WASHINGTON AND LEE UNIVERSITY REGISTRATION
Changes to the 2006-2007 Catalogue and Special Announcements for Winter Term 2007
(updated to )

For accurate and up-to-date information, please see "Recent Changes" and the course listing on the University Registrar's web page at http://registrar.wlu.edu/ .  

by academic discipline:

Accounting (ACCT)

African-American Studies (AFAM)

Anthropology (ANTH)

ANTH 290 (3) - Across Time and Space: A Survey of World Archaeology - topical description - No prerequisite. Archaeologists uncover the hidden history of humanity, as we evolved from erect-walking, stone tool using hominids located in eastern and southern Africa to human societies spanning the globe and capable of making occasional forays into space. Archaeology involves the study of material traces left behind by past peoples-objects that they made, houses and other structures that they built, villages, towns and cities in which they lived, and even their skeletal remains and graves. Archaeologists reconstruct past lifeways using these material remains. Archaeology is a part of anthropology, which seeks to understand human beings that live across the world both today and as they existed deep into the far reaches of the past. The primary objectives in this course are to expose students to the broad range of human peoples and cultures that existed in the past and to show them how archaeology is integral to understanding past peoples. Students gain a greater understanding and appreciation of how modern human peoples and cultures around the globe developed as they exist today. Means 

Art (ART)

Art 390 (3) - Arts of the Tea Ceremony - topical description - Prerequisite:  Permission of instructor. Understanding the Japanese tea ceremony and the role it has played in traditional Japan is a gateway to understanding many aspects of Japanese culture today.  This course examines the arts that have entered into and emerged from the evolution of the tea ceremony:  teahouse architecture and garden design; ceramics, lacquer, and other media used for the various tea utensils;  painting and calligraphy; and flower arranging.  We read literature about tea ceremony, discuss the philosophies and rituals that have affected it, and try to understand its role in and impact on Japanese culture then, and now.  A lecture series coincides with the dedication of the new tea room in the Watson Pavilion where various demonstrations and "hands-on" opportunities occur, as they can be arranged. (GE4) O'Mara
 

Biology (BIOL)

Advisers please note: The Department of Biology now offers a new single-term offering: BIOL 111 (3) lecture + BIOL 113 (1) laboratory, offered both fall and winter terms. This pair of courses serves as the entry into the biology major, and counts as GE5a credit for non-majors. Course descriptions are given below.  

BIOL 111A (3) - Fundamentals of Biology: Biological Diversity - topical description - 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. Where did it come from and where is it going? This course focuses on evolution, extinction, and the conservation of biodiversity.  We examine the genetic and evolutionary sources of biological diversity, biogeographical patterns, causes of extinction, and conservation strategies for preserving what remains. (GE5a with Biology 113) Hurd. 

BIOL 111B (3) - Fundamentals of Biology: Hypothermia, Heart Attacks, and Strokes  - topical description -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 will investigate the therapeutic benefits of hypothermia treatments by understanding the biochemical and physiological basis of tissue damage in patients that have experienced heart attacks or strokes. (GE5a with Biology 113) Hamilton.

BIOL 295A (1) - A Biologist's View of Creationism - topical description - Prerequisite: Permission of the instructor. What is creationism? How do biologists view creationism? Are science and religion necessarily at odds over the subject of evolution? These are some of the questions that are explored through discussion of two books: Pennock's Tower of Babel, and Miller's Finding Darwin's God. Knox.

BIOL 295B (1) - Topics in Biology: The Cancer Problem - topical description - Prerequisite: Permission of the instructor. 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 295C (1) - Topics: Energy and the Human Environment - topical description - Prerequisite: Permission of the instructor. Human beings transport energy in the form of fuel, food, and money around the globe. We examine the hypothesis that this redistribution of resources can alter our interactions with our natural environment and ultimately the services nature provides (e.g. fisheries, water filtration and climate regulation). Kraus

Business Administration (BUS)

BUS 195 (3) - Puzzles and Critical Thought - topical description - No prerequisite. Limited to freshmen. Although listed as a Business course, the course material is decidedly non-disciplinary. Students consider a series of puzzles, ranging from brain teasers to enigmatic real-world situations, in an effort to learn basic principles of critical thought. How do great critical thinkers solve problems? Can we become better critical thinkers by simply applying techniques used by those great critical thinkers? Put simply, we focus not on thinking outside the box but rather on making the box bigger. Hoover

BUS 302 (3) - Seminar in Finance: Financial Derivatives - topical description - Prerequisites: BUS 221; INTR 202 (or equivalent); and MATH 101 (or equivalent). This class provides students with an introduction to financial derivatives. Financial derivatives are assets which derive their value from other assets. Options, futures, and swaps are examples of derivatives. The class outlines the characteristics of these instruments and their application to risk management. Schwartz

BUS 305 (3) - Seminar in International Business - topical descriptionNo prerequisite. This course provides students with an opportunity to examine the international corporation in the context of the global political and economic environment. It covers the historical origins of the multinational corporation as well as current issues regarding global business. We examine international business from multiple perspectives (financial, legal, political, and cultural) and the impact of it on the global market, and the home and host countries. Topics include country differences (political, economic, legal, culture), international institutions, globalization, and international business strategy and structure. The course readings are a mixture of conceptual and theoretical pieces along with case studies to provide illustration and application of the topics. Reiter

Chemistry (CHEM)

