Courses

The First-Year Advising and Mentoring program has three main goals: 1) Connecting students to Beloit, both in the college community through curricular and co-curricular activities and in the wider community, in order to help them navigate college life and build an enduring sense of belonging. 2) Developing multiple personal and interpersonal management skills to help students succeed in college and in their post-graduate careers. 3) Facilitating career readiness through self-reflection, exploration, and the development of personal narratives that center individual strengths and then using these narratives to begin to construct professional identities. Graded credit/no credit. (Only for-credit “CR” outcomes appear on student transcripts.)

The First-Year Advising and Mentoring program has three main goals: 1) Connecting students to Beloit, both in the college community through curricular and co-curricular activities and in the wider community, in order to help them navigate college life and build an enduring sense of belonging. 2) Developing multiple personal and interpersonal management skills to help students succeed in college and in their post-graduate careers. 3) Facilitating career readiness through self-reflection, exploration, and the development of personal narratives that center individual strengths and then using these narratives to begin to construct professional identities. May be repeated for credit if topic is different. Graded credit/no credit. (Only for-credit “CR” outcomes appear on student transcripts.)

An interdisciplinary series of lectures and presentations on topics related to Asian civilizations and cultures. Depending on instructor(s), the course focuses on history, politics, art, philosophy, language, or culture of selected Asian societies from prehistoric to early modern times. Serves as a capstone course to the Asian studies minor. (CP) Offered each spring. Prerequisite: History 210-China, East Asia, and the Pacific World or Japan, East Asia, and the Pacific World. A comparable course in Asian studies may count with consent of Asian studies advisor.

An introduction to cultural anthropology, which is the study of human cultures, both historical and contemporary. Students analyze the ways in which social categories are imagined, reproduced, and grounded within particular historical and geographical contexts around the world, in order to understand how humans create meaning through everyday practices. (3B) Offered each semester. (Also listed as Critical Identity Studies 141). Prerequisite: preference given to first-year and sophomore students.

All human societies face challenges, including those relating to power, identity, conflict, health, sustainability, and climate change. Yet our understandings of these challenges are not neutral, and archaeology often has been complicit in constructing and perpetuating misrepresentations. In this course, we begin with an introduction to basic archaeological methods, as well as the major trends of the past. We then consider how different theoretical approaches are produced within particular historical and social contexts that affect the ways we understand the past, often to the detriment of descendant communities. Throughout the remainder of the class, we examine case studies to better understand how societies responded to specific challenges, but also how a more inclusive archaeology can provide unique lessons for addressing such issues in the present and future. (3B) (Also listed as Critical Identity Studies 141.) Offered each semester. Prerequisite: preference given to first-year and sophomore students.

An examination of how research is designed, conducted, and evaluated in archaeology, biological anthropology, and cultural anthropology. Topics addressed include how anthropological research questions are developed, challenges and impediments to field work, ethical issues that arise, approaches to and methods of data collection, and ways in which different information is used to assess research questions. Offered each fall and occasionally spring semester. Prerequisite: two 100-level foundational courses chosen from Anthropology 100, 110, 120.

This course examines the development of anthropology as a distinct field, focusing on historical contexts and institutional settings. The course highlights intellectual contributions of founding figures and associated theories and schools of thought. Students gain critical perspectives on the processes of methodological innovation and theory building within anthropology. Offered odd years, spring semester. Prerequisite: two 100-level anthropology courses chosen from Anthropology 100, 110, 120.

This course introduces students to the basics of ethnographic research methods and the epistemological, political, and ethical debates around them. Throughout the semester, students engage in exercises that are essential to participant-observation and data collection: reading about and experimenting with particular methods, as well as reflecting on their experiences. Offered even years, spring semester. Prerequisite: Anthropology 100.

This course is an introduction to the subdiscipline of linguistic anthropology: the study of language as a cultural resource and speaking as a cultural practice. Linguistic anthropology is concerned with the study of speech communities: groups of individuals who share a way of speaking. Throughout the semester, we read and discuss various topics related to the study of language and culture: language change; bilingualism; literacy and citizenship; the use of language in describing illness and speech as performance (poetry, hip-hop, dirty jokes). We also examine how ethnographic methods can be used alongside linguistic methods to better understand the connections between culture and communication. (Also listed as Critical Identity Studies 251.) Offered occasionally. Prerequisite: Anthropology 100 or consent of instructor.

