Course Sections | Registrar

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 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 this deceptively simple medium as it develops its 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. Hillary Chute's book Why Comics? will help us to frame comics's enduring subject matters: sex, the suburbs, disasters, and superheroes. Readings might include Alison Bechdel's Fun Home, selection from the Hernandez Brothers' Love and Rockets, Spiegelman's Maus, Lynda Barry's One! Hundred! Demons!, and works by Daniel Clowes, Harvey Pekar, R. Crumb, Ebony Flowers, Aline Kominsky-Crumb, and others. The course is open to all students; underclassmen are encouraged to enroll. There will be capes and tights. ART-210=ENG-180

This half-credit course traces major trends in Chinese martial arts cinema, including works from mainland China, Taiwan, Hong Kong, and beyond. We analyze films from multiple angles, including aesthetics, historical context, production, and circulation. We consider how films articulate diverse identities, operating in relation to national and transnational cultural institutions. All films include English subtitles. Film screenings in class Wednesdays 2:10-4:00. Meets during the first half-semester. See ASI-112 Korean Popular Culture for the second half-semester course. Counts as an elective for Film and Digital Media. No prerequisites.

From media like Squid Game and Parasite to music groups like Blackpink and BTS, the Korean Wave has taken the world by storm. This half-credit course considers the production, circulation, and consumption of Korean popular culture as a global phenomenon. We analyze and contextualize popular music, film, television, literature, material culture, and cuisine. Special attention is paid to new media forms, soft power, and transnational networks of cultural exchange. All readings in English. Meets during the second half-semester. See ASI-112 Martial Arts Film for the first half-semester course. Counts as an elective for Film and Digital Media. No prerequisites.

This survey course introduces Chinese history and cultural traditions from ancient times to 1911, outlining historical trends such as Confucianism, Daoism, Buddhism, dynastic cycles, literati culture, traditional gender roles, and interactions with the West. We will analyze a variety of primary sources (in translation), including poetry, fiction, philosophical writings, historical records, and visual art. No pre-requisites. ASI-112-03=HIS-260-01

2nd Half-Semester course. REL-196-01=ASI-196-01=HUM-196-01 "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) drama, a classic novel (The Tale of Genji), and some short stories by Murakami and Kawabata.

This course is to introduce students to politics and the political economy in East Asia. Japan, China, and the East Asian Tigers, including South Korea, Taiwan, and Singapore, have experienced economic success and political transitions in the past decades. How do East Asian countries achieve "economic miracles"? How do the state and society drive economic growth? Why do East Asian countries establish regional economic institutions to promote free trade? How does the region's political economy influence the world? We will focus on the development strategies of the countries in the region and discuss the underlying theoretical logic that explains East Asia's growth. In particular, students will be exposed to different datasets, analyze the empirical evidence, and make cross-country comparisons. This course will cover a range of topics, including developmental state, East Asian regional integration, and the relationship between the regional supply chain and the global economy. ASI-277-01=PSC-220-01=PPE-238-01

In this course, we will focus on major Anglophone and Francophone authors writing in and about formerly colonized territories such as parts of the Caribbean, Senegal, Zimbabwe, South Africa, India, and Ireland. We will focus on gender roles and race in connection to the literary canon, and we will discuss a dialogue between the center of the empire (London) and the "margins" (British colonies). How did the authors describe conflicts between assimilation and resistance in the colonial and postcolonial milieu? How were the national, cultural, and individual identities affected by decades of foreign imperial presence? To understand and enjoy the texts, we will also study the political context of European imperialism and the anti-imperial resistance. BLS-270-01=ENG-330-01=GEN-304-01

