Biology (BIOL)

BIOL 111A: Fundamentals of Biology: Communication from Cells to Organisms (3). Corequisite: BIOL 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. A discussion of the issues of communication of a cell with its external environment beginning with the single-celled organism. We move on to a consideration of cell size and the evolution of multi-cellular organisms. Multi-cellular forms of communication are introduced and their role in maintaining a stable environment for the individual cells of the whole organism is studied. This course, and its companion laboratory, are prerequisites for all higher level biology courses. (SL or GE5a when taken with BIOL 113). I'Anson.

BIOL 111B: Fundamentals of Biology: Marine Biology (3). Corequisite: BIOL 113. (This course is not intended to be a survey of marine life.) An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. This course explores specific examples of the unique biology of marine organisms in relation to the selective pressures of their environment, building upon fundamental concepts to delve into advanced topics and research. We focus on a handful of specific examples of recent topics in marine biology, including: Why do swordfish heat their brains? Why are coral reefs dying around the world? How do elephant seals stay underwater for up to two hours on a single breath? As we explore these topics, we progress through different levels of organization, generally starting with cellular biology and physiology and moving up through population and community ecology. (SL or GE5a when taken with BIOL 113). Humston.

BIOL 111C: Fundamentals of Biology: Heart Attacks and High Fructose Corn Syrup (3). Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. We investigate the importance of nutrition in the context of the sweetening of our food supply by understanding the biochemical and physiological basis of atherosclerosis which in many patients, when left untreated, leads to a heart attack. (SL or GE5a when taken with BIOL 113). Hamilton.

BIOL 225: Medicinal Plant Biology (4). Prerequisites: BIOL 111 and 113 or permission of the instructor. From Taxol to Vitamin C plants provide important medicinal products for humans. This course is an introduction to the study of plant form and function from the perspective of the utilization of plants by humans for medicinal purposes. Lectures cover plant cell biology, biochemistry, physiology, genetics, and interactions with the environment. The laboratory includes modern plant biology techniques ranging from molecular to organismal. Laboratory course. Hamilton.

BIOL 295A: Topics in Biology: The Cancer Problem (1). An exploration of the nature of neoplastic disease and its epidemiological, biological and psychological correlates. Student presentations of selected cancer literature, discussion based learning and a term paper on a topic important to the student. Wielgus

BIOL 295B: Topics in Biology: Stream Restoration Ecology (1). Prerequisites: Biology 111 and 113 and either junior standing or departmental permission. In recent decades, an increasing emphasis has been placed on restoring aquatic ecosystems to mitigate anthropogenic impacts. This course examines the ecological fundamentals underlying restoration of streams and rivers. We consider how physical characteristics of streams influence the biotic community and the overall health of these ecosystems. In particular, we look at how land-use changes in the watershed can affect in-stream dynamics of these systems. A local stream restoration project allows for placing these ideas in context and examining the functional ecology underlying contemporary restoration practice. Humston Humston

BIOL 295C: Topics in Biology: Human History through the Lens of Genetics (1). Prerequisites: Biology 111 and 113 and either junior standing or departmental permission. Using readings from the primary literature, we investigate questions of human history from the wealth of genetic data now available. Where and when did modern humans originate? Did Neandertals contribute to the human gene pool? Where did Native Americans, Gypsies, and other ethnic groups come from? How did agriculture affect the human genome? Why are some diseases not distributed equally across racial/ethnic lines? Cabe

BIOL 295D: Topics in Biology: Yellowstone Ecology (1). Prerequisites: Biology 111 and 113. Permission required. Required for students taking BIOL 332 in spring term. This course examines the interactions of microbes, plants and animals in the world’s oldest national park. Through weekly readings, discussions, presentations and written works we will cover topics including soil microbes, grazing, fire, predators, and ecosystem function. Hamilton

Business Administration (BUS)

BUS 302B: Seminar in Finance: Real Estate Finance (3). Prerequisite: ACCT 201 and INTR 202. This course has three main objectives. The first and primary objective is for students to learn how to value properties and manage a portfolio of real estate. To achieve this objective, students consider valuation techniques in light of the variety of financing alternatives that might be available. The second objective is for students to understand the causes and effects of the recent real estate collapse. The final objective is for students to learn from the advice of practitioners who visit the class. Hoover.

Chemistry (CHEM)

CHEM 295: Special Topics: Culinary Chemistry (1). Cancelled

CHEM 295: Special Topics: HyperChem Laboratory (1). Prerequisite: CHEM 260 OR 261. An introduction to computational chemistry methods using HyperChem software. The format is a four-hour laboratory each week with laboratory reports. Students consider a series of chemistry problems that can be investigated using various computational methods including molecular mechanics and extended Hückel, semi-empirical, and ab initio quantum mechanics. The course also emphasizes the use of graphical presentations of data such as isosurfaces as a way to understand chemical problems. Desjardins

Chinese (CHIN)

Classics (CLAS)

CLAS 295: Ancient Greek Law: Law, Litigation and Democracy in Ancient Greece (3). In this course, we study the rise and evolution of law in ancient Greece, and the role that social formations (specifically, the city-state) and political arrangements (specifically, democracy) had in shaping the rise of law. We study ancient legal codes but consider as well several philosophical and literary texts showing the complex movements in thinking about law. We also study several forensic speeches from the 4th century. We explore constitutional and criminal law, as well as legal procedure and forms of advocacy in ancient Greece. In addition, we wll look at several parallel developments in recent American jurisprudence in order to show the continuing pertinence of the Greek materials, and also to illuminate the issues inherent in the rule of law. Crotty

Computer Science (CSCI)

CSCI 341: Digital Image Processing (3). Revised description. Prerequisite: CSCI 209. A survey of topics in the acquisition, processing and analysis of digital images, with much of the necessary mathematical background developed in the course. Topics in image processing include image enhancement and restoration, compression, and registration/alignment. Topics in image analysis include classification, segmentation, and more generally statistical pattern recognition. Throughout the course, human vision and perception motivate the techniques discussed. (SC) Stough.

