Course Listings

Topics in Studio: Experimental Animation. This survey course will provide students with the basic knowledge and tools needed to create their own animations using Abode After Effects.? Techniques covered may include:?Animating layers, working with masks, distorting objects with the Puppet Tools, using the Roto Brush Tool, color correction and working with the 3D Camera Tracker.??Sound design, composition and other basic image making principles will be explored.? We will also examine the aesthetic nature of experimental film and specifically how it can be applied to animation.? There will be a studio art component during the second half of the semester during which each student will create their own original short experimental animation.

ASI-112-01 = HIS-260-01 - Topics in Asian Culture: Premodern China. This survey course introduces Chinese history and cultural traditions from ancient times to 1911, outlining historical trends such as Confucianism, Daoism, Buddhism, dynastic cycles, literati culture, traditional gender roles, and interactions with the West. We will analyze a variety of primary sources (in translation), including poetry, fiction, philosophical writings, historical records, and visual art. No pre-requisites. May be taken as Literature/Fine Arts (ASI-112) or History/Philosophy/Religion (HIS-260).

ASI-177-01 = HIS-260-02. 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. Film screenings in class Wednesdays. May be taken as Literature/Fine Arts (ASI- 177) or History/Philosophy/Religion (HIS-260).

ASI-196-01 = HUM-196-01 = REL-196-01 : 2nd Half Semester. "Dancing with the Moon": Religion and Image in Chinese Poetry. "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. 0.5 credits. For first half semester at 9:45 TTH, see REL-275.

BLS-270-01 = REL-280-02 African American Faith Traditions. This course will introduce students to the critical study of African American religious practices and traditions. Students will be exposed to the historiography of African American institutional religion (i.e., the history of black churches, temples, etc.) as well as the sectarian rituals and worldviews of worshiping black communities. The aim here is to get a rich understanding of the ways in which the religious life is manifested among black people as they respond to their period, region and social conditions.

BLS-270-02 = ENG-160-01 Intro to African American Literature. This course will introduce students to the critical study of African American literature as a means of racial identity formation and political and philosophical articulation. Among other things, African American art, literature, music, and cinema reflect an attempt to grapple with issues of human psychology, justice, love, race, and democracy. Moreover, it is these issues that form the major themes of the course.

BLS-270-03 = EDU-240-01 = PSC-210-02 : Educational Policy and Evaluation. This course examines educational policy at the federal and state levels. We will explore the role of educational policy in guiding educational evaluation, with particular focus upon the use-and abuse-of statistical approaches to the evaluation of teaching and learning. After an introduction to the assumptions underlying qualitative, quantitative, and mixed-methods designs for educational research, the focus turns to the ways in which teaching and learning processes are understood and measured in public education. Standardized testing and common practices such as "quantitizing" qualitative data are examined for their assumptions and limitations in educational settings. The goal of the course is the development of quantitative skills and literacies needed for critical participation in public discussions and decision-making about these metrics as tools for diagnosis and reform in public education. In particular, students will be prepared to better evaluate political debate and news coverage related to the assessment of teaching and learning. Calculation of descriptive statistics commonly used in classroom assessments and in standardized educational measures, including those with normal and with skewed distributions, is taught using Excel. Substantial practice is devoted to representation and interpretation of quantitative data, using Excel's graphing and charting functions.

BLS-270-04 = EDU-201-01 = PHI-299-02 = PPE-228-03. This class will examine foundational questions about education (e.g., What is the nature and purpose of education?) with a particular focus upon the role of public schools in a democratic society. We will read and watch texts drawn from philosophy, as well as from literature and history, as we consider the nature of teaching and learning at the classroom level and within the broader society. Issues addressed typically include: tensions between individual students' development and the needs of the broader society; the role of the educational system in a diverse and multicultural society; the nature and goals of classroom relationship (teacher/student and student/student); and approaches to educational reform. Level: Open to any student; required of all Education Studies minors. Students interested in the secondary licensure program are encouraged to take EDU 201 in the sophomore year. Offered fall and spring semesters.