"In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice system have seeped into our schools, serving to remove children from mainstream educational environments and funnel them onto a one-way path toward prison.. The School-to-Prison Pipeline is one of the most urgent challenges in education today." (NAACP 2005) In this course, we will examine the ways in which the U.S. system of P-12 public education has become increasingly enmeshed with the criminal justice system. As the ACLU has noted, school disciplinary measures have become more rigid and more likely to divert students toward local law enforcement agencies. Beyond the area of school conduct issues, inequities that predict students' success in our testing-focused educational system may also predict students' likelihood of engagement with law enforcement (eg: family income and educational levels, presence/absence of learning exceptionalities, stereotyping based upon personal and/or cultural identity, and wealth/poverty levels of schools and neighborhoods). In this class, we will examine the underlying policies and school-level practices that contribute to this destructive pattern, along with interventions that have been developed, such as greater attention to students' educational and vocational needs, restorative justice approaches to behavioral issues, and a focus on social-emotional learning. Specific issues we will examine that are implicated in the so-called "school-to-prison pipeline" include: "Zero tolerance" disciplinary policies in schools that include conduct, attire, and speech in using law enforcement approaches and personnel; Patterns of inclusion/exclusion related to personal and cultural identity; High-stakes testing, including its role in restricting curricula and instructional practices ,as well as a focus on retention and remediation through rote approaches to remedial instruction; Restrictive approaches to curricula and classroom instruction-often driven by standardized testing --that disproportionately fail to engage students in higher-poverty schools; Lack of appropriate policies and practices for students with both diagnosed and undiagnosed disabilities and exceptionalities; and The ways in which underlying socioeconomic inequalities among communities and their schools tend to exacerbate factors that push students out of educational systems and toward the criminal justice system. BLS-270-02=EDU-230-02

This course surveys the explosion of Black folk on TV during the mid-1980s through 2000. We will spend less time on the 1980s in order to devote time to shows developed during the two succeeding decades. We will examine the rise of Black directors, writers, and actors on television shows. Most of the time will be given to TV shows which feature a Black cast and/or lead actor(s). We will read cultural and literary theorists in order to understand the narrative structures and modalities of cultural production at work. Ultimately you should leave the course better able to critically engage TV. Warning! We will watch a lot of TV. BLS-270-04=ENG-370-01

Although the colonization of the Americas in 1492 represented a paradigm shift in the ways that people conceived of science, ethics, politics, and economics, its significance in shaping the modern world has been largely ignored by Western European philosophers. This obliviousness is not coincidental. According to the Eurocentric view, modernity results from the historical unfolding of Europe, and it represents a moment of rational maturity such that human beings can self-govern. This course will expose what decolonial philosopher Enrique Dussel calls the "myth of modernity," which means that the Eurocentric view of modernity not only emerges from but also serves to justify colonial violence against non-European peoples. We will show that the Eurocentric view of modernity relies on a developmentalist conception of history which situates Western European peoples as historically developed and non-European peoples as historically backwards. The "myth of modernity" thus implies that while Western European peoples can self-govern, non-European peoples must be governed by others, thereby justifying colonial practices of land dispossession, enslavement, and serfdom. We will also explore the ways in which the "myth of modernity" informs the self-conception of colonized peoples at the most intimate levels of our racial, gendered, and sexual selves. We will end by considering various liberation projects, including the option of emancipatory violence. In addition to juxtaposing canonical philosophical discourses about the idea of modernity alongside decolonial discourses from the global south, we will also incorporate literary works that capture the experience of colonization and its implications for our conception of modernity. BLS-280-01=PHI-319-02=GHL-319-01=HSP-217-01

Advanced Biochemical Methods This course is designed to provide students with an in-depth understanding of advanced biochemical methods used in modern research. Students will gain hands-on experience with laboratory techniques such as DNA mutagenesis, protein purification, gel electrophoresis, chromatography, and spectroscopy. In addition, students will learn about the principles and applications of various biochemical assays such as enzyme kinetics, protein-protein interactions, and other biological processes. This course will emphasize critical thinking, data analysis, and scientific communication skills through a series of lab reports, research papers, and oral presentations. This course does not count towards the major if CHE487 or CHE488 is also taken. Enrollment is by instructor permission.

Building upon the basic principles and reactivity of organic molecules that were discussed in the year-long organic chemistry sequence, this course offers an in-depth analysis of the use of small organic molecules to catalyze organic transformations. Recent literature will be discussed while exploring the methods, mechanisms, and synthetic applications of different organocatalysts. An introduction to the field of enantioselective catalysis will also be given. This one-half credit course meets twice a week for the second half of the semester.

This class explores data analysis in chemistry and the physical sciences, with an emphasis on regression analysis and machine learning techniques. Topics include, but are not limited to: linear and nonlinear least squares regressions, principal component analysis, liner discriminant analysis, artificial neural networks, and digital filtering. The course will engage heavily with the primary literature, and students will develop basic proficiency in relevant aspects of programming. Second-half semester course

This course will delve more deeply into concepts introduced in CHE 241, emphasizing structural principles, thermodynamics, and kinetics of organometallic systems. Through reviewing recently published literature, we will identify and discuss common motifs that garner research interest within the field. Anaerobic techniques for preparing and characterizing air-sensitive complexes will be introduced, though there will be no scheduled weekly laboratory period. This one-half credit course meets twice a week for the first half of the semester.