Consideration of the different approaches used to recover, describe, analyze, and interpret archaeological materials. The primary objectives of the course are to provide an overview of the major theoretical and methodological issues that characterize the continuing development of modern archaeology; to critically examine how theory, method, and data are integrated in archaeological research; and to consider archaeologists’ responsibilities to the public, as well as to descendant communities. Offered alternate years, fall semester. Prerequisite: Anthropology 110.

An examination of the many ways in which ceramics inform our understanding of human behavior, such as changing foodways, group affiliations, craft specialization, and trade. Students learn the basic methods used to document, analyze, and transform ceramic data into meaningful statements about the present and past. Offered occasionally. Prerequisite: Anthropology 110 and 201, or consent of instructor. (Also taught as Museum Studies 217)

Environmental archaeology attempts to understand the interrelationships between cultures and environments of the past. This course examines how archaeologists study the environmental contexts of past societies, and it engages students in the practice of environmental archaeology. Students review the theoretical bases of cultural ecology and paleoecology and learn the principal methods of paleoenvironmental reconstruction from archaeological and non-archaeological data. Major topics covered are climate, landscape and geoarchaeology, vegetation, fauna, and human impacts on environments. Students visit nearby archaeological sites and laboratories, process soil samples from archaeological sites, conduct team research on plant and animal remains recovered from these samples, and present oral and written research reports. Offered occasionally. Prerequisite: Anthropology 110.

Mortuary archaeology is the study of human funerary practices across space and time. This course will investigate the theoretical foundations of archaeology, as well as the methods archaeologists use to understand how people treat their dead. In particular, we will focus on the different ways in which the dead influence the living in both prehistoric and historic contexts. Topics to be covered include memorials and memorialization, political (mis)use of graves, mass graves, and bioarchaeology. Readings, lectures, discussions, presentations, projects, and papers will allow students to examine mortuary archaeology from multiple perspectives. Offered occasionally. Prerequisite: Anthropology 110.

Museums are valuable research resources in all subfields of anthropology. In this course students learn how anthropologists conduct research in (and on) museums. Readings, written and oral assignments, field trips, and guest presentations supply a broad overview of museum anthropology. Students conduct individual and group research projects using Logan Museum resources as well as material at other museums. (Also listed as Museum Studies 247.) Offered even years, fall semester. Prerequisite: Anthropology 201.

This class focuses on queer social life from the situated vantage points of ethnography. Students examine desires, disenfranchisements and queer forms of community across cultural locales, sociosexual landscapes and gendered realities. Conversations focus on the theoretical, methodological and representational issues faced by ethnographers in situations ranging from Black ballroom culture in Detroit to lesbian and gay activisms in New Delhi to trans and nonbinary lifeworlds in Shreveport. (Also listed as Critical Identity Studies 254.) Prerequisites: Anthropology 100, Critical Identity Studies 101 or permission of instructor.

This seminar investigates the mutually constituting relationship between “secularism” and the very diverse set of contemporary movements that have come to be labeled (whether by adherents or critics) as “fundamentalist.” Recent scholarship on secularism reveals its foundations in the construction of religiosity—especially apparently “extreme” forms of religiosity—as inferior to and opposed to modernity, rationality, progress, freedom, and a whole host of other “secular” values. Students analyze media representations, polemical writings, and campus norms in light of recent theoretical work on the relationship between secularity and religiosity, in order not only to better understand the centrality of these categories in the construction of political, social, and personal realities, but also to recognize and critique our own assumptions through comparative study. In the process, students examine the relationship between secularity and religiosity on the Beloit campus. (Also listed as Critical Identity Studies 309.) Prerequisite: Critical Identity Studies 101.