BLS-270-05 = MUS-102-01 : World Music. An introduction to the various world musical cultures and practices found outside the Western Classical Art tradition. The course gives an overview of music genres, instrumental types and resources, forms, and styles that originate from selected world music traditions in sub-Saharan Africa, Arabic Africa, Middle East, Near East, North America, South/Latin America, and the Caribbean region. Musical practices are studied in terms of structure, performance, aesthetic values, cross-cultural contacts, contextual function, and significance. Coursework includes weekly reading and listening assignments, musical demonstrations, and hands-on experience, as well as the acquisition and development of listening skills. This course is open to all students, is suitable for fulfilling distribution requirements, and is offered in the fall semester.

BLS-300-01 = HIS-340-01 = PSC-210-03 : Race, Gender, Class and Punishment in America: A History of Mass Incarceration. The more than two million people incarcerated in the United States, constitute the largest prison population in the world. African Americans and Latinos comprise a disproportionate number of these prisoners and female imprisonment has outpaced men by 50% since 1980. (The Sentencing Project) The "prison industrial complex" has produced enormous profits for private prison corporations, growing deficits for state and local governments, and social crises in those communities targeted by systematic policing and imprisonment. It has also generated public and scholarly debates about the history, ethics, and function of mass incarceration. This course will examine the evolution of the "prison industrial complex" in the United States, from its antecedents in slavery and in the prison systems of the nineteenth-century, to the rise of mental institutions and prisons for profit during the twentieth-century. Throughout the course we will consider the relationship of race, gender, class and punishment at various moments in American history. Course readings will draw on the work of historians, sociologists, anthropologists, and lawyers, and will incorporate various experiential activities and other prisms through which to evaluate the culture of prison and punishment in American society.

BLS-300-02 = ENG-497-01 : South African Literature. In this course, we will focus on South African authors writing in the context of colonization, Apartheid, and the work of the Truth and Reconciliation Commission. How did the writers and poets describe conflicts between assimilation and resistance in the colonial and postcolonial setting? How were the tribal, national, cultural, and individual identities affected by decades of foreign imperial presence and the Apartheid regime? Can we trace any intersections between South African writers' response to Apartheid and North American writers' response to Jim Crow and, more recently, to Ferguson? To understand and enjoy the texts, we will also study the historical and political contexts of Dutch and British imperialism and the anti-Apartheid resistance. The authors we will read include Sol Plaatje, Steve Biko, Nadine Gordimer, Bessie Head, Richard Rive, Zoë Wicomb, JM Coetzee, Zakes Mda, Thando Mgqolozana, Koleka Putuma, and others.

BLS-300-03 = ENG-300-01 : African-American Crime Fiction This course will trace the development of the African-American crime fiction genre from the end of World War II to the present. Starting with the hardboiled crime novels of Chester Himes, we will examine ways that African-American authors, filmmakers, and musicians have used black detectives and/or criminals to challenge misconceptions about black criminality in the U.S. We will particularly focus on the development of the crime genre in relation to major historical movements and events in post-World War II African-American experience-from the Civil Rights and Black Power Movements to #BlackLivesMatter.

2nd Half Semester. Studies in Rural Education: According to the Center for Public Education "Approximately half the school districts in the United States are located in rural areas," yet urban and suburban schools attract most of the nation's attention both in terms of policy and academia. This course offers an introduction to rural education with attention to some of the most pressing issues facing rural schools: state and federal funding, the viability of popular reform initiatives, curricular programs including vocational education, teacher shortages, access to technology, and poverty.

EDU-370-01 = HIS-240-01 : 1st Half Semester. Social Studies Education for Democratic Citizenship. This course examines the ways in which history educationin the U.S. must grapple with complex historic contentif it is to prepare citizens for active democratic engagement. Topics and events we will consider include those that may be omitted entirely or glossed over as to messy or difficult. Topics will be drawn from among the following in response to students' interests: U.S. immigration and exclusion policies acrosstime; racial oppression of minoritizedpeoples including race riots, lynchings, and mass killings; the extension of the franchiseto members of minority groups and to women; treaty negotiations and sovereignty issues for Native peoples; the elaboration of individual rights and freedoms; and the complex history of Charles Lindbergh, Henry Ford, and the U.S. fascist movement.

ENG-160-01 = BLS-270-02 Intro to African American Literature. This course will introduce students to the critical study of African American literature as a means of racial identity formation and political and philosophical articulation. Among other things, African American art, literature, music, and cinema reflect an attempt to grapple with issues of human psychology, justice, love, race, and democracy. Moreover, it is these issues that form the major themes of the course.