CHEM 295 (1) - Culinary Chemistry - topical description - Prerequisite or corequisite: Chemistry 242 or permission of the instructor. The chemical changes, described and discussed at the molecular level, associated with the cooking of food and food preparation, spoilage, and preservation. Pleva

CHEM 342 (3)-Biochemistry II - newly offered course - Prerequisite: Chemistry 341 or Biology 215, Chemistry 242, and permission of the instructor. A continuation of Chemistry 341 with an emphasis on the structure, function, and metabolism of nucleic acids. Topics to be covered in detail include gene expression and regulation, DNA replication and repair, RNA transcription and processing, and protein synthesis and degradation. LaRiviere

Chinese (CHIN)

Classics (CLAS)

Computer Science (CSCI)

Dance (DANC)
 

DANC 225 (3) - Intermediate Contemporary Modern Dance. Prerequisites: Dance 120 or permission of the instructor. An intermediate studio course devoted to refining effort/shape values and pursuing performance quality phrasing and style in "Horton" modern dance technique. Students investigate self-directed reverse combinations, deconstruct movement phrases into sequential elements, and learn methods for written and oral analysis of dance. Students practice listening to the body by connecting movement phrases with kinesthetic experiences.  The class culminates in a performance presentation.  (GE4 in theater) Davies

 

DANC 230 (3) - Musical-Theater Dance. Prerequisites:  Permission of the instructor.  A studio exploration of choreography in musical theater from the 1940s to the present. Composition, theme, and form are discussed in concert with practical work in restaging historically significant musical dance numbers. Of particular interest are the choreographers' styles and the many dance techniques prevalent in musical theater. These issues are  experienced through dance practicum as original choreography is taught. The course culminates in a studio recital.  (GE4 in theater) Davies

East Asian Languages and Literatures (EALL)

East Asian Studies (EAS)

Economics (ECON)

ECON 297A (3) - The Economics of Poverty - topical description - Prerequisites: Economics 101 and sophomore standing. An examination of poverty in the United States using economic tools of analysis. Topics include: how poverty is measured, the extent of poverty in the United States, economic explanations of the causes of poverty, and evaluations of public- and private-sector responses to poverty. These topics allow us to touch on such areas as inequality, economics of the family, discrimination, neighborhood effects, and welfare reform. Levine

Economics 297B (3) - Economics of Education - topical description - The course examines the role of education from an individual and national perspective with a focus on K-12 education. We study the structure of school finance and the inputs that influence the education production function. Finally, we focus on a variety of implemented or proposed education reforms. The common theme guiding our discussion is the impact of these policies on the achievement and opportunities available to poor and minority students. The specific policies that are analyzed include: school vouchers; class-size; teacher tenure; tracking and curriculum; the black-white test score gap; the accountability movement; merit pay for teachers; the No Child Left Behind Act; and the role of the federal government in education. Through discussion, student presentations, and written assignments the course promotes further development of students' ability to apply economic analysis to public policy debates. Diette

Education (EDUC)

EDUC 303 (3) - Teaching and Learning in the Content Area. Prerequisite: Education 200, 210, and junior standing. This is a course specifically for those who wish to teach on the middle-school or secondary school level. The course examines research on instruction in all content areas. Students have the opportunity to read and critique articles on reading instruction across the curriculum as well as comprehension theory. The major leaning theories of educational psychology are covered as they relate to the organization of instructional material. Students design and field test learning activities based on current theories of instruction. Required for teacher licensure. Ojure

Engineering (ENGN)

English (ENGL)

ENGL 105A (3) - Composition and Literature: Justice and Character. A study of literary texts which explore justice as a virtue of character, as the means by which the state apportions goods and punishments, and as the way people seek a good life for themselves and their communities. Some genres: courtroom drama (Shakespeare, modern authors), utopia (Sir Thomas More), detective fiction (P.D. James), anti-police state novel (Nadine Gordimer). (GE1) Craun

ENGL 105B (3) - Composition and Literature: Mysteries, Puzzles, and Conundrums. It is with mysteries that we concern ourselves this semester - "mysteries" not in the generic sense of stories about crime and detection but mysteries of character, morality, religion, and art. Central to each of the works we read is some puzzle, secret, riddle, enigma, ambiguity, or complexity. (Sometimes the work itself is the mystery, a kind of hieroglyph.) Each work, in its own way, raises questions about the methods and the limitations of human discovery. (GE1) Oliver

ENGL 105C (3) - Composition and Literature: Gossips and Con Artists. This course explores the nature and influence of two prominent social discourses: gossiping and conning. We meet and analyze two manipulative power brokers, the gossip and the con artist, who recur throughout literary history. Through critical reading, collaborative discussion, and argumentative writing, we explore diverse characterizations of the gossip and the con artist in a variety of genres and texts, ranging from Chaucer's The Canterbury Tales to F. Scott Fitzgerald's The Great Gatsby. We analyze the various schemes and rhetorical strategies that gossips and cons employ in the texts to exert social influence, their understanding and manipulation of the status quo, their motivations, and rewards, and their effects 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. (GE1) Wall

ENGL 105D (3) - Composition and Literature: Detecting Detectives Detecting. In this course, we study and practice the skills of textual analysis, analytical writing, and critical thinking by discussing in detail literature about detectives and/or acts of detection. As we work on developing sophisticated written arguments that offer an original analysis of well-collected and carefully interpreted evidence, we study stories, novels, poems, and drama that address the practice of discovering clues, evaluating and interpreting evidence, and constructing coherent analyses. These literary examples, in other words, help us "make cases" of our own. Requirements include intensive writing of argumentative essays, critical analysis of fellow students' arguments, revision, and engaged class participation. (GE1) Matthews