The natural history of nonhuman primates from an evolutionary, ecological, and social perspective. The course includes a survey of the primate order, including an assessment of the behavioral characteristics of each group in light of modern evolutionary theory. Topic issues and competing paradigms in the field, methodological issues, and conservation programs will be explored. Offered occasionally. Prerequisite: Anthropology 120 or Biology 111 or consent of instructor.

This course explores the biocultural basis of health and disease in a cross-cultural perspective. We use the concept of adaptation as a means to evaluate the biological and cultural components of health and disease. We will focus on both applied and basic research interests in medical anthropology. Topics to be covered include: the relationship between diet and health, the biology of poverty, gene-infectious disease-environment interactions, the epidemiological transition, the relationship between health beliefs and health behaviors, indigenous vs. Western medical practices, and the role of medical practitioners and their patients in various medical systems. (3B) Offered each fall. Prerequisite: Anthropology 100 or 120, plus 1 course from biology, psychology, or an additional anthropology course; or consent of instructor.

This course explores the construction and operation of whitenesses primarily in the United States, though it also looks at non-Eurocentric notions of whiteness by examining whiteness both as a category of analysis as well as a social category. It considers how whiteness came to be understood as an unmarked category, by whom, and how it operates in conjunction with gender, sexuality, and/or class in lived experiences. (Also listed as Critical Identity Studies 302.) Offered occasionally. Prerequisite: junior or senior standing and Anthropology 100 or Critical Identity Studies 101 or Sociology 100 or consent of instructor.

This course offers cross-cultural perspectives on the construction of gender and its social roles. It considers the usefulness of gender as a category of analysis, its relation to sex and sexuality. Throughout the semester we consider the differing ways in which gender is understood and what this means for the theoretical purchase of the term within anthropology. (Also listed as Critical Identity Studies 305.) Offered occasionally. Prerequisite: junior or senior standing and Anthropology 100 or Sociology 100 or Critical Identity Studies 101 or consent of instructor.

This advanced-level course explores the internal logic of race and culture and how each has been shaped by and deployed in various disciplines in order to understand the theoretical work each accomplishes. It considers the nature of the relationship between culture and race as well as whether and/or how they enable each other in various contexts. (Also listed as Critical Identity Studies 306.) Offered every third year. Prerequisite: junior standing and Anthropology 100, Critical Identity Studies 101 or Sociology 100.

This advanced seminar looks at bodies as sites of pleasure, objects of anxiety, sources of pain and corporeal environments where new and ongoing knowledges about ourselves are registered. Bringing cultural anthropology and medical anthropology into conversation with the perspectives of philosophy, cultural studies, queer critique, trans studies, performance studies and creative nonfiction, students work collaboratively on projects that speak to seminar themes and engage their talents as thinkers and writers. (Also listed as Health and Society 308.) Prerequisites: Junior or senior standing and Anthropology 100, Anthropology 242, Critical Identity Studies 101 or permission of instructor.

In this course, we critically examine consumerism around the world and its impact on culture, politics, identity, and place. We explore how even the most mundane activities (shopping, eating, driving, reading, etc.) have increasingly become reorganized through capitalist-style consumption. Utilizing materials from anthropology as well as other disciplines (e.g. sociology, gender studies, cultural studies), we examine how consumption has had a dramatic effect on society and culture over the last century. Some of the topics we explore are: bottled water, romance novels, gated communities, second-hand clothing markets, national cuisine in Belize, children’s consumer choices, shopping malls, and post-industrial flanerie. (3B) (Also listed as Critical Identity Studies 209.) Prerequisite: Anthropology 100 or Critical Identity Studies 101 or Sociology 100.

Material culture studies focus on the forms, uses, and meaning of objects, images, and environments in everyday life. Once primarily the domain of archaeology, material culture is now central in many fields of study. This course examines how the intersections of different interests and approaches influence the ways anthropologists understand the tangible products of human behavior, including how objects went from being passive residues of economic behavior to dynamic social actors. Through readings, discussions, hands-on engagements, and individual research, students will appreciate the major theoretical and methodological shifts surrounding such topics as object production, consumption, identity, social agency, and technological choice. (Also listed as Museum Studies 310.) Offered occasionally. Prerequisites, junior or senior standing; and either Anthropology 201 or Museum Studies 275.