ENG-310 = THE-217 : The American Stage. This course will examine the rich dramatic heritage of the United States from the American Revolution to the present, with emphasis on the history of the U.S. stage and the work of major dramatists including Eugene O'Neill, Thornton Wilder, Tennessee Williams, Arthur Miller, and Edward Albee, among others. Plays to be studied include The Contrast, Secret Service, Uncle Tom's Cabin, Long Day's Journey Into Night, A Moon for the Misbegotten, Awake and Sing!, The Little Foxes, Our Town, The Skin of Our Teeth, Mister Roberts, A Streetcar Named Desire, The Night of the Iquana, Death of a Salesman, The Crucible, A Raisin in the Sun, The Zoo Story, Who's Afraid of Virginia Woolf?, Glengarry Glen Ross, True West, Brighton Beach Memoirs, The Colored Museum, A Perfect Ganesh, Fences, Angels in America, How I Learned to Drive, and The America Play. The plays will be discussed as instruments for theatrical production; as examples of dramatic style, structure, and genre; and, most importantly, as they reflect moral, social, and political issues throughout the history of the United States. 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.

GEN-200-01 = PHI-219-02 = PPE-228-02 : Topics in Ethics and Social Phil: Feminist Philosophy. Feminist philosophy considers the philosophical questions raised by our system of gender. The theme of the course is the meaning of difference. Historical inequality between men and women leads to the question of whether gender difference between men and women can be thought without hierarchy. This course considers numerous aspects and issues involved in these questions including how differences intersect in history and thought, whether men and women have different timeless and universal essences, whether philosophy's claim to knowledge is itself marked by gendered assumptions, what the role of pornography is in producing difference and inequality is and how the trans experience informs these questions. The last part of the course involves a philosophical examination of multiple feminist approaches -liberal feminism, difference feminism, radical feminism, Marxist feminism, Black feminism / womanism, and transnational feminism --to these issues.

GHL-219-01 = PHI-219-01 = PPE-228-01 : Topics in Ethics and Social Phil: Environmental Philosophy. This course will first introduce some common approaches to environmental ethics by considering the question of the moral status of nonhuman animals. For example, we will examine debates between utilitarian and Kantian moral theorists by asking whether nonhuman animals have moral and legal status, and whether nonhuman animals and ecosystems have intrinsic value or are merely valuable insofar as they are useful to human beings. We will then ask whether these common approaches to environmental ethics are adequate to the task of responding to the challenge of global climate change. Examining the political, economic, and ethical dimensions of climate change reveals at least one basic challenge to standard approaches to moral theory: the massive scale of potential harm-counted not only in terms ofharm to human communities, like displacement, forced migration, poverty, hunger, and deleterious health effects that follow, but also in terms of harms to nonhuman animals like species extinction and ecosystem collapse-confounds standard accounts of moraland legal responsibility. Appreciating the severity of this problem invites us to reconsider how human beings are situated in nature and to explore alternative approaches to environmental ethics and to human dwelling.

History US-Russian Foreign Relation. In this course, we will examine how US-Russian foreign relations developed in the past hundred years, from the Russian Revolution to the present. You will learn about key moments in the development of an American diplomatic relationship with Russia, and evaluate competing theories about the social, political, ideological, and economic factors that shaped that relationship.

HIS-220-01 = MUS-205-01 : European Music Before 1750. The rise of European art music from religious and folk traditions; Gregorian chant and early polyphonic genres; the growth of polyphony in mass, motet, and madrigal; early instrumental music; European genres of the 17th and 18th centuries: opera, oratorio, cantata, concerto, suite, sonata, keyboard music. Some emphasis on the music of J.S. Bach. This course is offered in the spring semester of 2017 and again in the fall of 2019.

