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. CHE-461 : Bioengineering using CRISPR/Cas9. The CRISPR/Cas9 system is a revolutionary technique used to specifically edit DNA in just about any organism, from bacteria to humans. This technique introduces double-stranded DNA breaks at very specific locations in DNA. Repair mechanisms to this type of trauma are error prone, allowing this technique to knock-out gene function in an organism or even introduce new DNA sequences into an organism's genome. We will explore the biochemistry of the CRISPR/Cas9 system at the molecular level using primary literature sources. Students will investigate the potential of the system to develop miracle cures and create engineered foods. The class will also examine the ethics behind the CRISPR/Cas9 system and potentially create their own edited organisms. 0.5 Credits. Fall 2019 2nd half semester course.

CSC 121-01 -PROGRAMMING IN C++ : This is a half-credit introduction to the C++ language for students who already have some programming experience. Students will build on their previous knowledge of a programming language to learn an additional language. C++ is a general-purpose programming language similar in some respects to Java, but different in others.

2nd Half Semester. CSC 121-02 : PROGRAMMING IN HASKELL. This is a half-credit introduction to the Haskell programming language for students who already have some programming experience. Students will build on their previous knowledge of a programming language to learn an additional language. Haskellis a functional programming language, which is very different from object oriented languages like Java.

Machine Learning: How does Alexa recognize your speech? How does Gmail filter spam from your inbox? How does Facebook identify you in photographs? How does Netflix recommend what movies you should watch? How does 23andMe link genetic factors to diseases? How does DeepMind develop artificial intelligence programs that can beat world champions in Chess and Go? Algorithms that automatically transform data into intelligent decision-making processes are now ubiquitous in society. The convergence of "big data" with massively parallel computational hardware has led to a renaissance in the exciting world of machine learning. This course will be an introduction to the theory and practice of machine learning. We will develop the foundations of machine learning, guided by principles such as Occam's razor and in consideration of hinderances such as the dreaded "curse of dimensionality". We will explore training and evaluation frameworks. We will look at a variety of tasks including classification, regression, clustering and reinforcement learning. We will learn about models such as decision trees, Bayesian learning, kernel methods, neural networks and deep learning. Prior experience with linear algebra and vector calculus are not required, but will be helpful for this course.

MAT-338 = CSC-338 - Topics in Computational Mathematics: Computer Algebra. Have you ever wanted a computer to do mathematics the way a person does it? Are you curious about how computer algebra systems such as MATHEMATICA and MAPLE work? This course offers an introduction to computer algebra, the discipline that develops mathematical tools and computer software for the exact or arbitrary precision solution of equations. It evolved as a discipline linking algorithmic and abstract algebra to the methods of computer science and providing a different methodological tool in the border area between applied mathematics and computer science. It has as its theoretical roots the algorithmic-oriented mathematics of the nineteenth and early twentieth centuries and the algorithmic methods of logic developed in the first half of the twentieth century, and it was sparked by the need of physicists and mathematicians for extensive symbolic computations that could no longer be conducted by hand.

Immersion trip. Registration through instructor. DV1-277-03: The Chemistry of Wine. The Chemistry of Wine will explore the chemistry and technology of modern wine making and analysis. Primary literature and a wine chemistry text will form the core material for the course, with representative wine parings chosen to accompany each topic. The course will combine elements of organic chemistry, biochemistry, and analytical chemistry together with a basic study of geography, history, culture, and tasting protocols. Specifically, the course will explore i) how the chemical components of grapes and wine are influenced by terroir, climate, fermentation, and viticulture, ii) the structure/ properties of these compounds and how they are measured and quantified, and iii) how these compounds impact the taste, aroma, mouthfeel, longevity, and value of wine. This course has an immersion component to the University of California Davis and the Napa Valley wine region over Thanksgiving break 2019.

ECO-277-01 = HSP-277-01: Economics of Latin America. The course includes a variety of topics focusing on current economic policies and institutional arrangements in Latin American countries, such as monetary policy, exchange rate regimes, international debt policies, challenges of growth and development (including natural resources and demographic developments).The main goal of this class is to develop a deeper understanding of the economic structure and policies of a number of Latin American countries with particular emphasis on their international economic relations. Additionally, the class will help students to become familiar with some data sources for information on Latin America. Finally, economic policy is done in the cultural, historical and social context of individual countries, therefore some of this context will be included in class. The class will include a substantial number of case studies of particular economic issues in particular countries (for example, exchange rate crisis in Argentina, international debt crisis in Mexico, successful economic growth in Chile, dollarization in Ecuador, prospects of economic transition in Cuba etc.).

ECO 277-02: Topics in Behavioral Economics. Behavioral Economics, a relatively new field in economic theory, attempts to bridge the divide between the classical microeconomic model and what we observe in the real world. In this class, we will explore concepts like mental accounting (or why my bank account never seems to have as much money in it as I remember), hyperbolic discounting (or why I keep hitting the snooze button on my alarm clock), reciprocity (or why I charge less to people I know better), and prospect theory (or why I weigh my fear of getting a C on an exam much more than my joy of getting an A on it), among other topics. PreReq ECO-101.

Black Markets: 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.

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.

Special Topics in Creative Writing: Screenwriting. This course will introduce you to the basics of cinematic storytelling. You will learn dramatic structure, correct script form, and narrative conventions of successful screenplays. Since this is a workshopping class, much of the class will be devoted to your own original work, from writing treatments, scenes, a TV pilot, to developing your own full-length screenplay. Evaluation of your work will take place in a peer-reviewed workshopping environment, similar to a writing room at a movie studio. This course counts as an elective for the Minor in Film and Digital Media.

ENG-300-01 = BLS-300-03 : 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.

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.

ENG-497-01 = BLS-300-02 : 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.

FRE-311 - Studies in French Language : Adventures in Writing. With a focus on mastering expression in French writing, this course offers advanced grammar review along with questions of writing styles and methods. Writing exercises and tasks will involve peer review exercises in order to encourage collaboration inside and outside of class. Students will produce a series of short but high-quality compositions prepared with a maximum level of care and preparation, in which various themes or grammar structures discussed in class will be incorporated. Over the semester, we will have a series of adventures with different writing objectives -such as description, portraits, press reviews, and literary analysis -while touching upon various aspects of French and Francophone cultures along the way. A film and a full-length contemporary novel will be included in the syllabus. Pre-requisite: FRE 302. This course will be taught in French.

FRT-101-01: When the Lunatics Took Over the Asylum: Hollywood Cinema in the 70s. Michael Abbott teaches Theater, Film, and Game Design at Wabash College. At the end of the studio era, the American film industry was in disarray, and the most groundbreaking films were being produced in Europe, Latin America, and Asia. Desperate for a way to compete in the world market -- and having lost millions of ticket buyers to television -- the studio chiefs turned the keys to the kingdom over to the kids. These mostly twenty-something directors were hungry, relentless, and buzzing with ideas. A new generation of filmmakers emerged, reinvigorating the American cinema and producing an unprecedented number of innovative, provocative, and wildly entertaining films that are now seen as classics. This course will survey the history and impact of this unique era of films, including The Godfather, Taxi Driver, Shaft, M*A*S*H, Annie Hall, Star Wars, and The Deer Hunter, and filmmakers such as Francis Ford Coppola, Martin Scorsese, Martha Coolidge, Steven Spielberg, Gordon Parks, Robert Altman, Terrence Malick, John Cassavetes, Hal Ashby, Woody Allen, Melvin Van Peebles, George Lucas, Peter Bogdanovich, and Mike Nichols.

FRT-101-02: Hypothetical Questions and Answers. Katie Ansaldi is a mathematician. She enjoys hiking and traveling to beautiful places. What shape would houses have in a two-dimensional world? What would American life be like if the Axis powers had won World War II? What would happen if the world suddenly stopped spinning? How would your life be different today if you had never met your best friend or significant other? According to Randall Munroe, "thoroughly answer[ing] a stupid question can take you to some pretty interesting places." In this class we will explore how people have answered hypothetical questions across the liberal arts. We will read Edwin Abbott's Flatland: A Romance in Many Dimensions to explore life in a two-dimensional world and the geometry of the fourth dimension. Through excerpts from Randall Munroe's What if: Serious Scientific Answers to Absurd Hypothetical Questions, we'll think about the science of the impossible. The course will also include alternative history like Philip K. Dick's Man in the High Castle. We'll watch films like The Invention of Lying to imagine a world where people can only tell the truth. Through these and other works, we'll experience the great joy of asking "what if.?".

FRT-101-03: Piracy: Life at the Edge of the Map. Crystal Benedicks is the chair of the English department and a devotee of spicy foods. She has three children and a big, stupid dog. For centuries, people have been fascinated by the idea of the pirate. In the popular imagination, the pirate is simultaneously a violent criminal and noble outsider, a derelict and a gentleman. In this class, we will ask why the idea of the pirate exerts such a pull on our society today. We will consider historical pirates in their cultural contexts, with attention to piracy as an experimental social contract. We will also study contemporary pirates and that ways that recent acts of piracy intersect with issues of race and class. Finally, we will think more broadly about piracy as a metaphor and a contested contemporary activity, turning our attention to internet and corporate piracy. Our discussions will be grounded in scholarly articles and historical documents, novels and movies about piracy, and contemporary news reports.

FRT-101-04: God, Human Limits, and Things That Matter. Steve Bowen practiced law for 42 years and has been a trustee of Wabash College for the last 23 years. He graduated from Wabash in 1968. Nothing is forever, and not everything is possible. Limits exist and cannot be ignored without (potentially grave) consequences. In this seminar, we will consider important questions that confront us in our daily lives, and to which we must respond: "Are we as free as we think we are." "In what or in whom should we put our trust?" "What is worth loving or desiring?" "What do we dare hope for?" "Does the idea of God (or the infinite) cohere with the limits of human knowledge, and if so, how?" We will explore these questions through fiction, film, theological and philosophical texts, and other essays.

FRT-101-05: What We Eat. Joyce Burnette is an economic historian who studies women's work in the past. She teaches a variety of courses, including Microeconomics, Game Theory, and Labor Economics. She lives in Crawfordsville, where she stays engaged with the community. She learned to cook largely by reading cookbooks, and she now enjoys gardening and cooking with local food. While we eat every day, we do not often stop to consider the forces that determine what we eat. In this class we will interrogate this everyday activity. Food choices reflect our individual past experiences and our culture. The food we eat makes a statement about who we are. The food available to us is determined by world history, scientific discovery, and the market. Globalization has for centuries been expanding the types of food available. Science has increased agricultural productivity and brought us new ingredients unknown to our grandparents. The food on the store shelves today has been carefully engineered and markets to maximize its appeal. All these influences come together when we sit down to eat what seems like a simple meal.

FRT-101-06: Humanity and Nature. Prof. Carlson is a biologist who enjoys hiking, wildlife, woodworking, and spending time with his family. Humanity has experienced a process of growing increasingly distant and disconnected from all the plants, animals, soils, rocks, waters, and weather that exist in a wild, untamed state, which we collectively refer to as "nature". Our lives have become more domesticated and our encounters with nature more fragmented and infrequent, despite our long history as a species whose day-to-day life was bound to the natural world around us. What is the cost of the loss of nature in our lives? In this course, we will explore our relationship to nature from a variety of perspectives, ranging from its capacity to promote inspiration and spiritual reflection to the scientific study of the loss of wild places and wildlife. We will get to better know the nature that surrounds us, familiarizing ourselves with the underappreciated wildness of Indiana, and we will consider what the future holds for nature in a changing world. Whether you grew up as an avid hunter and fisherman or are only familiar with city pigeons and grassy lawns, this is a course for any student who wants to more deeply think about the role of the natural world in his life (and is willing to get a little mud on his boots).

FRT-101-07: Young, Scrappy, & Hungry: Hamilton: An American Musical and the Liberal Arts. Jeff Drury teaches Rhetoric, enjoys traveling around the world with his wife (Prof. Sara Drury), and follows college sports (especially rooting for Wabash and his Wisconsin Badgers). He is also a big fan of Hamilton: An American Musical, having seen it in Chicago and London. The winner of 11 Tony Awards, a Pulitzer Prize, and a Grammy, Hamilton has engaged multiple sectors of society and earned acclaim from critics, politicians, celebrities, and fans. President Obama once joked it's the only thing on which he and former Vice President Dick Cheney agreed. Hamilton has also activated an online community of HamFam members who are rabid followers of the show, the cast, and each other. In short, Hamilton is a cultural phenomenon. This tutorial studies this phenomenon in a liberal arts fashion, considering it from multiple vantage points related to rhetoric, history, politics, theater, music, and economics (to name a few). Some questions we'll ponder throughout the course include: Why have so many people embraced Hamilton? What does Hamilton say about individual and collective, national identity? Is Hamilton historically accurate and does that even matter? And, of course, "who lives, who dies, who tells your story?" Don't throw away your shot to be in the tutorial where it happens!

FRT-101-08: Being and Not Being at Home (Economy, Ecology, & Architecture). Jeff Gower teaches Philosophy and contributes to the program in Philosophy, Politics and Economics. He plays a little guitar, likes movies, and occasionally goes on walks in the woods. As you begin your college education at Wabash, many of you will find yourself living away from home for the first time and will face the challenge and the opportunity of learning how to make a home for yourself in a new place among new people. This course will explore what it might mean for us, for human beings today, to find ourselves at home or to make a new home. What does it mean to be at home? You might expect an easy answer to this question: one is at home in one's house or one's dwelling. Now, consider the fact that the verb "to dwell" develops from words that mean "to go astray," and "to be led into error." Does "home" name one's proper place? Or does it name whatever leads one away from what is most one's own? An answer may not come so easily, but throughout the semester we'll follow some clues. Consider that the Greek word for house, oikos, shows up as a root in the English words, "economy" and "ecology." Yet at first glance these clues seem to lead further into perplexity. For the Greeks, "economy" meant something like "household management." And yet today-think of the weary business traveler, or the immigrant searching for work-the economy is often what dislocates and displaces us. The notion of ecology introduces the possibility of finding oneself at home on the earth. And yet today, more and more people are driven from their homes as local ecosystems strain under the pressure of global climate change. We'll explore the perplexities that arise out of this dynamic interplay of being and not being at home, and will highlight the economic and ecological dimensions of our theme in studies of architecture as well as literary and philosophical texts. Examining the question of what it might mean for us, today, to be at home will provide the occasion to develop practices of careful reading, persuasive writing, and effecting speaking-practices that are essential for cultivating one's place in the world.

FRT-101-09: Founding Brothers & Revolutionary Characters. Scott Himsel is a lawyer who teaches political science and loves hearing both sides of a good argument. Our politics today are nasty. Indeed, we are in the midst of one of the most divisive periods in our history. At times our leaders seem to be more focused on pitting us against one another, or on criticizing or investigating one another, than they are on resolving our most pressing issues. Does it have to be this way? Or could we improve our politics? And could our Founders provide us with wisdom about how to do so? We often worship our Founders, but they weren't angels either. Indeed, Vice President Aaron Burr shot and killed his political rival Alexander Hamilton in a duel. And like today's leaders, our Founders differed sharply in their views, personalities and methods. While Burr and Hamilton loved conflict, Thomas Jefferson shied away from conflict, settling a dispute regarding the national debt privately rather than in a public fight. James Madison was so shy that he was able to perform political miracles without offending anyone, while John Adams was so blunt that he offended everyone, sometimes even defeating his own purposes. By treating the Founders as the real people they were and drawing on their dramatic experiences, we will seek help in addressing issues that challenged the Founders and still challenge us today, including the proper role of government in our economy; immigration; the role of religion in government and our public life; the proper role of the Supreme Court; and armed conflicts abroad. The Founders' insights may surprise you

FRT-101-10: On Setbacks and Success: How to Pursue "Failure" in the Service of a Better Life. 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.

FRT-101-11: Homer's Iliad: The Poem For Men. David Kubiak is a Professor of Classics. The Iliad is the first work of European literature we possess. It is a poem about men and war, and in this tutorial we will read it with special attention to masculine heroic values and how they are exemplified by the characters of the epic, chiefly Achilles. Identity, duty, loyalty, bravery, the nature of friendship - the narrative investigates the meaning of all these things, and invites readers to do the same in their own lives. At the end of the course we will see directly the continued relevance of the Iliad by reading the book Achilles in Vietnam, written by a psychiatrist who found in his patients who were veterans of the Vietnam War many of the same problems faced by the Homeric heroes. Through discussing and writing about the Iliad students will both sharpen their critical skills and come to know well one of the central works of the Western canon. Each student in the class must have the edition of the Iliad that will be on the Bookstore list, and must have a physical book to bring to each class.

FRT-101-12: Soundtracks and How Sound Tracks. Mollie Ables is a musicologist and digital humanist specializing in music in seventeenth-century Venice. Other research interests include Jewish musical ethnography in the early twentieth century and music videos in the late twentieth century. If you want to get her off topic, ask her about running, baking, or her dogs. You hear music every day and practically everywhere. Some of this is intentional, like when you choose and listen to a specific song. Some music you listen to but maybe you didn't pick it, like when Spotify creates a playlist for you. Other music is in your life whether you like it or not, like that really annoying commercial jingle or a song playing from someone else's car. Music is used in movies, television, and video games to change the meaning of what we see on screen. How does this music affect you and why? Music is played all the time in public spaces like stores or gyms. Who decides what is played where? In this tutorial we will study soundtracks in the cinematic sense as well as the soundtracks of our everyday lives. We'll distinguish between active and passive listening and investigate what factors lead to these different kinds of listening. We'll also explore social, cultural, economic, and technological elements that shape your listening experience every day and develop skills to critically assess and interpret this experience.

FRT-101-13: FILM: Documenting Failure. Damon Mohl teaches courses in the Art Department. His primary focus in the classroom involves utilizing interdisciplinary approaches and digital technology to create Art. In this course, we will examine the complex nature of failure through works of literature, radio programs, podcasts and primarily, documented in the medium of film. Thematically, course content will include an eccentric film director who had a nervous breakdown and hid out in a tree house in Australia during his film's production, an amateur British sailor who attempted a solo yacht race around the world and an American "conservationist" who believed he had a personal connection with the grizzly bears in Alaska. Through acts of faulty hubris, heroic visionary creation, and delusional grandeur, we will witness those who have dared to reach for that enigmatic rung beyond their grasp. From the persistent creative upwards struggle to the freefalling metaphorical plummet, we will analyze the negative results, as well as the many positive life-affirming outcomes left in failure's wake.

FRT-101-14: The Pursuit of Happiness. Michele Pittard became a member of the faculty in 2002, teaches in the Department of Education Studies, plays golf pretty badly, and might be addicted to chocolate chip cookies. The phrase "pursuit of happiness," posed as an inalienable right in The Declaration of Independence, established a cultural foundation and expectation for the young nation that permeates contemporary culture today. Research from the relatively new field of positive psychology posits that happiness directly influences success. In his book, The Happiness Advantage, Shawn Achor says, ". . . we now know that happiness is the precursor to success, not merely the result." In his popular song, Bobby McFerrin, urges us "Don't worry be happy," but is happiness that simple? Are some people born with the "happiness gene?" How does environment influence our happiness? Is it possible contemporary society over-promotes happiness in ways that are detrimental to our well-being? What happens when we aren't happy? Is depression the opposite of happy? Throughout the semester, students will examine these questions and raise others in a pursuit of understanding happiness, what it means to them as college freshmen, and what it could mean for them in the future. In the course, students will write for a variety of purposes and audiences, and engage in class discussions based on a range of texts including academic research, fiction, film, music, and popular press.

FRT-101-15: HISTORY AND CINEMA. 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.

FRT-101-16: Globetrotting: The Footprints of Global Tourism. Sujata Saha is an Economist by choice and a foodie by passion. She loves to explore new places and cherishes painting as well as various forms of culinary arts. Life is a composition of continual changes; changes in place, in weather, in opportunities, and many more. Much of these changes come from travelling. With globalization and more opportunities for travel, people are moving across the globe a lot more than was once possible. Whether it's a quick weekend trip or a round-the-world trip, the adventure will do wonders to our lives and health. This freshman tutorial will introduce you to globetrotting at the local and international levels and we will discuss the multi-faceted nature (the aspects and footprints) of tourism. Travelling can be considered a significant socio-cultural, economic and political activity. Over the course of the semester, we will explore how tourism can be tied to numerous interdisciplinary perspectives; such as history and economics, the development of new destinations to meet increased demand, the psychological impact of globetrotting, the environmental impact of tourism, and the promotion of globalization through tourism generated by flows of people, ideas and resources. We will also examine the future trends in this field. So, welcome aboard the voyage! It is time to fasten your seat belts, seat back and enjoy the ride!

FRT-101-17: Food and the Liberal Arts. Rick Warner worked as a professional chef for over a decade, and now teaches Latin American, African, and World History at Wabash. Can there be anything more central to life than food? Can such a simple subject be made complicated by critical thinking skills in a liberal arts setting? Are there potential connections between EXPERIENCE and REFLECTION that might be gathered by the serious study of food? This freshman seminar will explore the subject of food from numerous disciplinary perspectives; among these are included the disciplines of history, political science, chemistry, economics, and anthropology. We will discover that Food Studies is a new yet fertile academic field. In the end, the course will serve as an introduction to scholarly diversity within the liberal arts, as we hone our skills of critical thinking and expression... and you will learn how to cook!

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.

GER-312-01 = PSC-328-01 = HIS-230-01 = HUM-277-01 The Holocaust: History, Politics & 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.

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)

Human Rights in the Historical Imagination. In this course, we explore how human rights norms are deployed, to what effect, for whom, and by whom. You will learn about broad themes in the evolution of human rights norms including: migration, minorities, and refugees; late twentieth-century human rights talk; global justice; and indigenous rights as human rights. As we analyze these topics, we will seek to ground events and ideas in their historical context and examine the interplay of events, institutions, ideas, and cultural expression in causing social change.

HIS-340-01 = BLS-300-01 = 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.

HIS-350-01 = HSP-250-01 - 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.

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.

HSP-277-01 = ECO-277-01 : Economics of Latin America. The course includes a variety of topics focusing on current economic policies and institutional arrangements in Latin American countries, such as monetary policy, exchange rate regimes, international debt policies, challenges of growth and development (including natural resources and demographic developments).The main goal of this class is to develop a deeper understanding of the economic structure and policies of a number of Latin American countries with particular emphasis on their international economic relations. Additionally, the class will help students to become familiar with some data sources for information on Latin America. Finally, economic policy is done in the cultural, historical and social context of individual countries, therefore some of this context will be included in class. The class will include a substantial number of case studies of particular economic issues in particular countries (for example, exchange rate crisis in Argentina, international debt crisis in Mexico, successful economic growth in Chile, dollarization in Ecuador, prospects of economic transition in Cuba etc.).

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.

MAT-338 = CSC-338 - Topics in Computational Mathematics: Computer Algebra. Have you ever wanted a computer to do mathematics the way a person does it? Are you curious about how computer algebra systems such as MATHEMATICA and MAPLE work? This course offers an introduction to computer algebra, the discipline that develops mathematical tools and computer software for the exact or arbitrary precision solution of equations. It evolved as a discipline linking algorithmic and abstract algebra to the methods of computer science and providing a different methodological tool in the border area between applied mathematics and computer science. It has as its theoretical roots the algorithmic-oriented mathematics of the nineteenth and early twentieth centuries and the algorithmic methods of logic developed in the first half of the twentieth century, and it was sparked by the need of physicists and mathematicians for extensive symbolic computations that could no longer be conducted by hand.