ENGL 105E (3) - Composition and Literature: Apocalypse and Dystopia. In this course, students develop their ability to write sophisticated literary analysis while contemplating the end of the world. The texts and films in this course present a varied array of visions of sweeping ecological, political, and intellectual disaster, based both on forecasted and actual historical events. Working with a flexible definition of apocalypse and dystopia, we will read authors such as Octavia Butler, Jean Hegland, Chinua Achebe, Margaret Atwood, Phillip Roth, Aldous Huxley, and Alan Moore. We will also view Stanley Kubrick's Dr. Strangelove: Or, How I Learned to Stop Worrying and Love the Bomb, as well as Terry Gilliam's Brazil. (GE1) Solomon

ENGL 105F (3) - Composition and Literature: Wicked Women. 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. (GE1) Brodie

ENGL 105G (3) - Composition and Literature: Dead People. The course focuses on literary representations of spirits and the afterlife. Texts may include: Henry James, The Turn of the Screw; A. S. Byatt, The Conjugal Angel; W. P. Kinsella, Shoeless Joe; Jean-Paul Sartre, No Exit; Thornton Wilder, Our Town;Toni Morrison, Beloved. (GE1) Gavaler

ENGL 105H (3) - Composition and Literature: Faith and Doubt. In this writing-intensive seminar, we explore the topics of belief and skepticism through readings in selected literary texts ranging from Genesis to Shakespeare, Milton to Flannery O'Connor, Charles Johnson to Lorrie More. Topics include trials of faith, the choice to accept or reject a faith tradition, communities of faith, faith and social protest, and tensions between faith and rationality. Students expand their knowledge of literary form and history by analyzing drama, prose and poetry from several centuries. Concurrently, they develop facility in composition and argumentation by writing and revising a series of papers based on course readings. (GE1) Gertz

ENGL 293 (3) - Wilderness in American Literature - topical description - "There are some who can live without wild things, and some who cannot." This course investigates ideas of wilderness in selected writings by American writers from a variety of periods and perspectives. We read fiction, nonfiction, and poetry by writers like Henry David Thoreau, John Burroughs, John Muir, Mary Austin, Aldo Leopold, Cormac McCarthy, and Terry Tempest Williams. Writing assignments include examinations and analytical papers. (GE3) Warren

ENGL 299A (3) - Seminar for Prospective Majors: Thomas Hardy, Novelist and Poet - topical description - A reading of selected poetry by Thomas Hardy and close study of his fiction. High Victorian realistic novelist and skeptical modern poet, Hardy bridges literary periods and generic categories. We explore the contemporary influences on this remarkable self-educated writer by considering the modes of publication he used, by learning about his editors and literary models, and by exploring the ideas of his day, including the Gothic architectural revival, Darwinism, the crisis in faith, and the science of mind and brain. The course emphasizes the process of writing a research paper in stages. (GE3) Keen

ENGL 299B (3) - Seminar for Prospective Majors: Satire in the African-American Tradition - topical description - The subject of this course is the satirical tradition in African-American literature, with a focus on the novel. While continually developing and refining our definition of satire and its goals, we situate satire by black artists in a broader tradition, and consider the relationship of satirical works to African-American literature as a whole. Possible topics of study include the double-edged quality of racial satire, satire and racial politics, and the role of stereotypes in satirical representation. We also consider the link between satire and masculinity, and the apparent lack of satirical novels by African-American women. We read authors such as Langston Hughes, Phillip Schuyler, Percival Everett, Trey Ellis, Zora Neale Hurston, Ishmael Reed, Pat Parker, and Nikki Giovanni, supplementary works by Richard Wright and Mark Twain, as well as theories of American and British satire. This class guides students through the process of writing a literary research paper. (GE3) Solomon

ENGL 330 (3) - Milton. This course surveys one of the most talented and probing authors of the English language, a man whose reading knowledge and poetic output has, arguably, never been matched. We read selections from Milton's diverse corpus, drawing from 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. Special emphasis in the course will be given to epic form and Milton's endlessly intriguing, philosophically and theologically brilliant, Paradise Lost. (GE3) Gertz

ENGL 380A (3) - Advanced Seminar: American Ethnic Literature: Storytelling Made in the U.S.A. - topical description - This course focuses on ethnic "minority" literature (material written by members of the non-dominant culture in the U.S.), moving it from the edges of your world into the center. There is no way to do this in a way that gives equal treatment to all the diverse voices in American ethnic literatures, so we look instead at a handful of texts while learning techniques that enable you to read many different authors. We focus on short stories and poetry by Native American, Chicano/a, African-American, and Asian-American men and women, looking at expressions of gender, gender roles, and family dynamics. We also study terms and themes present in ethnic literatures such as The "F" Word (Feminism), The Melting Pot, Border Narratives/"The Borderlands," Multiple Identities, Syncretism, Hybridity, Mestizo/a, Exoticization, Re-Inventing the Enemy's Language, and the ever-popular Assimilation—just to name a few! (GE3) Miranda

ENGL 380B (3) - Advanced Seminar: The Research Quest - Cancelled

ENGL 385 (1) - Preparatory Reading for Study Abroad. A one-credit class that will meet bi-weekly during the winter semester, to introduce students to the culture and history of Ireland. We read poetry, history, memoir, as well as view a number of Irish films, to help students prepare for the Spring Term in Ireland program. Conner

ENGL 413A (3) - Senior Research and Writing: Literary "Greatness": The Author as Culture Hero - topical description - In one of the finest outbursts of modern criticism, Jean Cocteau famously dismissed the great nineteenth-century French author Victor Hugo by saying that "Victor Hugo was a madman who thought he was Victor Hugo." This statement pithily dramatizes both the Victorian tendency for writers to conceive of themselves as culture heroes and for readers to worship the greatness of these national authors and, conversely, the twentieth-century determination to view artists suspiciously, to see them as dangerous outsiders, psychologically troubled geniuses (geniuses because psychologically troubled?), or manipulative opportunists. The recent film Capote (2005), for example, nicely demonstrates this cultural phenomenon, one which Capote himself self-consciously manipulated. This course will explore the origins of viewing authors as culture heroes, examine its culmination in the nineteenth-century, and then scrutinize its reversal in the modern era. Students will take up this issue in a research project on an author of their choosing, whether a Whitmanian cultural hero or a Wildean artist criminal—or some strange combination of both. (Note: I'm toying with the idea of structuring our arranged class times around viewings/discussions of major examples of the "the life of the artist" film subgenre—from The Life of Emile Zola and The Agony and the Ecstasy to Amadeus, Sylvia, Pollock, and Iris—but that's just one possibility.) Adams

ENGL 413B (3) - Senior Research and Writing: Talk, Reputation, Slander, Truth, Honor - topical description - Early British literature in many genres explores how our social selves are built by others' talk and how that "name" relates to our own sense of ourselves. Men and women are given reputations according to how they seem to fulfill society's expectations, given their class, line of work, status and gender. Knights and ladies at court talk about the chivalric achievements of a Lancelot or Tristram; merchants assess the creditworthiness of their fellows; family and townspeople speculate about the character and social behavior of unmarried women—and wives. They are assigned social value—and that in large part determines social prospects and success. Sometimes—take the case of Shakespeare's Hero—women are slandered, intentionally misrepresented by malicious people so that their social selves, their social value, are destroyed. In contrast, individuals have a strong sense of their own ethical truth or lack of it: commitment to what they believe is right, loyalty to those to whom they are tied by social bonds. They seek to make their "true" selves known or to conceal their violation of truth. Some texts: The Canterbury Tales (especially the tales of the Franklin, Knight, Shipman, Friar, Summoner) and other works of Chaucer (The House of Fame); Malory's Morte Darthur, Sir Gawain and the Green Knight; Shakespeare's Coriolanus, Much Ado about Nothing, Measure for Measure; Webster's The Duchess of Malfi. It will be useful to have some experience in reading late medieval and/or early modern texts. Craun

ENGL 413C (3) - Senior Research and Writing: Poetry and Community - topical description - How do people use poetry? How does poetry itself press back against usefulness? We will begin by studying recitation as entertainment and education in the nineteenth and twentieth centuries. Based on the interests of the group, we may go on to examine the growth of the poetry MFA, poetry slams, independent presses and magazines as communities, poetry as therapy, poetry's role in personal and public ritual, internet-based poetry communities, poetry's role in social movements, and contemporary educational projects, such as Poets in the Schools and the National Poetry Recitation Project. Students will develop independent research projects concerning one of these groups or phenomena and give a series of presentations culminating in a long paper. Students will also be required to volunteer two hours per week in a poetry-related service placement arranged by the University's Service Learning Coordinator. Wheeler

Environmental Studies (ENV)

ENV 401 (1) - The Song of the Dodo - topical description - Preparatory reading of David Quammen's The Song of the Dodo, in the second six weeks of winter term.  We discuss the development of biogeography as a scientific approach from the work of Charles Darwin and Alfred Russell Wallace to the present.  One five-page paper, graded on a pass/fail basis, due at the end of term; 100% attendance is mandatory.  This course prepares students for Field Biogeography and Species Conservation: Science and Literature, a two-course, seven-credit field experience in spring term that fulfills General Education lab science and literature requirements as well as requirements for the Program in Environmental Studies. Knox and Warren

French (FREN)

FREN 280 (3) - Civilisation et culture francophones: - topical description - Prerequisite: French 261 or equivalent and permission of the instructor. 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 contemporary way of life. Course materials include anthropological, sociological and historical documents, literary texts, and films. Kamara

FREN 332 (3) – Contes et nouvelles à travers les siècles - topical description - Prerequisite : French 273 or equivalent or permission of the instructor. The evolution of French short stories and novellas from their beginnings until today. Emphasizing styles, tones (comical or serious) and philosophical themes in the medieval fabliau and in short texts authored by the likes of Cyrano de Bergerac, Voltaire, Mérimée, Maupassant, Aymé, Sartre, Camus, Cayrol, Duras, Robbe-Grillet and Goscinny, this course allows students to work in groups and then individually, in one-on-one sessions with the instructor, to refine their oral and written expression in French. Goscinny’s Le Petit Nicolas offers a particularly light-hearted, mostly comical, slice of modern French family life and of currently prevalent French conversational styles also revealed in Cayrol’s, Duras’ and Robbe-Grillet’s works. (GE3) Fralin

FREN 343 (3) – La France à travers les siècles : Les femmes et la comédie - topical description - Prerequisite: French 273 or equivalent or permission of the instructor.  This course will also be adapted to the needs of juniors and seniors who are eligible to take the seminar French 397 and, with individual departmental approval,  it may be counted as such. In this course, we trace the creation of humor by female artists, comedians, writers, and comic female characters from the Renaissance to the 20th century focusing on theater in the tradition of the commedia dell’arte. We also trace the role of women in the creation of comic roles and of dramatic humor in both classical and modern comedy, exploring the contributions that women artists have brought to the development of Western theater and comedy in general. Students will become familiar with a variety of improvisational and dramatic techniques that produce laughter and that have been the creation of female artists. Ultimately, we try to understand the role of theater and comedy in the emancipation of women and the subversion of conventional gender roles throughout some of the most important periods in Western theater. During the week of February 26th to March 2nd, performance artist and theater activist Norma Bowles, Director of the LA based theater group Fringe Benefits, will visit and present a workshop on "Theater and Social Justice," using commedia dell’arte techniques as well as methods of the Lecoq French acting school. (GE3) Radulescu

FREN 403 (3) - Vaux-le-Vicomte and Versailles - Open to members of the University Scholars Program, and to a limited number of non- University Scholars students with permission of the instructor. On August 17, 1661, Nicolas Fouquet, the "Surintendant des Finances" received his king, Louis the XIVth, in his newly constructed castle of Vaux-le-Vicomte. The magnificent feast brought about Fouquet's fall from grace, the emergence of the king as an absolute monarch, the rise of his minister Colbert, the reshaping of the financial system and the building of Versailles, a potent and enduring symbol of the French monarchy. In this course, we retrace the reasons for the enmity of the major characters at the Vaux feast, and how each represents a different political and ideological view of France. This seminar is multidisciplinary in essence, touching on architecture and other plastic arts, music, literature, history, politics (domestic and foreign), economy, religion and societal issues. Readings include 17th-century works, as well as pertinent documents relating to the period. Students are encouraged to explore other resources at their disposal and report on their findings. Readings and presentations are in English, although students with a good knowledge of French may choose to read in that language. Frégnac-Clave

 

Geology (GEOL)

GEOL 395 (1) - Seminar: New Zealand Readings - topical description - Required course for students taking the New Zealand geology courses in Spring 2007.  Read and discuss papers and maps that focus on New Zealand Geology as preparation for the field component of the course. Assignments may include preparation of materials for specific field stops. Connors, Harbor, Rahl

German (GERM)

GERM 395 (3) - Seminar: The Fantastic in German Literature - topical description - The course examines the nature of the "fantastic" in literature and then looks at this tradition in German literature, beginning with the popular ballads Tannhäuser (1515) and Lenore (1773) through German Romanticism and up to Michael Ende's bestselling novel The Neverending Story (1979). Specific readings include stories by Tieck, Raupach, Hoffmann, Chamisso, Hauff, Kafka, Anna Seghers, and Kurt Kusenberg. Some attention is also paid to Magic Realism and post-Ende works in the mode of the fantastic. Regular papers and presentations are expected. (GE3) Dickens

Greek (GR)

History (HIST)

HIST 195 (3) - Colonial Latin America - topical description - Introduction to pre-1492 indigenous societies and the Spanish and Portuguese colonial periods until independence around 1821. Moves from the Maya, Aztec, Inca, and other native groups to the European conquest, colonial economy, race relations, Catholic Church, indigenous resistance and adaptation, slavery, Bourbon rule, and the decline of Spain and Portugal in the Americas. (GE4) Carey

HIST 314 (3) - Germany, 1914-2000 - topical description - The ordeal of the First World War, politics and culture in the Weimar Republic, the rise of Nazism and policies of the Third Reich, the conquest and partition of Germany, the success of democracy in the Federal Republic, and the reunification of Germany in 1989-91. (GE4) Patch

HIST 326 (3) - European Intellectual History, 1880-1960 - topical description - Examines the central ideas of Darwin, Marx, Nietzsche, and Freud, and the responses by the religious and cultural establishment to these subversive thinkers. (GE4) Patch

HIST 369B (3) - US-Latin American Relations - topical description - Examines historical interactions between Latin America and the United States during the last two centuries. Explores foreign policy and government affairs as well as the social, cultural, economic, and ecological dimensions of these transnational interactions. Topics range from military intervention, trade, and international policy to Donald Duck, mountaineering, bananas, and illicit drugs. (GE4) Carey

HIST 369A (3) - America in the Sixties - topical description - This course covers the 1960s - its politics, culture and social movements. Topics include the Civil Rights and Black Power Movements, the Great Society and the War on Poverty, Vietnam, the Anti-War Movement and the Counterculture, Massive Resistance, the "Silent Majority," and the Rise of the Conservative Right. (GE4) Michelmore

HIST 389A (3) - The Yin & Yang of Gender in Late Imperial China (10th-19th centuries) - topical description - Relations between men and women are the basis of any human society, but the exact nature and interpretation of these relations differ from time to time and from place to place. The concepts of Yin [female] and Yang [male] were integral to the theory and practice of Chinese gender relations during the late imperial period, influencing marriage, medicine and law. This course examines the historical significance of late imperial gender relations across these, and other categories, from both traditional and modern perspectives. (GE4) Bello

HIST 389B (3) - Managing Mongols, Manchus and Muslims - topical description - The unprecedented expansionism of China's last dynasty, the Qing (1644-1911), produced an ethnically and geographically diverse empire whose legacy is the current map and multi-ethnic society of today's People's Republic of China. The Qing empire's establishment, extension and consolidation was inextricably bound up with the ethnic identity of its Manchu progenitors. The Manchu attempt to unify diversity resulted in a unique imperial project linking East, Inner and Southeast Asia. This course explores the multi-ethnic nature and limits of this unification, as well as its 20th-century transformations. (GE4) Bello

Interdepartmental (INTR)

Italian (ITAL)

Japanese (JAPN)

Journalism (JOUR)

JOUR 295A (3) - Race, Religion and Media - topical description - This is a course in media literacy and critical media theory. Its purpose is to further critical thinking and research skills by analyzing how media-created realities dissect popular culture in the United States. Its aim is to determine whether pop culture is reflected or framed by the groups media include or exclude. The course introduces students to the myriad ethnic cultures in the U.S. and media's relationships to those cultures. Students examine how gender, racial and ethnic roles and stereotypes shape institutional media, and how media inclusion and exclusion of cultural and ethnic minorities influence those groups and the larger culture. Mandatory attendance and participation, experiential exercises, readings, group and individual presentations, and a term research paper are designed to hone research, analytical, critical thinking, collaborative and observational skills. Daily readings are assigned from Gender, Race, and Class in Media, and other texts. Mitchell

JOUR 295B (3) - News Media Coverage of the 2006 Midterm Election - topical description - This is a course in qualitative content analysis. Its purpose is to further critical thinking and research skills by analyzing news media coverage of the potentially historic 2006 midterm election. Its aim is to determine how news coverage of candidates might have influenced election outcomes. The course examines the campaign process, the impact of money on political campaigns, campaign advertisements, the importance of free advertising (including news coverage of campaign events), and how national parties and concerns, such as the invasion of Iraq, affected individual campaigns. Students write one research paper, an in-depth analysis of a campaign in their home or neighboring state. The research paper must rely on scholarly literature as well as the tools used by politicians: radio, television, the internet, newspapers and related resources. Daily readings are assigned from the texts, American Media Politics in Transition and Voice of the People, with regular quizzes to assess students' progress. Attendance and participation are mandatory. Mitchell

Latin (LATN)

LATN 395 (3) - Ovid’s Heroides - topical description - What would Dido have said to Aeneas after he abandoned her under cover of night, if she had the chance? What would Penelope have wanted to say to Odysseus, when all the other Greek husbands had returned from the Trojan War and she still waited for hers ten years later? The ancient poet, Ovid, who would later author the mythological epic Metamorphoses, pondered just these questions in his youth. In this course, we examine the outcome of those ponderings: the Heroides, a collection of letters written in verse from mythological heroines to the men who abandoned them. We explore these fascinating letters and discuss issues such as authorial voice, gender relations, and the reinterpretation of myth. (GE3) Benefiel

Literature in Translation (LIT)

Literature in Translation 223 (3) - Food and Tea in Japan - topical description - 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 new Japanese tea room in the Watson Pavilion. (GE3) Ikeda

Literature in Translation 395 (3) Sartre, Camus and Existentialism - topical description – This course begins by becoming acquainted, via the web, with Boris Vian and reading his Autumn in Pekin. Additional readings include Sartre's "Existentialism Is a Humanism," Childhood of a CEO, Nausea, The Flies, and "Being and Nothingness." Camus’ works to read are Myth of Sisyphus, The Stranger, A Man in Revolt, Caligula and the short story, "The Host/Guest." Fralin

Mathematics (MATH)

Medieval and Renaissance Studies (MRST)

Military Science (MS)

Music (MUS)

Neuroscience (NEUR)

NEURO 395/PSYC 395B (2) - Animal Learning - topical description - Prerequisite: Permission of the instructor. Open to psychology and neuroscience majors only.  A survey of major theories of animal learning and the methodologies used to test those theories.  The use of virtual and real laboratory animals affords hands-on experience.  Although the course focuses on learned behavior, neurophysiological variables are considered. R. Stewart and Elmes

Philosophy (PHIL)

PHIL 195 (3) - African-American Philosophy - topical description - This course examines the social impact and influence of African-American (black) philosophical thought through the works of such writers as Frederick Douglas, Sojourner Truth, W.E.B. DuBois, Martin Luther King, Jr., Malcolm X, Lewis Gordon, bell hooks, Cornell West, and Shelby Steele. (GE4) Jackson

Physical Education (PE)
 

PE 125 (0) - Fitness Fundamentals - A course designed to introduce students to the fundamental principles, knowledge and skills of basic physical fitness and nutrition. (GE7) Orrison, Shinofield

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


and the departmental information at
athletics.wlu.edu/physical_education/

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 167, Skiing/Snowboarding ; PE 168, Skating; PE 178, Ballet; PE 179, Modern Dance; PE 304, First Aid/CPR.

The following Physical Education courses are taught in either the first or second six-weeks of the term:
PE 120-01 (0) Self-Defense -  taught 1st six-weeks
PE 120-02 (0) Self-Defense - taught 2nd six-weeks
PE 151-01 (0) Golf - taught 2nd six-weeks
PE 154-01 (0) Aerobic Running - taught 2nd six-weeks
PE 167-01 (0) Snow Skiing/Snow Boarding -  taught 1st six-weeks
PE 168-01 (0) Ice Skating -  taught 1st six-weeks 

Physics (PHYS)

Politics (POL)

N.B.: Students interested in taking Politics 105 (3), Global Politics, who have already taken Politics 101 OR Politics 104 may not take or receive additional degree credit for Politics 105.

