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Do you enjoy making quick sketches or more sustained drawings? Do you have notebooks with random designs, whimsical scenes or characters you have created? Whether you draw often, or it has been many years, in this course you can not only develop your drawing skills, but bring your drawings to life with animation. Through a series of prompts, the class will create short animations that explore various aesthetic sensibilities and individual stylizations, such as childhood drawing/symbolism, abstract narratives, and drawings combined with photographic collage. Originality, and creating distinct, unique visual images will be stressed in every animation. Some projects will also incorporate the use of digital scanners which make it possible to include original textures, materials and objects. Through Adobe After Effects and Photoshop class demos, students will learn simple and effective ways to animate their drawings and explore their ideas. Note: this class will not focus on traditional hand-drawn animation methods of creating multiple frames to produce the illusion of movement (it's much easier and less time consuming than that. You only have to draw something once to animate it.) No previous drawing or software experience is required.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

2nd Half Semester In the heart, it's intention; coming forth in words, it's poetry." So says the "Preface" to the Book of Songs, the ancient classic of Chinese poetry. In this course, we will read selections (in English) from the Book of Songs, and later poets like Li Bo [Li Bai], Du Fu, and Wang Wei. We will study how Chinese poets use image and metaphor to convey their distinctive ideas about nature, religion, and human life. On occasion, we will also read Chinese poems alongside selected English-language poems, comparing their techniques and aims. Absolutely no knowledge of Chinese is required.

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

What do the year 103, international cyber bank heists, nuclear weapons, hereditary communism, and Tokyo Disneyland have in common? North Korea has fascinated scholars, observers, and statesmen for the better part of 7 decades. This course is designed to enable students to understand and analyze North Korean politics through a rational choice framework. Towards such ends, students will acquire knowledge about Kim Il Sung's ascension to power; state-building and power consolidation; Kim Jong Il's governance including Juche, Songun politics, and nuclearization; the power transition to Kim Jong Un; human rights and state-society relations in North Korea; prospects for politics; Korean unification; and the growing role of women in governance and society. And, of course, international bank heists and fratricide via handkerchiefs will also be covered.

This course will examine China's most under-rated dynasty, the Song (960-1279), who ruled over the greatest economy of the time, an unprecedented cultural efflorescence covering art, philosophy, and material culture, and (contrary to their reputation) built a powerful military that defended against Mongol conquests longer than any other place on earth. Previous coursework in world or Asian history encouraged but not required. This is a seminar featuring extensive readings, discussion, and a substantial final research paper.

This course will survey the proliferation of Black representation on television shows with particular focus on the 1970s through 2000s. We will review variety shows like Flip Wilson and Richard Pryor, sitcoms like Amos 'n' Andy and Julia and entertainment shows like Soul Train and In Living Color. Special focus will be devoted to Black family shows like The Jeffersons, Sanford and Sons, The Cosby Show and The Fresh Prince of Bel Air. Students will be introduced to concepts in cultural theory and cultural criticism. This course will appeal to students interested in the intersection of popular culture and race relations. Caution: We will watch a lot of TV.

This course will explore the history and methods of American Jazz. Students will study the musical genres, geographical issues, and social movements that led to the creation of jazz and the development of the genre into present day. Major composers, arrangers, band leaders, and performers will be studied. As much of this music was derived from the combination of white and black experiences, racial issues associated with the arts and artistic creation will also be studied and discussed. The course will include a creative component where students will choose to write lyrics, compose music, and/or perform some jazz themselves. No prior musical experience is required to have a great time learning about jazz in American heritage!

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

"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

2nd Half Semester After learning the basic reactivity of functional groups in Organic Chemistry, it is important to consider specific applications of this knowledge. Even within the pharmaceutical industry, organic chemists involved in the stages of drug discovery and production have very different concerns and employ different strategies. We will look at the role of organic chemistry in the medicinal field through the pharmaceutical industry. This one-half credit course meets two times a week for the second half of the semester.

2nd Half Semester This half semester course will focus on how Cystic Fibrosis "works" on a biochemical level, including the normal function of the Cystic Fibrosis Transmembrane Conductance Receptor (CFTR) and the role of ion channels in cellular and tissue function, common mutations that cause cystic fibrosis, and strategies for treating cystic fibrosis, including drug design and genetic therapy. Second half semester. Prerequisites: Che 361 or Bio 212 or permission of the instructor.