Forensic anthropology is an applied subfield within the discipline of anthropology and is most reliant on the knowledge, theories, methods, and techniques of the subdisciplines of biological anthropology and archaeology. Osteological and archaeological techniques aid in the location of human remains and associated evidence, recovery of all remains and physical evidence from a scene, and the analysis and interpretation of the scene context and recovered remains in order to reconstruct the events that occurred on-scene, and contribute information that may lead to personal identification and determination of cause and manner of death. Once identified as human, the determination of age-at-death, sex, stature, ancestry, and any other characteristics may lead to a positive identification. Determination of cause and manner of death is based upon the interpretation of skeletal trauma and/or disease processes. This course explores the role and contribution of forensic anthropologists in death investigation. Prerequisite: Anthropology 230 or consent of instructor.

This course examines current issues in human sexual behavior and reproduction (both biologically and culturally) utilizing an anthropological perspective. Most broadly defined, anthropology is the study of humans, and anthropological investigations strive to know who we are, how we came to be, and where we are headed. In an evolutionary sense, sex and reproduction are intimately tied to our Darwinian fitness. The course’s approach enables the study the interrelatedness of biological, behavioral, cultural, social, and political aspects of human sex and reproduction. Students examine issues such as new reproductive technologies, the biology and culture of pregnancy and childbirth, mate choice, menopause, sexual dysfunction, and sex/gender anomalies through readings, lectures, films, and class discussions. (Also listed as Health and Society 323.) (3B) Prerequisite: junior or senior standing, and Anthropology 100 or 120.

Paleopathology is the study of disease in the past, combining method and theory from archaeology, medicine, and bioanthropology to enhance understanding of human health and well-being. In this course, disease will be discussed in its many facets, with particular emphasis on how pathological conditions manifest in skeletal tissue and a central focus on the cultural, biological, and evolutionary characteristics of past and present human health. We will discuss a range of topics, from congenital and infectious diseases to degenerative conditions and traumatic injury, to comprehend the major debates, key knowledge, and theoretical perspectives of paleopathology as an anthropological discipline. Readings, lectures, discussions, presentations, activities, and papers will allow students to examine multiple aspects of human disease and integrate their own interest into a final research project. (Also listed as Health and Society 330.) Prerequisites: Anthropology 120; Anthropology 230 or Biology 256.

This upper division seminar investigates how cultural and environmental processes have affected humanbodies in the past. Specific topic shifts each semester, but emphasis is placed on understanding the social determinants of health in past populations and their present-day correlates. Students engage readings from archaeology and bioarchaeology to examine communities around the globe and curate amuseum exhibit engaging these themes as a final project in the class. Preresquisites: Students must have taken Anth 110 and 120 and have junior or senior standing.

Special aspects or areas of anthropology based on the particular interests and experience of the instructor. Course content and title will vary with the instructor. On occasion the course may be interdisciplinary and partially staffed by a department other than anthropology. Recent examples include the following: the Emergence of Social Complexity, Chinese History and Culture, the Culture of Management in East Asia, Hunters and Gatherers, Pacific Genders, and Japanese History and Culture. May be repeated for credit if topic is different. Offered occasionally. Prerequisite: consent of instructor.

Anthropological methods and perspectives have significant relevance to the world in which we live. As the culmination of the Beloit anthropology experience, this class engages students in synthesizing their anthropological knowledge and experiences and in applying them to critically address a “real world” issue or problem. (CP) Offered every semester. Prerequisite: Anthropology 201, senior standing, and a declared anthropology major or minor.

This studio course introduces the fundamentals of three-dimensional design. It stresses line, plane, and volume and the ways these elements occupy and activate space. Additionally, principles that transform viewers’ interpretations and realize artistic intent are addressed through the use of unifiers, modifiers, symbols, metaphors, and embellishments. This course combines studio projects, class discussions, readings, and slide lectures with group critiques. Art appreciation is also a component of this course. (2A) Offered each semester. Prerequisite: first-year standing or declared Studio Art or Art History major or minor. Course fee is $50.00.

This studio course introduces the basic concepts, techniques, and processes of design and drawing. Pencil, ink, collage, charcoal, and other media are used to foster a comprehensive understanding of the descriptive, formal, and expressive possibilities of drawing and design. Group and individual critiques. (2A) Offered each semester. Prerequisite: first-year standing or declared studio art or art history major or minor, or consent of instructor. Course fee is $150.00.

This studio course introduces the basic techniques, processes, and creative possibilities of digital photography. Students will learn the expressive potential of light, composition, contrast, focus, and perspective. We will examine both the historical and aesthetic issues associated with the practice. Includes studio projects, lectures, assigned readings, class discussions, field trips, and individual and group critiques. (2A) Offered each semester. Prerequisite: continuous access to a digital camera with exposure controls and 5 megapixels. Course fee is $150.00.

This course is designed to investigate the basic techniques, concepts, and practices of digital imaging, as well as to support students’ conceptual development. The application of photographic and graphic-related software, such as Adobe Photoshop and Illustrator Creative Suite, are introduced in this course. It is also intended to strengthen critical and research skills through students’ artistic productions. The course includes readings, class discussions, writing, slide presentations, individual projects, and group and individual critiques. (2A). Course fee is $100.00

A studio course that introduces the techniques, history, and concepts of intaglio printing (or etching) as a visual medium of expression. Emphasis is on idea development and visual representation of specific concepts. This course challenges students conceptually, theoretically, and technically through provocative readings, slide talks, class discussions, and individual projects. Instruction includes all aspects of the print studio, health concerns, editioning, and care and presentation of prints. (2A) Prerequisite: any 100-level studio art course. Course fee is $75.00.

This course serves as an introduction to the techniques, history, and concepts of screen printing (aka serigraphy) as a visual medium of expression. Class time is devoted to demonstrations of processes, lectures, discussions, critiques, and studio time with instructor feedback. Students learn safety and maintenance procedures of the printmaking studio. Course emphasis is on developing a body of work through critiques and discussions of screen printing in a contemporary art context. Prerequisite: any 100-level studio art course.

This course serves as an introduction to the techniques, history, and concepts of relief printmaking as a visual medium of expression. Class time is devoted to demonstrations of processes, lectures, discussions, critiques, and studio time with instructor feedback. Students learn safety and maintenance procedures of the printmaking studio. Course emphasis is on developing a body of work through critiques and discussions of relief printmaking in a contemporary art context. Prerequisite: any 100-level studio art course.

This studio course emphasizes development of the student’s own artistic voice through the creation of three-dimensional objects. Projects are structured to inspire conceptual development. Students learn to understand and situate their work within the context of contemporary art and theory while also learning about diverse materials and processes including mold-making, woodworking, and metalworking. Emphasis is on safe, efficient, and productive studio practices and tool usage in a working sculpture shop. Includes readings, slide talks, class discussions, writings, and critiques. (2A) Normally offered each fall. Prerequisite: any 100-level studio art course. Course fee is $100.00.

The emphasis of this course is placed squarely upon investigating a variety of drawing approaches, attitudes, processes, and materials. Students are challenged to create a visual vocabulary that explores the expressive, descriptive qualities of line, value, space, and media. We interrogate notions of drawing by confronting idea development, conceptual ways of knowing, and the development of skills and techniques. This is not an independent study course, thus the interaction found in presentations, demonstrations, lectures, and critiques addressing issues of content and structure is vital. (2A) Prerequisite: any 100-level studio art course. Course fee is $75.00.

This course places an emphasis on the synergy between individual and group exploration in the student’s media of choice. We identify and investigate the creation of individual expression and the cognitive structure of a visual vocabulary. The course asks students to challenge their perceptions and definitions of art in context of the contemporary art world. This is not an independent study course, thus the verbal and visual dialogue between students and professor is essential. Prerequisite: Art 205. Course fee is $100.00.

This studio course builds on conceptual, theoretical, and technical principles covered in Art 210. Students have greater latitude to explore their own concepts and media in individually directed projects through additional projects and exercises and through discussion and written work. This course also includes demonstrations of processes and individual research. Offered each year. Prerequisite: Art 210. Course fee is $100.00.

This course examines the visual relationship of content, aesthetics, and design for effective two-dimensional advertising and introduces students to the fundamentals and cultural ramifications of graphic design. Students use various programs in the art department computer laboratory as tools in assigned projects; they also research and study the historical/creative process of advertising. Course includes field trips to galleries, graphic design companies, and product manufacturers. (2A) Offered occasionally. Prerequisite: Art 115. Course fee is $100.00.

A course concerned with theoretical and practical issues related to the senior art exhibition, including installation practices and publicity. The course also covers career issues such as artist résumés, graduate school portfolio applications, and copyright law. A portion of the course addresses recent developments in art through guest lectures, discussions, and field trips. (CP) Offered each fall. Prerequisite: Studio Art major and senior standing. Course fee is $25.00.

A course concerned with theoretical and practical issues related to the senior art exhibition, including installation practices and publicity. The course also covers career issues such as artist résumés, graduate school portfolio applications, and copyright law. A portion of the course addresses recent developments in art through guest lectures, discussions, and field trips. (CP) Offered each spring. Prerequisite: Studio Art major and senior standing. Course fee is $25.00.

This course examines the arts of China from the Neolithic period through the 20th century. Different media are studied in the context of concurrent literature, politics, philosophies, and religions, as well as in the context of China’s engagement with cultures beyond its borders. Broader topics include the artist’s place in society, intellectual theories of the arts, and questions of patronage. No previous exposure to Chinese art or culture is required. (5T)

This course provides an introduction to the primary methods and approaches in the study of images and objects. While individual topics will vary depending on the instructor, all classes will teach the skills of visual analysis and object-oriented research, and cultivate in students an understanding of the importance of objects’ historical and social contexts, both in the period of their production and across history. Intended to introduce students to the breadth of art history and prepare them for upper-level coursework in this and related fields, the class considers a variety of media, including (but not limited to) painting, sculpture, architecture and urban planning, film and photography, and design. May be repeated for credit if topic is different. (5T)

An introduction to the art and architecture of ancient Greece, Etruria, and Rome, from the Early Bronze Age through the Imperial period. Special emphasis is given to classical Athens, the Hellenistic world, and Rome of the late Republic and early Empire. Taught in English. (3B) (Also listed as Greek, Latin, and Ancient Mediterranean Studies 205.) Offered occasionally. Prerequisite: one course in either Greek, Latin, and Ancient Mediterranean Studies, art history, or archaeology, or consent of instructor.

This course offers an introduction to developments in 20th- and 21st-century art. Within a loose chronological organization, broader themes are emphasized and social and historical contexts are considered. Slide lectures and discussion are enriched with readings in critical and cultural theory and field trips to area art museums. (5T) Offered each year. Prerequisite: at least sophomore standing or consent of instructor.

The anatomy and basic normal functions of the human body with consideration of development, genetics, immunology, endocrinology, and related molecular, cellular, and ecological concepts, and an emphasis on scientific principles and experimental methods. Students design, perform, analyze, and report on small research projects. Laboratory work requires dissection. Three two-hour lecture-laboratory periods per week. (4U) Offered yearly.

A survey of the animal kingdom with consideration of molecular and cellular biology, genetics, structure and function, ecology, evolution, and behavior of invertebrates and vertebrates. The course stresses scientific principles and experimental methods. Students design, perform, analyze, and report on small research projects. Laboratory work requires dissection. Three two-hour lecture-laboratory periods per week. (4U) Offered yearly.

The structure and function of plants emphasizing adaptations to the environment. The course focuses on the ecology, evolution, reproduction, physiology, cellular and molecular biology, and genetics of flowering plants. The course stresses scientific principles and experimental methods. Students design, perform, analyze, and report on small research projects. Three two-hour lecture-laboratory periods per week. (4U) Offered yearly.

The exploration of freshwater and marine organisms through their evolutionary relationships, ecology, structure and function, and behavior. Students learn about all types of aquatic ecosystems and engage with contemporary issues in aquatic biology, including how human influences have altered aquatic ecosystems over time. This course stresses scientific principles and experimental methods. Students design, perform, analyze, and report on small research projects. Laboratory work requires dissection. Three two-hour lecture-laboratory periods per week. Offered every other year. (4U)

An exploration and application of biological concepts through examination of the structure, genetics, physiology, and culture of microorganisms with emphasis on bacteria and viruses. The course stresses scientific principles and experimental methods in the context of disease and the environment. Students design, perform, analyze, and report on small research projects. Three two-hour lecture-laboratory periods per week. (4U) Offered yearly.

The history of life from its origins to the present. The preservation, distribution, and identification of invertebrate fossils as well as selected vertebrate and plant fossils. Competing evolutionary theories are evaluated in the perspective of geologic time. Fossils are studied as once-living organisms that were adapting to changing environments and part of a biological community. Lecture, discussion, laboratory, and field study. One weekend field trip. (Also listed as Geology 210.) Offered alternate years. Prerequisite: Geology 100, 105, or 110 or Anthropology 120 or 1 course in Biology.

An exploration of the relationships between microorganisms, environment, and diseases. General principles of genetics and evolution, as well as historical and political factors, are examined in an effort to explain the emergence of new diseases. Laboratory experiences include basic microbiology, data analysis, simulations, and survey research. Small groups of students design, perform, analyze, and report on a research project. Three two-hour lecture-laboratory periods per week. (4U) Offered yearly. Prerequisite: one college-level biology course.

An exploration of descent with modification and the evolutionary history of life on earth. The history and philosophy of evolutionary theory, the genetic basis of microevolution, contemporary hypotheses of speciation, and phylogenetic systematics comprise the major course material. Small groups of students design, perform, analyze, and report on a research project. Three two-hour lecture-laboratory periods or three lecture-discussion class periods and one laboratory period per week. Occasional Saturday field trips may be required. (4U) Offered occasionally. Prerequisite: one of the following: one college-level biology course, Anthropology 120, 324, Geology 210, or consent of instructor.

A comprehensive analysis of cell structure and function and the molecular mechanisms that regulate cellular physiology, with a focus on eukaryotic cell biology. Topics include: origin and evolution of cells and cellular organelles, structure, synthesis, and regulation of biomolecules, membrane structure and transport, the cytoskeleton, the extracellular matrix and cell adhesion, cell motility, cell signaling, cell division and cell cycle regulation, cancer and cell stress, aging, and death. Small groups of students design, perform, analyze, and report on a research project. Three two-hour lecture-laboratory periods or three one-hour lecture-discussion class periods and one laboratory period per week. (4U) Offered yearly. Prerequisite: one college-level biology course or consent of the instructor.

The application of statistical methods to the solution of biological problems. Experimental design, sampling methods, and statistical analysis of data using both parametric and nonparametric methods are introduced. Computer-supported statistical packages are used in laboratory exercises. Small groups of students design, perform, analyze, and report on a research project. Three two-hour lecture-laboratory periods per week. Offered each semester. Prerequisite: one college-level biology course and at least sophomore standing, or consent of instructor.

An investigation of human anatomy evaluated by functional analysis in an evolutionary context by comparing similarities and differences among vertebrates. Anatomy of human development is also emphasized. Laboratory work requires dissection. Offered occasionally. Prerequisite: One biology course and one chemistry course at the college level are required, and a statistics course is preferred, or consent of instructor.

An investigation of physiological concepts, such as structure-function relationships and homeostasis, in the human body. While the primary focus of this course is the regulation of human physiological systems in normal and diseased states, animal models are used for comparative analysis. Students are required to prepare oral and written presentations, as well as conduct and present a group research project. Laboratory work requires dissection. Offered yearly. Prerequisite: Biology 247, Chemistry 117, and at least 1 additional college-level biology course, or consent of instructor.

Molecular biology, bioenergetics, and regulation of cellular processes. Metabolism of carbohydrates, lipids, amino acids, and nucleic acids. Laboratory experiments investigate metabolism and electron transport utilizing techniques for preparation and purification of enzymes, carbohydrates, and lipids. