Course Sections | Registrar

This course explores the intersection of art and the environment, providing students with an understanding of how global artists have creatively engaged with environmental issues. The course locates contemporary practice within historical and cultural contexts while focusing on the Anthropocene and its effect on the late-20th to 21st century. By examining various artistic mediums, including visual arts, land art, performance art, and multimedia installations, students will develop a critical appreciation for the ways in which art can raise awareness, provoke dialogue, and inspire action in relation to environmental concerns.

This course will provide students with the knowledge and tools to create their own animations using Adobe After Effects and Photoshop. Techniques covered include (but are not limited to) isolating objects and animating layers, working with masks and shapes, photographic/collage approaches, including distorting/animating with the Puppet Tools, and working with 2D images in 3D space. Sound design, composition, editing techniques, color grading, and other image-making principles will be explored through a series of short animation experiments. In each project, students will be challenged to develop aesthetically interesting, visually abstract approaches to their ideas. No previous video editing experience is required.

In this studio course, students will work with Wabash Artist-in-Residence AKIRASH. Students will learn about his interdisciplinary art process, which emphasizes both concepts and materials This course asks students to examine process and material to shape meaning and impact. Students will explore how artworks can carry beauty, cultural traditions, and heritage, while also engaging with urgent social justice, and economic issues. Through studio projects, collaborative research, and discussion, students will practice using art to share ideas, start conversations, and engage with the community. Students will learn about the hidden aspects of the studio, and the ways in which artists connect their personal vision to the wider world.

This course introduces major trends in twentieth and twenty-first century Chinese literature, including works from mainland China, Taiwan, and Hong Kong. All readings are in English translation, and knowledge of Chinese is NOT expected. We trace the development of realism and its alternatives, including speculative genres like martial arts fiction and science fiction. We consider political uses of literature as a tool of state power, popular resistance, both, or neither. We explore how modern and contemporary Chinese, Taiwanese, and Hong Kong literature has engaged in debates of nationalism, individualism, gender equality, the rural/urban divide, environmentalism, historical memory, and more. No prerequisites.

CHI-311-01 = ASI-112-02. The focus of this course is Chinese Calligraphy. Chinese characters, with a history of 3,000 years, have influenced other cultures such as Japan, Korea, and Vietnam. This course is designed for students who are interested in Chinese language and culture, especially Chinese characters or Chinese calligraphy. The main goal of this course is to create a safe and supportive environment for students to appreciate the art of Chinese calligraphy, practice what they love, and create quality work. In order to fulfill this goal, students will learn traditional Chinese culture and Chinese characters as well. Therefore, the course will consist of the following 3 parts: Traditional Chinese Culture (20%); Chinese Character Study (20%); Calligraphy Projects (60%). NOTE: If taken as ASI-112-02: Does NOT require Chinese language background and has no prerequisites.If taken as CHI-311: Prerequisite is CHI-301 or by instructor permission. Prerequiste is CHI-301 or by Instructor Consent.

This course traces major trends in Chinese cinema, including works from mainland China, Taiwan, and Hong Kong. We will analyze films from multiple angles, including aesthetics, historical context, production, and circulation. In particular, we will focus on tensions between nationalism and transnationalism in Chinese cinema. No prerequisites. All readings will be in English, and Chinese language background is NOT expected. Film screenings Wednesday 2:10-4:00.

Who are the literary voices of Indiana? How does Indiana literature examine issues of American and Midwest identity? For generations, Hoosier writers have contributed to and shaped an ongoing discourse about geography, belonging, national identity, and community. As a crossroads state, Indiana lives at the epicenter of multiple literary traditions that transcend borders and boundaries. In this course, we will learn about the many Hoosier writers, past and present, that use literature to manifest a literary consciousness for the state. Students will learn to appreciate the role Indiana has played in forging a complex web of stories linked to America's own sense of place. Authors featured will include Kurt Vonnegut, Indiana Poet Laureate Curtis Crisler, Susan Neville, Shari Wagner, and many others. Join us as we learn about the mystique of Indiana.

Did you know that the largest French-speaking city in the world isn't Paris but Kinshasa in the Democratic Republic of the Congo? What about that the International Organization of the Francophonie includes over 90 countries? In this course, we will learn more about the variety of Black cultures within the French-speaking world, spanning from areas like Senegal to metropolitan France, the Caribbean, and Canada, through studying artistic expressions from French-speaking Black creators. This will include an introduction to geographically diverse films, literature, and music placed within their socio-historical context. Together, we will discuss topics such as political and social issues raised and depicted by Black thinkers and artists, such as Édouard Glissant and Ousmane Sembène, the complex relationships between African and Afro-descendant peoples in different countries, and the creation of solidarities within the French-speaking world. We will explore to what extent there exists a Black Atlantic in the Francophonie, in other words, a collective experience of French-speaking Blackness amid the diversity of these cultures. This course will be taught in English, and we will use English translations of French texts or other subtitled media. Those taking the course for credit towards the French major or minor will be expected to do the readings and written assignments in French.

By far the bloodiest war in the history of the United States as well as that of the entire Western Hemisphere even to this day, the Civil War still holds sway over Americans' minds. In this course we will begin with the antebellum period and explore how and why people took up arms for the Confederacy and the Union, including the 527 Wabash men whose names are emblazoned outside Center Hall as well as those Black veterans from Montgomery County who are absent on that Roll of Honor. The course will detail the military campaigns of the war itself, always illustrating how results on the battlefield shaped the politics and economics of the homefront, and the course will conclude with an extensive look at Reconstruction. The destruction of slavery brought about a period of unimaginable hope for freedpeople as well as equally unimaginable terror and violence. This course aims to string the together all these threads into a singular grand narrative of hope, hypocrisy, vitriol, and valor.

Students will learn about the history of African American faith traditions and practices. The several African derived religions, various Christian denominations, Islamic and Islamic derived faiths as well as new age spiritualist movements will be explored. The goal here is to come to see African American faith is rooted in an African Imagination that posits a reality to the invisible world(s). Students will come to understand how African Americans deal will notions of death, satan, illness, the afterlife, hell, and many other theological concepts. Additionally, the course we explore the connection between faith and justice, faith and love and faith and what it means to be human.

1st Half Semester Course. Digital modeling software paired with desktop fabrication devices offers powerful tools for scientists and engineers, enabling novel approaches to molecular visualization, the creation of custom analytical instrumentation, and the development of specialized laboratory equipment. Rapid prototyping with parametric digital modeling moves beyond the limits of conventional tooling and commercial components while fostering critical and creative problem-solving skills. This course builds proficiency with these technologies through introductory training in three core areas: parametric computer-aided design using Autodesk Tinkercad and Fusion 360, fabrication of an analytical instrument with 3D printers and high-power laser cutters, and basic electronics and circuit design. Students will demonstrate competency through collaborative projects and targeted skill-building assignments.

2nd Half Semester course. Must take CHE-371-01, 1st half semeter in order to take CHE-371-02 during the 2nd half semester. Building on introductory experience with digital design and fabrication, this course emphasizes the development of custom analytical instrumentation and applied electronics. Students will integrate 3D-printed and laser-cut components with sensors, actuators, and Arduino-based microcontrollers to design, prototype, and refine functional laboratory devices. Coursework will introduce fundamental Arduino programming skills, circuit design, and data acquisition methods, with a focus on adapting instruments for chemical and environmental analysis. Through collaborative projects, students will progress from initial concept to fully functioning prototypes, developing practical skills in iterative design, troubleshooting, and instrument optimization. Enrollment is by instructor permission, as students must complete the first half-semester of CHE-371 in order to participate in this follow-on course.

CHI-311-01 = ASI-112-02. The focus of this course is Chinese Calligraphy. Chinese characters, with a history of 3,000 years, have influenced other cultures such as Japan, Korea, and Vietnam. This course is designed for students who are interested in Chinese language and culture, especially Chinese characters or Chinese calligraphy. The main goal of this course is to create a safe and supportive environment for students to appreciate the art of Chinese calligraphy, practice what they love, and create quality work. In order to fulfill this goal, students will learn traditional Chinese culture and Chinese characters as well. Therefore, the course will consist of the following 3 parts: Traditional Chinese Culture (20%); Chinese Character Study (20%); Calligraphy Projects (60%). NOTE: If taken as ASI-112-02: Does NOT require Chinese language background and has no prerequisites.If taken as CHI-311: Prerequisite is CHI-301 or by instructor permission. Prerequiste is CHI-301 or by Instructor Consent.

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. Yet, in our time, we keep death at a firm distance, isolating it into the clinical space. It is the domain of professionals. On the other hand, 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. Death was part of life. However, these places are far from static conceptions. The theologies of the afterlife develop in notable ways. In this course, we will go on our own 'Tour of Heaven and Hell', so to speak, and explore the wide array of underworld and afterlife conceptions in ancient Greek, Roman, Jewish, and Christian sources. Why? It is illuminating and historically rich to observe the development and function of the afterlife in relation to social and political and religious concerns. We will also embark on a cemetery restoration project and delve into the material aspects of death.

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

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

This course will study the gradual "Christianization" of Rome that the city and empire underwent from 50-650 CE, as well as the gradual "Romanization" of Christianity that the faith underwent under those conditions. We will examine art, material remains, texts and buildings to reconstruct the experiences of Christians, Romans, and Roman Christians. An immersion trip to Rome during Spring Break will allow students to see key sites and come to their own conclusions about this fascinating history for themselves.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

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.

Computation and electronics are simultaneously ubiquitous and enigmatic in modern society. This course is an introduction to both. It will explore computing machines, both from a foundational standpoint and as expressed in digital electronics. Topics will include electronics components (resistors, capacitors, inductors, transistors, diodes), electronics theory, Turing machines, procedural programming, basic logic gates using transistors, analog and digital input/output, and simple device interfacing, and basic radio theory. Students will use Linux-based microcomputers and microcontrollers to accomplish tasks interfacing the computational and real worlds during the weekly laboratory.

ECO-258-01=GHL-219-01=PPE-358-01 This course addresses key issues related to health, healthcare, and health policy, using economic theoretical frameworks and empirical evidence. We will examine how health systems are organized and financed, the challenges of delivering care, and the trade-offs that arise in promoting population health. Within this framework, we will explore the role of prevention, the economics of lifestyle and behavior, and the balance between public and private responsibility for health. We will also study key debates in contemporary health policy-including health insurance reform, cost containment and quality of care, disparities in health and access to care, pharmaceutical pricing, technological changes in the health care sector and their regulation. Finally, we will analyze how political, ethical, and distributional considerations shape health policy choices in both the U.S. and international settings.

ECO-258-02=PPE-358-02 Immigration is an important current issue across the globe as well as in the US, and past migrations have shaped history. This class will study the economic causes and consequences of migration. While the economics of migration will be the primary focus, we will also consider the politics and ethics of migration policy. We will study how politics have shaped migration policy, and how policy shapes outcomes.

ECO-277-01=HSP-228-01 In this course, we will study historical and broader social context of Spanish economy as it develops from relatively less developed and isolated European economy during franquismo to the modern prosperous Spain. The fast social and economic development over the last 5 decades has had profound effect on all facets of Spanish life. Among the topics we will include the changes in labor markets through both internal and external migrations, economic growth, economic policies within the EU context, distribution of income, regional development, etc. Students with some background in economics and Spanish will benefit most from this course.

ECO-277-02=PPE-258-01 Behavioral Economics, a relatively young field in economic theory, has challenged the conventional wisdom that agents always act rationally in any economic situation. By incorporating modern cognitive theories from psychology, we can enhance the traditional economic paradigm and bring it closer to what is observed in the real world. This course serves as an introduction to several of these topics.

Time Magazine's claim that "We're living in a golden age of young adult literature" is evidenced in the wide demographic range of readers YA books attract and in the number of popular film and limited series shows based on YA books produced in recent years. In this course students will delve into this vibrant and evolving genre that reflects the complexities of adolescence and young adulthood. Reading a variety of YA subgenres (e.g., dystopian, fantasy, historical, contemporary), students will examine themes such as identity, belonging, resilience, race, class, and social justice. Together students will explore the historical context of YA literature, its cultural significance, its impact on young readers, and YA's place in middle and high school curriculums.

In 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, some 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 may be an option, subject to availability. This course satisfies the Curriculum and Pedagogy requirement for the Education Studies minor, or may be taken for elective credit.

This course introduces major trends in twentieth and twenty-first century Chinese literature, including works from mainland China, Taiwan, and Hong Kong. All readings are in English translation, and knowledge of Chinese is NOT expected. We trace the development of realism and its alternatives, including speculative genres like martial arts fiction and science fiction. We consider political uses of literature as a tool of state power, popular resistance, both, or neither. We explore how modern and contemporary Chinese, Taiwanese, and Hong Kong literature has engaged in debates of nationalism, individualism, gender equality, the rural/urban divide, environmentalism, historical memory, and more. No prerequisites.

THE-216-01=ENG-310-01 The class will study the history of theater and the diverse forms of European drama since 1900. We will discuss theatrical responses to the events that have shaped the modern era: the World Wars, the Holocaust, the atomic bomb, terrorism, workers' movements, feminism, and the rise of a postmodern, media-saturated culture. We will examine the work of major European playwrights including Samuel Beckett (Waiting for Godot), Martin McDonagh (The Beauty Queen of Leenane), Bertholt Brecht (Galileo), and Tom Stoppard (Rosencranz and Guildenstern are Dead), among others. We will discuss one play a week, and the plays will be examined as reflections of moral, social, and political issues throughout modern European history. This course is suitable for all students. Students taking this course for credit toward the English major or minor must have taken at least one previous course in English or American literature. No more than one course taken outside the English Department will be counted toward the major or minor in English.

Although the official pre-requisite for ENG 312 is one previous course in creative writing workshop, all students who are interested in the class are encouraged to contact Prof. Derek Mong (mongd@wabash.edu) for permission to enroll. ENG 312 fulfills the Language Studies Requirement, and students from a variety of backgrounds have succeeded in the course.

Who are the literary voices of Indiana? How does Indiana literature examine issues of American and Midwest identity? For generations, Hoosier writers have contributed to and shaped an ongoing discourse about geography, belonging, national identity, and community. As a crossroads state, Indiana lives at the epicenter of multiple literary traditions that transcend borders and boundaries. In this course, we will learn about the many Hoosier writers, past and present, that use literature to manifest a literary consciousness for the state. Students will learn to appreciate the role Indiana has played in forging a complex web of stories linked to America's own sense of place. Authors featured will include Kurt Vonnegut, Indiana Poet Laureate Curtis Crisler, Susan Neville, Shari Wagner, and many others. Join us as we learn about the mystique of Indiana.

ENS-201-01=GHL-219-02 This course meets together with BIO-313 Advanced Ecology, but does not include a laboratory component. Students seeking credit towards a Biology major or minor should enroll in BIO-313 Advanced Ecology. This course will apply ecology to specific environmental issues and study the practice of ecological research. Lecture sessions of the course will focus on: advanced ecological topics, such as wetland ecology, fire ecology, and invasive species; the research process, such as critically evaluating literature and study design; and Indigenous perspectives on ecology and the environment. Special attention will be given to a case study of the globally significant Everglades ecosystem of Florida, including its function and relationship to humans. Over Spring Break, there will be an immersion trip to a biological research station and the Everglades National Park in Florida, where students will continue to learn and to apply their knowledge. Students should be open to camping during the trip, for which necessary supplies will be provided. Enrollment is by instructor permission only; interested students must contact the instructor to apply to this course. Prior preparation for the course is required and should be described to the instructor, which may include previous environmental or scientific coursework.

Counts for environmental studies minor. How can mathematics empower us to become more informed citizens in addressing challenges like pollution, climate change, and resource allocation? In this course, students will learn mathematical tools to understand and analyze sustainability issues. Topics covered include estimation, stocks and flows, networks, mathematical models, data, and probability.

Did you know that the largest French-speaking city in the world isn't Paris but Kinshasa in the Democratic Republic of the Congo? What about that the International Organization of the Francophonie includes over 90 countries? In this course, we will learn more about the variety of Black cultures within the French-speaking world, spanning from areas like Senegal to metropolitan France, the Caribbean, and Canada, through studying artistic expressions from French-speaking Black creators. This will include an introduction to geographically diverse films, literature, and music placed within their socio-historical context. Together, we will discuss topics such as political and social issues raised and depicted by Black thinkers and artists, such as Édouard Glissant and Ousmane Sembène, the complex relationships between African and Afro-descendant peoples in different countries, and the creation of solidarities within the French-speaking world. We will explore to what extent there exists a Black Atlantic in the Francophonie, in other words, a collective experience of French-speaking Blackness amid the diversity of these cultures. This course will be taught in English, and we will use English translations of French texts or other subtitled media. Those taking the course for credit towards the French major or minor will be expected to do the readings and written assignments in French.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

Who are the literary voices of Indiana? How does Indiana literature examine issues of American and Midwest identity? For generations, Hoosier writers have contributed to and shaped an ongoing discourse about geography, belonging, national identity, and community. As a crossroads state, Indiana lives at the epicenter of multiple literary traditions that transcend borders and boundaries. In this course, we will learn about the many Hoosier writers, past and present, that use literature to manifest a literary consciousness for the state. Students will learn to appreciate the role Indiana has played in forging a complex web of stories linked to America's own sense of place. Authors featured will include Kurt Vonnegut, Indiana Poet Laureate Curtis Crisler, Susan Neville, Shari Wagner, and many others. Join us as we learn about the mystique of Indiana.

SPA-313-01=GEN-274-01 What does it mean to conduct oneself as a gentleman? This question looms large in the Spanish literary and cultural imaginary: from the Cid to Don Quijote, the figure of the "caballero" (knight / gentleman) is central. Yet across the history of the Iberian Peninsula, the practice of chivalry is varied and at times contradictory. How does a code of brotherhood work to enforce social hierarchy? How can one institution both foment and control violence? What does the relationship between men mean for relations between men and women? In this course, students will grapple with these questions while engaging with works across genres, media, and historical eras that focus on the figure of the "caballero," exploring how it has been deployed and what it means today.

MUS-104-01=GEN-275-01 This course explores the complex relationships between music and changing concepts of masculinity, with a particular focus on how masculinity is expressed performances. Through analysis of Western classical traditions, folk traditions, and modern popular genres, we will learn how the music both shapes and is shaped by contemporaneous notions of masculinity and gender. Additionally, students will apply gender studies methods and critical frameworks to better understand how musical style and gender identity intersect in performance. No prior musical background is required.

THE-103-02=GEN-279-01 This course will explore how the human body communicates character and meaning in various global contexts. With an emphasis on non-Western physical practices such as yoga, we will investigate theater's pre-Greek and non-European origins, as well as how these traditions have evolved over time. We will encounter performance forms from the Middle East (Ta'ziyeh), Asia (Tai Chi), and South America (Teatro del Oprimido), as well as performance techniques with non-Western lineages like Suzuki and Rasa. By experimenting with global theatrical traditions, students will also examine how ideas of gender are interpreted and performed in non-Western contexts. Other areas of focus will include mask performance, puppets and other performing objects, clowning, folklore study, and choral movement.

The father's role varies widely both between and within cultures. In some cultures, fathers commonly interpret their role as being primarily about financial provision. In other culturess, the cultural norms dictate that fathers ought to be highly involved in all aspects of daily caregiving for the duration of their children's lives. Even within a culture, two fathers who live on the same street may hold very different views regarding their roles as fathers. Research in family science has documented much of this variability, but no current theories in psychology explain the forces that lead men to interpret their roles as fathers so differently. Dr. Olofson is currently developing such a theory, but he is not done. This is where you come in. In this class, students will learn about cultural variability in fathers' roles and how fathers work together with their coparents to raise children. Then, they will help Dr. Olofson build the first-ever theory trying to explain how and why fathers' roles vary so widely across different families.

ECO-258-01=GHL-219-01=PPE-358-01 This course addresses key issues related to health, healthcare, and health policy, using economic theoretical frameworks and empirical evidence. We will examine how health systems are organized and financed, the challenges of delivering care, and the trade-offs that arise in promoting population health. Within this framework, we will explore the role of prevention, the economics of lifestyle and behavior, and the balance between public and private responsibility for health. We will also study key debates in contemporary health policy-including health insurance reform, cost containment and quality of care, disparities in health and access to care, pharmaceutical pricing, technological changes in the health care sector and their regulation. Finally, we will analyze how political, ethical, and distributional considerations shape health policy choices in both the U.S. and international settings.

This course critically examines the relationship between public opinion and the advancement of human rights, a central tension in modern democracies. We will investigate how popular beliefs, stereotypes, and misperceptions affect support for the rights of marginalized communities, including immigrants, women, LGBTQ+ individuals, and racial minorities. Using an analytical lens that incorporates concepts of power dynamics, justice, and incentive structures, students will explore normative frameworks and political attitudes to better understand how public sentiment shapes policy and social inclusion. We will also examine the political psychology that underpins these beliefs and test whether interventions can reduce prejudice and build empathy. The course places a special emphasis on applying empirical methods, especially the design and analysis of survey experiments. Students will gain hands-on experience conducting their own research, from developing a hypothesis to analyzing data and effectively presenting the results to public audiences. This project-based approach equips students with the analytical skills necessary for careers in advocacy, business, policy-making, and research.

This research seminar is built on the premise that you are already familiar with the basic contours of European and World history. In this seminar, we will examine the development of European and Global medical practices. This includes how individuals and professionals understood the body, its functions, and disease states. Students will explore the development of formal and informal medical structures, such as the first laboratories, hospitals, and medical educations. The texts used will be a combination of primary and secondary sources, from readings in Greek perceptions of the body to press reports about Ebola outbreaks. The reading is designed to give you a basic understanding of the history of medicine and the types of evidence you may wish to explore in a paper. Throughout your readings and research, students will consider how cultural assumptions and social pressures encouraged or limited medicine and their impressions of what constituted a "healthy" body.

This course tracks the development and evolution of the the US military in general--and the US Army in specific--from 1607 to 2024. This course fulfills the Military History Course required by ROTC cadets. We will be looking at the development of professional soldiers, how the society viewed the military, many of the political aspects as to why the mililtary looks as it does, the evolution of the military leadership, and discuss the quagmire of post-operational realities. In addition to the assignments required by US Army Training and Doctorine Command (TRADOC), there will be a number of reports, some analysis, visits to archives, and viewing of artifacts. This course is by instructor permission only.

In this course, students will study the relationships between crime, society, and forensic policing from 1870 to the outbreak of the First World War. In a period marked by rapid industrialization, urbanization, and social change, crimes involving guns, bombs, pistols, and lots of blood increased. Beginning with a study of Jack the Ripper, this course explores how shifting economic conditions, class structures, and cultural anxieties influenced criminal behavior and its portrayal in the popular press. Students will consider how investigators pursued criminals and applied new psychological and forensic theories to create profiles of their suspects. By utilizing police reports and other historical documents, students will gain insight into criminal activity and advancements in news coverage, psychology and forensics, law enforcement, and justice in late 19th-century Europe.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

This course will examine ancient Greek notions of sex, gender, sexuality, identity and their links to power. In particular, our attention will be concentrated on the prevailing views from the Greek Archaic to the Hellenistic period (circa 600 to 31 B.C.E.) with a particular focus on Classical Athens. Using a mixture of ancient sources, material culture, and modern critical evaluations, we will consider how the sexuality and gender of individuals were affected and framed by culture, looking at their family relations, class, status, occupation, location, and access to power.

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

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

By far the bloodiest war in the history of the United States as well as that of the entire Western Hemisphere even to this day, the Civil War still holds sway over Americans' minds. In this course we will begin with the antebellum period and explore how and why people took up arms for the Confederacy and the Union, including the 527 Wabash men whose names are emblazoned outside Center Hall as well as those Black veterans from Montgomery County who are absent on that Roll of Honor. The course will detail the military campaigns of the war itself, always illustrating how results on the battlefield shaped the politics and economics of the homefront, and the course will conclude with an extensive look at Reconstruction. The destruction of slavery brought about a period of unimaginable hope for freedpeople as well as equally unimaginable terror and violence. This course aims to string the together all these threads into a singular grand narrative of hope, hypocrisy, vitriol, and valor.

How did conquest happen in the early Americas, beginning with the arrival of Europeans in 1492? How did different Indigenous and European societies comprehend and pursue conquest? How did "regular" people experience conquest and shape its aftermath? We'll answer these questions through primary and secondary-source analysis, unit projects, debates, lectures, and discussions. For our final assignment, we'll contribute to Wikipedia what we've learned about the messy process of conquest-its conflicts, compromises, and complicities.