Genetic engineering has transformed our ability to conduct biological research-and alter organisms for use in agriculture and medicine. This course will look in depth at the processes used to introduce new genetic material into organisms and techniques for altering gene expression and genes themselves, including RNAi and CRISPR/Cas9. The course will focus on genetically engineered foods, RNAi in medicine, and CRISPR/Cas9 in research, and use primary literature papers as the core readings. Pre-req: CHE-361 or Instructor permission. Second-half semester course

This senior capstone course will challenge students with the application of fundamental principles of spectroscopy and chemical instrumentation to the field of chemical imaging. Chemical imaging is an ever-expanding area of advanced research, and this course will focus primarily on Raman spectroscopy-based and mass-spectrometry based methods applied to a wide variety of analytes, from tissues analysis to pharmaceutical manufacturing. In-depth exploration of these topics will connect overarching themes in the major and provide a powerful launching point for written comprehensive exam preparation. Critical engagement with the primary literature and diverse modes of oral and written presentation will be emphasized. This one-half credit course is required of all chemistry majors and meets twice each week for the first half of the semester. Instructor permission required for enrollment.

The ancient cultures of Greece and Rome left lasting legacies not only in philosophy and politics but also in sports and athletics. In this class, students become acquainted with a diverse range of ancient sports and recreational activities practiced by Greeks and Romans. Through the engagement with ancient texts, inscriptions, paintings, sculptures, and the hands-on re-creation of ancient games, students not only observe the significant role that these pastimes played in classical culture but also reflect on the continued importance of sports and recreation in modern society. Along the way, the class explores larger themes, such as the role of ritual in sports, the nature of play, and the question of professionalism versus amateurism, as well as issues related to gender and ethics. CLA-113-01=HIS-210-01

"Death and Afterlife: Greek, Roman, Jewish, and Christian Conceptions" As individuals and within communities, we tend to focus our energies on building a happy and secure future for ourselves; yet in a real sense we live surrounded by death, threatened by the impermanence of our relationships and by the fragility of life on our planet. The fear of death and the dread of what comes afterward is part of the human experience, both in the ancient and modern world. There is a substantial ancient literary tradition of "descending" to visit the underworld and "ascending" to visit the heavenly; to observe, search, behold, and, sometimes, to escape. However, these "places" are far from static conceptions and the theologies of the afterlife develop in notable ways throughout the Roman Imperial period. In this course, we will go on our own "Tour of Heaven and Hell" and explore the wide array of underworld and afterlife conceptions in ancient Greek, Roman, Jewish, and Christian sources. Our core questions in the class are: (1) How is the Underworld/Afterlife accessed and who goes there? (2) What kind of experience is had in the Underworld/Afterlife and why? (3) How does the concept of the afterlife evolve over time and across textual traditions? REL-290-01=CLA-211-01

This course is dedicated to the study of Early Christianity as it was manifested in one particular place, the deeply-charged and long-standing imperial capital of Rome. This immersion course addresses one central question with multiple off-shoots: How did Christianity take shape in Rome? How did it emerge from, rebel against, and engage with that city's deep past? Before Constantine, what was the experience of early Christians? After Constantine, how did the shape and character of the city (not to mention its inhabitants) change? What did early adherents of Christianity believe, and how were those beliefs negotiated, enhanced, challenged, and made orthodox through visual and material culture, especially religious architecture and its decoration? What was the experience of practitioners of traditional Greco-Roman religion after Christianity became the default religion of the Empire? In other words, our investigation will be about social history, architecture, religious history and theology, and art/iconography. It is about the realia of what people believed, saw, experienced, and did. And the best way to get a sense of those features of ancient life and belief is to visit the key places themselves: the city of Rome and, as a complement to the features of the urban experience that Rome lacks, its port city of Ostia. The immersion component of the course will occur November 17-25, 2023. One course credit. By application only. REL-260-01 = CLA-212-01

This course examines key elements of the data-to-knowledge pipeline: gathering data from reliable sources; cleaning, processing and visualizing data; analyzing data with appropriate statistical tools; and making informed decisions. Using a variety of computational and statistical tools, students will develop practical data science skills in a collaborative, project-based environment.

Machine learning as a term was first coined in 1959 by Arthur Samuel, based on work he did developing a computer checkers game. The area has grown vastly since then, and is used for applications from self-driving vehicles to ChatGPT. This course will explore both the theory and practice of machine learning models and algorithms. CSC-338-01=MAT-338-01

What are the proper and efficient roles of governments, markets, and civil society organizations towards resolving the challenges of crises? Students will learn and gain proficiency in the theoretical approaches to understanding the political economy of crises. What are the predictable processes and outcomes associated with private and collective action responses to crises? How do different communities and societies relatively endure and respond to often swift, unexpected, and devastating changes in their political, material and social conditions that citizens live within? Students will survey a wide variety of informative case studies across contexts such as wars, nation building in weak and failed states, natural disasters, and pandemic diseases. PPE-258-01=ECO-277-01

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-277-02=PPE-258-02

"In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice system have seeped into our schools, serving to remove children from mainstream educational environments and funnel them onto a one-way path toward prison.. The School-to-Prison Pipeline is one of the most urgent challenges in education today." (NAACP 2005) In this course, we will examine the ways in which the U.S. system of P-12 public education has become increasingly enmeshed with the criminal justice system. As the ACLU has noted, school disciplinary measures have become more rigid and more likely to divert students toward local law enforcement agencies. Beyond the area of school conduct issues, inequities that predict students' success in our testing-focused educational system may also predict students' likelihood of engagement with law enforcement (eg: family income and educational levels, presence/absence of learning exceptionalities, stereotyping based upon personal and/or cultural identity, and wealth/poverty levels of schools and neighborhoods). In this class, we will examine the underlying policies and school-level practices that contribute to this destructive pattern, along with interventions that have been developed, such as greater attention to students' educational and vocational needs, restorative justice approaches to behavioral issues, and a focus on social-emotional learning. Specific issues we will examine that are implicated in the so-called "school-to-prison pipeline" include: "Zero tolerance" disciplinary policies in schools that include conduct, attire, and speech in using law enforcement approaches and personnel; Patterns of inclusion/exclusion related to personal and cultural identity; High-stakes testing, including its role in restricting curricula and instructional practices ,as well as a focus on retention and remediation through rote approaches to remedial instruction; Restrictive approaches to curricula and classroom instruction-often driven by standardized testing --that disproportionately fail to engage students in higher-poverty schools; Lack of appropriate policies and practices for students with both diagnosed and undiagnosed disabilities and exceptionalities; and The ways in which underlying socioeconomic inequalities among communities and their schools tend to exacerbate factors that push students out of educational systems and toward the criminal justice system. EDU-230-02=BLS-270-02

n this course, we will study the process of curriculum design for P12 classrooms from a historic and philosophic perspective, and on a practical level. Students will learn about the process through which curricula are created for core content and elective classes, including grade-level considerations related to child development and sequencing of content across grade, as well as larger social and cultural influences that can help to shape the focus of the content taught in public schools in the U.S. Factors including diversity and inclusion as well as accommodation for disability will be included in our study. Depending upon student interest, selected global comparisons may be studied as well. Students' assignments early in the semester will include analysis and discussion of the materials used to structure curriculum design. The latter portion of the semester will be devoted to students' individual development of curriculum materials for a P12 content area of their choice. Classroom placements in local schools for opportunities to assist in the classroom and teach selected lessons will be an option, subject to availability. Instructor permission required This course satisfies the Curriculum and Pedagogy requirement for the Education Studies minor, or may be taken for elective credit.

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 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 this deceptively simple medium as it develops its 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. Hillary Chute's book Why Comics? will help us to frame comics's enduring subject matters: sex, the suburbs, disasters, and superheroes. Readings might include Alison Bechdel's Fun Home, selection from the Hernandez Brothers' Love and Rockets, Spiegelman's Maus, Lynda Barry's One! Hundred! Demons!, and works by Daniel Clowes, Harvey Pekar, R. Crumb, Ebony Flowers, Aline Kominsky-Crumb, and others. The course is open to all students; underclassmen are encouraged to enroll. There will be capes and tights. ENG-180-01=ART-210-01

Did you know games could be serious? In this course, you will learn about how to write games for purposes other than entertainment. Serious games may be used for education, training, or as information delivery systems. You will learn how to gamify tasks in a number of different contexts, using game and level design to write for clients or institutions looking for an engaging way to teach, inspire, and motivate users. This course will lead you through all the steps of serious game development, from concept to delivery, working both individually and as a team. As a creative writing workshop course, you will also benefit from receiving detailed feedback on your games from your professor and peers.

This course will explore how contemporary literature impacts and shapes masculinity. Students will read novels, short stories, poetry, creative nonfiction, and theory to ask how contemporary texts reify or challenge gender norms. Are definitions of masculinity expanding, creating spaces for men that didn't exist before? Or are they contracting? Or both? We will grapple with these questions, using theory to help us read and interpret texts as well as understand the complex cultural forces that shape masculinity today. ENG-270-01=GEN-270-01

In this course, we will focus on major Anglophone and Francophone authors writing in and about formerly colonized territories such as parts of the Caribbean, Senegal, Zimbabwe, South Africa, India, and Ireland. We will focus on gender roles and race in connection to the literary canon, and we will discuss a dialogue between the center of the empire (London) and the "margins" (British colonies). How did the authors describe conflicts between assimilation and resistance in the colonial and postcolonial milieu? How were the national, cultural, and individual identities affected by decades of foreign imperial presence? To understand and enjoy the texts, we will also study the political context of European imperialism and the anti-imperial resistance. ENG-330-01=BLS-270-01=GEN-304-01

This course surveys the explosion of Black folk on TV during the mid-1980s through 2000. We will spend less time on the 1980s in order to devote time to shows developed during the two succeeding decades. We will examine the rise of Black directors, writers, and actors on television shows. Most of the time will be given to TV shows which feature a Black cast and/or lead actor(s). We will read cultural and literary theorists in order to understand the narrative structures and modalities of cultural production at work. Ultimately you should leave the course better able to critically engage TV. Warning! We will watch a lot of TV. ENG-370-01=BLS-270-04

The Younger Romantics: Byron and the Shelleys This course will examine the lives and literary works of three authors from the British Romantic period: Lord Byron, Percy Shelley, and Mary Shelley. In the early nineteenth century, Lord Byron was a celebrity among poets. Along with Percy and Mary Shelley, the three formed an important "literary circle" that contributed much to British Romanticism and the canon of literature more generally. We will focus on the major works they produced and examine the highly scandalous lifestyles they led in order to develop a deeper understanding of their significance to English literature. In addition to literature, this course will expose students to different critical and theoretical frameworks as well. Course assignments will include short reading quizzes, a group oral presentation, several papers, and a final capstone project.

Can we recover the sounds of Paris prior to sound recording? Why were church bells silenced during the French Revolution, and how did the meaning of this sound become secularized in the countryside? What types of sources are researchers using to restore the sonic aspects of the Notre Dame cathedral since the disastrous fire in April 2019? This course will take up these and other questions about the role of sound in the construction of French cultural and political identities. Drawing from key concepts in Sound Studies, we will explore the evolving soundscapes across France and the French colonial empire. Through poetry and prose from classic French and Francophone writers such as Charles Baudelaire, Frantz Fanon, Gustave Flaubert, and Proust, we will study how authors have used literature to preserve the sounds of history before and after sound recording, and listen to the earliest recorded human voice, the cries of Parisian street vendors, and the sounds of war from the medieval era to the present. FRE-277-01=MUS-104-01

"The Score: Understanding the Secret Language of Film Music" Movie soundtracks are America's classical music. For nearly 100 years, Broadway and Hollywood and composers have shaped and defined our most memorable experiences at the movies. Through screenings, readings, and discussions, we will study these great composers and scrutinize their work to better understand how music operates on a special channel of communication. We will pay special attention to musicals and explore how they have adapted to changing times and audiences. A unique feature of this course will be tracking the evolution of a musical staged by Prof. Abbott during the semester. Students will have special access to the design, rehearsal, and performance elements of this show as it progresses through the semester. If you can read music or have a little music theory under your belt, your experience may be enhanced. However, a simple curiosity about film music is perfectly sufficient to succeed in this Tutorial.

This course will explore how contemporary literature impacts and shapes masculinity. Students will read novels, short stories, poetry, creative nonfiction, and theory to ask how contemporary texts reify or challenge gender norms. Are definitions of masculinity expanding, creating spaces for men that didn't exist before? Or are they contracting? Or both? We will grapple with these questions, using theory to help us read and interpret texts as well as understand the complex cultural forces that shape masculinity today. GEN-270-01=ENG=270-01

In this course, we will focus on major Anglophone and Francophone authors writing in and about formerly colonized territories such as parts of the Caribbean, Senegal, Zimbabwe, South Africa, India, and Ireland. We will focus on gender roles and race in connection to the literary canon, and we will discuss a dialogue between the center of the empire (London) and the "margins" (British colonies). How did the authors describe conflicts between assimilation and resistance in the colonial and postcolonial milieu? How were the national, cultural, and individual identities affected by decades of foreign imperial presence? To understand and enjoy the texts, we will also study the political context of European imperialism and the anti-imperial resistance. GEN-304-01=ENG-330-01=BLS-270-01

This course introduces students to the history of the Global 1980s (1979-1991) with attention to the origins, developments, and consequences of youth as an idea and lived experience in the world. The course asks how people around the world understood youth and how youth interacted with the political, economic, and health changes that shaped the decade. Students will examine how young people responded politically, economically, and culturally to international, national, and local events. Special attention will be given to Latin American youth, in particular from Mexico. As such, students will study the interactions between youth, nationality, class, gender, sexuality, and ethnicity/race. GEN-304-02=HIS-300-01=HSP-300-01

HIS 200-01: Drugs and Society Modern History What is a drug? This course examines the history of drugs in society by first asking what a drug or intoxicant might be. The class will then consider how different societies have accepted or rejected drugs based on their usefulness or danger to the social order. We will examine changing cultural attitudes toward drugs, the rise of modern drug regulation, and the development of the pharmaceutical drug. For example, why did drinking coffee and tea become an accepted activity, but smoking opium was increasingly frowned upon during the nineteenth century? Why did Viagra become medically acceptable but mercury fell out of favor to treat disease in the 20th century? Key topics will include: The growth and regulation of the opium trade in the 19th century The cultural, economic, and social factors shaping alcohol policies in the late 19th and early 20th centuries The medicalization of drug use and the development of the pharmaceutical industry The impact of drug regulation and the emergence of the global war on drugs in the 20th century The historical interpretations of Cannabis, Alcohol (Tequila, Absinthe), Meth, Viagra, Chocolate, etc. This course is suitable for all students with an interest in history, sociology, and public health. By the end of the course, students will have developed critical thinking and analytical skills to better understand historical relationships between drugs and society. There is no immersion trip associated with this course but to be blunt, in addition to short assignments and two exams, students will have a daily dose of reading and discussion. GHL-219-01=HIS-200-02

Although the colonization of the Americas in 1492 represented a paradigm shift in the ways that people conceived of science, ethics, politics, and economics, its significance in shaping the modern world has been largely ignored by Western European philosophers. This obliviousness is not coincidental. According to the Eurocentric view, modernity results from the historical unfolding of Europe, and it represents a moment of rational maturity such that human beings can self-govern. This course will expose what decolonial philosopher Enrique Dussel calls the "myth of modernity," which means that the Eurocentric view of modernity not only emerges from but also serves to justify colonial violence against non-European peoples. We will show that the Eurocentric view of modernity relies on a developmentalist conception of history which situates Western European peoples as historically developed and non-European peoples as historically backwards. The "myth of modernity" thus implies that while Western European peoples can self-govern, non-European peoples must be governed by others, thereby justifying colonial practices of land dispossession, enslavement, and serfdom. We will also explore the ways in which the "myth of modernity" informs the self-conception of colonized peoples at the most intimate levels of our racial, gendered, and sexual selves. We will end by considering various liberation projects, including the option of emancipatory violence. In addition to juxtaposing canonical philosophical discourses about the idea of modernity alongside decolonial discourses from the global south, we will also incorporate literary works that capture the experience of colonization and its implications for our conception of modernity. GHL-310-01=PHI-319-02=BLS-280-01=HSP-217-01

COVID-19, a novel coronavirus, produces flu-like symptoms in many individuals, and has been a major health risk globally since 2020. During the pandemic, the risk of mortality and stress on medical infrastructure were the primary public health concerns. However, even for individuals who experience mild COVID or recover after a COVID infection, many will experience a range of symptoms such as fatigue, loss of smell, 'brain fog', etc., which suggest an impact of COVID-19 on the nervous system. As COVID-19 infections continue, a better understanding of the effects of COVID-19 on the brain will be a critical part of the effort to reduce the burden and suffering associated with this condition. In this course, we will consider the neurological impacts of COVID-19, including long COVID, and the state of current research into treatments and prevention strategies. 1st half semester PSY-310-01=GHL-310-02=NSC-310-01

How has digital technology affected our understanding of the past? In this course, we will examine the ways in which the Internet has dramatically changed the creation and consumption of historical knowledge. With a focus on the history of immigration, this course will interrogate search engines, explore digital archives, and look under the hoods of mapping, textual analysis, network visualization, and crowdsourcing projects. Throughout, students will consider the methodological implications of doing immigration history online, including the ethical challenges of sharing immigrant stories and reducing human lives to data. The course will follow digital history's call to collaboratively play - and sometimes fail - with technology, concluding the semester with an online group research project related to the history of immigration. HIS-200-01=HSP-250-01