HIS-230-01 = PSC-328-01 = GER-312-01 = HUM-277-01 The Holocaust: History, Politics, and Representation. This course examines the Holocaust from historical, political, and cultural perspectives. While we will focus on the history of the event itself, from the rise of Nazism in the 1930s to the end of World War II, we will also devote significant attention to representations, reflections, and portrayals of the Holocaust in the world since. While the Holocaust ended in 1945, Holocaust history continues to the present day. World leaders are routinely called 'Nazis' by those who disagree with them, and episodes of human suffering -from warfare, oppression, or even natural disasters - are often compared with the Nazi genocide and (rightly or wrongly) seen through its lens. The Holocaust, usually defined as the systematic attempt by Nazi Germany and its allies to eliminate the Jews of Europe, has clearly expanded beyond its strict historical setting to become a defining event in the global human experience. Students will explore how the Holocaust is portrayed from various perspectives and how responses to the Holocaust have changed over time. This interdisciplinary course has no prerequisites and is open to students of any major. Students may apply the course toward distribution requirements in behavioral science; literature and fine arts; or history, philosophy, and religion. It also counts towards the PPE major's diversity requirement.

EDU-370-01 = HIS-240-01 : 1st Half Semester. Social Studies Education for Democratic Citizenship. This course examines the ways in which history educationin the U.S. must grapple with complex historic contentif it is to prepare citizens for active democratic engagement. Topics and events we will consider include those that may be omitted entirely or glossed over as to messy or difficult. Topics will be drawn from among the following in response to students' interests: U.S. immigration and exclusion policies acrosstime; racial oppression of minoritized peoples including race riots, lynchings, and mass killings; the extension of the franchiseto members of minority groups and to women; treaty negotiations and sovereignty issues for Native peoples; the elaboration of individual rights and freedoms; and the complex history of Charles Lindbergh, Henry Ford, and the U.S. fascist movement.

HIS-260-01 = ASI-112-01 - Topics in Asian Culture: Premodern China. This survey course introduces Chinese history and cultural traditions from ancient times to 1911, outlining historical trends such as Confucianism, Daoism, Buddhism, dynastic cycles, literati culture, traditional gender roles, and interactions with the West. We will analyze a variety of primary sources (in translation), including poetry, fiction, philosophical writings, historical records, and visual art. No pre-requisites. May be taken as Literature/Fine Arts (ASI-112) or History/Philosophy/Religion (HIS-260).

HIS-260-02 = ASI-177-01. 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. Film screenings in class Wednesdays. May be taken as Literature/Fine Arts (ASI- 177) or History/Philosophy/Religion (HIS-260)

HSP-250-01 = HIS-350-01 - LA CAPITAL: History of Mexico City. Immersion Trip. Registration through instructor only. This course covers the long history of the area today known as Mexico City, or Distrito Federal (DF). Complex civilizations have inhabited this region for over 2000 years, since before the time of the Aztecs (Mexica) until the present, as the world's second largest urban area. Clashes and fusions between cultures have defined the history of the region, creating a complex and fascinating social tapestry today. In addition to engagement with primary and secondary sources, students will author a term paper about a subject of their choice. Over Thanksgiving Break the class will travel to Mexico City to further investigate historical elements of the region. No Prerequisites. Students selected by application.

HUM-196-01 = REL-196-01 = ASI-196-01 : 2nd Half Semester. "Dancing with the Moon": Religion and Image in Chinese Poetry. "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. 0.5 credits. For first half semester at 9:45 TTH, see REL-275.

HUM-277-01 = PSC-328-01 = HIS-230-01 = GER-312-01 The Holocaust: History, Politics, and Representation. This course examines the Holocaust from historical, political, and cultural perspectives. While we will focus on the history of the event itself, from the rise of Nazism in the 1930s to the end of World War II, we will also devote significant attention to representations, reflections, and portrayals of the Holocaust in the world since. While the Holocaust ended in 1945, Holocaust history continues to the present day. World leaders are routinely called 'Nazis' by those who disagree with them, and episodes of human suffering -from warfare, oppression, or even natural disasters - are often compared with the Nazi genocide and (rightly or wrongly) seen through its lens. The Holocaust, usually defined as the systematic attempt by Nazi Germany and its allies to eliminate the Jews of Europe, has clearly expanded beyond its strict historical setting to become a defining event in the global human experience. Students will explore how the Holocaust is portrayed from various perspectives and how responses to the Holocaust have changed over time. This interdisciplinary course has no prerequisites and is open to students of any major. Students may apply the course toward distribution requirements in behavioral science; literature and fine arts; or history, philosophy, and religion. It also counts towards the PPE major's diversity requirement.