Dance (DANC)

East Asian Languages and Literatures (EALL)

East Asian Studies (EAS)

Economics (ECON)

ECON 281: Institutions and Economic Performance (3). Prerequisite: ECON 101. Institutions such as laws, the political system, and cultural norms embed all social activity. They structure economic, political, and social interaction and as such play a central role in facilitating (or hindering) economic development. This course's objective is to explore from a broad perspective how institutions affect economic performance, what the determinants of institutions are, and how institutions evolve. We will study examples from the existing capitalist economies, the developing and transition countries, as well as the more distant history. Because the study of institutions is necessarily an interdisciplinary endeavor, the course combines the approach of economics with the insights from law, political science, history, and sociology. Grajzl. Fall,

Education (EDUC)

Engineering (ENGN)

ENGN/PHYS 401: Electronics Laboratory (1). Corequisite: PHYS/ENGN 208. Students learn techniques emphasizing the design, construction, and analysis of practical analog and digital circuits such as: wave-shaping diode circuits; oscillators; A/D and D/A converters; comparators; constant-current and voltage sources; Schmitt triggers; transistor audio and differential amplifiers; Boolean logic (AND/NOT/OR); and digital memories (flip-flops and latches). Erickson
 

English (ENGL)

ENGL 105A: Composition and Literature: The Nature of Nature (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This course is an exploration of the human understanding of nature. How have writers, poets, and thinkers understood their relationships to "the natural world"? What is nature? How are we able and unable to define it? We read widely within environmental literature. Emerson, Whitman, Darwin, Annie Dillard, and Wendell Berry, among others, frame our discussion of "nature," "truth" and the relationship of these ideas to one another. We explore the implications of such understandings for a modern world in which ecological concern is a matter of daily news and attention. (FW) Green

ENGL 105B: Composition and Literature: The Bad Girl's Guide to the Open Road (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This course examines five different texts in which women take a variety of road trips; through these texts, we study the historical, emotional, gendered, raced, spiritual and economic perspectives of traveling, and look closely at how road trips are a literary structure that allows writers (and readers) to explore the formation of individual and national identity. How and why do women take road trips? Do age, race, and economic status figure into these journeys? How do outward journeys serve as metaphors for inner explorations? Do women travel differently than men? Are road trips inherently more dangerous for women? Do women's road trips function as vehicles for classic coming of age mileposts such as rebellion, testing, passage into adulthood, or is there something else going on? If so, what function does the road trip serve for women in American literature? How are road trip narratives useful structures for examining women's lives? Are women who take to the open road represented as deviants, undomesticated, or "bad girls" and if so, why? What is the appeal of the open road for women writers and travelers in American literature? (FW) Miranda

ENGL 105C: Composition and Literature: Coming of Age (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This course examines a number of literary works that deal with the process of coming of age—the fundamental human movement from youth to adulthood, naiveté to awareness, innocence to experience. In discussions and essays, we focus on the tensions, pains, joys, myths, and realities of this transition. Major questions include: what are the crucial stages involved in coming of age? How do issues such as authority, rebellion, and conformity affect one's coming of age? How does the process differ for men and women? What roles do sexuality and desire play in this process? What larger patterns—mythic, religious, social, economic—are reflected in this movement? How is coming of age related to love? to death? What happens if the "normal" pattern is broken? Readings include Dickens's David Copperfield, Brontë's Jane Eyre, two plays by Shakespeare, and J. R. R. Tolkien's The Hobbit. (FW) Conner

ENGL 105D: Composition and Literature: I See Dead People (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. The course analyzes literary representations of ghosts and the afterlife. Major texts may include: Henry James, The Turn of the Screw; A. S. Byatt, The Conjugal Angel; Jean-Paul Sartre, No Exit; Thornton Wilder, Our Town; Caryl Churchill, Top Girls; Toni Morrison, Beloved. (FW) Gavaler

ENGL 105E: Composition and Literature: Coming of Age (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This class explores the experience of youth and its transition into adulthood through the works of William Shakespeare, the English romantic poets, Charlotte Brontë, and William Faulkner. (FW) Dransfield

ENGL 105F: Composition and Literature: The Country and the City (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. In this course we read literary works that explore ideas about place. What makes a place significant? How does place function in creating personal and communal identities? How do representations of place change according to historical and linguistic contexts? We read works in a variety of genres, periods, and national traditions. Some representative writers could include Shakespeare, Wordsworth, Whitman, Dickinson, Bishop, Linda Hogan, Tom Stoppard, Aldo Leopold, Barry Lopez, Rick Bass, and Pattiann Rogers. (FW) Warren

ENGL 105G: Composition and Literature: Wicked Women (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This section begins with Chaucer's Wife of Bath and ends with recent essays on Hillary Clinton. We look at witchcraft, femme fatales and prostitutes as a way of considering literary approaches towards women and men's power and sexuality. The course is not for women only—for instance, our discussion of witchcraft and wizardry runs from Miller's The Crucible through excerpts from Harry Potter. (FW) Brodie

ENGL 105H: Composition and Literature: Faith, Doubt and Identity (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. In this writing-intensive seminar, we explore the topic of belief and how it shapes a person's selfhood. How does being a part of a religious community, or a variety of religious communities, shape one's identity? How does identity change with the adoption of either belief, skepticism, or another culture? We ask these questions primarily through the genres of novels and short stories, examining lives of faith and doubt. Texts include Marilynne Robinson's Pulitzer-prize winning novel Gilead, about a Congregationalist minister descended from abolitionists; James Wood's The Book Against God, a novel on a philosophy student's repudiation of his father's Christianity; selected short stories from Flannery O'Conner, poems by Native American Joy Harjo, and a story by Jhumpa Lahiri, from her Pulitzer-prize story collection, Interpreter of Maladies, on an Indian woman immigrant to American who makes shrines to the Virgin Mary. (FW) Gertz

ENGL 105I: Composition and Literature: Gossips and Con Artists (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This course explores literary representations of two prominent social discourses: gossiping and conning. Through critical reading, collaborative learning, and argumentative writing, we explore diverse characterizations of the gossip and the con artist in a variety of genres and texts, ranging from Shakespeare's Much Ado About Nothing to F. Scott Fitzgerald's The Great Gatsby. We analyze the various schemes and rhetorical strategies that gossips and cons employ in their texts to exert social influence, their understanding and manipulation of the status quo, their motivations and rewards, and their efforts upon both the individual and the larger community. To further our practice of sound argumentative writing, we juxtapose the discourses of gossip and con artistry with our own modes for persuading readers. In addition, we think critically about our personal susceptibility to the influences of the gossip and the con as well as our inclinations to (sometimes?) play their roles. (FW) Wall