1st Half Semester This senior capstone course will challenge students with an application of fundamental concepts from earlier coursework to the topic of dyes. From textiles to medicine to cutting-edge experiments using fluorescence, dyes are chemical tools with a long and interdisciplinary history. In-depth exploration 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.

When faced with life's hardships, many ancient Greeks and Romans turned to magic in the hope of influencing the world around them. For some, magic offered an expedient solution for a meddlesome rival, a sore throat, or a broken heart. For others, it offered an avenue for transcending the cares of this world altogether. This course examines the widespread practice of magic in the ancient world, from the times of Homer to the early days of Christianity. Students will analyze ancient curse tablets, love charms, amulets, and magical recipe books as well as depictions of magic in ancient literature. They will learn the techniques and methods used by theurgists, alchemists, and diviners as well as the cultural contexts in which these ideas arose. In doing so, they will gain a better understanding of what magic looked like in Greece and Rome, what types of people practiced it, and why.

In 1962, J.C.R. Licklider proposed the idea of an "intergalactic computer network". That grandiose vision became the Internet -- while not yet extending past our galaxy, it has had a profound impact on the entire planet. Join this course to take a tour of the Internet, as it has evolved over time. We will look at the technologies and governing bodies that have shaped it. Topics will include the TCP/IP stack, early Internet applications, development of the World Wide Web, web browsers as a platform for virtual computing, peer-to-peer applications, and modern day concerns of security and privacy.

The Great Depression was the largest economic downturn in US history. This course asks what caused of the Great Depression and whether the policy responses were appropriate. We also study the financial crisis of 2007-08 and compare that downturn to the Great Depression. The course pays particular attention to banking panics, stock markets, the gold standard, and fiscal and monetary policies. Prerequisite: Econ 101

The issues this course addresses take place in the underground economy. The course will focus on different informal market sectors, namely the illicit markets for illegal drugs, alcohol in the 1920s, arms sales, the Soviet Union, and human trafficking. The objective is to apply economic reasoning to the analysis of the social issues surrounding these markets, drawing from principles of economics, and building on them, yet allowing the course to be interdisciplinary in nature, by allowing students to use their major areas of expertise in research.

The aim of this course is to critically analyze the involvement of government intervention into the market economy from an economic point of view. The course will do this in three different stages. Stage one is to understand the unhampered market process and the introduction of market failure. Stage two will cover the dynamics of interventionism. And stage three will introduce further issues with government intervention from the field of public choice theory. Students will learn through a series of readings, lecturers, and class discussions.

Immigration is an important current issue not only in the US, but across the globe, and past migrations have shaped history. This class will study the economic causes and consequences of migration. We will study how politics have shaped migration policy, and how policy shapes outcomes. While the economics of migration will be the primary focus, we will also consider the politics and ethics of migration policy. This class does not require intermediate economic theory or econometrics and thus it does not count towards the upper-level course requirement for the economics major.

This class is a broad, interdisciplinary exploration of determinants of living standard in the neighboring region of Latin America. The long run wellbeing of populations is determined mostly by growth of their economies and distribution of what is produced. Through application of basic theoretical framework, the class will consider the main determinants of growth and its challenges in Latin America. We will use cases and data from individual countries to study population growth, technological development, and accumulation of physical and human capital. Final outcomes for individuals are then dependent on income distribution. We will study historical, natural, institutional, cultural, and political characteristics (and anomalies) of income distribution in the region.This class does not require intermediate economic theory or econometrics and thus it does not count towards the upper-level course requirement for the economics major.

"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

This creative writing course will focus on the aesthetic and technical craft of writing for video games by teaching students how to cultivate the required skills to produce professional and creative work in different genres of gaming. We will concentrate on the dimensions of effective storytelling in video games by examining what makes video game storytelling unique and engaging. Students will write in several different genres, including a video game review, a side quest story for an existing game title, and a storyboard for an original video game narrative. All students will create a final portfolio of their work and deliver a digital presentation of their video game narrative. Graded assignments will range from individual creative writing projects to a weekly gaming journal.

This course will survey the proliferation of Black representation on television shows with particular focus on the 1970s through 2000s. We will review variety shows like Flip Wilson and Richard Pryor, sitcoms like Amos 'n' Andy and Julia and entertainment shows like Soul Train and In Living Color. Special focus will be devoted to Black family shows like The Jeffersons, Sanford and Sons, The Cosby Show and The Fresh Prince of Bel Air. Students will be introduced to concepts in cultural theory and cultural criticism. This course will appeal to students interested in the intersection of popular culture and race relations. Caution: We will watch a lot of TV.