MUS 104 = PHI-299-01 : History and Philosophy of Music. In the West, music and philosophy have exerted influence upon one another from Antiquity to the present day. In this course, we will survey relationships and mutual interactions between music and philosophy throughout history. Central questions of the course will include: What is the relationship between music and the emotions? Is music the language of the emotions? For that matter, is music a language at all? What do works of music mean, and how do they have these meanings? We will address these questions by analyzing the nature of music, aesthetics, and composition using specific case studies from Western music history and philosophy. In so doing, we will seek to understand relationships between different modes of philosophical thinking and musical styles. This class is co-taught by professors from the philosophy and music departments, and it has no prerequisites. No background in either music or philosophy is required to participate in this course.

Perspectives on Philosophy: Humans in the Age of Robots. This course will consider different conceptions of what it means to be human drawn from the history of philosophy and then pair each conception with a challenge brought about by existing, planned and imagined technology of robots. The guiding question of the course is whether technological advances in robots and algorithms have made it impossible for us to successfully distinguish between human beings and non-human beings as philosophers have long tried to do. Technology poses some challenges to us in the way that we use "the cloud" and our smart phones as extensions of ourselves. It also poses challenges in the ways that AI is learning to think and robots come to resemble humans physically more and more. We will ask what the implications are for human life if this distinction is no longer possible. Students will read selections from Aristotle, Augustine, Descartes, Locke, Hume, Hegel, Arendt and Foucault as well as contemporary theorists of technology and watch films and television shows including Ex Machina and Black Mirror episodes.

1st Half Semester. Perspectives on Philosophy: Friendship. What are friends for? Who do we count among our friends? What are the ethical benefits and ethical dilemmas that occur in friendship? How do friendships contribute to our character and identity? What is the role of friendship in a good life? We will explore some of the ways philosophers have tried to answer these questions beginning with Aristotle and moving historically through such thinkers as Cicero, Seneca, Montaigne, and C.S. Lewis as well as several contemporary philosophers who are taking a renewed interest in friendship. We will also use film, case studies, and our own experiences to test philosophical analyses and deepen our understanding of friendship. This is a half-credit introductory course in philosophy; no prerequisite.

PHI-219-01 = PPE-228-01 = GHL-219-01 : Topics in Ethics and Social Phil: Environmental Philosophy. This course will first introduce some common approaches to environmental ethics by considering the question of the moral status of nonhuman animals. For example, we will examine debates between utilitarian and Kantian moral theorists by asking whether nonhuman animals have moral and legal status, and whether nonhuman animals and ecosystems have intrinsic value or are merely valuable insofar as they are useful to human beings. We will then ask whether these common approaches to environmental ethics are adequate to the task of responding to the challenge of global climate change. Examining the political, economic, and ethical dimensions of climate change reveals at least one basic challenge to standard approaches to moral theory: the massive scale of potential harm-counted not only in terms ofharm to human communities, like displacement, forced migration, poverty, hunger, and deleterious health effects that follow, but also in terms of harms to nonhuman animals like species extinction and ecosystem collapse-confounds standard accounts of moraland legal responsibility. Appreciating the severity of this problem invites us to reconsider how human beings are situated in nature and to explore alternative approaches to environmental ethics and to human dwelling.

PHI-219-02 = GEN-200-01 = PPE-228-02 : Topics in Ethics and Social Phil: Feminist Philosophy. Feminist philosophy considers the philosophical questions raised by our system of gender. The theme of the course is the meaning of difference. Historical inequality between men and women leads to the question of whether gender difference between men and women can be thought without hierarchy. This course considers numerous aspects and issues involved in these questions including how differences intersect in history and thought, whether men and women have different timeless and universal essences, whether philosophy's claim to knowledge is itself marked by gendered assumptions, what the role of pornography is in producing difference and inequality is and how the trans experience informs these questions. The last part of the course involves a philosophical examination of multiple feminist approaches -liberal feminism, difference feminism, radical feminism, Marxist feminism, Black feminism / womanism, and transnational feminism --to these issues.