POL 295 (3) - Islam and Politics- topical description - This course provides a broad and thorough introduction to the contemporary global “Islamic resurgence.” Themes treated include: religion, politics and society; Islamic revival and reform; nationalism; the modern state; contemporary politics; and terrorism. Particular attention is given to the challenge of political Islam and to its radical and extremist manifestations past and present. The worldview and tactics of selected contemporary terrorist organizations are investigated. Kiracofe

POL 380 (3) - Global Politics Seminar: Conflict Analysis - topical description - No prerequisite. Open to majors and non-majors of all classes. Recommended for students interested in crisis intervention / management, diplomacy, and  political risk. May be used to meet requirements in the politics major.  Behavior predicated on conflict of interests, e g. between sub-state factions (in one-party regimes), parties (in n-party regimes), states (Middle East, North/South, East/West) and multi-state coalitions (World Wars One and Two), from low-level threats to high-level wars, in all regions and periods. Students acquire research know-how in roll-call analysis of United Nations Security Council conflicts and, if time permits, in alliance portfolio analysis and geographic information systems (GIS). Syllabus available from mccaughrinc@wlu.edu McCaughrin.

POL 376 (3) - Seminar in Survey Data Analysis - this is a 2nd six-week course

Portuguese (PORT)

Poverty and Human Capability (POV)

Students interested in Poverty and Human Capability Studies should plan to take POV 101 (3), Introduction to Poverty and Human Capability, in the spring. This course meets the requirement for credits (but not for one of the two areas) under GE 4. A list of courses from other departments that qualify for the Poverty and Human Capability Studies transcript recognition appear on the program Web site: http://shepherd.wlu.edu/ .

Psychology (PSYC)

PSYC 262 (3) - Gender Role Development. Prerequisite: Psychology 113. Prerequisite or corequisite: Psychology 250.  This course provides the student with an overview of gender-role development: How do children learn to be boys and girls? What role do biological factors play in different behaviors of boys and girls? Does society push boys and girls in different directions? We discuss children's evolving ideas about gender, and what can be done to change these ideas (or whether they need to be changed at all). Through the examination of these questions and issues, the course introduces students to the major theories of gender-role development, the research methods used to measure children's gender-role behaviors and attitudes, and the current research in the field. Fulcher

PSYC 395A (3) - Applications of Psychological Science - topical description - Prerequisites: Major in psychology or neuroscience and permission of instructor. This course considers both standard applications of psychological science (e.g., forensic psychology) and unusual ones (e.g., organ donation). Six alumni guest instructors discuss how they apply psychological science in their careers. In addition to forensic psychology and organ donation, the course includes an examination of human resources consulting, school psychology, neuropsychology, and issues in higher education. Part of the evaluation involves a term paper concerning applications not otherwise considered in the course. Elmes

PSYC 395B/NEURO 395 (2) - Animal Learning - topical description - Prerequisite: Permission of the instructor. Open to psychology and neuroscience majors only.  A survey of major theories of animal learning and the methodologies used to test those theories.  The use of virtual and real laboratory animals affords hands-on experience.  Although the course focuses on learned behavior, neurophysiological variables are considered. R. Stewart and Elmes

Public Speaking (PSPK)

Religion (REL)  

REL 195 (3) - Jesus in Fact, Fiction and Film - topical description - Appropriate for students at all levels with or without prior coursework in Religion. In this course, we examine ways in which traditions about Jesus of Nazareth - both orthodox and non-orthodox - developed over time and across cultures to render distinctive and sometimes provocative portrayals of him, particularly in fiction and in film. Course materials include ancient writings about Jesus, orthodox and non-orthodox (e.g., the Four Gospels and the Gospels attributed to Thomas, Mary, Judas and Phillip) and several works of modern fiction and cinema that explore the ways in which diverse identities and influences of Jesus continue to be expressed in culture, both Western and non-Western. Wherever appropriate, we connect ancient controversies with contemporary works of literature and film, for example, the appearance of the Gnostic Jesus in ancient sources and his reappearance in novels of late modernity. Readings may include works by such authors as Dostoevsky, Tolstoy, Shaw, Kazantzakis, Endo, Lewis, O'Connor, Morrison, and others, and popular writers like Dan Brown (The Da Vinci Code). Films may include Pasolini’s Gospel According to St. Matthew, Scorsese’s The Last Temptation of Christ, Gibson’s The Passion of the Christ, the Canadian film Jesus of Montreal, and the film version of the Rice and Lloyd-Webber rock opera, Jesus Christ Superstar. There are supplemental readings in literary and film criticism and in the theory of religion. (GE4) Brown

REL 350 (3) - The Apostle Paul and His Interpreters - topical description - Appropriate for students who have had other religion courses or upper level literature or history classes. A study of the life and thought of the Apostle Paul, his relation to Judaism, his understanding of Jesus, his role in the development of early Christianity and his legacy in both orthodox and heterodox Christian thought from antiquity to the present. Readings include the Pauline and Deutero-Pauline Epistles, other ancient documents attributed to Paul, and the critical literature related to these documents. Supplemental readings may include contemporary Jewish readings of Paul and several Christian theologians influenced by him such as Augustine, Martin Luther, John Calvin and Karl Barth. Other critics of Paul like Friedrich Nietzsche and George Bernard Shaw are also considered. Assignments include a film project in which themes related to Pauline theology are considered. (GE4) Brown