ENGL 105J: Composition and Literature: The 1960s (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. This course explores a variety of American literary responses to the growing social unrest that characterized the decade. Texts include several produced during the 1960s as well as several that look back from increasing distances. Writers represented may include Updike, Pynchon, Mailer, Morrison, August Wilson, and others. (FW) Crowley

ENGL 105K: Composition and Literature: Misfits, Rebels and Outcasts (3). No credit for students who have successfully completed ENGL 101 or fulfilled FW or GE1 through exemption. Sections limited to 18 students each. Concentrated work in English composition with readings and stressing argumentation, the use of evidence, critical analysis, and clarity of style. The sections vary in thematic focus. Students write at least five essays during the term. The title of the course leaves out a lot. If extended, it might include strangers, visionaries, fanatics, prophets, artists, lovers, criminals, transients, deviants, freaks, monsters, and so on. We read stories, poems, and plays about individuals challenging the status quo, either directly or indirectly, consciously or unconsciously. We consider, among other things, what happens to the individual in the process, and what happens to the status quo. (FW) Oliver.

ENGL 291A: Seminar: Western Encounters with the Islamic World (1100-1600) (3). A study of medieval and 16th-century Western texts that imagine Muslims sometimes as culturally other and sometimes fundamentally the same as Westerners, sometimes as monstrous or demonic and sometimes as honorable. When Muslims threaten to conquer Europe, texts replay the two great conflicts between Islamdom and Christendom: the invasion of Spain, France and Italy in the 8th and 9th centuries (The Song of Roland) and the First Crusade (an eyewitness history and Tasso's Jerusalem Liberated). By contrast, in the influential travel, chivalric, and pilgrimage literature, Westerners report the achievements of Islamic civilization in the Middle East and beyond. The seminar begins with how medieval Muslims imagined themselves and imagined their relations with Christians, Jews, and other religious communities (the great Arabian story collection, The Arabian Nights or The Thousand and One Nights). All texts read in translation. Discussion throughout on the roots of how non-Muslims conceive of Muslim culture today. (HL, GE3) Craun

ENGL 291B: Seminar: Contemporary Iranian Women Writers (3). In this course we explore the connections between women's lives, Iranian cultural and political systems, and human rights struggles as they have been dramatized in contemporary Iranian and Iranian-American literature. Readings, all in English, consider both the potential and the limitations of fiction, creative non-fiction, and poetry to not only represent the experiences of Iranian women but also to elucidate such broad concepts as "the human," "freedom of expression," "political persecution," and "torture." While this is primarily a literature course, we often take an interdisciplinary approach to our readings, considering both modern Iranian history and international human rights policy and expanding our discussions with a selection of Iranian documentaries and films. (HL, GE3) Darznik

ENGL 293A: Topics in American Literature: Form and Freedom in Modern American Poetry (3). Robert Frost once said that writing free verse is like playing tennis without a net. This course explores that statement by studying several modern American poets. We examine varieties of free verse from Walt Whitman through Sylvia Plath and compare those writers' works to poets like Frost and Richard Wilbur, who preferred traditional forms. We also see how individual poets have worked with both form and freedom throughout their careers. In the process, the course studies many verse forms, including sonnets, villanelles and sestinas, and concludes by sampling some contemporary experimental approaches. (HL, GE3) Brodie

ENGL 293B: Topics in American Literature: Literature of the Gilded Age (3). This course investigates American literature written during the historical period that Mark Twain dubbed the Gilded Age (roughly 1865 to 1905). An explosive era of excesses and contradictions, the Gilded Age witnessed Reconstruction, the rise of the modern city, the closing of the frontier, and the celebration of unprecedented wealth. With the major literary developments of realism and naturalism in mind, we practice close reading of individual texts to see how diverse writers created complex, often conflicting representations of American experience and national identity. For instance, we juxtapose Dreiser's Sister Carrie with L. Frank Baum's The Wonderful Wizard of Oz (both published in 1900), the popular dime-novels of Horatio Alger with the conjure tales of Charles Chesnutt, and the intensely personal poetry of Emily Dickinson with the publicly censured novel The Awakening. Requirements include thoughtful class participation, short responses, analytical essays, and exams. (HL, GE3) Wall

ENGL 293C: Topics in American Literature: Recent American Literature (3). This course examines significant works of the past quarter century. Writers will likely include: Don DeLillo, Junot Diaz, Louise Erdrich, Jhumpa Lahiri, Toni Morrison, Thomas Pynchon, David Foster Wallace, Colson Whitehead, and more. (HL, GE3) Crowley

ENGL 293D: Topics in American Literature: American Short Story (3). We explore the roots of this distinctly modern genre through the work of American, French, and Russian masters while also sampling a wide range of contemporary writers, from minimalists to magical realists. Among the authors included: Poe, Hawthorne, Chekhov, Hemingway, Lawrence, Mansfield, Cheever, O'Connor, Carver, Oates, and Boyle. (HL, GE3) Oliver

ENGL 299A: Seminar for Prospective Majors: Western American Literature (3). The American West is one of the great battlegrounds in world history, a place where many ethnic groups have come into contact with each other and have fought for their land, their economic livelihood, their culture, their families, their names, their ethnic identities, and virtually everything else human beings can fight for. We study some key Western writers representing these different ethnic groups, analyzing their competing stories of who won the West and who ought to own and shape it now. These writers include Wallace Stegner, John Steinbeck, Willa Cather, Leslie Marmon Silko, James Welch, and Maxine Hong Kingston. We also study some Western films in order to understand the amazing power of stories to create the realities we live. (HL, GE3) Smout

ENGL 299B: Seminar for Prospective Majors: Ethics and Reading: Spenser and Chaucer (3). A study of how Shakespeare explores the classical/Christian virtues of justice, equity, and mercy in The Faerie Queene, especially Book V. A parallel study of how Chaucer explores the multifaceted basic good of medieval secular culture, honor in men and women, in several of the Canterbury Tales ("The Knight's Tale," "The Franklin's Tale," "The Man of Law's Tale," "The Physician's Tale," etc.). Alongside the literary texts, brief sections of philosophical texts on justice, honor, and the ethical basis of human action; also discussion of some recent theory on reading imaginative literature as an inherently ethical activity. Students may write the research paper, to be developed in stages over the last third of the term, on either writer. (HL, GE3) Craun