With a focus on canonical French works, this course examines how literature and art form a unique meeting place of the natural environment and the creative imagination that allows us to explore a profound questioning of the human relationship to nature. By considering the impact of science and industry on natural and urban landscapes, the environmental catastrophes that result from nuclear power and warfare, the human rapport with or treatment of animals, as well as postcolonial ecocriticism that foregrounds environmental justice, we will consider how French literature and art invites us to reexamine how we interact with and treat the earth and its creatures. Though the course focuses on French works, these will allow us to explore the idea of environmentalism on the European continent and how it remains distinct from American environmentalism and the tradition of nature writing. Sample authors and works include Descartes, Rousseau, Chateaubriand, George Sand, Baudelaire, Zola, Maupassant, Beckett, Duras, as well as Barbizon painting and Impressionist art. Taught in English; students taking the course for French credit will complete readings and assignments in French.

Esteban Poffald is a native of Chile and has been teaching at Wabash since 1985. He enjoys teaching mathematics, reading, soccer, and listening to music. The Metaverse or the Dark Web, gray goo or nanomedicine, malevolent or friendly AI, The Singularity or the Jetsons, Utopia or Dystopia? An exploration of visions of the future through the lenses of fiction writers, scientists, social commentators, and others. In a world with an accelerating rate of scientific and technological progress, the near future is envisioned by many as being full of great promise, but also of grave dangers. In this tutorial we will analyze some of the scientific and technological possibilities for the future, while considering the perilous human, economic, social and political ramifications of "progress."

Cara Healey teaches Chinese language courses and a variety of Asian Studies courses on history, literature, film, and culture. Her research focuses on Chinese science fiction, and she is an active translator of Chinese literature. In her spare time, Dr. Healey enjoys reading science fiction and fantasy. What can science fiction teach us about our world today? About our past? Our future? This tutorial will explore science fiction's varied potentials: to mirror reality or imagine possibilities, to reinforce norms or challenge assumptions, to interrogate our humanity or marvel at the universe. Through analysis of fiction, film, essays, and other media, we will touch on themes such as space exploration, alien encounters, ecological catastrophe, virtual reality, empire, identity, and more. Students will also create their own work of science fiction in a medium of their choice.

Gaylon Ross is an experimental physicist who also teaches courses in astronomy and chemistry. Between his two stretches as a college professor, he spent a dozen years managing a manufacturing plant in Crawfordsville. He enjoys music and movies from all eras and genres, Canadian fishing and good cigars, and he sings tenor in his church choir. Humans have learned to harness energy since the dawn of civilization for warmth, for sustenance, and to improve the quality of their lives. In the process, our capabilities have advanced to almost unimaginable realms. But what exactly is energy, and how do we manipulate it for our benefit? In this course, we will look at the history of energy usage from agriculture to electricity, the steam engine to nuclear power plants, and we will address many questions of importance today: Are oil, coal, and natural gas really becoming scarce? Must we curtail the use of these fossil fuels due to their impact on global climate change and America's vulnerability because of our reliance on foreign sources? Are there alternative energy sources that are reliable, sustainable, and economically viable? Will fuel cells and fusion reactors be our future long-term solution? And are electric cars really all they are advertised to be? Whether you consider yourself a science student, a skeptic, or a seeker of sage advice, this class will guide you in separating the facts from the hype and prepare you to make informed decisions regarding responsible energy usage.

Scott Himsel is a lawyer who loves to hear good arguments on both sides of every question. He also loves to apply lessons from the past to help resolve the most difficult questions we face today. Russian leader Vladimir Putin has attacked Ukraine, intentionally killing civilians including children, attacking hospitals and schools, and causing millions to flee as refugees. Should the United States send troops to fight in Ukraine? If not, should we impose a no-fly zone? Arm Ukraine? Bolster the defenses of other Eastern European nations that border Russia? If we don't take such steps, will we embolden Putin to invade other nations? If we do take such steps, will we spark World War III? So much is so uncertain. Indeed, the Ukrainian struggle is evolving so quickly that the questions we ask in this course may change by the time it begins in August. Where do we look for guidance about how to answer such difficult questions? What qualities of character and leadership do we need as the world seems to be shifting to a time of greater danger? Many have compared Putin's aggression against Ukraine to Hitler's aggression during World War II. Can we draw lessons about what we should do today from the successful alliance that President Franklin D. Roosevelt ("FDR") and Winston Churchill built to fight Hitler? That alliance won World War II and kept the peace in Europe for over seventy years until Putin invaded Ukraine earlier this year. This is the very alliance Putin now seeks to destroy. We will also explore how Eleanor Roosevelt ("ER") fought to promote universal human rights and inclusion for religious minorities, racial minorities, and women during World War II and how she embedded those values into the United Nations. Putin also seeks to demolish this legacy. FDR, ER, and Churchill not only led their nations to victory despite terrible odds. They also overcame great personal difficulties that would have ended the careers of lesser persons. We can learn much by delving into the history of their time.