This course traces major trends in Chinese cinema, including works from mainland China, Taiwan, and Hong Kong. We will analyze films from multiple angles, including aesthetics, historical context, production, and circulation. In particular, we will focus on tensions between nationalism and transnationalism in Chinese cinema. No prerequisites. All readings will be in English, and Chinese language background is NOT expected. Film screenings Wednesday 2:10-4:00.

This research seminar is built on the premise that you are already familiar with the basic contours of European and World history. In this seminar, we will examine the development of European and Global medical practices. This includes how individuals and professionals understood the body, its functions, and disease states. Students will explore the development of formal and informal medical structures, such as the first laboratories, hospitals, and medical educations. The texts used will be a combination of primary and secondary sources, from readings in Greek perceptions of the body to press reports about Ebola outbreaks. The reading is designed to give you a basic understanding of the history of medicine and the types of evidence you may wish to explore in a paper. Throughout your readings and research, students will consider how cultural assumptions and social pressures encouraged or limited medicine and their impressions of what constituted a "healthy" body.

This course offers a survey of Latin American philosophy as a tradition that aims to respond to the particular circumstances in which we find ourselves rather than as the pursuit of abstract universal truths. The focus on the particularity of our circumstances will lead us to consider three main questions. The first is meta-philosophical and it regards the nature of philosophy itself. If philosophy has been historically construed as the pursuit of universal truths, can there be ethnic philosophies that focus on the problems, values, and identities of specific groups such as Latinx peoples? We will see the role that this debate has played in justifying the subjugation of Latinx peoples, and how Latinx philosophers have responded to it. The second question regards the nature of ethnic groups and the problem of in-group differences. What do Latinx individuals share that makes them part of the group? Biological traits? Common ancestry? Shared history? And how do different ways of defining the ethnic group might result in the exclusion of racial, gender, or national differences? The third question regards the power relations that colonization imposed on Latinx peoples along economic, political, and ethical lines, and the liberation projects that Latinx philosophers have formulated at different historical moments. Our survey of Latin American philosophy will include historical and contemporary philosophers as well as philosophers from Latin America and the U.S.

ECO-277-01=HSP-228-01 In this course, we will study historical and broader social context of Spanish economy as it develops from relatively less developed and isolated European economy during franquismo to the modern prosperous Spain. The fast social and economic development over the last 5 decades has had profound effect on all facets of Spanish life. Among the topics we will include the changes in labor markets through both internal and external migrations, economic growth, economic policies within the EU context, distribution of income, regional development, etc. Students with some background in economics and Spanish will benefit most from this course.

How did conquest happen in the early Americas, beginning with the arrival of Europeans in 1492? How did different Indigenous and European societies comprehend and pursue conquest? How did "regular" people experience conquest and shape its aftermath? We'll answer these questions through primary and secondary-source analysis, unit projects, debates, lectures, and discussions. For our final assignment, we'll contribute to Wikipedia what we've learned about the messy process of conquest-its conflicts, compromises, and complicities.

Taught in English. "The History of Mexican Cinema" examines the historical, political, and theoretical development of Mexican Cinema. Students in the course will see and discuss one film a week. These landmark films will help us see the development of the important film makers and stars, as well as key moments in the political and theoretical understanding of a national cinema beyond the United States. This course counts toward the Spanish major if taken as SPA 312 but is also open to any student interested in film and Hispanic culture if taken as HSP 312. If taken as HSP 312, the course has no prerequisite.

Counts for environmental studies minor. How can mathematics empower us to become more informed citizens in addressing challenges like pollution, climate change, and resource allocation? In this course, students will learn mathematical tools to understand and analyze sustainability issues. Topics covered include estimation, stocks and flows, networks, mathematical models, data, and probability.

This course studies various mathematical questions in the context of tabletop games, culminating in the design, development, and analysis of original games. Topics will include combinatorics, graph theory, probability, an introduction to various game mechanics, essential principles of game design, and additional topics as time allows.

MUS-104-01=GEN-275-01 This course explores the complex relationships between music and changing concepts of masculinity, with a particular focus on how masculinity is expressed performances. Through analysis of Western classical traditions, folk traditions, and modern popular genres, we will learn how the music both shapes and is shaped by contemporaneous notions of masculinity and gender. Additionally, students will apply gender studies methods and critical frameworks to better understand how musical style and gender identity intersect in performance. No prior musical background is required.