Course Listings

This is a 1st half semester course. In this half semester course, students will develop an exhibition for Fall 2022 of ceramic figures from Staffordshire, England from the collection of Carol Rogers Reed. Students will select charming works from the 18th and 19th centuries for the exhibition. They will do research, interpretation, and exhibition design, using American Alliance of Museums standards. They will also create an exhibition catalogue

This course is a 2nd half semester course. In this course, students will develop labels, wall texts, and a catalogue for an exhibition for Fall 2022 of ceramic figures from Staffordshire, England from the collection of Carol Rogers Reed. They will photograph works and do research and interpretation using American Alliance of Museums standards.

The aim of this project-centered course is for Art majors or minors to design and develop a personal artist website. In this course, students will study best practices of professional website development to create an artist website. Students will also become proficient in Wix Editor.

This survey/studio course will provide students with the basic knowledge and tools to create their own animations using Abode After Effects. Some of the techniques include animating layers, working with masks, Puppet Tool, Roto Brush Tool, Motion Tracking, Color Correction, and working with 2D images in 3D space. In addition, sound design and other basic image-making principles and aesthetics will be explored. We will also examine the nature of Art in relation to the audience and specifically how experimental animation can be used as a form of self-expression. There will be studio components following course instructional demos in which students will create their own original experimental animations.

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 2:10-4:00. No pre-requisites. All readings in English. May be taken as Literature/Fine Arts (ASI-177) or History/Philosophy/Religion (HIS-260).

The multidisciplinary issues of global health confront everyone on the planet. This course will introduce critical issues and key themes in global health from basic principles to disease burden to collaborative efforts to improve global health. Particular attention will be given to the global burden of communicable and non-communicable disease and the social determinants of health, including intersections with poverty and racism. Cultural, economic and ethical issues in global health will be discussed. An immersion component following this class is planned for travel to Peru, July 29 -- August 10, 2022 (dates subject to change), and will involve travel to urban, mountain, and rainforest areas. Students should expect to make a modest financial contribution toward the trip. Grades for this course will be recorded as "incompletes" until after the immersion trip. Enrollment in the course is limited, competitive, and by application through the instructor; contact Prof. Eric Wetzel (wetzele@wabash.edu) if interested. This course counts toward the Global Health minor; however, it does NOT count toward the major in Biology. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

This course will apply ecology to specific environmental issues and study the practice of ecological research. This course emphasizes general research skills such as critically evaluating literature, designing and executing studies, biostatistics, and programming in RStudio, and therefore this course will be especially valuable for students interested in performing research in any area of biology. Special attention will be given to a case study of the globally significant Everglades ecosystem of Florida, including its function and relationship to humans, culminating in a Spring Break immersion trip to a biological research station and the Everglades National Park in Florida, where students will apply their knowledge of ecology and research practices. Due to the immersion trip component, interested students must contact the instructor to apply to this course. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

While it is clear that human activities (e.g., burning fossil fuels, agriculture) have already or will soon fundamentally alter many essential biogeochemical processes on Earth, many questions remain about how plants, a crucial piece in the puzzle, will respond to climate change. This course will provide students with a crash course in the basics of climate science and will use that foundation to explore climate change's predicted effects on plants and plants' effects on climate in the coming decades and centuries. We will use discussions of primary literature to address topics including the response of photosynthesis to increased CO2 concentrations, warmer temperatures, and changing water availability; the effects of land use changes on the carbon cycle; plant greenhouse gas emissions; responses of non-native plants to climate change; and likely implications for biodiversity, food security, and human health. Prerequisite: BIO 112

This class will look at the history of Africa through the lens of religion, especially Christianity. Students will be exposed to key elements of the long history of the African continent and its peoples in a broad sense, before focusing on the religion of its inhabitants, and more closely on the process of religious change and fusion with the introduction of Christianity. The most finite focus will come with our visit to the country of Kenya, where students will be immersed in Christian, especially Catholic culture in that country. As with the course in general, other African religious traditions will be studied, including Islam and traditional, "animistic" belief systems. In the second half of the semester students will produce a significant piece of research on a topic of their choosing related to the course theme. THIS IS AN IMMERSION COURSE. Admission by application only. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

In this course, we will discuss texts that challenge definitions of national belonging, often tied with race and traditional gender norms and sexualities. We will explore gender-nonconforming characters in the fiction of Jean Toomer, Bessie Head, Zoë Wicomb, David Diopp, and others, as well as white supremacy and nationalisms around the globe. Texts: Jean Toomer, Cane; Bessie Head, A Question of Power; Zoe Wicomb, David's Story; Gabriel Chevallier, Fear; David Diopp, At Night All Blood Is Black. Prerequisties can be waved by instructor.

This is a 1st half semester course. An advanced treatment of chemical instrumentation and data analysis, with a focus on instrument design and function, data acquisition, and signal to noise enhancement. Topics include optical instrument design, chromatography, mass spectrometry, analog to digital conversion, circuitry, linear and nonlinear least squares analysis, and multivariate analyses/ machine learning. Two meetings per weekfor the first half of the semester, divided between classroom and laboratory work.

This is a 2nd half semester course. An exploration of analytical methods and instrumentation through independent laboratory-based research projects. Instrumentation theory, design, and function will be discussed in relation to the independent projects, together with relevant principles in data acquisition and analysis. Topics may include HPLC-MS and analytical optical spectroscopies, among others. Two meetings per weekfor the second half of the semester, with an emphasis on laboratory work.

This is a 1st half semester course that meets 3 times a week for one-half credit. This course will delve more deeply into concepts introduced in CHE-241, emphasizing the applications of structural principles, kinetics, and thermodynamics to modern organometallic systems. Through digestion of recently published literature, we will identify and discuss common motifs that garner the majority of research interest within the field. Anaerobic techniques for preparing and characterizing air-sensitive complexes will be introduced, though there will be no scheduled weekly laboratory period.

This is a 2nd half semester course that meets three times a week for one-half credit. Building on principles of oxidation-reduction reactions discussed in first-year chemistry courses, this course offers an in-depth exploration of the theory and analytical techniques that underpin modern investigations into electron transfer behavior and its applications. Topics include: solution-phase electrochemistry, electrocatalysis, photovoltaic materials, solid-state devices (batteries), and electrochemical methods for quantitation of certain analytes.

By reading canonical texts of Greek and Roman political thought, we will examine and critique competing conceptions of justice, virtue and social duty. We will analyze the work of philosophers, statesmen, and even an emperor to explore the earliest roots of contemporary politics. This class will ask questions like: What is the ideal regime? What is the most practical regime? What are the duties of citizenship? Can service to the state make us happy?

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester. Pre-requisite: CLA course or Instructor consent.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.Pre-requisite: CLA course or Instructor consent.

Important notes: students with prior credit in CSC-101 or CSC-106 cannot enroll. Each half credit is identical, so students cannot enroll in both section -01 and section -02. Using Microsoft MakeCode Arcade, and some Python, we will explore the world of 2D retro-style video game programming. Students will produce a series of small games, and the course will culminate with development of a larger project to showcase to the college community. No previous experience with computer programming is expected. This course will develop general programming skills for students seeking to take CSC-111 in the future. This is a 1st half semester course.

Important notes: students with prior credit in CSC-101 or CSC-106 cannot enroll. Each half credit is identical, so students cannot enroll in both section -01 and section -02. Using Microsoft MakeCode Arcade, and some Python, we will explore the world of 2D retro-style video game programming. Students will produce a series of small games, and the course will culminate with development of a larger project to showcase to the college community. No previous experience with computer programming is expected. This course will develop general programming skills for students seeking to take CSC-111 in the future. This is a 2nd half semester course.

Quantum mechanics provides a new framework for thinking about information, secure communication, and computing that has the potential to revolutionize information technology. This course will introduce the notion of quantum bits (qubits) and how they may be manipulated for various applications including encryption and quantum computing algorithms. It will also delve into fundamental issues of the nature of quantum mechanics, such as entanglement and quantum decoherence, which are important to understanding how the classical world emerges and what is needed to make quantum technology work in the real world.

In 1977, The "Trinity" of mass-produced microcomputers hit the market: the TRS-80, the Apple II, and the Commodore PET. The latter two computers, like the Apple I before them, were powered by the venerable MOS 6502 processor. The 6502 though was not enough; building a computer around it required an array of auxiliary support processors. Thus, each computer of the era had different capabilities for sound, graphics, and storage; each had a different array of peripheral devices designed to work with them. Even today, millions of 6502 processors are manufactured; they are used in everything from industrial systems to the Tamagotchi toy. Fictional characters even use them, including Bender from Futuram aand the T-800 series from Terminator.This intensely project-based class will focus on the 6502 processor and family of supporting auxiliary processors. We'll look at how the family was used in popular systems of the time, such as the Commodore 64 and the Famicom/Nintendo Entertainment System. We'll program in a variety of languages, including BASIC, Pascal, Forth, C, and TONS OF ASSEMBLY, using both modern emulators and real hardware. We'll look at how graphics and sound work, how data is stored, and how the user was able to interact with the system. We'll look at how the limitations of the 6502 and auxiliary processors fostered creative programming and clever thinking. Finally, we'll look at the legacy of the 6502 and its 16-bit descendent, the 65816.

The continued popularity of crime scene analysis dramas and literary whodunits reflect society's fascination with criminal investigation. This introductory survey course in chemistry will focus on the theme of forensic science. Designed for non-science concentrators, this class exploresthe historical and philosophical developments in chemistry, as well as applicationsof chemical principles to criminalistics in the laboratory setting. Topics include the development of the atomic theory of matter, atomic structure, chemical bonding, thermodynamics, the chemistry of life (organic and biochemistry), and forensic analysis. Some elementary mathematics and simple statistics will be required for problem solving in class and lab. Twolectures and one laboratory each week. Partially fulfills the College laboratory science requirement, but cannot be combined with CHE101 or CHE 111 to complete the laboratory science requirement. This course does not satisfy requirements for the chemistry major or minor.

Why are some nations richer than others? Does technological progress contribute to higher productivity and incomes? Why is living standard in some countries higher than in others? Why have several Asian economies been growing so quickly over the recent decades? What are the sources of improving our material wellbeing in the long run? This course will provide students with some answers to these and similar questions. The students will gain understanding of the basic principles of economic growth. They will learn to apply economic way of thinking to questions concerning the expanding economies over long time horizons. Topics include the role of technology in growth, accumulation of human and physical capital, population growth, government policies to promote growth, environmental limitations and culture and economic growth.

This course will provide students with understanding of the principles of entrepreneurship from an economic perspective. Students will learn how to apply economic reasoning to entrepreneurial activity and will study the role of private and public institutions and how they affect entrepreneurship. They will also study various entrepreneurs and learn the basics of how these entrepreneurs harness creativity and innovation to start a business venture. This course will include applications of microeconomic theory, industrial organization, and game theory as they apply to entrepreneurial activity. Topics will include innovation, advertising, product differentiation, pricing, and intellectual property. The final project will be to create a business plan for an entrepreneurial venture.

F.A. Hayek was one of the most important, but polarizing, economists of the 20th century. He was one of the most prominent and respected thinkers of the first half of the 20th century but then fell into obscurity, only to return to a position of eminence after winning the Nobel Prize in 1974. Hayek started his career as a technical economist, but his work spread to political theory and even the ethics of a free and liberal society. This seminar will contextualize the evolution of Hayekian thought through selected readings of Hayek, as well as modern interpretations of Hayekian ideas, in order to illustrate Hayek's continuing relevance today as an important economist and political theorist. These readings will cover his work on capital theory, business cycles, monetary theory, the role of knowledge in socialism and the price system, and the institutions of a liberal society. In addition, we will learn about Hayek's famous and important debates with John Maynard Keynes. ECO-358/PPE-358 will not satisfy the Economics major requirement for a course with prerequisites of ECO-291 or ECO-292.

This course explores the theory and the empirical evidence for investment management. The major topics are elements of investments, securities markets, portfolio theory, debt securities, derivatives market and investment planning. It will provide the basic knowledge about the current financial markets, valuation of investment tools and different investment strategies. The goal of this course is to develop the quantitative analytical skill that can be applied to a broad range of investment decisions and thus will require use of Excel and/or other statistical packages. This course will help to develop decision-making abilities in investments and will help in planning to start a career as investment professionals.

This is a 1st half semester course. Origins and Endings: Where do we all come from? What happens when we die? And what do the days in between mean? Virtually all religions offer answers. This class examines sacred texts not as doctrinal blueprints but as literature that inspires more literature. Students will read and write about poems, stories, plays, and songs that react to, and often recoil from, sacred texts and their visions of our beginnings and ends. Assigned texts will be drawn from a range of religious traditions, and students from all religious backgrounds, including no religious background, are welcome.

This is a 2nd half semester course. Siblings and Parents: Brothers who murder or enslave each other, parents who sacrifice their children, children who abandon their parents. What do sacred stories tell us about how and when to honor family and when to abandon or disown them? This half-semester course examines family relationships across a variety of sacred texts and in the literature that those texts have inspired. Students will read and write about poems, stories, plays, and songs that respond to, and often challenge, sacred teachings about family relationships. Assigned texts will be drawn from a range of religious traditions, and students from all religious backgrounds, including no religious background, are welcome.

Design your own website. Create an interactive environment. Analyze literature with algorithms. This course unfolds at the intersections of creative writing and technology. We will explore a range of digital humanities, including open-access research design, digital mapping, and multimodal writing. This class consists of a series of workshops, during which students will craft texts in multiple genres, such as personal narratives, free-verse poetry, and drama. Then, we will practice using a series of digital platforms that will enhance students' storytelling through multimodal writing. By the end of the semester, students will have experience with computer coding, digital mapping, and crafting original work in Google Sites, Wikipedia, and Omeka. There are no prerequisites or tech requirements for this course. No previous knowledge of coding is necessary. Computers, cameras, and apps will be made available, so it is not necessary to own a personal laptop to complete this course successfully.