ENGL 330: Milton (3). This course surveys one of the most talented and probing authors of the English language—a man whose reading knowledge and poetic output has never been matched, and whose work has influenced a host of writers after him, including Alexander Pope, William Blake, William Wordsworth, and Mary Shelley. In this course, we read selections from Milton's literary corpus, drawing from such diverse genres as lyric, drama, epic and prose polemic. Students have the opportunity to read Milton in the context of literary criticism and to place him within his historical milieu, not the least of which includes England's dizzying series of political metamorphoses from Monarchy to Commonwealth, Commonwealth to Protectorate, and Protectorate back to Monarchy. (HL, GE3) Gertz

ENGL 380: Advanced Seminar: 20th-Century American Immigrant Literatures (3). An introduction to the comparative study of American immigrant literatures. Beginning with literature from the early decades of the 20th century and ending with writing produced in the post-9/11 period, we read novels, memoirs, and poetry by a diverse group of first and second generation immigrant writers, considering their connections to both mainstream American and imported literary traditions as well as historical, legal, and cultural debates about immigration, assimilation, and citizenship. Individual traditions represented include Jewish-American, Latino, and Asian-American literature. (HL, GE3) Darznik

ENGL 413A: Senior Research and Writing: Literature and Human Rights (3). Prerequisites: Six credits in English at the 300 level and senior major standing. Enrollment limited to six. A collaborative group research and writing project for senior majors, conducted in supervising faculty members' areas of expertise, with directed independent study culminating in a substantial final project. Contemporary literature is riddled with stories of genocide, war, and the mass migration of peoples across international borders. What can novels, memoirs, and creative non-fiction contribute to our understanding of such human rights crises? What ethical and aesthetic challenges inhere in an author's choice to speak on behalf of individuals, communities, and nations threatened by civil war, revolution, and foreign occupation? And to what standards of truth and art do we, as readers, hold this writing? In considering these questions, we spend the first half of this course reading contemporary literary dispatches (both fiction and creative non-fiction). Documentaries, visual art, and readings about international human rights policy enrich our classroom discussions. The second half of the course is devoted to individual research and writing projects, and students have the choice to expand their inquiries in a longer research paper. Darznik

ENGL 413B: Senior Research and Writing: Gender, Class and Sexuality in American Literature (3). Prerequisites: Six credits in English at the 300 level and senior major standing. Enrollment limited to six. A collaborative group research and writing project for senior majors, conducted in supervising faculty members' areas of expertise, with directed independent study culminating in a substantial final project. This capstone course studies gender, class and sexuality and their multifarious lives in the world of literature, represented here by works of selected authors predominantly writing in the last fifty years. Though this is not a theory course, we discuss key theoretical concepts necessary to the reading and evaluation of the assigned literary texts. We also look into the political, historical, cultural, theoretical, and literary concerns of these writers. As a literature class, we zero in on the styles, themes, modes, writing techniques, and literary devices embedded in the texts, and how these elements relate to and reinforce the identity politics of the texts and authors. Our goal is to see the power of literature to make interventions in critical discourses and to transform the many lives it seeks to represent and inevitably refashion. Possible authors include Dorothy Allison, Leslie Feinberg, Ursula LeGuin, Carla Trujillo, Jeanette Winterson, Audre Lorde, Junot Diaz, Tony Kushner. Miranda

ENGL 413C: Senior Research and Writing: Ritual, Religion and Drama (3). Prerequisites: Six credits in English at the 300 level and senior major standing. Enrollment limited to six. A collaborative group research and writing project for senior majors, conducted in supervising faculty members' areas of expertise, with directed independent study culminating in a substantial final project. Is drama inherently ritualistic, even religious? While scholars speculate that ancient Greek drama evolved out of religious rituals, post-Reformation drama (including Shakespeare's) often actively worked to minimize its religious content to avoid accusations of idolatry. The role of the body, especially the senses, in dramatic performance (and spectatorship) fosters much of the controversy surrounding its ritual elements; divergent attitudes towards those ritual elements continue even into modern and postmodern drama. The course begins with theoretical readings about ritual, performance, and religion. We then turn to examples of dramas from several religious traditions and from a wide chronological range in order to analyze the relationship among ritual, religion, and drama. Readings may include plays by Euripides, Kalidasa, Shakespeare, Eliot, Soyinka, Shanley, and others. Pickett Arranged

Environmental Studies (ENV)

ENV 295A: Special Topics: Landowners and Water Quality: Stories of Changing Relationships (3). Prerequisite: ENV 110. This seminar investigates relationships between local landowners and waterways in Rockbridge County in the context of a political mandate to improve water quality in the Chesapeake Bay watershed. Students learn about the natural and human history of the area, the development and implementation of the Chesapeake Bay Act, and the current residents' changing relationships with the land and water in Rockbridge County. Henry-Stone.

ENV 295B: Nature and Place (3). Students may not also register for REL 295. This course explores a variety of ideas about and experiences of nature and place through a consideration of work drawn from diverse disciplines including philosophy, religion, literature, art, and anthropology. What is the nature of place in our societies, and is there a place for nature in our cultures? How have human beings made places for themselves to dwell in or out of nature? What might make a place a sacred place? Kosky.

Winter 2010 courses relevant to environmental studies include:
BIOL 225: MEDICINAL PLANT BIOLOGY (+lab)
BIOL 295B: STREAM RESTORATION ECOLOGY
BIOL 295C: TOPICS IN BIOLOGY
BIOL 301: STATICS FOR BIOL & MEDICINE
ENV 110: INTRO TO ENVIRONMENTAL STUDIES (3 sections)
ENV 111: ENVIRONMENTAL SERVICE LEARNING
ENV 295A: LANDOWNERS & WATER QUALITY
ENV 295B: NATURE AND PLACE
ENV 397: SENIOR SEMINAR IN ENVIRONMENTAL STUDIES
ENV 401: DEVELOPMENT IN AMAZONAS: PRE LIM PREP
ENV 493: HONORS THESIS IN ENV STUDIES
GEOL 101: GENERAL GEOLOGY (+lab)
GEOL 150: WATER RESOURCES
GEOL 155: OCEANOGRAPHY
GEOL 355: PETROLEUM GEOLOGY & GEOPHYSICS
HIST 336: SEM: ENVIRON HIST IN LATIN AMERICA
INTRO 201: INFORMATION TECHNOLOGY
INTRO 202: APPLIED STATISTICS (5 sections)
PHIL 108: ETHICS & THE ENVIRONMENT
POL 342: LAW AND THE JUDICIAL PROCESS
PORT 163: ACCELERATED INTERM PORTUGUESE
POV 101: POVERTY: AN INTERDISCIPLINARY INTRO
SOC 266: CITIES & REGIONS