Adriel M. Trott is chair and associate professor of philosophy. She qualified for the Boston Marathon in her first marathon in December 2021 and is running the Chicago Marathon in October 2022. She trains with the Rogue She Squad, a virtual all-female training group with two coaches. She specializes in ancient Greek and contemporary political philosophy. The topic of this tutorial is running. American Olympian runner Steve Prefontaine said, "To give anything less than your best is to sacrifice the gift." In this course we will read, write, and run about running. We will think about how running is a metaphor for college life and for life in general. Running well requires honest self-examination, knowing one's purpose, pushing one's edge, consistently showing up to the do the work, figuring out what the race requires, learning to recover and fuel well, being a good fan, and doing other supporting work to be able to run well when the time calls for it. Being a good student -and maybe even a good person - requires the same things! In this course, we will think about what this looks like for both running and being a good student. We will read about running as what we were born to do in Chris McDougall's Born to Run, about strategies for improving our mental game that will help in the classroom as well as on the roads and the track in Kara Goucher's Stronger, and about how the wrong incentives can be damaging in Matt Hart's Win at All Costs: Inside Nike Running and Its Culture of Deception. We will listen to podcast episodes of a great running podcast "Running Rogue," and we will go for regular runs together. If the runner has to ask, "What does the race require?" in order to train effectively, the student also has to ask, what does success in this course, in this area of study, on this exam, on this paper, in this major, and at Wabash College require? Nike coach Bill Bowerman said, "Everything you need is already inside." And yet, he trained his athletes hard. This class will be about finding what is inside and thinking about what is required to cultivate it in running and beyond.

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

Bob Royalty has taught at Wabash College for over 20 years. He teaches courses in history, religion, and music. Professor Royalty has led immersion trips to Turkey, Israel/Palestine, England, and, most recently, Rome, Italy. His hobbies include hikes along historical trails such as Hadrian's Wall in Great Britain, birdwatching, cycling, and cooking. The history of rock music-rhythm and blues, rock and roll, and soul music-in the 1950s and 1960s is a social and cultural history of Great Britain, the United States, and in many ways a newly globalized world. The story of rock and roll is a story about race and civil rights; World War II and Vietnam; youth and pop culture; religion, civil disobedience, new demographics, affluence and the economy. Every doo-wap, backbeat, riff, and jam carries a rich story to be uncovered. This tutorial will study the cultural history of rock and roll, from its African-American roots in rhythm and blues to the emerging super groups of the late 60s and early 70s. We will use both history and musical analysis to better understand this powerful social and cultural movement of the mid-20th century. We are tentatively planning to travel at the end of the semester to the Rock and Roll Hall of Fame in Cleveland (subject to administrative approval and health/safety conditions) as the capstone of the class.

When Eric Dunaway was a high school student, he was told by a prolific Physics teacher that every young man must know how to do two things before he graduates college: drive a stick-shift and play poker. Eric is proficient in both and wants to help others learn more about them too. He teaches classes on economics, strategy, and more! The world is poker, not chess. We are often confronted with situations where we must make decisions without all of the information we would need to do it perfectly. This tutorial will explore just how to make those decisions well by learning about various card games. Our focus will primarily be on No-limit Texas Hold 'Em, but we will also explore Blackjack, Uno, and Euchre, to name a few. Be ready to learn more about how our minds form beliefs, how they respond to decision-making under pressure, and also math.