REL 381 (3) - Modern Islamic Thought - Cancelled

Russian (RUSS)

Russian Area Studies (RAS)

Sociology (SOC)

SOC 290B (3) - Social Revolutions - topical description -No prerequisite. This seminar provide an in-depth exploration of a variety of social revolutions.  The overarching goal of the course is to discern whether or not a single "theory of revolutions" can be constructed.  Can common patterns be observed in (and common causes behind) events as separated by time, place, and ideology, such as the 17th-century "Glorious Revolution" in England, the French Revolution, Latin American Revolutions (including the Wars of Independence and the Mexican Revolution), the Russian Revolution, and more recent events such as the revolution that brought the current regime in Iran to power?  To this end we read and discuss a variety of theories that have been put forward by sociologists, historians, and political scientists and then consider case studies of the aforementioned social revolutions in order to scrutinize these theories. Eastwood 

SOC 290A (3) - Nationalism in Latin America - topical description -No prerequisite. This course focuses on the emergence and development of nationalism in Latin America. Readings include works by scholars from across the range of the social sciences, including history, political science, and sociology. The course devotes consideration to the following issues: a variety of explanatory accounts that scholars have provided of why the region turned to nationalism in the early 19th century; the main social and political implications of this transformation of identity; the various competing images of the nation in the region; the question of whether some Latin American nations understand themselves in "civic" and others in "ethnic" terms; the relationship between particularistic Latin American nationalisms and Bolívar's pan-American dream; and the nature and roles of nationalism in more recent Latin American politics. Background knowledge of Latin American history is not required. Eastwood

SOC 376 (3) - Seminar in Survey Data Analysis - this is a 2nd six-week course

Spanish (SPAN)

SPAN 395 (3)- Romanticism and the Generation of '98, Representations of the Nation - topical description - Prerequisites: Spanish 208 and 215. This course examines diverging representations of Spain, her land and peoples, by contrasting the picturesque and folkloric visions of Spain typical of romantic texts with the more philosophical enquiries into Spain's identity presented by the writers of 1898.  From the romantic period, students read the "romances" of Duque de Rivas and works of Mariano José de Larra.  Works from the Generation of 1898 include: El árbol de la ciencia by Pío Baroja, the poetry of Antonio Machado, and various texts of Miguel de Unamuno. West-Settle 

SPAN 396 (3)- Spanish American Women Writers: From America into the 21st Century. - topical description - Prerequisites: Spanish 207 and 215. This  course encompasses a study of the most notable Spanish American women writers from colonial times until the present, including U.S. Hispanic women writers. It may contain representative works by Sor Juana Inés de la Cruz, Gabriela Mistral, Victoria Ocampo, Julia Álvarez, Rosario Castellanos, Ana Castillo, Sandra Cisneros, Laura Esquivel, Cristina Peri Rossi, and Isabel AllendeMereles Olivera

Theater (THTR)

THTR 397 (3) - Seminar: Shakespeare and Swordplay - topical description - A studio seminar devoted to the exploration of the vocal and physical challenges of performing dueling scenes from the plays of Shakespeare. The course is divided into two basic areas of study. The first area of study is an examination and analysis of scenes from Shakespeare's plays as they relate to an actor's vocal preparation for speaking verse. Basic vocal skills in breath control, articulation, and phrasing are practiced and the imaginative rehearsal processes for personalizing imagery and character development are explored. The second area of study is developing performance technique for stage swordplay. The swordfighting methods presented and practiced are those taught by the "Masters of Defence" of the 16th and 17th centuries modified by contemporary stage-combat choreographic techniques. Martinez

University Scholars (UNIV)

UNIV 201 (3) - Humanities Seminar - Vaux-le-Vicomte and Versailles - Open to members of the University Scholars Program, and to a limited number of non- University Scholars students with permission of the instructor. On August 17, 1661, Nicolas Fouquet, the "Surintendant des Finances" received his king, Louis the XIVth, in his newly constructed castle of Vaux-le-Vicomte. The magnificent feast brought about Fouquet's fall from grace, the emergence of the king as an absolute monarch, the rise of his minister Colbert, the reshaping of the financial system and the building of Versailles, a potent and enduring symbol of the French monarchy. In this course, we retrace the reasons for the enmity of the major characters at the Vaux feast, and how each represents a different political and ideological view of France. This seminar is multidisciplinary in essence, touching on architecture and other plastic arts, music, literature, history, politics (domestic and foreign), economy, religion and societal issues. Readings include 17th-century works, as well as pertinent documents relating to the period. Students are encouraged to explore other resources at their disposal and report on their findings. Readings and presentations are in English, although students with a good knowledge of French may choose to read in that language. (GE4 for credits, but does not meet area requirement). Frégnac-Clave

UNIV 202 (3) - Natural Science Seminar - String Theory and the Philosophy of Science. A gentle introduction to string theory and some of its philosophical implications. The class is intended for a general liberal-arts audience, but one with some level of interest in how science fits into the liberal-arts framework. Weickert, Mazilu

Women's Studies (WST)

Women's Studies: Students interested in Women's Studies should plan to take WST 120 (3), Introduction to Women's Studies and Feminist Theory, in the spring. This course now meets the requirement for credits (but not for one of the two areas) under GE 4. A list of winter term courses from other departments that qualify for Women's Studies credits appear on the program Web site: http://womensstudies.wlu.edu/ .