, the course will consider sources ranging from government documents and journalistic footage to literature and film to rock music and social media memes.

BIO-222: Biol of Invertebrates. This is a course designed to provide students with an introduction to the diversity of invertebrate organisms through lectures, reading and discussion of primary literature, student presentations, and laboratory work. Emphasis is placed on structure, functional morphology, physiology, ecology, and evolution. A field trip during spring break has been included in the past few years. This course is offered in the spring semester of odd-numbered years. Prerequisites: BIO-112 Credit: 1 Distribution: Natural Science/Mathematics. Immersion Trip; Registration through instructor only.

BIO 371-01 = NSC 310-01: Molecular Endocrinology. This seminar course will explore the molecular and cellular mechanisms of hormone action through analysis of primary literature. Particular emphasis will be placed on the structure/function of nuclear and membrane hormone receptors, mechanisms of hormone-regulated signal transduction, and their influence on neuroendocrine pathways. This course counts as an elective toward the Biology major/minor, Biochemistry major, or Neuroscience minor. One course credit. Prerequisite: BIO 212: Cell Biology Instructor: Heidi Walsh

BIO 371-02: Plants and Climate Change. While it is clear that human activities (e.g., burning fossil fuels, agriculture) have already or will soon fundamentally alter many essential biogeochemical processes on Earth, many questions remain about how plants, a crucial piece in the puzzle, will respond to climate change. This course will provide students with a crash course in the basics of climate science and will use that foundation to explore climate change's predicted effects on plants and plants' effects on climate in the coming decades and centuries. We will use discussions of primary literature to address topics including the response of photosynthesis to increased CO2 concentrations, warmer temperatures, and changing water availability; the effects of land use changes on the carbon cycle; plant greenhouse gas emissions; responses of non-native plants to climate change; and likely implications for biodiversity, food security, and human health. Prerequisite: BIO 112

BLS-280 = HIS-244: African American History. This survey course will cover African American history in the service of illuminating the experiences of Black people in America. The intent of this course is to situate African Americans within of the American democratic experiment. This approach allows for rich discussions of the political, social and cultural production (i.e., the doings and strivings) of Black Americans.

CHE-421: Organic Chemistry of Plant Natural Products. ½ credit, secondhalf semester. Prerequisite: CHE321. This course will use organic chemistry to further the understanding of plant natural products. Of the known 400,000 plant species in the world only a small percentage of natural products have been studied, yet 25% of our pharmaceuticals come from these specialized compounds. Students will engage the primary literature to study the use of organic chemistry in specializedbiosynthetic pathways and a variety of analytical techniques that can identify new natural products.

CLA-111-01 = PSC-230-02 Leading Effectively: Ancient and American Lessons. Pericles, Alexander the Great, Cicero, Julius Caesar - these names have lived on as powerful reminders of the debt western civilization owes to the ancient Greeks and Romans. Despite shifts in historical approach, we continue to be fascinated by the "great man" and his impact on the events that have been crucial to the development of our own culture. Even popular media appreciate the attraction, with movies like Spartacus, Alexander, and multiple episodes of the History Channel. One of our chief sources of knowledge about important men of antiquity is Plutarch, a Greek writer living in the Roman Empire (A.D. 46-120). He composed a series of biographies known as the Parallel Lives, in which he pairs a Greek and Roman leader who he thinks are in some way connected. As Plutarch himself says at the beginning of his life of Alexander, his main concern is not so much historical as ethical. He wants to present to readers models of great-hearted men for imitation in their own lives, and for this reason Plutarch's biographies have had a great influence on the personal formation of the educated classes in European and American history. Ralph Waldo Emerson called Plutarch's Lives "a bible for heroes", and before him they were read by the American Founding Fathers, who discovered in these texts many ethical concepts that were to inform their ideas about the creation of a free republic. With a work of secondary scholarship, The Founders and the Classics: Greece, Rome, and the American Enlightenment by C.J. Richard, we will examine this topic in detail. 0.5 credits (half-semester; choose to take it first half or second half of semester)

CLA-111-02 = PSC-230-03 Leading Effectively: Ancient and American Lessons. Pericles, Alexander the Great, Cicero, Julius Caesar - these names have lived on as powerful reminders of the debt western civilization owes to the ancient Greeks and Romans. Despite shifts in historical approach, we continue to be fascinated by the "great man" and his impact on the events that have been crucial to the development of our own culture. Even popular media appreciate the attraction, with movies like Spartacus, Alexander, and multiple episodes of the History Channel. One of our chief sources of knowledge about important men of antiquity is Plutarch, a Greek writer living in the Roman Empire (A.D. 46-120). He composed a series of biographies known as the Parallel Lives, in which he pairs a Greek and Roman leader who he thinks are in some way connected. As Plutarch himself says at the beginning of his life of Alexander, his main concern is not so much historical as ethical. He wants to present to readers models of great-hearted men for imitation in their own lives, and for this reason Plutarch's biographies have had a great influence on the personal formation of the educated classes in European and American history. Ralph Waldo Emerson called Plutarch's Lives "a bible for heroes", and before him they were read by the American Founding Fathers, who discovered in these texts many ethical concepts that were to inform their ideas about the creation of a free republic. With a work of secondary scholarship, The Founders and the Classics: Greece, Rome, and the American Enlightenment by C.J. Richard, we will examine this topic in detail. 0.5 credits (half-semester; choose to take it first half or second half of semester)

CLA-113-01 = GHL-277-01 = HIS-210-01 From Zeus to Zika: A History of Epidemic Disease. Health is a universal concern: everyone gets sick at one time or another and we all seek healers in order to regain or maintain our health. In this way, we are much the same as the ancient Greeks and Romans. Take a journey through time to see what tools and methods the Greeks and Romans used to treat diseases that fell upon large populations (epidemic diseases), what these diseases were, and how the epidemics themselves and medical approaches to them have changed with new discoveries. Along the way, we'll study plagues in Athens and Rome, the Black Death of the Middle Ages, cholera outbreaks in nineteenth-century London, and contemporary epidemics like AIDS and Zika. Students will engage the material through discussion, presentations, short written assignments, and quizzes. This course is required for the Global Health minor.

CLA-113-02 = GHL-277-02 = HIS-210-02 From Zeus to Zika: A History of Epidemic Disease. Health is a universal concern: everyone gets sick at one time or another and we all seek healers in order to regain or maintain our health. In this way, we are much the same as the ancient Greeks and Romans. Take a journey through time to see what tools and methods the Greeks and Romans used to treat diseases that fell upon large populations (epidemic diseases), what these diseases were, and how the epidemics themselves and medical approaches to them have changed with new discoveries. Along the way, we'll study plagues in Athens and Rome, the Black Death of the Middle Ages, cholera outbreaks in nineteenth-century London, and contemporary epidemics like AIDS and Zika. Students will engage the material through discussion, presentations, short written assignments, and quizzes. This course is required for the Global Health minor.

CLA-211 = ENG 109 The Golden Ass: Apuleius and the Ancient Novel. This course is dedicated to our only complete Latin novel, a comic and sometimes quite bawdy tale originally entitled Metamorphoses, but more commonly known by the name St. Augustine uses for it, The Golden Ass. Written by Lucius Apuleius, a Neo-Platonic philosopher who was born in North Africa under Roman rule, the story recounts the experiences of a hapless man, who while experimenting with magic accidentally turns himself into a donkey. The novel traces the wild adventures of the narrator-who, like the author, is named Lucius-as he experiences the Roman Empire from a literally asinine perspective. Ultimately, things turn serious, as Lucius regains human form through initiation into the cult of the Egyptian goddess Isis. The Golden Ass thus grants opportunities for reading an entertaining work of literature, but also for learning and thinking about many different realms of Roman life (religion, slavery, spectacle, etc.) as well as for thinking about genre and influence. Like epic, history, tragedy and comedy, the novel was also an ancient invention, and scholars are now renewing study on Apuleius' manipulation of genres. Moreover, embedded within The Golden Ass is a long excursus containing one of the most famous tales of antiquity, the erotic story of Cupid and Psyche, which was widely known and influential from the Renaissance to the 19th century. We can trace its influence on authors like Shakespeare, Cervantes, and Flaubert. No background in Classics is necessary, merely a willingness to dive into this curious book and the fascinating culture that produced it.

CSC 361 - Database System Design Database management is a central component of a modern computing environment. This course introduces the fundamental concepts of database design and database languages. Topics include relational databases, SQL, formal relational query languages, the E-R model, relational database design, storage and file structures, indexing and hashing, query processing, transactions, and data warehousing and mining. Prerequisites: Credit or enrollment in CSC 211

ECO-221: Economics of the European Union* The course includes a variety of topics related to current economic policy and institutional arrangements in the EU, ranging from labor markets and common monetary policy to international trade policy and challenges of growth. The goal of this class is to develop a deeper understanding of the economic structure and policies of the European Union (EU). Additionally, the class will help students to become familiar with some data sources for information about the EU. Finally, economic policy is done in the cultural, historical, and social context of individual countries; therefore, some of this context will be included in class. The regular in-class approach will be complemented with an immersion trip to visit EU institutions, such as the European Commission in Brussels, Belgium, and the European Central Bank in Frankfurt, Germany. This course requires concurrent registration for PSC 322: Politics of the European Union. Immersion trip; Registration through the instructor only. Take

ECO 234: Environmental Economics* This course uses economic principles to analyze the relationship between humans and the environment. The central theme is that there are competing demands for the limited supply of natural resources, such as clean air, water, and the waste assimilation capacity of the land. The application of economic theory can help us understand how to best allocate these scarce resources between various wants and needs of society. We will study how these natural resources are distributed via both market and command and control systems, analyze the potential problems with these allocations, and understand how to reallocate resources to achieve more socially desirable outcomes. We will cover issues such as market efficiency, externalities, cost-benefit analysis, the valuation of environmental resources, and alternative policy instruments for environmental use and preservation. Immersion trip; Registration through the instructor only.

ECO 277: Topics in Behavioral Economics Behavioral Economics, a relatively new field in economic theory, attempts to bridge the divide between the classical microeconomic model and what we observe in the real world. In this class, we will explore concepts like mental accounting (or why my bank account never seems to have as much money in it as I remember), hyperbolic discounting (or why I keep hitting the snooze button on my alarm clock), reciprocity (or why I charge less to people I know better), and prospect theory (or why I weigh my fear of getting a C on an exam much more than my joy of getting an A on it), among other topics.

ECO 377: Investments The goal of this course is to explore the theory and the empirical evidence for investment management. The major topics are elements of investments, securities markets, portfolio theory, debt securities, derivatives market and investment planning. It will provide the basic knowledge about the current financial markets, valuation of investment tools and different investment strategies. This course will help to develop the quantitative analytical skill that can be applied to a broad range of investment decisions and thus will require use of Excel and other statistical packages. After completing the course, students will be able to explain and apply the key concepts and techniques in Investments to their daily lives and be able to understand how they work. The students who want to develop their decision-making abilities in investments or are planning to start a career as investment professionals will find this course useful. The subject matter of this course is intended to complement two other courses (Money and Banking and/or Corporate Finance) through application of the concepts to real world scenarios.

EDU-330 = MAS-330: In this course students study issues related to urban education; in some years it may culminate with an immersion trip in May during the week between finals and graduation. For Spring 2019 the course will NOT include an immersion trip but will incorporate digital pedagogies, speakers, and/or field trips in our study of contemporary approaches to urban education in the U.S. In addition to considering the needs and challenges of urban communities and their schools, we will examine the growing use of alternative licensure programs such as Teach For America (TFA) to provide teachers for high-needs urban school districts across the country. Credits: 0.5

EDU-370 = HIS-300-03 = MAS-371: Colonial & Postcolonial Education. This course takes a postcolonial perspective to examine the ways in which colonial systems of education have been envisioned and implemented as tools for cultural expansion and imperialism. We will consider these broad themes in relation to the specific experiences of selected writers from Africa, Asia, and the Caribbean, with particular attention to the educational colonization of the indigenous peoples of North America in the "Indian Schools" of the U.S. and Canada. During the second half of the course, students will conduct independent research into a culture or region of their choice.

ENG-107 = HSP 107 - History in Drama- "Race, Resistance, and Revolt in Drama." This course will include some musical theatre and opera and will focus on Latinx drama of the circum-Caribbean. This course will consider theatre as a site of resistance and a primary space in which the nation was being (re)constructed and (re)developed often largely based around issues of race and ethnicity. We'll begin with Inkle and Yarico (1787) which tells the story of an English soldier shipwrecked with an Indian maiden, move to the continent with Beethoven's Fidelio (1805) set with the French Revolution as a backdrop. Then we'll investigate Verdi's Nabuco (1841), which makes a clear analogy between the Jews under Babylonian rule to the Italians under Austro-Hungarian rule. The course will contrast European revolutions with revolutions in the Americas to investigate ideas of nationhood, citizenship, race, belonging, and identity. Other likely plays will include Jose Marti's Abdala (Cuba, 1869), Alejandro Tapia y Rivera's La cuarterona ("The Quadroon," 1867 Spain, 1877 Puerto Rico), and Luis Valdez's Zoot Suit (U.S., 1979).

ENG-160: African-American Environmental Literature. While environmental literature is often associated with white authors like Henry David Thoreau and John Muir, this course builds upon a growing body of scholarship in Black Studies and the Environmental Humanities that sees environmental concerns as important to the experiences and culture of African Americans. In the course, we will read authors like Phillis Wheatley, W. E. B. Du Bois, Zora Neale Hurston, Percival Everett, and Octavia Butler to explore the unique contributions black authors have made to the development of environmental consciousness in the U.S., including their recognition of ways that social and environmental issues are often intertwined for African Americans and other minorities. We will also identify aspects of environmental thought in the work of black musicians, filmmakers, scientists, and activists.

ENG 180-01: Science and Speculative Fiction. In "Science and Speculative Fiction," we will analyze the social, historical, and political contexts for such themes as time travel, artificial intelligence, genetic engineering, alien invasion, and biological interdependence. We will read fiction by H.G. Wells, Isaac Asimov, Ray Bradbury, Octavia Butler, Margaret Atwood, and others, as well as graphic novels. The movies will include Metropolis, the Matrix trilogy, and District 9.

English 180-02 = ART-210: Comics and Graphic Novels. Dismissed once as kids fare or shrugged off as sub-literate-"in the hierarchy of applied arts," Art Spiegelman once wrote, comic books surpass only "tattoo art and sign painting"-comics today are enjoying their Renaissance. In 2015, comics and graphic novel sales topped $1 billon, a 20-year high. Award-winning fiction writers now moonlight for Marvel (Roxanne Gay, Ta-Nehisi Coates) or pen essays on Peanuts (Jonathan Franzen). Superheroes dominate the big screen. In this class, we'll explore a deceptively simple medium as it develops-like a teen bit by a radioactive spider-a whole host of special abilities. We'll use Scott McCloud's Understanding Comics, a critical text that is itself a comic, to become smart readers of sequential art. We'll use Hillary Chute's new book, Why Comics? From Underground to Everywhere, to ask why comics so frequently explore sex, the suburbs, disaster, and superheroes. Readings might include Moore and Gibbons's The Watchmen, Alison Bechdel's Fun Home, the Hernandez Brothers' Love and Rockets, Spiegelman's Maus, and/or works by Lynda Barry, Daniel Clowes, Phoebe Gloeckner, Harvey Pekar, R. Crumb, and Chris Ware. The course is open to all students; underclassmen are encouraged to enroll. There will be capes and tights.

English 310: Studies in Literary Genres: Autobiography, Biography and Memoir. What is the purpose of a given life story, and what are the implications of a writer's choices to omit or to include certain details? When do authors' choices cross the line between truth and deception, or tend too much toward hagiography or slander? This course will examine literary theories of "life writing"-that is, how authors choose to craft an autobiography, biography, or memoir. Our readings will sample widely from the genres of life writing, by or about subjects including Benjamin Franklin, Harriet Jacobs, Henry James, Alison Bechdel, and God.

Walt Whitman thought of poetry as an extension of the body. "[T]his is no book," he writes of Leaves of Grass. "Who touches this touches a man." Emily Dickinson was equally visceral in her descriptions of verse: "[i]f I feel physically as if the top of my head were taken off, I know that is poetry." For both writers, poems carried a person into the world through a page. In Advanced Poetry Writing, you too will find a poetic self that is suitable for entry into the world. Workshops will allow us to hear, by way of careful critique, how our poems sound on a reader's tongue. Such work is inherently collaborative. (As Whitman notes: "it is you talking just as much as myself.") Readings in contemporary poetry will ensure that your influences extend beyond your peers. Craft lessons on meter, scansion, forms (rhetorical and stanzaic), tropes, free verse, and poetic movements will supplement our work. We are lucky, in ways that Whitman and Dickinson were not, to have such immediate access to feedback. We'll use that advantage to produce a chapbook-length manuscript of polished work (20+ pages), prefaced by a statement of our poetics. We'll also build a collaborative encyclopedia of poetic terms. The hope is that, when our semester is over, we'll say to each other what Emerson said to Whitman and might have said to Dickinson had he read her exquisite poems: "I greet you at the beginning of a great career" (July 21, 1855). Prerequisites: English 110, English 212, or permission of the instructor (mongd@wabash.edu).

ENG 330 = GEN 304: Facism and Gender. Fascist regimes have historically defined women's primary function as reproductive and domestic. Poets, novelists, journalists, and philosophers have responded to nationalist narratives around the globe by undermining the narrow concept of "nation" that is racialized and gendered. In authoritarian regimes, those who are responsible for creating the myth of the nation use the metaphorical currency of fertility and "degeneracy" to implement social regimentation rooted in misogyny and homophobia. We will look at relationships between fascism, nationalism, misogyny, and racism. We will also explore how women's roles have been defined in proto-fascist and contemporary neo-fascist movements around the globe. We will read George Orwell, Virginia Woolf, Margaret Atwood, JM Coetzee, Zoë Wicomb, Hannah Arendt, James Baldwin, Audre Lorde, and other authors. We will also analyze fascism in film, including Pan's Labyrinth, Ian McKellen's Richard III, and Pink Floyd's The Wall.

FRE-313: Displacements. The philosopher Pascal cautioned against moving out of one's private sphere, even out of one's room, since the potential for petty distractions or moral vagrancy is too great. But during the Enlightenment, and then through the Romantic period to our own times, travel to far locales, interest in other cultures, and the phenomena of exile and migration have enthralled (or vexed) the imagination of artists and writers. This course will consider the theme of displacement in a multitude of its forms. What happens when we are displaced, either physically or imaginatively? Do we become a different self, with a new identity? Do we project ourselves onto other cultures? Do we become alienated or isolated? Is displacement a dystopia? Or, rather, can displacement condition us to become more tolerant, more resilient, or more inspired? These are some of the questions we will ask while exploring French literary works from all periods and a variety of genres. Works considered will address the confrontation between Europeans and the New World; political and existential exile; the phenomenon of travel, within Europe, across the Atlantic, or even into space; imagination as a means of escapism; Symbolist poetry as an expression of a radical (displaced) language; migration; and displacements caused by war. Authors include Joachim Du Bellay, Françoise de Graffigny, Chateaubriand, Victor Hugo, Jules Verne, Flaubert, Rimbaud, Marguerite Duras, and J.M.G. Le Clézio.

FRE-377 = BLS-300-02 = ENG-360: Magical Realism in African Literature. This course will explore the writings of Ben Okri, Syl Cheney-Coker, Kojo Laing and Sony Labou Tansi. To these writers, the intense and rapid movement of individuals and goods experienced in Africa with globalization has challenged consciousness on the continent. While appreciative of the increased connectivity created by globalization, they also see it as a cause of disquieting excesses in modern Africa, and utilize magical realism to account for this social and cultural phenomenon. We will then be working with complex narratives that vacillate between the real and surreal, the normal and the abnormal, the ordinary and the extraordinary, the global and the local, the new and the old. Some of our main objectives will be to identify if Okri, Cheney-Coker, Laing and Tansi's works vary from the magical writings found in Latin America, if they translate the change unfolding in contemporary Africa well, and if there are precedents in African literature that might have inspired their writings. Class is open to all, and will meet on TTR from 1:10 to 2:25. Students taking it for a French credit will read, discuss and write about the texts in French. For students seeking French credit, FRE-301 and FRE-302 are prerequisites. Please contact Prof. Pouille (pouillea@wabash.edu) for any question (s).

GER 312: Novel to Film Adaptation. Taught in English, no pre-requisites required. Referring especially to Seymour Chatman's Story and Discourse: Narrative Structure in Fiction and Film, mise-en-scène, cinematography, and editing analysis, we will analyze the "translation" that occurs from German literary works (in translation) to film. We will do "close readings" of them both side by side and identify which aspects of the stories are lost and gained through intermedial translation-can adaptations be considered "translations" at all? This course counts toward the Film and Digital Media minor.

HIS-200: Empires and Cultures of the "Middle East." This course surveys the history of the region from Morocco to Iran (and beyond), called variously the Near East, the Middle East, North Africa, the Maghreb, Al Jazeera . . . from the origins of Islamic Arabia to the modern post-colonial period. A focus on empire will take us from Persia and Byzantium to Britain, with our main focus on the Arabic and Ottoman empires of the medieval and modern period, including Muhammed and the Arabic conquests andcolonization of the region. We will consider the links between the "Middle East" that we know of today and these ancient regional empires as well as the cultural blend that comes to be called "Middle Eastern," which we'll explore via food and film as well as history. 1 Credit, No prerequisites.

His 220: Topics in Medieval and Early Modern Europe. Specific title: Europe 1400-1800. This class will examine a crucial period in European history during which a relatively traditional agrarian society went "off the rails", transitioning into something susceptible to industrialization. We will look at this history from a number of different historiographical perspectives, in effect covering the period 1400-1800 as social history, then economic history, then political-military history, then cultural history.

HIS 240/340-01 = ENG 270 = MAS 244 = BLS-300-01: The History and Politics of Hip-Hop (can be taken as a 300-level History seminar with instructor approval). "You know what's gonna happen with Hip-Hop? Whatever's happening with us" If we smoked out, Hip-Hop is gonna be smoked out If we doin alright, Hip-Hop is gonna be doin' alright .So the next time you ask yourself where Hip-Hop is goin' ask yourself.. where am I goin? How am I doin? -Mos Def, "Fear Not Of Man." This course will examine hip hop as cultural, social, and political history. It will explore the political and aesthetic foundations of hip-hop cultural practices including music, dance, visual art, literature, performance, and protest. Particular attention is given to the sociopolitical and economic conditions and context from which hip-hop culture originates incorporating notions of race, class, gender, and identity. The course will pay particular attention to how hip-hop engages gender and notions of the masculine/feminine. This course is team-taught, and students will benefit from a dual approach to hip-hop that includes academic study and experiential learning. Course sources will combine primary and secondary source documents, including artistic, personal, audio and video sources, that encourage critical inquiry and engagement with defining issues of historical significance in the development of hip-hop culture. Students who elect to take the course as HIS 340 will be expected to write a seminar-length term paper in addition to other coursework.

HIS-300-01: World Medical History. In this course students will read about developments in medical history from Ancient Greece to the present. Primarily a readings course in medical history, students will begin by considering early interpretations of the human body and illness. Students will also read about the four humors (the fluids thought to control or create all dis-ease in the body), early modern "quackery" (treatments thought to cure illness, not based in a solid understanding of the body), outbreaks of diseases such as syphilis and Ebola, and the development of medical science and research. There is no prerequisite for the course. However, students should be ready for a Wabash work load that will include several short papers and one longer paper at the end of the semester. There will be no in-class exams.

His 300-02: War and Conflict in the Middle Ages: A Global Perspective This course will examine the full range of armed conflict across the globe in the period between the fall of the great classical empires and the globalization of the world network in the late 1400s. We will explore, through primary sources and secondary readings, the connection of conflict with network activity, state building, cultural constructions, and social structures. Student research will focus on case studies within the larger framework of the course.

HIS 240/340-01 = ENG 270 = MAS 244 = BLS-300-01: The History and Politics of Hip-Hop (can be taken as a 300-level History seminar with instructor approval). Students who elect to take the course as HIS 340 will be expected to write a seminar-length term paper in addition to other coursework. SEE HIS-240-01 FOR COURSE DESCRIPTION.

HIS 340-02 = ASI-260: The Vietnam War. George Herring, prominent historian of U.S. foreign relations, has characterized Vietnam as "America's Longest War." What started as a covert operation during World War II when the Office of Strategic Services supported the Viet Minh in French Indochina against the Japanese culminated with the humiliating scenes of Americans fleeing South Vietnam in 1975 as North Vietnamese tanks rumbled into Saigon. The Second Indochina War or the American War, the terms used by the Vietnamese to describe the American phase of the wars against foreigners, divided the United States like no conflict since the Civil War. It tore apart families, communities, and the social fabric of the country, leaving deep wounds in the national psyche. In Vietnam, millions died and in 1975, the Americans and others left behind a devastated economy and society. This course looks at the evolution of the U.S. involvement from the 1940s through the end in 1975 as well as beyond and rapprochement between the two countries. The class focuses on many issues including why the United States became involved in a nation thousands of miles from its shores and why it supported French imperialism and then tried to create a new state in South Vietnam under the control of Ngo Dinh Diem in the 1950s. Then, it looks at the events leading to the massive buildup of American troops in South Vietnam in the mid-1960s and the vicious war against the North Vietnamese Army and their Viet Cong allies that led to massive protests in the United States against the war. It concludes with the efforts of the United States to withdraw from the quagmire, culminating in 1973 with the Paris Peace Accords, and the final dissolution of South Vietnam in 1975. Finally, it looks at the effects of the Vietnam War on all sides and its continuing legacies. Students who choose to take the course as HIS 340 will be expected to write a seminar-length term paper in addition to other coursework.

HSP 107 = ENG-107 - History in Drama - "Race, Resistance, and Revolt in Drama." This course will include some musical theatre and opera and will focus on Latinx drama of the circum-Caribbean. This course will consider theatre as a site of resistance and a primary space in which the nation was being (re)constructed and (re)developed often largely based around issues of race and ethnicity. We'll begin with Inkle and Yarico (1787) which tells the story of an English soldier shipwrecked with an Indian maiden, move to the continent with Beethoven's Fidelio (1805) set with the French Revolution as a backdrop. Then we'll investigate Verdi's Nabuco (1841), which makes a clear analogy between the Jews under Babylonian rule to the Italians under Austro-Hungarian rule. The course will contrast European revolutions with revolutions in the Americas to investigate ideas of nationhood, citizenship, race, belonging, and identity. Other likely plays will include Jose Marti's Abdala (Cuba, 1869), Alejandro Tapia y Rivera's La cuarterona ("The Quadroon," 1867 Spain, 1877 Puerto Rico), and Luis Valdez's Zoot Suit (U.S., 1979).

MAT 106-01 - Topics in Contemporary Mathematics - (Fun) Modern Topics in Mathematics. How can there be infinitely many sizes of infinity? Is there an easy way to tell which knots are just twists that be undone without untying, and which are true knots? What is the math behind public key cryptography? (Can you imagine sharing publicly how to code a message, and imagine no one besides you could decode messages, even with the fastest computers?) Did you know there is still development in the theory of probability for complex situations involving partial information (such as diagnosing a disease or locating a lost airplane)? These questions have in common that they touch on some of the most profound mathematics of our day and that they reveal the depth and beauty of mathematical thinking. Fun inquiry-based learning in this course emphasizes discovery and makes these topics accessible. This course does not count toward the mathematics major or minor. It will count toward the mathematics and science distribution or the quantitative studies requirements. Prerequisites: None

MAT 106-02 - Topics in Contemporary Mathematics - Mathematics of Games and Sports. In this course, we examine applications of mathematics in games, sports, and gambling. Students will learn topics such as discrete probability, statistics, and counting arguments through analyzing dice games, card games, batting averages, and mathematical games such as Sudoku and Nim. This course does not count toward the mathematics major or minor. It will count toward the mathematics and science distribution or the quantitative studies requirements. Prerequisites: None