Bobby Horton teaches psychology, coaches soccer, and spends any free time he has carting kids to and from swimming pools and soccer fields. Failure is regarded by some as the enemy, as something to be avoided, as "not an option." On the other hand, many successful people and companies regard failure as an important, even necessary, step along a road to progress. In this class we will explore our own and others' views of "failure" and its link to success. We will talk to members of the Wabash community: faculty, staff, and other students; read from a variety of genres (fiction and non-fiction books, philosophical essays, scientific papers, etc.); and write a lot, in the service of summarizing information, analyzing texts, and expressing our own experiences and thoughts. As we work, we will keep an eye on (1) how we can rethink setbacks as less about "failure" and more about a process of continuous progress and (2) how reimagining, and even pursuing, "failure" can improve a student's Wabash career and can put him on a path towards his most fulfilling and productive life.

Neil Schmitzer-Torbert teaches psychology/neuroscience, and enjoys science fiction and graphic novels. Imagine you've created a machine that is able to make an exact, physical copy of any object. However, the process of making the copy requires that the machine destroys the original. So, if you put your phone in and turn on the machine, the phone is instantly vaporized. But, in another compartment you find an exact duplicate of your device. Such a machine would be quite interesting, but we might imagine that it has little practical value. However, what happens if you step into the machine, and turn it on? You are instantly (and, let's assume painlessly!) vaporized, and out of the second compartment steps your exact duplicate. Who is this duplicate? Does he think he is you? If he does, then are you actually dead? What if the machine malfunctions and you are not vaporized: are you and your duplicate both "you"? If you then kill your duplicate, was there in fact a murder? What if he kills you? In this class, we will take these types of thought experiments seriously, and use them to look carefully at the problem of self, and what it means to be a person. Through works of science fiction, philosophical thought experiments, and stories about the lives of humans with brain damage, we will try to locate our "I", our sense of self. We will also look at how gender, sexuality and other accidental facets of ourselves impact our personal identity. Finally, we will look beyond our own selves to examine other kinds of persons, such as aliens, artificial intelligences and genetically modified humans, who we might share the world with someday. Some of the texts we will read include Brok's Into the Silent Land, selections from philosophical approaches to the self, and a number of science fiction short stories and novels (such as The Mote in God's Eye and Ancillary Justice), and watch several films in the course, including The Thirteenth Floor. Throughout the course, we will look at the state of current research, to better assess which science fiction futures are likely to become reality in our lifetimes.

Jeff Jay is a professor in the Religion department. His passions include teaching, reading, thinking, writing, studying Gandhi, vegetarianism and teetotaling. He loves to spend time with his feminist partner and play with his unwieldly children, carrying them in tow as he trains for feats of physical endurance, running and biking abandoned country roads, hiking in pathless woods and swamps, swimming in open water, especially the ocean, and sublimating. What is worth dying for? We will probe this question studying the history of martyrdom, broadly understood, thinking about the values and projects for which people give their lives, stretching through time and around the globe. Our trek will take us from ancient Greece to contemporary Tibet, through the amphitheaters of the Roman Empire to modern San Francisco, New York City, Russia, Myanmar, and many places besides. We will encounter philosophers, playwrights, novelists, a fisherman, a salesperson, an interior designer, Buddhists, Christians, Jews, Muslims, Hindus, soldiers, non-violent resisters, and others. Our inquiry will bring into focus major questions: What are the values and commitments on which people willingly stake their lives? How do people think about the nature of death, the dying process, or the afterlife? Why do people fear death, how do they overcome (or fail to overcome) this fear? What personal costs or voluntary self-suffering might serious commitments to love, justice, freedom, and religion exact? Is dying worth it? Should dying for a cause be valorized or not? When? Why? Why not? Philosophies, stories, speeches, plays and other texts, along with films, documentaries, and live drama will animate and drive our discussions.

Derek Nelson is a professor of religion who is pretty good with a chainsaw and a meat-smoker. The highest academic achievement he has to his credit is earning a passing grade in Physical Chemistry. in Swedish, when he studied abroad as a member of '99. Some might think that "What is the meaning of life?" is a laughably impossible question. But it might be that not asking such questions is far worse than asking them and failing to perfectly answer. What kind of life is the best one to live? What does it mean to live well, and to live a life rich with meaning? We will explore these questions by reading classical and contemporary texts about significant elements of human life, including wealth, love, vocation, justice and death. We will not be able to satisfactorily answer these questions, but our motto will be from Irish playwright Samuel Becket, "Ever tried, ever failed. No matter. Try again, fail again. Fail better."