What is a drug? This course examines the history of drugs in society by first asking what a drug or intoxicant might be. The class will then consider how different societies have accepted or rejected drugs based on their usefulness or danger to the social order. We will examine changing cultural attitudes toward drugs, the rise of modern drug regulation, and the development of the pharmaceutical drug. For example, why did drinking coffee and tea become an accepted activity, but smoking opium was increasingly frowned upon during the nineteenth century? Why did Viagra become medically acceptable but mercury fell out of favor to treat disease in the 20th century? Key topics will include: The growth and regulation of the opium trade in the 19th century The cultural, economic, and social factors shaping alcohol policies in the late 19th and early 20th centuries The medicalization of drug use and the development of the pharmaceutical industry The impact of drug regulation and the emergence of the global war on drugs in the 20th century The historical interpretations of Cannabis, Alcohol (Tequila, Absinthe), Meth, Viagra, Chocolate, etc. This course is suitable for all students with an interest in history, sociology, and public health. By the end of the course, students will have developed critical thinking and analytical skills to better understand historical relationships between drugs and society. There is no immersion trip associated with this course but to be blunt, in addition to short assignments and two exams, students will have a daily dose of reading and discussion. HIS-200-02=GHL-219-01

From ancient Rome to Waco, Texas, Jewish and Christian groups have shared visions of the end of the world. This course will study the history of these communities from Roman antiquity to medieval Europe to recent apocalyptic movements. Using the lenses of social and cultural history, we will examine how these apocalyptic ideas have been shaped by historical events and how groups have interacted with, and often changed, society. HIS-200-03=REL-272-01

The ancient cultures of Greece and Rome left lasting legacies not only in philosophy and politics but also in sports and athletics. In this class, students become acquainted with a diverse range of ancient sports and recreational activities practiced by Greeks and Romans. Through the engagement with ancient texts, inscriptions, paintings, sculptures, and the hands-on re-creation of ancient games, students not only observe the significant role that these pastimes played in classical culture but also reflect on the continued importance of sports and recreation in modern society. Along the way, the class explores larger themes, such as the role of ritual in sports, the nature of play, and the question of professionalism versus amateurism, as well as issues related to gender and ethics. HIS-210-01=CLA-113-01

This survey course introduces Chinese history and cultural traditions from ancient times to 1911, outlining historical trends such as Confucianism, Daoism, Buddhism, dynastic cycles, literati culture, traditional gender roles, and interactions with the West. We will analyze a variety of primary sources (in translation), including poetry, fiction, philosophical writings, historical records, and visual art. No pre-requisites. HIS-260-01=ASI-112-03

This course introduces students to the history of the Global 1980s (1979-1991) with attention to the origins, developments, and consequences of youth as an idea and lived experience in the world. The course asks how people around the world understood youth and how youth interacted with the political, economic, and health changes that shaped the decade. Students will examine how young people responded politically, economically, and culturally to international, national, and local events. Special attention will be given to Latin American youth, in particular from Mexico. As such, students will study the interactions between youth, nationality, class, gender, sexuality, and ethnicity/race. HIS-300-01=GEN-304-02=HSP-300-01

What can a murder case tell us about a society and its culture? Does the victim matter in different ways to different societies? Do trials always convict the culprit? Who does the law protect, ultimately? Do forms of communication shape public opinions of crime and criminality? In this seminar, students will read about famous (or infamous) murder cases drawn from European, British, and American history. The criminal cases covered in class will address the sensational nature of crimes of strangulation and dismemberment, but they will also delve into the social, political, and cultural interpretations of those crimes. From Jack the Ripper to the O.J. Simpson trial, students will read about policing, crime, and criminal activity in the 19th and 20th centuries. The course will encourage students to think critically about the cultural and societal forces that have shaped the ways in which murder has been understood and punished. Key themes include: The definitions and understandings of murder in the 19th and 20th centuries The rise of forensic science and its impact on investigations The relationship between murder and broader social and cultural trends, including urbanization, immigration, and class struggles The representation of murder in literature, film, and media This course is good for students interested in history, criminology, media, and cultural change. Coursework will include several short writing assignments and a final project where students will use English-language newspapers to research a little-known murder and write about its historical context, from initial report and social reactions, to legal resolution.