Blood! Wine! Women! Everything one needs for a pleasurable Gothic story, no? The Gothic literary genre debuted in the late-eighteenth and early-nineteenth centuries as a form of literature obsessed with dark villains, flawed heroes, forbidden sexual romances, and supernatural entities. Not for the faint of heart, Gothic literature took taboo to a new level with complicated characters that reflected humanity's desire to understand the mysterious. This course will chronicle the Gothic literary tradition from its inception to the contemporary moment. We will embark on a globetrotting adventure to grapple with the Gothic in America, Britain, Mexico, Japan, Germany, Russia, and other locations. Poems, novels, short stories, movies, anime, music. No genre will be off-limits. Assignments will range from short papers to quizzes and exams with a special opportunity to write your own Gothic story! If you really fancy yourself brave enough, then sign up and see just what happens when humans are forced to face their darkest impulses.

In this course, we will discuss texts that challenge definitions of national belonging, often tied with race and traditional gender norms and sexualities. We will explore gender-nonconforming characters in the fiction of Jean Toomer, Bessie Head, Zoë Wicomb, David Diopp, and others, as well as white supremacy and nationalisms around the globe. Texts: Jean Toomer, Cane; Bessie Head, A Question of Power; Zoe Wicomb, David's Story; Gabriel Chevallier, Fear; David Diopp, At Night All Blood Is Black. Students may enroll without prerequisites if they contact the professor in advance.

Extraordinary Bodies: Disability Studies & Narratives What happens when stories and theories represent bodies that aren't "normal"? In this class, we will read narratives by disabled people as well as study theories of disability to try to understand how physical difference challenges traditional views of gender, culture, writing, space, and time.

With warfare. In Eden. Slaying monsters. In love. These are just a few of the answers that poets have offered to this course title. The best answer, though, is the one that you provide yourself. In this Special Topics course in Creative Writing, you'll channel your inner bard, Muse, or blogger to write a single poem over the course of the semester. That poem might consist of shorter poems strung into a sequence or series. It might be a fantasy epic, a stage confessional, or the next YouTube hit. Whatever it does become, we'll make it better, workshopping your poem-in-progress all semester. You'll also read some long-ish poems: Maria Dahvana Headley's new translation of Beowulf (first word: "Bro!"), Allen Ginsberg's "Howl" (impounded as obscene), and/or Tommy Pico's Feed (Instagram: @heyteebs). Oh, and we'll do some amateur book-binding too. No previous creative writing experience is needed - I promise!

In this course, we will study the francophone speculative narrative with works produced by writers and filmmakers hailing from various regions of the French-speaking world among which Cameroon, Canada, Egypt, and Congo Brazzaville. We will explore acclaimed works by Andre Alexis, Kerri Sakamoto, Jean-Pierre Békolo, Karoline Georges, Sony Labou Tansi, and Emmanuel Dongala. Most of these intellectuals have multicultural backgrounds due to travel, migration, or multilingualism. As we work to differentiate the speculative Francophone narrative from the other fictional genres, in particular the realist genre, we will also see if the authors' rich and diverse backgrounds lead to unique spins and approaches to the speculative genre, investigate how the Francophone speculative genre may read humans' interface with technology, and examine what national and global futuristic previsions the francophone authors may have for the reader. Taught in French.

Extraordinary Bodies: Disability Studies & Narratives What happens when stories and theories represent bodies that aren't "normal"? In this class, we will read narratives by disabled people as well as study theories of disability to try to understand how physical difference challenges traditional views of gender, culture, writing, space, and time.

Whether it's The Office, Blackish, or Schitt's Creek, popular situation comedies (sitcoms) provide viewers an escape from reality and a chance to laugh. But how else might they function? How might they influence viewers' perceptions of the people and situations they depict? How do sitcoms enable or prevent social change? As Joanne Morreale writes in Critiquing the Sitcom, "[S]itcoms both incorporate and contain change; they both address and prevent political action, and they may be read as both conservative and progressive forms, sometimes simultaneously" (xii). In this class, students will study how the sitcom genre reinforces or critiques stereotypical representations of race, gender and sexuality, and economic status, and how sitcoms have weighed in on related political issues. We will study primarily U.S. sitcoms over time as they aired on broadcast and cable television and, more recently, on streaming services. Students will produce several short papers and projects, consisting both of academic rhetorical analysis and creative endeavors. They will need access to Netflix and Hulu.

In this course, we will discuss texts that challenge definitions of national belonging, often tied with race and traditional gender norms and sexualities. We will explore gender-nonconforming characters in the fiction of Jean Toomer, Bessie Head, Zoë Wicomb, David Diopp, and others, as well as white supremacy and nationalisms around the globe. Students may enroll without prerequisites if they contact the professor in advance.

This course is taught in English. What caused the democratic experiment of the Weimar Republic (1918-1933) to give way to the Third Reich? In general, why would voters support autocratic leaders who embrace fascism? And is the German national character particularly susceptible to authoritarianism, or is this something we should all worry about? Students will pursue these questions by exploring the history of German cinema in the era before, during, and after the Weimar Republic. Or, to be more precise, students will explore history as cinema, and cinema as history. To what extent can we interpret films not only as vehicles of mass entertainment but also as cultural-historical documents? Can films reveal to us an era's mentality - its anxieties, drives, and hidden desires? We will consider in particular Siegfried Kracauer's 1947 book, From Caligari to Hitler, in which he aims to reconstruct through film a "psychological history" of Germany in the Weimar era. Our goal will be to use film as a window onto the interwar years and the cultural milieu that gave rise to Hitler and the Third Reich. We will conclude by considering the NSDAP propaganda films of Leni Riefenstahl. No prerequisites, no specialized knowledge assumed, no knowledge of German required. This course counts toward the Lit/Fine Arts distribution requirement, the Film and Digital Media minor, and the German major and minor.

The multidisciplinary issues of global health confront everyone on the planet. This course will introduce critical issues and key themes in global health from basic principles to disease burden to collaborative efforts to improve global health. Particular attention will be given to the global burden of communicable and non-communicable disease and the social determinants of health, including intersections with poverty and racism. Cultural, economic and ethical issues in global health will be discussed. An immersion component following this class is planned for travel to Peru, July 29 -- August 10, 2022 (dates subject to change), and will involve travel to urban, mountain, and rainforest areas. Students should expect to make a modest financial contribution toward the trip. Grades for this course will be recorded as "incompletes" until after the immersion trip. Enrollment in the course is limited, competitive, and by application through the instructor; contact Prof. Eric Wetzel (wetzele@wabash.edu) if interested. This course counts toward the Global Health minor; however, it does NOT count toward the major in Biology. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

Differences in power and status can be found in almost every society around the world, from the most unequal to the most egalitarian ones. This course will provide an introduction to power and status by focusing on the theories and methods that contemporary psychologists use to understand these fundamental aspects of social life. First, we will explore who is more likely to gain power and status (e.g., personality characteristics of powerholders); the methods that people use to do so (e.g., asserting one's dominance or expertise); and the influence of power and status on basic psychological processes, such as attention, emotion, and perception. The second part of the course will review the potential consequences of power and status on various aspects of our lives, from decision-making and goal pursuit to interpersonal and intergroup relationships, as well as health and well-being. Throughout the course we will discuss not only how power and status dynamics give rise to inequality, but also how their effects may, in turn, be shaped by the degree of inequality in a given society. The course will involve lecture, discussion, and readings of relevant primary sources.