First-Year Seminars (title has "FS:" at the beginning, various disciplines, limit is typically 12-15)

French (FREN)

FREN 280: Civilization et Cultures Francophones (3). This course is an introduction to modern African society and culture, with specific focus on Francophone West Africa (Senegal, Côte d'Ivoire, Guinea, and Mali, among others). We examine the various ways societies deal with issues of modernization and globalization in their political, cultural and socio-economic lives. We also look at the impact of significant historical events (the transatlantic slave trade, colonization, and the world wars, for example) on the African continent and its inhabitants. Course materials include anthropological, sociological and historical documents, literary texts, and films. Kamara.

FREN 332: Études de genre: L'Essai (3). Prerequisite: French 273 or equivalent The great Renaissance writer Michel de Montaigne is often credited with inventing the essay. This course gives students a general knowledge of the evolution of French and Francophone literature and ideas over the centuries through the study of one literary genre, in this case the essay. We study an overview of literary and political movements and debates from Montaigne in the Renaissance through Césaire and Camus in the 20th century. We read different types of essays from the reflective to the critical to the polemical and discuss principles of style and rhetoric in our analysis of the essays. The class is conducted in French and most of the class time is devoted to discussion. Students give presentations in class, write critical papers, and attempt to imitate the style of some of the texts (un pastiche). This class helps students improve their writing skills.  (HL, GE3) Lambeth.  

FREN 343 The Heroine, Sexuality, and Eroticism in French Literature across the Centuries (3). Prerequisites: FREN 273 or equivalent and permission of the instructor.  (HL, GE3) Radulescu.  

FREN 397 Séminaire avancé: La France sous l'occupation (3). Prerequisite: Senior standing and three courses at the 300-level or permission of the instructor. A study of the German Occupation of France (1939-44). This multidisciplinary, multimedia course focuses on the choices‑be they military, political, economic, ethical or a mere matter of survival‑that faced the French during this bleak period, and the traces that period left in memory, institutions, and the arts. (HL)  Frégnac-Clave.

Geology (GEOL)

GEOL 197: Volcanoes and Volcanic Hazards (3). An introduction to volcanic activity using major eruptions of modern and ancient times as examples. Topics Include: the causes and products of volcanism, the different types of eruptions and why they occur, the origin of volcanic landscapes, the relationship between volcanism and plate tectonics, volcanic activity on other planets, how volcanism affects people around the world, and what we can do to avoid future disasters. (SC, GE5c), Kuehn.

German (GERM)

Greek (GR)

History (HIST)

HIST 195A: World History Since 1300 (3). History of humanity from the Mongol conquests to the present. Focus on large-scale transformation, cross-cultural interaction, and the relationship between human history and natural history. Equal emphasis on Africa, Asia, Europe, and the Americas. (HU, GE4b) Jennings

HIST 195B: The Diplomatic History of East Asia (3). This course introduces students to the social, political, economic and diplomatic history of East Asia. It traces historical developments from pre-colonial origins to the present, and raises questions about European diplomacy in Asia. Student readings include classic works of East Asian history which focus on four periods: pre-colonial, European colonialism, Cold War, and recent East Asian history. (HU, GE4b) Yamamoto

HIST 269: The Civil Rights Movement: Witnessing and Testifying (3). The trajectory of the civil rights movement and its major milestones. Through course readings and engagement with primary documents, students examine the importance of various types of personal witness and testimony in mobilizing the movement and altering the nation's view of American race relations. Moreover, this course explores the ways in which personal storytelling has continued to be an important instrument of memory and meaning-making, shaping and challenging historical narratives and political rhetoric. Throughout the term, the class discusses the ways in which the individual experience of the movement has been circulated, mediated, and appropriated through news coverage, popular histories, and academic scholarship. (HU, GE4b) Devlin

HIST 289: Japanese Political History Since 1945 (3). This course provides a historical survey of postwar Japanese domestic politics, with special emphasis on social and cultural perspectives. The first half of the course focuses on the period between 1945 and 1993, and examines the historical development of domestic political systems during the postwar period. In the second half, the focus shifts to the problems that plagued the regime after 1993, and examines how particular historical events transformed Japanese politics. (HU, GE4b) Yamamoto

HIST 395A: Seminar: Congo, Rwanda, and the World (3). An examination of how this seemingly remote region became the inspiration for the first modern human-rights campaign, the source of the uranium used to build the atomic bomb dropped on Hiroshima, a hot spot in the Cold War, and the setting for a genocide that spilled over into an "African World War" fueled by intricate links between African resources and the global economy. (HU, GE4b) Jennings

HIST 395B: Seminar: Women and Gender in Europe, 1750 to the Present (3). This research seminar investigates the history of Europe from 1750 to the present day through the lens of women's lives and gender roles. We examine how historical events and movements, such as the French Revolution, industrialization, and the world wars had an impact on women. We also look at domesticity in the 19th century, the challenge of feminism, and women's increasing entry into the public sphere and the workforce. Students write shorts papers, and a 20-page research paper on a topic of their choosing. (HU, GE4b) Horowitz

Interdepartmental (INTR)

INTR 201: Information Technology Literacy (1). Pass/Fail only. Required of all Williams School majors. This course is a corequisite or prerequisite to Interdepartmental 202. MUST be completed by the beginning of the fall term of the junior year. Not offered spring term. Through the use of interactive online tutorials, students gain proficiency in and a working knowledge of five distinct areas of information technology literacy: Windows Operating System, spreadsheets (Microsoft Excel), word processing (Microsoft Word), presentation software (Microsoft PowerPoint), and basic networking (the Washington and Lee network, basic Web browsing, and Microsoft Outlook). Lessons, exercises, practice exams and exams mix online efforts and hands-on activities. Ballenger, Boylan (administrator)

Italian (ITAL)

Japanese (JAPN)

Journalism (JOUR)

JOUR 210: Sports Journalism (3). Prerequisite: Permission of the instructor. A seminar surveying, analyzing, and critiquing local, regional, national and international converged sports reporting and writing by working sports journalists. In addition, students read and analyze several longer pieces by working journalists, and write extensively. de Maria.