Professor Gorey came to Wabash in 2019, after varying stints of time in Chicago, DC, Seattle, Pennsylvania, and Tacoma. He works on Greek and Roman poetry and philosophy (particularly the ancient theory of atomism), as well as the reception of classical antiquity in 16th and 17th century Portuguese and Spanish literature. What makes a hero? For thousands of years, epic poetry provided a vehicle for ancient societies to explore essential human questions, such as the nature of heroism, the obligations of individuals to their communities, and the balance between free will and fate. Over the course of the semester, we will read Homer's Iliad, the oldest epic poem from Ancient Greece and one of the most famous literary depictions of warfare ever recorded. By following the trials and tribulations of the Greeks and Trojans in their ninth year at war, we will grapple with questions of honor, justice, gender, and memory that continue to reverberate in modern literature and culture. As we come to better understand the world of Homer's Iliad, we will develop and strengthen our skills in close reading, strong writing, and effective speaking.

James Makubuya, Associate Professor of Music, is by profession both a teacher and performing musician. He has been in the Music Dept. at Wabash College since 2000. With a Ph.D. in Ethnomusicology, he focuses on the research, performances and exploration of diverse global world music cultures and ethnic groups from all Continents. Regardless of what continent, country, county, city, town or village people may be in, chances are that 95% of the time they are there, they are more likely than not to hear two different types of sounds. Some of those sounds could be described either as noise or as music. In this tutorial, one of the first questions to be discussed is the difference between the two. Furthermore, in scholarly terms, music has been referred to as a universal phenomenon. But although it is universal, its meaning is not. So, among the many additional questions we shall address in this tutorial is how and why different cultures interpret and perform music differently. The tutorial will then move on to address and examine some of the many questions either directly or indirectly answered in John Blacking's book. Among those questions are: What is music? What are the different genres, types, and styles of music? What are the different ways of generating musical sounds? What makes humans musical? Why do people or humans make music? What is the role and power of music in the lives and/or cultures of people? "How" and "by whom" the musical sounds are globally produced. A combination of using the readings, listening to audio tracks, and watching video clips will collectively help the students to develop the analytical and discussion skills that will help them to address the theme "How Musical Is Man". For this tutorial, the ability to read music is not a requirement. The only two requirements for this class are: (i) a curious ear, and (ii) a curious mind.

Jim Cherry is an Associate Professor and Chair of Theater at the College, as well as the Coordinator of the Film and Digital Media Minor. He directs students in theater production at the College, and teaches a variety of courses, with topics ranging from the films of Alfred Hitchcock to the contemporary New York theater scene. "Here we are now / entertain us" We look back at the 1990s today with a deep sense of nostalgia for a seemingly-simpler time: AOL! Tamagotchis! Brick-sized Cell Phones! By today's standards, it feels like a period of relative peace and security in the United States, one situated between two momentous collapses: The Berlin Wall in 1989 (which effectively ended the Soviet Union and the bipolar world order) and The World Trade Center in 2001 (which began the Global War on Terror and led to the invasions of Iraq and Afghanistan). It was a time that cultural critic Chuck Klosterman has recently described as "a period when the world was starting to go crazy, but not so crazy that it was unmanageable or irreparable." Many of the issues we grapple with today can be seen in their nascent forms in the 1990s. The impeachment of Bill Clinton, the scorched-earth tactics of Newt Gingrich, and populist rhetoric of Rush Limbaugh pre-sage our fractious, tribalist politics. Domestic terrorism commanded the newly-minted "24-hour news cycles" following the first World Trade Center bombing in 1993, and the Oklahoma City bombing in 1995. The mass shooting at Columbine High School ignited a nation-wide debate about gun control and mental health before the carnage of Virginia Tech, Parkland, and Sandy Hook. The complexity of race relations in America were underscored by the O.J. Simpson trial, Rodney King verdict, the L.A. Riots, and the rise of hip hop as a dominant popular musical form. The 90s were a period of optimism about a technological future when the analog gave way to the digital, and the internet existed before social media. At the same time novels (Nick Hornby's High Fidelity, José Saramango's Blindness), theater (Tony Kushner's Angels in America, Tracy Letts's Bug), films (Pulp Fiction, Hoop Dreams), and music (gangsta rap, grunge, electronica) saw characters and artists grappling with knee-jerk cynicism, systemic poverty and racism, fear, apathy, and the construction of identity and reality. In this class, we will examine the last decade of the twentieth century as a historical period, filled with portents of the challenges seen in the first decades of the twenty-first.