Although the colonization of the Americas in 1492 represented a paradigm shift in the ways that people conceived of science, ethics, politics, and economics, its significance in shaping the modern world has been largely ignored by Western European philosophers. This obliviousness is not coincidental. According to the Eurocentric view, modernity results from the historical unfolding of Europe, and it represents a moment of rational maturity such that human beings can self-govern. This course will expose what decolonial philosopher Enrique Dussel calls the "myth of modernity," which means that the Eurocentric view of modernity not only emerges from but also serves to justify colonial violence against non-European peoples. We will show that the Eurocentric view of modernity relies on a developmentalist conception of history which situates Western European peoples as historically developed and non-European peoples as historically backwards. The "myth of modernity" thus implies that while Western European peoples can self-govern, non-European peoples must be governed by others, thereby justifying colonial practices of land dispossession, enslavement, and serfdom. We will also explore the ways in which the "myth of modernity" informs the self-conception of colonized peoples at the most intimate levels of our racial, gendered, and sexual selves. We will end by considering various liberation projects, including the option of emancipatory violence. In addition to juxtaposing canonical philosophical discourses about the idea of modernity alongside decolonial discourses from the global south, we will also incorporate literary works that capture the experience of colonization and its implications for our conception of modernity. HSP-217-01=PHI-319-02=BLS-280-01=GHL-310-01

How has digital technology affected our understanding of the past? In this course, we will examine the ways in which the Internet has dramatically changed the creation and consumption of historical knowledge. With a focus on the history of immigration, this course will interrogate search engines, explore digital archives, and look under the hoods of mapping, textual analysis, network visualization, and crowdsourcing projects. Throughout, students will consider the methodological implications of doing immigration history online, including the ethical challenges of sharing immigrant stories and reducing human lives to data. The course will follow digital history's call to collaboratively play - and sometimes fail - with technology, concluding the semester with an online group research project related to the history of immigration. HSP-250-01=HIS-200-01

This course introduces students to the history of the Global 1980s (1979-1991) with attention to the origins, developments, and consequences of youth as an idea and lived experience in the world. The course asks how people around the world understood youth and how youth interacted with the political, economic, and health changes that shaped the decade. Students will examine how young people responded politically, economically, and culturally to international, national, and local events. Special attention will be given to Latin American youth, in particular from Mexico. As such, students will study the interactions between youth, nationality, class, gender, sexuality, and ethnicity/race. HSP-300-01=HIS-300-01=GEN-304-02

Machine learning as a term was first coined in 1959 by Arthur Samuel, based on work he did developing a computer checkers game. The area has grown vastly since then, and is used for applications from self-driving vehicles to ChatGPT. This course will explore both the theory and practice of machine learning models and algorithms. MAT-338-01=CSC-338-01

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 21 - December 9, 2023. Purdue's Fall break is October 9-10, 2023 (Monday - Tuesday) and their Thanksgiving break is November 22-25, 2023 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 21 - December 9, 2023. Purdue's Fall break is October 9-10, 2023 (Monday - Tuesday) and their Thanksgiving break is November 22-25, 2023 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 21 - December 9, 2023. Purdue's Fall break is October 9-10, 2023 (Monday - Tuesday) and their Thanksgiving break is November 22-25, 2023 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 21 - December 9, 2023. Purdue's Fall break is October 9-10, 2023 (Monday - Tuesday) and their Thanksgiving break is November 22-25, 2023 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 21 - December 9, 2023. Purdue's Fall break is October 9-10, 2023 (Monday - Tuesday) and their Thanksgiving break is November 22-25, 2023 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 21 - December 9, 2023. Purdue's Fall break is October 9-10, 2023 (Monday - Tuesday) and their Thanksgiving break is November 22-25, 2023 (Wednesday - Saturday).

Can we recover the sounds of Paris prior to sound recording? Why were church bells silenced during the French Revolution, and how did the meaning of this sound become secularized in the countryside? What types of sources are researchers using to restore the sonic aspects of the Notre Dame cathedral since the disastrous fire in April 2019? This course will take up these and other questions about the role of sound in the construction of French cultural and political identities. Drawing from key concepts in Sound Studies, we will explore the evolving soundscapes across France and the French colonial empire. Through poetry and prose from classic French and Francophone writers such as Charles Baudelaire, Frantz Fanon, Gustave Flaubert, and Proust, we will study how authors have used literature to preserve the sounds of history before and after sound recording, and listen to the earliest recorded human voice, the cries of Parisian street vendors, and the sounds of war from the medieval era to the present.