PHI 299-01 = MUS 104 : History and Philosophy of Music. In the West, music and philosophy have exerted influence upon one another from Antiquity to the present day. In this course, we will survey relationships and mutual interactions between music and philosophy throughout history. Central questions of the course will include: What is the relationship between music and the emotions? Is music the language of the emotions? For that matter, is music a language at all? What do works of music mean, and how do they have these meanings? We will address these questions by analyzing the nature of music, aesthetics, and composition using specific case studies from Western music history and philosophy. In so doing, we will seek to understand relationships between different modes of philosophical thinking and musical styles. This class is co-taught by professors from the philosophy and music departments, and it has no prerequisites. No background in either music or philosophy is required to participate in this course.

PHI-299-02 = EDU-201-01 = BLS-270-04 = PPE-228-03. This class will examine foundational questions about education (e.g., What is the nature and purpose of education?) with a particular focus upon the role of public schools in a democratic society. We will read and watch texts drawn from philosophy, as well as from literature and history, as we consider the nature of teaching and learning at the classroom level and within the broader society. Issues addressed typically include: tensions between individual students' development and the needs of the broader society; the role of the educational system in a diverse and multicultural society; the nature and goals of classroom relationship (teacher/student and student/student); and approaches to educational reform. Level: Open to any student; required of all Education Studies minors. Students interested in the secondary licensure program are encouraged to take EDU 201 in the sophomore year. Offered fall and spring semesters.

Topics in Ethics and Social Phil: Environmental Philosophy. This course will first introduce some common approaches to environmental ethics by considering the question of the moral status of nonhuman animals. For example, we will examine debates between utilitarian and Kantian moral theorists by asking whether nonhuman animals have moral and legal status, and whether nonhuman animals and ecosystems have intrinsic value or are merely valuable insofar as they are useful to human beings. We will then ask whether these common approaches to environmental ethics are adequate to the task of responding to the challenge of global climate change. Examining the political, economic, and ethical dimensions of climate change reveals at least one basic challenge to standard approaches to moral theory: the massive scale of potential harm-counted not only in terms ofharm to human communities, like displacement, forced migration, poverty, hunger, and deleterious health effects that follow, but also in terms of harms to nonhuman animals like species extinction and ecosystem collapse-confounds standard accounts of moraland legal responsibility. Appreciating the severity of this problem invites us to reconsider how human beings are situated in nature and to explore alternative approaches to environmental ethics and to human dwelling.

PPE-228-02 = PHI 219-02 = GEN-200-01 : Topics in Ethics and Social Phil: Feminist Philosophy. Feminist philosophy considers the philosophical questions raised by our system of gender. The theme of the course is the meaning of difference. Historical inequality between men and women leads to the question of whether gender difference between men and women can be thought without hierarchy. This course considers numerous aspects and issues involved in these questions including how differences intersect in history and thought, whether men and women have different timeless and universal essences, whether philosophy's claim to knowledge is itself marked by gendered assumptions, what the role of pornography is in producing difference and inequality is and how the trans experience informs these questions. The last part of the course involves a philosophical examination of multiple feminist approaches -liberal feminism, difference feminism, radical feminism, Marxist feminism, Black feminism / womanism, and transnational feminism --to these issues.

PPE-228-03 = EDU-201-01 = PHI-299-02 = BLS-270-04. This class will examine foundational questions about education (e.g., What is the nature and purpose of education?) with a particular focus upon the role of public schools in a democratic society. We will read and watch texts drawn from philosophy, as well as from literature and history, as we consider the nature of teaching and learning at the classroom level and within the broader society. Issues addressed typically include: tensions between individual students' development and the needs of the broader society; the role of the educational system in a diverse and multicultural society; the nature and goals of classroom relationship (teacher/student and student/student); and approaches to educational reform. Level: Open to any student; required of all Education Studies minors. Students interested in the secondary licensure program are encouraged to take EDU 201 in the sophomore year. Offered fall and spring semesters.

PPE-238-01 = PSC-210-01 The 2020 Census. Next year's census - the 24th count of the US population since the first constitutionally mandated census in 1790 - has been called the "most difficult in history."* In addition to perennial concerns about racial and ethnic categories and fierce debates over the inclusion of a new citizenship question, it is the first time the census will be conducted digitally, which has raised questions as to whether sufficient field testing and funding have been provided to ensure an accurate count. This once-in-a-lifetime course will take a deep dive into these and other concerns related to the 2020 Census. We'll place current census politics in historical context, consider why it matters that the population is counted accurately, and explore the diverse range of viewpoints and interests that have been weighing in on 2020 census controversies. Finally, to complement our study of the national-level debates, we'll look at how local governments, which rely very heavily on census data, are preparing for the 2020 census and work with the City of Crawfordsville on its "get out the count" efforts. No prerequisites. *William P. O'Hare and Terri Ann Lowenthal, "The 2020 Census: The Most Difficult in History," Applied Demography Newsletter 28 (2015): 8-10.