Matthew Weedman is a sound and video performance artist performing around the country at theaters, multi-media festivals and museums. In addition to his performance work Matthew has exhibited his sculptural, photography and installation work at art institutions throughout the country. Matthew was raised in a small cornfield town in Illinois and now lives in down the street from Wabash with his wife and two daughters. This course will examine the ways and methods that American horror films have uprooted social issues and anxieties in ways that mainstream cinema would never have been allowed. Why is the horror film so resilient? Why are we attracted to films designed to make us uncomfortable and anxious? We will dissect the methodology of these films in terms structure, style and layering of content. Each film will target a specific social issue such as class, gender, race, consumerism, masculinity, health and the existential threat of the everyday. Above all we will learn while having as much fun as possible. Note: this course will require watching films with adult situations and images.

Julian Whitney is an Assistant Professor of English at Wabash College. His area(s) of research and teaching include British Romanticism and law and literature. Outside of class he enjoys playing electric guitar, learning Japanese, and playing Japanese role-playing games such as Final Fantasy. The mythology of the Caped Crusader remains ubiquitous in American popular culture with the recent release of Matt Reeves's film, The Batman (2022). Batman the character is a provocative, if not complex, individual with a complicated history of motives and relationships. He has infiltrated every area of our American cultural apparatus from comic books to movies, television shows, video games, soundtracks, action figures, and costumes. Likewise, Batman media has also contributed to discussions about family and foster care, politics and corruption, love and obsession, and chaos vs. order. This course will focus on Batman's representations across different genres and mediums as we attempt to probe the question: who is Batman and what purpose does he serve? We will examine several iconic graphic novels ranging from Batman: Year One and Batman: The Long Halloween to Batman: The Dark Knight Returns and The Killing Joke. We will also survey Batman filmography over several decades by comparing Tim Burton's gothic-inspired characterization of Batman in Batman Returns to Christopher Nolan's grounded interpretations of the character in The Dark Knight Trilogy. Course assignments will range from several analytical papers, quizzes, and oral presentations, to composing your own Batman story and writing a research paper on some element of Batman culture.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

The texts of the Bible do not shy away from representing sex and desire and their profound concurrence with constructs of gender and power. We will probe the many sexual stories, laws, theologies, and moral teachings that populate the Bible as well as a variety of approaches to interpreting them through historical, theological, feminist, and queer frameworks. We will also critically examine the work that readings of Biblical sex perform in contemporary American sexual politics.

This seminar will focus on the intersection of Christianity and mental health in the United States. Some of the questions we will consider include: In what ways does Christianity make sense of mental illness and disorder? How might Christianity contribute to mental health and well-being, on the one hand, and to mental disorders on the other? The U.S. today suffers from an epidemic of anxiety, depression, and loneliness. How does the Christian church address these issues, along with others like mental handicaps and destructive behaviors such as addictions? Finally, what are the particular mental health challenges facing young people today, especially young men, and what resources might the American Christian tradition bring to bear on them? Prerequisite: None

The Cold War oriented foreign policies, drove international relations, and deeply affected millions of people across the globe from just after WWII until the early 1990's. It shaped generations of military and political thinking in the United States and Soviet Union and directly impacted dozens of other countries, causing, and exacerbating multiple proxy wars. In this course we will critically examine the political underpinnings of the Cold War. We will study the emergence of Cold War politics across a variety of media including primary sources. Our class will closely consider the Korean War, the Cuban Missile Crisis, the Vietnam War, the Chernobyl disaster, nuclear weapons politics, the end of the Cold War, and many other topics. We will also study and discuss the legacy and impact of the Cold War, even as it is felt in major conflicts today. Students should leave the course with detailed knowledge on the emergence and politics of the Cold War, as well as its end, and the ways in which it continues to matter in contemporary world politics.

When faced with life's hardships, many ancient Greeks and Romans turned to magic in the hope of influencing the world around them. For some, magic offered an expedient solution for a meddlesome rival, a sore throat, or a broken heart. For others, it offered an avenue for transcending the cares of this world altogether. This course examines the widespread practice of magic in the ancient world, from the times of Homer to the early days of Christianity. Students will analyze ancient curse tablets, love charms, amulets, and magical recipe books as well as depictions of magic in ancient literature. They will learn the techniques and methods used by theurgists, alchemists, and diviners as well as the cultural contexts in which these ideas arose. In doing so, they will gain a better understanding of what magic looked like in Greece and Rome, what types of people practiced it, and why.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

Course can me taken as HIS-240 or 340 work load varies. 1 History credit or Instructor Approval When the U.S. military invaded the Spanish colony of Puerto Rico in 1898, the U.S. government promised to grant it liberation from Spanish colonial rule and to respect Puerto Rico's right to political independence. Instead, Puerto Rico became an official "territorial possession" of the United States under the control of U.S. appointed governors through most of the twentieth century creating a model on the island of political and social dependence that established the United States as a global Empire. For more than a century, the United States has used the precedents established by the case of Puerto Rico to legitimate a wide range of global expansionist policies and restrictive immigration and citizenship policies. This course considers the history of Puerto Rico within the U.S. Global Empire. It examines U.S. colonialism in Puerto Rico during the twentieth century, analyzes the origins and growth of the Puerto Rican diaspora in the United States, explores the multi-faceted causes and demographic, economic, social, and political effects of Puerto Rican migration to urban spaces in the U.S.; and considers the transnational ties between Puerto Ricans in the United States and on the Island. The course will address themes of class, race, gender, and citizenship.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

This course will examine China's most under-rated dynasty, the Song (960-1279), who ruled over the greatest economy of the time, an unprecedented cultural efflorescence covering art, philosophy, and material culture, and (contrary to their reputation) built a powerful military that defended against Mongol conquests longer than any other place on earth. Previous coursework in world or Asian history encouraged but not required. This is a seminar featuring extensive readings, discussion, and a substantial final research paper.

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

Course can me taken as HIS-240 or 340 work load varies. 1 History credit or Instructor Approval When the U.S. military invaded the Spanish colony of Puerto Rico in 1898, the U.S. government promised to grant it liberation from Spanish colonial rule and to respect Puerto Rico's right to political independence. Instead, Puerto Rico became an official "territorial possession" of the United States under the control of U.S. appointed governors through most of the twentieth century creating a model on the island of political and social dependence that established the United States as a global Empire. For more than a century, the United States has used the precedents established by the case of Puerto Rico to legitimate a wide range of global expansionist policies and restrictive immigration and citizenship policies. This course considers the history of Puerto Rico within the U.S. Global Empire. It examines U.S. colonialism in Puerto Rico during the twentieth century, analyzes the origins and growth of the Puerto Rican diaspora in the United States, explores the multi-faceted causes and demographic, economic, social, and political effects of Puerto Rican migration to urban spaces in the U.S.; and considers the transnational ties between Puerto Ricans in the United States and on the Island. The course will address themes of class, race, gender, and citizenship.

Course can me taken as HIS-240 or 340 work load varies. 1 History credit or Instructor Approval When the U.S. military invaded the Spanish colony of Puerto Rico in 1898, the U.S. government promised to grant it liberation from Spanish colonial rule and to respect Puerto Rico's right to political independence. Instead, Puerto Rico became an official "territorial possession" of the United States under the control of U.S. appointed governors through most of the twentieth century creating a model on the island of political and social dependence that established the United States as a global Empire. For more than a century, the United States has used the precedents established by the case of Puerto Rico to legitimate a wide range of global expansionist policies and restrictive immigration and citizenship policies. This course considers the history of Puerto Rico within the U.S. Global Empire. It examines U.S. colonialism in Puerto Rico during the twentieth century, analyzes the origins and growth of the Puerto Rican diaspora in the United States, explores the multi-faceted causes and demographic, economic, social, and political effects of Puerto Rican migration to urban spaces in the U.S.; and considers the transnational ties between Puerto Ricans in the United States and on the Island. The course will address themes of class, race, gender, and citizenship.

This class is a broad, interdisciplinary exploration of determinants of living standard in the neighboring region of Latin America. The long run wellbeing of populations is determined mostly by growth of their economies and distribution of what is produced. Through application of basic theoretical framework, the class will consider the main determinants of growth and its challenges in Latin America. We will use cases and data from individual countries to study population growth, technological development, and accumulation of physical and human capital. Final outcomes for individuals are then dependent on income distribution. We will study historical, natural, institutional, cultural, and political characteristics (and anomalies) of income distribution in the region. This class does not require intermediate economic theory or econometrics and thus it does not count towards the upper-level course requirement for the economics major.