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.

2nd Half Semester. Perspectives on Philosophy: Science Fiction & Philosophy. Science fiction is always a kind of thought experiment, inventing new worlds that are often inhabited by something alien, or extending our current science and technology into an imagined future full of tough moral dilemmas, or simply playing with some of our most challenging ideas about space and time, the possibility of artificial intelligence, or the problems of personal identity and free will. Philosophy also uses thought experiments to question what we might otherwise take for granted, to explore familiar problems in new ways, or to construct ideas and test their possibilities. In this course, we will use science fiction literature and films as well asphilosophical essays to explore a range of philosophical questions. 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.

PHI-449 Senior Seminar: The Philosophy of David Hume. David Hume (1711 -1776) was a central figure in the "Scottish Enlightenment" of the 18th century, and stands today as one of the most important and influential philosophers in the Western philosophical tradition. Hume producedgroundbreaking new approaches in many areas of philosophical inquiry, including knowledge, morality, and the relationship between philosophy and science. While many of his arguments were, and are, disturbing to established systems of thought, the eloquence and intellectual integrity with which he made those arguments is beyond reproach. In this course, we will study some of Hume's central contributions to epistemology, ethics, and the study of human behavior by close and careful examination of his most important philosophical works, A Treatise of Human Natureand Enquiries Concerning Human Understanding and Concerning the Principles of Morals. This course is required for senior philosophy majors, but is open to other students. Enrollment by instructor permission only.

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-210-02 = EDU-240-01 = BLS-270-03 : 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.

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.

REL-196-01 = ASI-196-01 = HUM-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.

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.

Gods and Brains: Religion and Cognitive Science. Can religious beliefs by adequately analyzed or explained by cognitive science? If so, how and to what extent? If not, why not? These are the questions that this course will address. The relatively new field of cognitive science is the scientific study of the human mind, drawing on fields like psychology, anthropology, archeology, linguistics, and neuroscience. The course has 3 parts. First, we'll read what some cognitive scientists have to say about religion, e.g. Pascal Boyer, Religion Explained: The Evolutionary Origins of Religious Thought. Second, we'll read some philosophical and theological critiques of these ideas. Third, in light of these critiques, we'll consider their adequacy to the task of analyzing or explaining religious beliefs. 0.5 credits, First half semester course. For second half semester at 9:45 TTH, see REL-196.

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.

REL-373 - Topics in Theology: Materiality and Embodiment. This class will study the history and theology of physicality. Is physicality to be contrasted with spirituality? How can the body of Jesus of Nazareth be incarnated by the Divine Logos, as Christians claim? If the material world has been ennobled by God's presence in it, as the early church asserted, not relegated to mere materiality as their Gnostic opponents seemed to teach, what should be the attendant view of the physical world and its bodies today? The implications of a theology of materiality for environmental issues as well as technological ones (such as mass production, virtual reality and artificial intelligence) may also be considered. Pre-requisite: one previous course in theology (REL 173 or REL 370).

RHE 370-01: Rhetoric of Religion. This course investigates the rhetoric of religion and religious practice. We will examine rhetorical theories that can be used to offer insights about the symbolic significance of religion, religious identity, and religious practice, as well as the intersections of religionand culture. In so doing, we will consider a range of historical and contemporary texts, including Puritan sermons, prophetic rhetoric, religious social movements, religious films, religious music, and U.S. civil religion. Course sessions will focus on reading essays of rhetorical criticism of religion and undertaking our own rhetorical analyses of religious texts. Students will undertake research on a topic of their choosing relating to the rhetoric of religion, culminating in an essay and presentation. The course counts toward the Literature and Fine Arts distribution requirement.

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.