PPE-238-02 = PSC-230-01 : Tocqueville and the Idea of Fraternity in America. Alexis de Tocqueville's Democracy in America, written after a year-long trip around America taken in his 20s, is arguably the most important book on democracy and the most important book on America. He identifies the American tradition of forming associations as its saving grace. In addition to studying Tocqueville's travelogue, the class will explore contemporary applications of his ideas of community (and community's failure). How does life in the contemporary world, including our addiction to social media, change the way we associate with others? And what would Tocqueville say about fraternities-can they help revitalize community?

PPE-238-03 = PSC-240-01 Arab-Israeli Conflict. This course introduces students to the history, politics, and diplomacy of the Arab-Israeli conflict. We will begin by examining the conflict's historical origins, beginning in the late 19th Century. Students will understand how competing nationalisms - European Zionism and Arab nationalism - set the groundwork for what was to follow, and how British control following World War I exacerbated tensions between the two groups. The second half of the course will focus on what has transpired since Israel became an independent state in 1947. We will explore the causes and dynamics of the wars (1956, 1967, 1973, 2006) and uprisings (1987-1993, 2000-2005) that have occurred since, as well as efforts to make peace (1993, 2000, 2007) and why recent years have seen very little movement towards a resolution. In doing so, we will examine the role of the United States, Europe, other Middle Eastern countries, and the United Nations. Importantly, the course does not seek to determine which side or group is at fault for the existing state of affairs; rather, it aims to arrive at a common understanding of why the different actors thought and acted as they did. We will do so through by reading and analyzing primary source documents, speeches, interviews, literature, and films. Prerequisites: None.

PSC-210-01 = PPE-238-01 The 2020 Census. Next year's census - the 24th count of the US population since the first constitutionally mandated census in 1790 - has been called the "most difficult in history."* In addition to perennial concerns about racial and ethnic categories and fierce debates over the inclusion of a new citizenship question, it is the first time the census will be conducted digitally, which has raised questions as to whether sufficient field testing and funding have been provided to ensure an accurate count. This once-in-a-lifetime course will take a deep dive into these and other concerns related to the 2020 Census. We'll place current census politics in historical context, consider why it matters that the population is counted accurately, and explore the diverse range of viewpoints and interests that have been weighing in on 2020 census controversies. Finally, to complement our study of the national-level debates, we'll look at how local governments, which rely very heavily on census data, are preparing for the 2020 census and work with the City of Crawfordsville on its "get out the count" efforts. No prerequisites. *William P. O'Hare and Terri Ann Lowenthal, "The 2020 Census: The Most Difficult in History," Applied Demography Newsletter 28 (2015): 8-10.

PSC-210-03 = HIS-340-01 = BLS-300-01 : Race, Gender, Class and Punishment in America: A History of Mass Incarceration. The more than two million people incarcerated in the United States, constitute the largest prison population in the world. African Americans and Latinos comprise a disproportionate number of these prisoners and female imprisonment has outpaced men by 50% since 1980. (The Sentencing Project) The "prison industrial complex" has produced enormous profits for private prison corporations, growing deficits for state and local governments, and social crises in those communities targeted by systematic policing and imprisonment. It has also generated public and scholarly debates about the history, ethics, and function of mass incarceration. This course will examine the evolution of the "prison industrial complex" in the United States, from its antecedents in slavery and in the prison systems of the nineteenth-century, to the rise of mental institutions and prisons for profit during the twentieth-century. Throughout the course we will consider the relationship of race, gender, class and punishment at various moments in American history. Course readings will draw on the work of historians, sociologists, anthropologists, and lawyers, and will incorporate various experiential activities and other prisms through which to evaluate the culture of prison and punishment in American society.

PSC-230-01 = PPE-238-02 : Tocqueville and the Idea of Fraternity in America. Alexis de Tocqueville's Democracy in America, written after a year-long trip around America taken in his 20s, is arguably the most important book on democracy and the most important book on America. He identifies the American tradition of forming associations as its saving grace. In addition to studying Tocqueville's travelogue, the class will explore contemporary applications of his ideas of community (and community's failure). How does life in the contemporary world, including our addiction to social media, change the way we associate with others? And what would Tocqueville say about fraternities-can they help revitalize community?

PSC-240-01 = PPE-238-03 Arab Israeli Conflict. This course introduces students to the history, politics, and diplomacy of the Arab-Israeli conflict. We will begin by examining the conflict's historical origins, beginning in the late 19th Century. Students will understand how competing nationalisms - European Zionism and Arab nationalism - set the groundwork for what was to follow, and how British control following World War I exacerbated tensions between the two groups. The second half of the course will focus on what has transpired since Israel became an independent state in 1947. We will explore the causes and dynamics of the wars (1956, 1967, 1973, 2006) and uprisings (1987-1993, 2000-2005) that have occurred since, as well as efforts to make peace (1993, 2000, 2007) and why recent years have seen very little movement towards a resolution. In doing so, we will examine the role of the United States, Europe, other Middle Eastern countries, and the United Nations. Importantly, the course does not seek to determine which side or group is at fault for the existing state of affairs; rather, it aims to arrive at a common understanding of why the different actors thought and acted as they did. We will do so through by reading and analyzing primary source documents, speeches, interviews, literature, and films. Prerequisites: None

PSY210 - SPECIAL TOPICS: EVOLUTION, BEHAVIOR, AND COGNITION. In this course, we will explore the cognitive, sensory, and behavioral abilities of nonhuman animals. We will review how evolution shaped our current perspective and outlook on animal intelligence and will learn about such topics as the sensory experiences of animals (namely, honeybees, bats, pigeons, dolphins, and chimps), concept formation, time and number, reasoning, social learning, communication and language, navigation, and much more. Such topics will be explored by reading, analyzing, and discussing two books, Do Animals Think? and Animal Cognition. An emphasis will be placed on critically evaluating claims of animal intelligence that can be extended to any type of scientific claim or research that you digest in the future. Although some background on Psychology would help, it is not necessary for this course.

Christianity calls for its adherents to be different from the world around them. But what if they live in a predominately Christian world? During the medieval period, groups of radical believers broke away from society to live lives purposely structured around God. Desert Fathers retreated into the wilderness, Franciscans begged and preached, Templars fought for God, and Hesychasts pursued visions of divine light. This course explores the dynamics of self-imposed difference and the impact religious countercultures had on society.

REL-280-01 : Religion and Health in America. In this seminar, we will examine the various ways religious groups in America have understood the body and practiced health, focusing on issues of illness, medicine, healing, and death. Discussions will be based on readings addressing health among a variety of religious adherents. In particular, we will focus on the beliefs and practices of Christian groups in the nineteenth and twentieth centuries, as well as contemporary issues and medical research in health and religion. No prerequisites.

REL-280-02 = BLS-270-01 African American Faith Traditions. This course will introduce students to the critical study of African American religious practices and traditions. Students will be exposed to the historiography of African American institutional religion (i.e., the history of black churches, temples, etc.) as well as the sectarian rituals and worldviews of worshiping black communities. The aim here is to get a rich understanding of the ways in which the religious life is manifested among black people as they respond to their period, region and social conditions.

Anthropology of Religion. A seminar examining the various ways anthropology describes and interprets religious phenomena. We will study anthropological theories of religion, and focus on how these theories apply to specific religions in diverse contexts. We will pay particular attention to the social and symbolic functions of beliefs and rituals and to the religious importance of myths, symbols, and cosmology. No prerequisites.

THE 206 Studies in Acting: Improvisational Theater. Improvisation, as seen in television shows like Whose Line Is It Anyway? or the comic sets of Second City or Upright Citizens Brigade, relies on a performer's wit, skill, and connections with collaborators instead of a written text. Whether you find that terrifying or liberating (or both), improv refines an actor's technique through deeper listening, in-the-moment reacting, and the generation of imaginative possibilities. This class will emphasize traditional comedic improv, devising new material, and "Playback" storytelling techniques.