This course examines the major developments in the history of warfare since the dawn of the global age. It places the conduct of warfare in its social, economic, political, and cultural contexts, with attention where applicable to technological developments. The increasing scope, scale, and destructiveness of war will be investigated. The course may be taken as either a 200 level survey or a 300 level class which requires an additional research component. It fulfills the military history course requirement for ROTC.

This course is for Sophomore and Junior students. Freshmen and Senior enrollment with instructor consent. This course traces the history and theory of citizenship and nationality in the US and Europe with a particular emphasis on the late nineteenth and twentieth centuries. It examines the boundaries of different membership categories such as citizenship and nationality, but also including other forms of group identity like ethnicity, race, alienage, subjecthood, among others. Engaging with theoretical texts, the course uses the development of a federal immigration policy in the US as its primary case study to frame inquiry and analysis.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

This course will survey major healers, theories, techniques, and tools for the practice of medicine in Greek and Roman antiquity. We'll look at how 'scientific' medicine developed in contrast to traditional beliefs that pointed to the gods as the cause of illness; we'll delve into Hippocratic medical treatises; we'll consider the devastating effects of plague and other epidemics; we'll visit alternatives such as temple healing and magic; and we'll ponder ancient ethical dilemmas that frame medical practice to this day, concerning, e.g., abortion and assisted suicide. In order to explore the history of medicine more broadly, we will visit the Indiana Medical History Museum in Indianapolis. The course is discussion based. Students will give presentations and complete a substantial project that they will present at the end of the semester.

The four lads from Liverpool were arguably the most significant cultural event of the mid-20th c, from popular music to fashion, politics, and religion. This course will study the Beatles in their social, political and cultural context, from post-war Britain of the 1940s, through the economic and social recovery of the 50s, and the swinging and turbulent 60s. We will use a range of methods including social and cultural history as well as musicology.

From the French Revolution to the creation of the Circus and the Freak Show, the 19th Century saw life change in radical new ways. Governments fell. Factories grew. Crime flourished. Freak Shows appeared. Mortuaries were the place to go for date night. Addressing the above topics and many more, HIS 231 explores the social and cultural history of 19th century Europe from 1789 to the turn of the 20th century. With short papers and two exams, it is suitable for all students who need a history credit or distribution credit.

We often refer to Wabash College as a community - and, like in any community, politics and government play an important role in shaping the experiences of its members. In this course we'll examine how Wabash is governed; that is, we'll explore the variety of formal and informal processes that are used to make decisions on behalf of the College community. We'll delve into specific instances of communal decision-making from the 1830s through the present to understand why the College operates as it does, how certain campus traditions came into being (and why some have disappeared), and the extent to which Wabash's governance procedures hinder and promote equity and inclusion.

President Trump and his supporters filed over 80 lawsuits seeking to set aside the 2020 election. Why did they do that? Why do people increasingly turn to the courts to resolve political disputes, especially elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history.

This course engages the histories of many different indigenous peoples of the Americas. Most of the focus will be on indigenous peoples who lived in areas that came under control of the Spanish and Portuguese crowns. The course will span the history from the Olmecs to the present, as we survey relevant ethnohistorical literature, primary sources, and other forms of evidence. As with other 300 level history classes, students will produce a significant term paper based on original research, on a topic related to native history. Prerequisite: 200 level: none; 300 level: previous course work in History or Hispanic Studies

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 2:10-4:00. No pre-requisites. All readings in English. May be taken as Literature/Fine Arts (ASI-177) or History/Philosophy/Religion (HIS-260).

This course examines the major developments in the history of warfare since the dawn of the global age. It places the conduct of warfare in its social, economic, political, and cultural contexts, with attention where applicable to technological developments. The increasing scope, scale, and destructiveness of war will be investigated. The course may be taken as either a 200 level survey or a 300 level class which requires an additional research component. It fulfills the military history course requirement for ROTC.

This course begins by asking if Germany took a "special path" in Western Europe, one that encouraged fascism to grow in 20th century Germany. Course readings address the rise of fascism as it grew in the 1930s and how the state encouraged participation. Students will read about the activities of the Hitler Youth; the average guy in the Wehrmacht; women's associations under Nazism; the "racial state"; coercion in Nazi Germany; police activities under German law; and the use of methamphetamine to "encourage' Germans to fight during WWII. The course culminates in independent research to study the disparate theories about the rise of Nazism during the 20th century.

This course engages the histories of many different indigenous peoples of the Americas. Most of the focus will be on indigenous peoples who lived in areas that came under control of the Spanish and Portuguese crowns. The course will span the history from the Olmecs to the present, as we survey relevant ethnohistorical literature, primary sources, and other forms of evidence. As with other 300 level history classes, students will produce a significant term paper based on original research, on a topic related to native history.

This class will look at the history of Africa through the lens of religion, especially Christianity. Students will be exposed to key elements of the long history of the African continent and its peoples in a broad sense, before focusing on the religion of its inhabitants, and more closely on the process of religious change and fusion with the introduction of Christianity. The most finite focus will come with our visit to the country of Kenya, where students will be immersed in Christian, especially Catholic culture in that country. As with the course in general, other African religious traditions will be studied, including Islam and traditional, "animistic" belief systems. In the second half of the semester students will produce a significant piece of research on a topic of their choosing related to the course theme. THIS IS AN IMMERSION COURSE. Admission by application only. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

This course engages the histories of many different indigenous peoples of the Americas. Most of the focus will be on indigenous peoples who lived in areas that came under control of the Spanish and Portuguese crowns. The course will span the history from the Olmecs to the present, as we survey relevant ethnohistorical literature, primary sources, and other forms of evidence. As with other 300 level history classes, students will produce a significant term paper based on original research, on a topic related to native history. Prerequisite: 200 level: none; 300 level: previous course work in History or Hispanic Studies

¡Luces, cámara, acción! The cinema of Spain boasts a strong tradition, from the surrealism of Luis Buñuel and the counterculture movement of the Movida Madrileña, after the death of dictator Francisco Franco, to the international acclaim of contemporary filmmakers. This course will begin with select films from before the Spanish Civil War and during the transition to democracy. With this foundation, we will focus primarily on films produced in the twenty-first century. Some of the genres we will cover include drama, comedy, fantasy, science fiction, and horror. Bring a bag of popcorn and join us as we explore themes of historical memory, satire, social justice, and fairy tales. Prerequisites: SPA-301 or SPA-321, and SPA-302

This course engages the histories of many different indigenous peoples of the Americas. Most of the focus will be on indigenous peoples who lived in areas that came under control of the Spanish and Portuguese crowns. The course will span the history from the Olmecs to the present, as we survey relevant ethnohistorical literature, primary sources, and other forms of evidence. As with other 300 level history classes, students will produce a significant term paper based on original research, on a topic related to native history. Prerequisite: 200 level: none; 300 level: previous course work in History or Hispanic Studies

This course serves as an introduction to mathematical thinking through examples in games, sports, and gambling. The primary mathematical concepts that will be explored are basic probability concepts of independent and dependent events, expected value, probability distributions, binomial coefficients. We will then apply these concepts to situations arising in games, sports, and gambling such as betting strategies, likelihood of streaks in sports, analyzing the efficacy of a sports statistic, andfinding winning strategies in games. One of the main goals of this course will be to develop critical thinking and problem-solving skills that will aid you outside of mathematics courses.This course does not count toward the mathematics major or minor. It will count toward the quantitative literacy requirement.

The first half of the course focuses on mathematical approaches to analyzing bonds, in particular the sorts of issues a portfolio manager would be interested in. Topics covered include the time value of money, bond pricing for option-free bonds, yield measures, the yield curve, spot rates, forward rates, return analysis, and duration as a measure of price volatility. The second half of the course deals with mathematical issues associated with financial derivatives.This course does not count toward the mathematics major or minor. It will count toward the quantitative literacy requirement.

This course introduces students to the process of designing sound and music for production. Focusing on practical projects in theater and film, students will develop a hands-on approach to creating, editing, mixing, and mastering audio. Students will use digital audio workstations, sample libraries, loops, and original audio to produce cue-oriented sound and music across genres and production environments.

The defining element of a 'Wabash Man' is a song. If you met every graduate of our college, you would find rich people and poor people, black people and white people, athletes and klutzes, people from dozens of countries around the world, and even a few women. But you would be hard pressed to find a Wabash graduate who can't at least stumble through the words of "Old Wabash." Music is about inclusion. But by defining who belongs, it also defines those who don't. Most Americans struggle to sing the Star Spangled Banner. But even those who don't speak English can recite the first four words! If border patrol agents used the words to "Yankee Doodle" as a shibboleth for entry, it's hard to see how a non-citizen would ever get in. Music is inherently political. Even when it's not explicitly so, it reflects the society that produces it, the audience that listens to it, and the means by which the former finds the latter. Early German nationalists knew that Beethoven could help them define who was German. Later German nationalists knew that too. African Americans and Jews took music from the plantations and shtetls they left behind, fashioning it into Blues and Jazz when Classical conservatories wouldn't teach them and 'respectable' concert halls wouldn't let them perform. They found a wider audience when people like Elvis Presley 'borrowed' their songs, recorded them, and made them famous. That music went on to define a generation defined by its counter-cultural ethos - and was brought back to Africa and the Caribbean (from whence it once came) where national heroes like Bob Marley and Fela Kuti used it to resist colonial oppression and dictatorship. Modern leaders listened and learned from this, which is why Korea promotes K-pop and Putin imprisons Pussy Riot. It's also why Bruce Springsteen objected to Ronald Reagan's use of "Born in the USA" - and why Ronald Reagan evidently didn't know (or didn't care about) the words. This course will focus on musical repertory related to specific regimes, societies, movements, and historical periods. The course will require students to examine music as propaganda and as protest. It will also invite students to engage with contemporary debates on such issues as censorship, cultural appropriation, political violence, and intellectual property. Of particular interest will be the role of music in the development of 19th Century European Nationalisms (as with Beethoven and Wagner); the inseparable relationship between music and politics in African and Afro-Caribbean anti-Imperialism (as with Fela Kuti and Bob Marley); and the role of music in the American Civil Rights movement. Our goal is for students to understand the relationship between music and politics both historically and in their own lifetimes, equipping them to analyze music that is both political and politicized

The four lads from Liverpool were arguably the most significant cultural event of the mid-20th c, from popular music to fashion, politics, and religion. This course will study the Beatles in their social, political and cultural context, from post-war Britain of the 1940s, through the economic and social recovery of the 50s, and the swinging and turbulent 60s. We will use a range of methods including social and cultural history as well as musicology.

In her report on Adolf Eichmann's trial in Jerusalem, Arendt points to two character flaws that allow Eichmann to become the architect of the plans that resulted in the murder of six million Jews during the Second World War. First "was his almost total in ability to look at anything from the other fellow's point of view," and second his "inability to think." It was these flaws that led Arendt to see in Eichmann the personification of the "banality of evil." If evil acts can be done not out of malicious intent but because of the failure to think, then each of us is much more susceptible to evil than we might want to think. In this course, we will ask how might thinking be a bulwark against evil and how might we set up our political lives to foster thinking and acting in ways that best serve the human condition. We will read selections from Eichmann in Jerusalem, The Life of the Mind, and Between Past and Future, and the whole of The Human Condition and Lectures on Kant's Political Philosophy, as well as other essays. Prerequisite: One of the following PSC 131, PSC 230, PHI 110, 240, or 242. PPE majors must have completed PPE 200. Or by permission from the professor.

Friedrich Nietzsche has gained a reputation over time as one of the most original, provocative, and unsettling thinkers in the history of philosophy. Since his death more than a century ago, he has also become one of the most widely read (and often misunderstood) philosophers. In this seminar, we will read and discuss several of Nietzsche's major works spanning his entire productive period. Readings will include in whole or in part: The Birth of Tragedy, On the Genealogy of Morals, Beyond Good and Evil, Ecce Homo, and selections of aphorisms from other works. One course credit. Prerequisite: One prior course in philosophy.

Quantum mechanics provides a new framework for thinking about information, secure communication, and computing that has the potential to revolutionize information technology.This course will introduce the notion of quantum bits (qubits) and how they may be manipulated for various applications including encryption and quantum computing algorithms.It will also delve into fundamental issues of the nature of quantum mechanics, such as entanglement and quantum decoherence, which are important to understanding how the classical world emerges and what is needed to make quantum technology work in the real world. Pre-requisites: PHY-112 and MAT-223.

President Trump and his supporters filed over 80 lawsuits seeking to set aside the 2020 election. Why did they do that? Why do people increasingly turn to the courts to resolve political disputes, especially elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history.

In her report on Adolf Eichmann's trial in Jerusalem, Arendt points to two character flaws that allow Eichmann to become the architect of the plans that resulted in the murder of six million Jews during the Second World War. First "was his almost total in ability to look at anything from the other fellow's point of view," and second his "inability to think." It was these flaws that led Arendt to see in Eichmann the personification of the "banality of evil." If evil acts can be done not out of malicious intent but because of the failure to think, then each of us is much more susceptible to evil than we might want to think. In this course, we will ask how might thinking be a bulwark against evil and how might we set up our political lives to foster thinking and acting in ways that best serve the human condition. We will read selections from Eichmann in Jerusalem, The Life of the Mind, and Between Past and Future, and the whole of The Human Condition and Lectures on Kant's Political Philosophy, as well as other essays. Prerequisite: One of the following PSC 131, PSC 230, PHI 110, 240, or 242. PPE majors must have completed PPE 200. Or by permission from the professor.

By reading canonical texts of Greek and Roman political thought, we will examine and critique competing conceptions of justice, virtue and social duty. We will analyze the work of philosophers, statesmen, and even an emperor to explore the earliest roots of contemporary politics. This class will ask questions like: What is the ideal regime? What is the most practical regime? What are the duties of citizenship? Can service to the state make us happy?

This course will explore how well (or poorly) the Supreme Court has protected the civil liberties of those we fear: those who challenge our deeply held beliefs; those suspected of violent crime; and those accused of waging war against us. Should we protect speech even if it is racist, terrorist, or otherwise offensive? Can we stop white supremacists and ISIS from using the internet to recruit followers? Can a public school suspend a high school student for vulgar snapchat posts? Can we use cellphone location data or search histories to convict citizens of crime? Should we extend to terrorists the due process of law they are seeking to destroy? Can we detain terrorists without trial if we currently lack evidence but believe that they will attack us if we release them? Debating such questions will help us understand the nature and purpose of civil liberties and the role of courts in enforcing them. This course is only open to Sophomore, Junior and Seniors.

F.A. Hayek was one of the most important, but polarizing, economists of the 20th century. He was one of the most prominent and respected thinkers of the first half of the 20th century but then fell into obscurity, only to return to a position of eminence after winning the Nobel Prize in 1974. Hayek started his career as a technical economist, but his work spread to political theory and even the ethics of a free and liberal society. This seminar will contextualize the evolution of Hayekian thought through selected readings of Hayek, as well as modern interpretations of Hayekian ideas, in order to illustrate Hayek's continuing relevance today as an important economist and political theorist. These readings will cover his work on capital theory, business cycles, monetary theory, the role of knowledge in socialism and the price system, and the institutions of a liberal society. In addition, we will learn about Hayek's famous and important debates with John Maynard Keynes. ECO-358/PPE-358 will not satisfy the Economics major requirement for a course with prerequisites of ECO-291 or ECO-292.

We often refer to Wabash College as a community - and, like in any community, politics and government play an important role in shaping the experiences of its members. In this course we'll examine how Wabash is governed; that is, we'll explore the variety of formal and informal processes that are used to make decisions on behalf of the College community. We'll delve into specific instances of communal decision-making from the 1830s through the present to understand why the College operates as it does, how certain campus traditions came into being (and why some have disappeared), and the extent to which Wabash's governance procedures hinder and promote equity and inclusion.

President Trump and his supporters filed over 80 lawsuits seeking to set aside the 2020 election. Why did they do that? Why do people increasingly turn to the courts to resolve political disputes, especially elections? Are unelected judges qualified to supervise elections? Or should we trust those who must win elections to supervise them? Can courts help resolve the issues that have made some Americans distrust election results? Should courts set aside efforts by both political parties to draw election districts to gain more seats than they could win without such manipulation? Are laws that require photo id, that make it a crime to give food and water to those waiting in line to vote, or that strictly limit who can gather up absentee ballots intended to discriminate against minority and poor voters? Do they have that effect? Or are these laws necessary to prevent voter fraud? May we limit how much corporations and wealthy individuals contribute to campaigns, or would that violate First Amendment freedom of speech? In this course we will debate whether courts or elected officials should answer these types of questions. And we will explore how that debate has helped shape the last sixty years of American history.

The defining element of a 'Wabash Man' is a song. If you met every graduate of our college, you would find rich people and poor people, black people and white people, athletes and klutzes, people from dozens of countries around the world, and even a few women. But you would be hard pressed to find a Wabash graduate who can't at least stumble through the words of "Old Wabash." Music is about inclusion. But by defining who belongs, it also defines those who don't. Most Americans struggle to sing the Star Spangled Banner. But even those who don't speak English can recite the first four words! If border patrol agents used the words to "Yankee Doodle" as a shibboleth for entry, it's hard to see how a non-citizen would ever get in. Music is inherently political. Even when it's not explicitly so, it reflects the society that produces it, the audience that listens to it, and the means by which the former finds the latter. Early German nationalists knew that Beethoven could help them define who was German. Later German nationalists knew that too. African Americans and Jews took music from the plantations and shtetls they left behind, fashioning it into Blues and Jazz when Classical conservatories wouldn't teach them and 'respectable' concert halls wouldn't let them perform. They found a wider audience when people like Elvis Presley 'borrowed' their songs, recorded them, and made them famous. That music went on to define a generation defined by its counter-cultural ethos - and was brought back to Africa and the Caribbean (from whence it once came) where national heroes like Bob Marley and Fela Kuti used it to resist colonial oppression and dictatorship. Modern leaders listened and learned from this, which is why Korea promotes K-pop and Putin imprisons Pussy Riot. It's also why Bruce Springsteen objected to Ronald Reagan's use of "Born in the USA" - and why Ronald Reagan evidently didn't know (or didn't care about) the words. This course will focus on musical repertory related to specific regimes, societies, movements, and historical periods. The course will require students to examine music as propaganda and as protest. It will also invite students to engage with contemporary debates on such issues as censorship, cultural appropriation, political violence, and intellectual property. Of particular interest will be the role of music in the development of 19th Century European Nationalisms (as with Beethoven and Wagner); the inseparable relationship between music and politics in African and Afro-Caribbean anti-Imperialism (as with Fela Kuti and Bob Marley); and the role of music in the American Civil Rights movement. Our goal is for students to understand the relationship between music and politics both historically and in their own lifetimes, equipping them to analyze music that is both political and politicized.

This course is for Sophomore and Junior students. Freshmen and Senior enrollment with instructor consent. This course traces the history and theory of citizenship and nationality in the US and Europe with a particular emphasis on the late nineteenth and twentieth centuries. It examines the boundaries of different membership categories such as citizenship and nationality, but also including other forms of group identity like ethnicity, race, alienage, subjecthood, among others. Engaging with theoretical texts, the course uses the development of a federal immigration policy in the US as its primary case study to frame inquiry and analysis.

This course will explore how well (or poorly) the Supreme Court has protected the civil liberties of those we fear: those who challenge our deeply held beliefs; those suspected of violent crime; and those accused of waging war against us. Should we protect speech even if it is racist, terrorist, or otherwise offensive? Can we stop white supremacists and ISIS from using the internet to recruit followers? Can a public school suspend a high school student for vulgar snapchat posts? Can we use cellphone location data or search histories to convict citizens of crime? Should we extend to terrorists the due process of law they are seeking to destroy? Can we detain terrorists without trial if we currently lack evidence but believe that they will attack us if we release them? Debating such questions will help us understand the nature and purpose of civil liberties and the role of courts in enforcing them. This course is only open to Sophomore, Junior and Senior students.

By reading canonical texts of Greek and Roman political thought, we will examine and critique competing conceptions of justice, virtue and social duty. We will analyze the work of philosophers, statesmen, and even an emperor to explore the earliest roots of contemporary politics. This class will ask questions like: What is the ideal regime? What is the most practical regime? What are the duties of citizenship? Can service to the state make us happy?

Differences in power and status can be found in almost every society around the world, from the most unequal to the most egalitarian ones. This course will provide an introduction to power and status by focusing on the theories and methods that contemporary psychologists use to understand these fundamental aspects of social life. First, we will explore who is more likely to gain power and status (e.g., personality characteristics of powerholders); the methods that people use to do so (e.g., asserting one's dominance or expertise); and the influence of power and status on basic psychological processes, such as attention, emotion, and perception. The second part of the course will review the potential consequences of power and status on various aspects of our lives, from decision-making and goal pursuit to interpersonal and intergroup relationships, as well as health and well-being. Throughout the course we will discuss not only how power and status dynamics give rise to inequality, but also how their effects may, in turn, be shaped by the degree of inequality in a given society. The course will involve lecture, discussion, and readings of relevant primary sources.

This 1st half-semester course is an introduction to the theme of religion and the performing arts: theater, dance, performance art, puppets etc. We will survey and discuss various the topics like: performance as a medium of religious messages; what does it mean to be an observer, participant or performer; what is the role of body as a tool for expression of something sacred compared to something secular; and what does the subject have to do with the current issues of body, gender and sexuality. In addition to reading and discussion, we will write and prepare short performances, either speeches or any type chosen by the students.

What is the shape of Islam in the contemporary world? How did it get this shape? To what extent can Islam accommodate the contemporary world, and vice versa? These are some of the questions that we'll try to answer in this course. We'll start by looking at some key moments in Islamic history. Beginning with the fall of the Abbasids in 1258, we'll look at the reconfiguration of the Abode of Islam among the Mughal, Safavid, and Ottoman empires, and move from there down to the early 1700s. We'll then read a number of primary texts by Islamic reformers from the 1700s down to the present. We'll pay special attention to the rise of so-called Islamic fundamentalism; the recent conflicts associated with Islam in the Middle East and the Asian subcontinent; ISIS, al-Qaeda, and the Taliban; Islamophobia; and living as a Muslim in the industrial societies of modern Europe and the United States.

This course introduces the many early Christian writings that did not become part of the New Testament. Christians produced a host of gospels, letters, acts, stories of martyrdom, and apocalypses. Studying these texts enlarges our picture of ancient Christian history and culture and has rightly thus captured the public imagination. We will study texts like the Gospel of Thomas, the Gospel of Judas, and the Apocalypse of Peter, and many others. We will learn about their discovery and explore the lesser-known dimensions of ancient Christian creativity, imagination, and thought that they reveal

This class will look at the history of Africa through the lens of religion, especially Christianity. Students will be exposed to key elements of the long history of the African continent and its peoples in a broad sense, before focusing on the religion of its inhabitants, and more closely on the process of religious change and fusion with the introduction of Christianity. The most finite focus will come with our visit to the country of Kenya, where students will be immersed in Christian, especially Catholic culture in that country. As with the course in general, other African religious traditions will be studied, including Islam and traditional, "animistic" belief systems. In the second half of the semester students will produce a significant piece of research on a topic of their choosing related to the course theme. THIS IS AN IMMERSION COURSE. Admission by application only. STUDENTS MUST BE FULLY VACCINATED TO PARTICIPATE IN THE IMMERSION COMPONENT OF THIS COURSE.

Development and Spread of Global Pentecostalism: This 2nd half-semester course is an introduction to the history and core beliefs of Pentecostalism and an overview of its rapid spread across all the continents. We will make case study visits to various countries and cultures. Through these surveys we will learn about the both local issues and their relations to the global movement of Pentecostalism and Charismatic Christianity. Along with the case studies, the issues of human experience and theologizing in the context of Pentecostal spirituality and culture will be addressed and discussed.

This discussion course provides a window to the theology of evil. The journey will start from evil biblical figures such as Satan, the Devil, and demons, then continue by exploring the creation and cosmos in relation to metaphysics and the ontology of evil, learning especially from the early Patristic writers. We will move through the centuries towards the current global challenges related to the question of evil spiritual beings, leading to the topic of witchcraft. Issues discussed include theological anthropology and the theology of the Fall, human responsibility in relation to evil spiritual agency, and current trends in global theology and human rights.

How, in a global-digital world marked by deep divisions, do we bridge the gap between people of widely divergent backgrounds? Between diverse religions? Cultures? Races? Ethnicities? Worldviews? Should we aim for tolerance? Acceptance? Understanding? Should we learn from them, in the manner of a humanist? Should we learn about them, in the manner of a scientist or scholar? Should we try to deconstruct implicit bias? How? Why? These are basic liberal-arts questions. In this course, we will build a model for negotiating diversity based on "play" and the "work of art." We will use tools drawn from "hermeneutics," or the art and theory of interpretation. Case studies will be drawn from religion, art, music, philosophy, law, history, and anthropology. Texts will include Hans-Georg Gadamer's Truth and Method, as well as selections from Kant, Voltaire, Clifford Geertz, Kwame Anthony Appiah, Sherry Turkle, and others.

This discussion course investigates the beliefs and practices of new, marginal, and dissenting American religious groups, which are often labeled "sects" or "cults." We will draw upon the sociology of religion to understand these terms and new religious movements and reformist groups in general. Primarily, we will focus on the history, theology, and practices of groups such as Mormons, Pentecostals, Branch Davidians, the Peoples Temple, and Scientology.

What role did Christianity play in the founding of the United States? In shaping the thought and actions of its founding figures? Its foundational documents? Was the U.S. established as a Christian nation? A secular nation? Something else? This seminar will delve into these critical questions that have animated American history and continue to impact our collective cultural, social, and political life. We will examine the history of Christianity in colonial America and the new nation, with particular focus on the Revolutionary War, the development of the Constitution, and its implementation in the early republic. Relevant topics include religious pluralism, freedom of religion, disestablishment, and religion in public life.

Whether it's The Office, Blackish, or Schitt's Creek, popular situation comedies (sitcoms) provide viewers an escape from reality and a chance to laugh. But how else might they function? How might they influence viewers' perceptions of the people and situations they depict? How do sitcoms enable or prevent social change? As Joanne Morreale writes in Critiquing the Sitcom, "[S]itcoms both incorporate and contain change; they both address and prevent political action, and they may be read as both conservative and progressive forms, sometimes simultaneously" (xii). In this class, students will study how the sitcom genre reinforces or critiques stereotypical representations of race, gender and sexuality, and economic status, and how sitcoms have weighed in on related political issues. We will study primarily U.S. sitcoms over time as they aired on broadcast and cable television and, more recently, on streaming services. Students will produce several short papers and projects, consisting both of academic rhetorical analysis and creative endeavors. They will need access to Netflix and Hulu.

Rhetoric exists across the globe, and this course seeks to explore theories and methods of rhetorical criticism that emerge from diverse societies and cultural perspectives. Students will establish a broad understanding of what constitutes "rhetoric" and rhetorical practices by examining different ideas and practices of rhetoric throughout history from all parts of the world including Mesopotamia, Asia, and Mesoamerica. This course will also present contemporary approaches to rhetorical criticism from Afrocentric, transnational, feminist, and postcolonial lenses, to name just a few. Using a mix of articles and case studies, students will develop methodological competencies to perform one short, written rhetorical criticism and one larger, multimodal project that critically analyzes contemporary cultural practice.

Deliberation is a process through which public conversations occur and decisions can be made. During deliberation, citizens come together, share opinions, critique arguments and reasons, expand their understanding and perspective, and ultimately, seek to make public choices about pressing problems in their community. In this course, we will explore the theories and practices of democratic deliberation, evaluate the potentials for and limits of deliberation, and discuss and evaluate framing and facilitation techniques in diverse settings such as community meetings, strategic planning, and business. Students will participate and create dialogues and deliberations on relevant public issues, and engage in facilitation. This class qualifies as a Language Studies credit. Enrollment by Instructor permission.

This course explores several contemporary questions concerning the nature, function, and value of rhetoric: What is "rhetoric"? What does rhetoric "do"? Who comprises rhetoric's "audience"? What does it meant to talk about "context"? And how do culture and difference influence the answers to the above questions? The course content will engage key debates and essays since the mid-twentieth century from prominent scholars who theorize rhetoric, such as Kenneth Burke, Michael Calvin McGee, Michel Foucault, and bell hooks. This will be a seminar course, meaning that our class sessions will be largely student-driven engagement with the ideas presented in the assigned reading material. By taking this course, students will further develop crucial skills (e.g. productively leading and participating in discussion, critical reading and thinking) as well as cultivate a more nuanced understanding of rhetoric that better enables them to negotiate the production of meaning in the complicated world around them. The major class assignment will involve an individual research project and presentation that explores a theoretical concept relevant to the study of rhetoric.

Around since at least the 1830s, the Hoosier is one of the more widely recognized state nicknames in the US. While "Hoosier" refers to Indiana and its residents, one lingering question remains: what exactly is a Hoosier? In this course, we will begin to answer this question through the concept of regional rhetoric. By analyzing the various landscapes and spaces that make up the Indiana region, students will critically think about how regional identity shapes our everyday life and global politics just as we shape our own regional identities. From how we speak or dress to the politics of race, gender, class, and sexuality, our regional identity and spatial experiences matter. Blending theories of rhetoric of space/place, regional politics, and experiential learning, students will visit and analyze Indiana spaces to critically examine not only what a Hoosier is, but also how the Hoosier identity invites certain social and political ways of being together. As a seminar course, students will be reading and discussing primarily academic articles as they relate to different spatial case studies. Additionally, the course will have multiple field trips across Indiana regions throughout the semester. From these field trips and people's everyday experiences, students will compose an original research project on an aspect of Indiana's regional identity with the potential to pursue community-engaged methods and practices.

¡Luces, cámara, acción! The cinema of Spain boasts a strong tradition, from the surrealism of Luis Buñuel and the counterculture movement of the Movida Madrileña,after the death of dictator Francisco Franco, to the international acclaim of contemporary filmmakers. This course will begin with select films from before the Spanish CivilWar and during the transition to democracy. With this foundation, we will focus primarily on films produced in the twenty-first century. Some of the genres we will cover include drama, comedy, fantasy, science fiction, and horror. Bring a bag of popcorn and join us as we explore themes of historical memory, satire, social justice, and fairy tales.

Only for Freshmen, Sophmore, Junior. In this course, we will explore the technical and improvisational world of theatrical comedy. We will examine comedy from two?different perspectives: the precision of great comedic scripts and the free-wheeling energy of improvisation. With scripted work, we will dissect the language and phrase of each scene as if it were a piece of music, and then put it on its feet to see how it flies. We will also explore improvisation, breaking down all the components of improv that allow for fun and creation, with NO pressure to "be funny." If you have never done improv, GREAT! It's nothing to fear. This class is appropriate for ALL levels of interest and experience: from "This seems like a somewhat fun way to fulfill the Literature/Fine Arts Distribution Requirement at Wabash College" to "I want to do this for my career."

Seniors only. In this course, we will explore the technical and improvisational world of theatrical comedy. We will examine comedy from two?different perspectives: the precision of great comedic scripts and the free-wheeling energy of improvisation. With scripted work, we will dissect the language and phrase of each scene as if it were a piece of music, and then put it on its feet to see how it flies. We will also explore improvisation, breaking down all the components of improv that allow for fun and creation, with NO pressure to "be funny." If you have never done improv, GREAT! It's nothing to fear. This class is appropriate for ALL levels of interest and experience: from "This seems like a somewhat fun way to fulfill the Literature/Fine Arts Distribution Requirement at Wabash College" to "I want to do this for my career."

Freshmen, Sophomre, Junior Only. In this course, we will develop, explore, and improve the physical body and mental attentiveness of the performer. We will immerse ourselves in the study of several disciplines and physical practices, including yoga, t'ai chi, stage combat, and slapstick comedy. We will also explore the Suzuki and Viewpoints methods of acting and movement, both of which have become foundational cornerstones to contemporary actor training. No prior experience necessary! Come build strength and flexibility in your body, while discovering new ways to find focus and awareness in your mind.

Senior Only. In this course, we will develop, explore, and improve the physical body and mental attentiveness of the performer. We will immerse ourselves in the study of several disciplines and physical practices, including yoga, t'ai chi, stage combat, and slapstick comedy. We will also explore the Suzuki and Viewpoints methods of acting and movement, both of which have become foundational cornerstones to contemporary actor training. No prior experience necessary! Come build strength and flexibility in your body, while discovering new ways to find focus and awareness in your mind.

This course introduces students to the process of designing sound and music for production. Focusing on practical projects in theater and film, students will develop a hands-on approach to creating, editing, mixing, and mastering audio. Students will use digital audio workstations, sample libraries, loops, and original audio to produce cue-oriented sound and music across genres and production environments.

THE-106 Stagecraft This course introduces students to the fundamental concepts and practices of play production. Students develop a deeper awareness of technical production and acquire the vocabulary and skills needed to implement scenic design. These skills involve the proper use of tools and equipment common to the stage, basic theatre drafting, scene painting, and prop building. Students will also demonstrate skills in written and visual communication required to produce theater in a collaborative environment. Students will be required to complete 20 hours of production work over the course of the semester through arranged lab periods.