JOUR 295: Research Methods in Mass Communications (3). Prerequisite: Sophomore standing. Myth or fact? "Teens' attitudes toward sex are related to viewing sexually explicit music videos." "Playing violent video games is linked to aggressive behavior." "Political attack ads gain votes for candidates." Learn about the research behind these statements, and how to understand and conduct media research in this new course. The class also engages students in a research project for a local nonprofit agency. Artwick.

JOUR 297: Topics in Public Science: The Space Program (3). Prerequisite: At least sophomore standing. Appropriate for non-majors. An examination of the history of the space program as well as its current and possible future directions. Topics include the space race and lunar missions of the 1960s, the space stations (Skylab, Mir, and the International Space Station), the Space Shuttle, the unmanned (and unappreciated) interplanetary probes, and the possible routes to a lunar base and Mars mission. We also look at how popular science fiction (Star Trek and Star Wars) have affected the public view of space travel. Extensive use of video. Substantial writing required. Richardson and Desjardins.

Latin (LATN)

LATN 395: Lucretius: De Rerum Natura (3). Cancelled

Latin American and Caribbean Studies (LACS)

LACS 256 (LIT 256): Trans-American Identity: Images from the Americas (3): Prerequisite: Completion of FW or GE1 composition requirement. Counts toward the literature distribution requirement for the Latin American and Caribbean Studies Program. A multi-genre survey of representative literary works from the Americas, defined as those regions that encompass Latin American and Caribbean cultures. In particular the course uses an interdisciplinary approach to show how exemplary artists from the region have crafted images to interpret and represent their American reality. Selected narrative, film, and poetic works by Spanish-American (Neruda, Garcia Marquez, Rulfo, and Carpentier), Francophone (Danticat), Lusophone (Amado), and Anglophone authors (Walcott, Brathwaite, and Naipaul), among others. (HL, GE3) Barnett.

During Winter 2010, the following other courses will be offered for credit toward a Latin American and Caribbean Studies minor. Students may also petition the Head of Latin American and Caribbean Studies for permission to use a course not listed here for credit.
LACS 396 - Capstone Seminar (3). Barnett
ARTH 376 - Visual Culture in the Hispanic World (3). Lepage
ECON 255 - Environmental and Natural Resource Economics (3). Casey
HIST 131 - Modern Latin America (3). Carey
HIST 336 - Seminar: Environmental History of Latin America (3). Carey
POL 215 - International Development (3). Dickovick
PORT 163 - Accelerated Intermediate Portuguese (3). Pinto-Bailey
SPAN 192 - Practical Applications of Spanish Language (1). Mayock
SPAN 212 - Spanish-American Civ/Culture (3). Pinto-Bailey
SPAN 240 - Intro to Spanish-American Lit (3). Mayock
SPAN 292 - Teaching, Translating, and Interpreting (2). Mayock
SPAN 345 - Spanish-American Modernist Poetry (3). Gonzalez

Literature in Translation (LIT)

LIT 220: Modern Chinese Lit in Translation (3). Revised Course Description. An introductory survey of the literature of 20th-century China. Through close reading of key literary texts from the 1910s to the present, students explore the social, historical, and literary background that gave rise to the texts studied, and also the ways in which these texts address various issues that China faced at the time. Taught in English, the course presupposes no previous knowledge of China or Chinese culture. In addition to the selected literary texts, the course also introduces several cinematic adaptations of modern Chinese fiction and explores the complex and dynamic interchange between literary and cinematic language. (HL, GE3). Zhu.

LIT 223: Seminar in Japanese Lit in Trans: Food and Tea in Japan (3). This seminar explores the distinct theme of food and tea in Japanese culture and literature. We examine three broad categories throughout the term; kaiseki, bento, and common fare. In addition to three hours of lecture, this unique course requires a "cultural lab" where students master the rudimentary procedure of the tea ceremony in the Japanese tea room in Watson Pavilion. (HL, GE3) Ikeda.

LIT 256 (LACS 256): Trans-American Identity: Images from the Americas (3): Prerequisite: Completion of FW or GE1 composition requirement. Counts toward the literature distribution requirement for the Latin American and Caribbean Studies Program. A multi-genre survey of representative literary works from the Americas, defined as those regions that encompass Latin American and Caribbean cultures. In particular the course uses an interdisciplinary approach to show how exemplary artists from the region have crafted images to interpret and represent their American reality. Selected narrative, film, and poetic works by Spanish-American (Neruda, Garcia Marquez, Rulfo, and Carpentier), Francophone (Danticat), Lusophone (Amado), and Anglophone authors (Walcott, Brathwaite, and Naipaul), among others. (HL, GE3) Barnett.

LIT 295: Modern Japanese Lit in Translation (3). This course explores the development of the novel and other prose fiction forms, first taking up the world's earliest novel in Murasaki Shikibu's The Tale of Genji, before quickly advancing to the "I-novel" genre of the late 19th century so particular to Japan. Modern experiments in fictional form fully attentive, and sometimes resistant, to "I-novel" conventions will be considered in global and local contexts. Depending on availability, works included are both long and short, popular and canonical by Futabatei Shimei, Edogawa Rampo, Kawabata Yasunari, Dazai Osamu, Tanizaki Jun'Ichiro, Shimazaki Toson, Takahashi Takako, Kurahashi Yumiko, and others. (HL, GE3) Knighton

Mathematics (MATH)

MATH 401: Directed Individual Study: Introduction to Actuarial Science (1). Pass/Fail only. Prerequisite: Permission of the instructor. Preparation for the Course P Actuary Exam of the Society of Actuaries. Topics to include probability, statistics, moment generating functions, probability distribution functions, and more. Dresden.

MATH 401A: Basic Topics in Numerical Analysis (1). Prerequisite: Permission of the instructor. This course examines the basics of root finding, solving systems of equations, and quadratures. Dymàcek

MATH 403: Topics in Numerical Analysis (3). Prerequisite: Permission of the instructor. In this reading course, the topics include root finding, fixed-point methods, numerical differentiation, systems of linear equations, quadrature, and differential equations. Dymàcek.

Medieval and Renaissance Studies (MRST)

MRST 110A: Pilgrims and Pilgrimage (3). This course explores the idea and practice of pilgrimage in Christian Europe from the Middle Ages through the Renaissance. Why was pilgrimage important and what did it offer early Christians? What made certain space sacred? And how did literary portrayals transform the significance of pilgrimage? Throughout the course, we  juxtapose historical sources with works of art (visual and literary), devotional treatises, and architecture. Sources include first-person accounts and travelogues, visual art and architecture, and literature. We also study several popular destinations in Europe and Asia, including Canterbury, Compostela, and Jerusalem. The result is a multifaceted approach to one of the most important institutions in medieval Western Europe from the 7th through the 16th centuries.  (HL, GE3) Jirsa

Winter 2010 courses relevant to the MRST major are listed at http://www.wlu.edu/x36096.xml .

Military Science (MS)

Music (MUS)

Neuroscience (NEUR)

Philosophy (PHIL)

PHIL 263: Kierkegaard (3). Revised course description - What does it mean to exist as an authentic human being? This course explores diverse inquiries into this question by one of the 19th century's most challenging thinkers. We read from a variety of famous pseudonymous writings (including parts of Either/Or, Fear and Trembling, Philosophical Fragments, The Sickness Unto Death), as well as some lesser-known works under his own name (Upbuilding Discourses, Works of Love). In doing so, we not only follow Kierkegaard's literary and philosophical genius for displaying the intricacies and depths of aesthetic, ethical, and religious ways of living a human life, but we also deepen our own reflections on these matters—and perhaps strengthen our grasp on authentic living as well. (HU, GE4c) Sessions

PHIL 295: Metaethics (3). Recommended for students who have already taken at least one course in philosophy. Do moral judgments express truths that are independent of our feelings and conventions? Are "goodness" and "wrongness" real properties of things, or do we simply use these terms to express our subjective preferences toward states of affairs? Can we reason about morality? Do moral considerations provide practical reasons for all rational agents, or does the normative force of these considerations depend upon an agent¹s subjective desires? We read articles and parts of books, mainly by contemporary philosophers, in which these questions are analyzed and systematic arguments are offered for particular answers to them. (HU, GE4c) Smith.

Physical Education (PE)

Physical Education - IMPORTANT -- Read the instructions for PE registration at
registrar.wlu.edu/registration/regpe.htm

and the PE departmental information at
www.wlu.edu/x12426.xml

Students may express a preference for up to three skills courses as part of web registration. These preferences will be examined after the academic schedule is set and, if open and not in conflict with the academic courses, one may be placed in the schedule. Changes or additional sections may still be handled during the drop/add period.

The following Physical Education courses have an additional charge, billed to the student's account after registration:
  PE 151 Golf; PE 170 Horsemanship; PE 177 Dance Conditioning; PE 179 Modern Dance; PE 304 First Aid/CPR

PE 167: Snow Skiing / Snowboarding - Cancelled
PE 168: Ice Skating - Cancelled

Physics (PHYS)

PHYS/ENGN 401: Electronics Laboratory (1). Corequisite: PHYS/ENGN 208. Students learn techniques emphasizing the design, construction, and analysis of practical analog and digital circuits such as: wave-shaping diode circuits; oscillators; A/D and D/A converters; comparators; constant-current and voltage sources; Schmitt triggers; transistor audio and differential amplifiers; Boolean logic (AND/NOT/OR); and digital memories (flip-flops and latches). Erickson.

Politics (POL)

POL 274: Terrorism (3). May not be taken for credit by students who have taken POL 295 by the same course name. Counts toward the politics major's global politics field requirement. Acts of terror are shocking by definition. They threaten the public's sense of normalcy and stability. Therefore, in order to be successful, terrorism must seem novel, unpredictable and out of the ordinary. This is why each terrorist act perpetuates the idea that we have entered a new era, one more dangerous than what came before. However, terrorism itself is nothing new, nor is it the blight of anyone specific region or culture. This course studies terrorism as a historical and international phenomenon in order to determine its causes and to compare its impact in different contexts. Students try to answer questions such as: Is it possible generalize about the causes of terrorism? Has terrorism ever been successful as a strategy? What kind of solutions were historically effective in dealing with terrorism? (SS2) Zarakol.

POL 295A: Special Topics in American Politics: The Politics of Public Opinion (3). Counts toward the politics major's American politics field requirement. The importance and influence of public opinion in politics has never been greater. This course provides students with an introduction to both theories of attitudes and public and the practical implications of public opinion in the political process. The course addresses the relationship between public opinion and democratic theory, the history of public opinion, models of political attitudes and beliefs, the relevance of public opinion for policymaking, elite influence over public opinion, and public opinion in campaigns. It also covers public opinion trends and their implications on current relevant topics in American and world politics such as immigration, health care, the economy, presidential approval, the 2008 presidential campaign, attitudes towards the United States, the EU, Iraq, and Iran. Students write weekly reaction papers which analyze and criticize class material as well as gather and analyze polling data on these current topics. Students also write a term paper on one of the topics related to the politics of public opinion on their way to achieving an increased level of knowledge in the dynamics of public opinion in politics and an appreciation for the important role of public opinion in the political process. (SS2) Holyk.

POL 295B: Special Topics in American Politics: Courts, Judicial Review and Democracy (3). Counts toward the politics major's American politics field requirement. The tension between judicial review and majority rule is an enduring aspect of constitutional democracy around the world.  In this course, we examine classic and contemporary writing on legal philosophy, the nature of judicial review, the role of the legislature, the nature of representative democracy, and the dialogues about rights and constitutional development that occur between courts and other political actors in both domestic and international law. (SS2) Rush.

POL 296: Special Topics in Global Politics: Strategic Studies (3). No prerequisites. Open to majors and non-majors of all classes. Counts toward the politics major's global politics field requirement. Recommended for students interested in military, national security or strategic-risk management careers. Grading based on class discussion and mock-NSC (US National Security Council) position papers. Covers the principles of strategic decision especially at the international level under certainty, known risk, unknown risk (uncertainty), risk-aversion, deception, and surprise attack. Also covers readily accessible elementary research skills and current data-sites in this field. Cases: coercive strategies against conventional powers; deterrent / compellant strategies against nuclear powers; counter-insurgent strategies against rogue powers; optional – Lanchester's attrition strategy against theater-level land powers. Syllabus at mccaughrinc@wlu.edu. (SS2). McCaughrin.

POL 342: Law and the Judicial Process (3). Re-numbered from POL 237. Prerequisites: POL 100, 111, or permission of the instructor. A survey of legal theories and the problems of reconciling such theories with the realities of administering a legal system. This course draws upon readings from literature, philosophy, legal scholarship, and political science. Topics include the nature of law and justice, constitutionalism, the role and power of courts and judges, and the function of a legal system. (SS2) Harris, Rush.

POL 377: Seminar on International Security (3). May not be taken for credit by students who have taken POL 295 by the same course name. Counts toward the politics major's global politics field requirement. This course introduces students to the basic problems and proposed solutions in the field of international security. Students become familiar with the basic scholarly approaches to understanding the causes of war and peace in the international system - Realism, Liberalism, Socialism and Constructivism - and test the explanatory power of each of these approaches on historical and contemporary security problems in international relations. Through case studies, students also get a detailed understanding of the complex histories of major conflicts in international relations. Lastly, students learn the art of writing analytical research papers on international relations questions. (SS2) Zarakol.

POL 380: Global Politics Seminar: Political Change (3). Cancelled

Portuguese (PORT)

Poverty and Human Capability Studies (POV) Students normally begin the study of Poverty and Human Capability with POV 101 or 103 (spring-term version, incorporating fieldwork also available as POV 102). Students who complete one of these course are eligible to participate in Shepherd summer internships. A minor is available. See shepherd.wlu.edu/ for more information.

Psychology (PSYC)

Public Speaking (PSPK)

Religion (REL)

REL 195: Roman Religions (3). May be used toward classics. This course explores the various religious traditions of ancient Rome from its beginning as an Iron Age city-state to the dominant Mediterranean power. Readings are drawn from primary documents of ancient belief and practice along with contemporary approaches that contextualize these documents within their broader social, religious, and political contexts. Topics include civic cult and ritual, personal experiences with the divine, rituals of power, space and place, and threats to the established order. The final week of class considers the place of early Christianity in the discussion and the transition of Rome from classical to Christian empire. (HU, GE4d) Sowers.

REL 295: Nature and Place (3). May be used toward environmental students. Students may not also register for ENV 295B. This course explores a variety of ideas about and experiences of nature and place through a consideration of work drawn from diverse disciplines including philosophy, religion, literature, art, and anthropology. What is the nature of place in our societies, and is there a place for nature in our cultures? How have human beings made places for themselves to dwell in or out of nature? What might make a place a sacred place? (HU, GE4d) Kosky.

Romance Languages (ROML)

Russian (RUSS)

Russian Area Studies (RAS)

Sociology (SOC)

SOC 374: Introduction to Survey Data Analysis (3). This course is designed as a group research project devoted to the art and the science of survey research. Students prepare a list of hypotheses, select indicators, construct a questionnaire, conduct interviews, analyze data, and write research reports. When appropriate, the course may include service-learning components (community-based research projects). The topic for Winter 2010 is Historic Lexington Foundation. Students survey HLF supporters and learn how Lexingtonians cultivate local traditions. Jasiewicz.

Spanish (SPAN)

SPAN 192: Practical Applications of the Spanish Language (1), Pass/Fail only. Prerequisite: 100-level Spanish course or the equivalent and permission of the instructor. Introduction to specialized professional vocabularies. Participants apply learning through service work in the Rockbridge community for at least one hour per week. May be repeated with permission for a maximum of two degree credits. Mayock.

SPAN 292: Tutorial in Foreign Language Teaching, Translation, and Interpretation (2). Pass/Fail only. Prerequisite: SPAN 162 or 164 or equivalent and permission of the instructor. Preparation for and participation in teaching, translation, and interpretation in the Rockbridge community. Participants oversee teacher training workshops, complete formal translations, and execute live interpretations in the area. The service-learning component requires at least two hours per week in the community. May be repeated once with instructor's permission for a maximum of four credits toward degree requirements. Mayock.

SPAN 309: History of the Spanish Language (3). Prerequisites: One 300-level Spanish course. This course is intended to provide an introduction to the field of historical linguistics and to the genealogy and development of the Spanish language.  It begins with an introduction to the field of historical linguistics: essentially, what it means to study the history of a language, the concept of linguistic change, and the types of language families.  This is followed by the study of the genealogy and the development of the Spanish language from its Latin origins to present day Spanish.  These include the examination of the structures and peculiarities of Latin, the cultural and historical events that have influenced the shaping of the Spanish language, the properties of medieval Spanish, the most stubborn linguistic myths, and the development of Spanish outside the Iberian Peninsula, especially in Spanish America.  Bailey.  

SPAN 320: Don Quijote (3). Prerequisites: SPAN 215 and 220. Don Quijote is universally recognized as the first great novel of Western Civilization.  The course focuses on close reading of the text, which provides an unparalleled experience of the language and the literary culture of the period, as well as invaluable insight into one of the great literary minds of all time, Miguel de Cervantes. Additional relevant narrative and poetic genres of the Golden Age of Spanish literature may also brought to bear on our study. (HL, GE3) Campbell.  

SPAN 345: Spanish American Modernist Poetry (3). Prerequisites: SPAN 215 and 240. Considered the literary movement that achieves the "linguistic independence" of Latin America from Spain, Modernismo is the first "original aesthetic" which exercises an influence on the poetic production of Europe. This course studies the movement through the poems and works by four of its principal writers: the Nicaraguan Ruben Dario, the Mexican Manuel Gutierrez Najera, the Peruvian Manuel Gonzalez Prada, and the Cuban Jose Marti. By contrasting their literature to the "paradigm of modernity" which surrounded its production, the course distinguishes the dialectics between the artists and their respective geopolitical circumstances. By analyzing the literature of writers from different regions, we visualize and distinguish the divergent modernities which emerged in Latin America during the 19th century and the diverse artistic reactions and consequences. (HL, GE3). González. Winter 2010 and alternate years

Theater (THTR)

THTR 397:Shakespeare and Swordplay (3). Prerequisite: Permission of the instructor. A physically rigorous studio course introducing the acting, movement and vocal skills required to perform a male or female Shakespearean sword fight on stage. The course culminates in a public performance of a dueling scene from one of Shakespeare's plays. Martinez

University Scholars (UNIV)

Women's and Gender Studies (WGS)

Winter 2010 courses relevant to the WGS minor are listed at http://www.wlu.edu/x35870.xml .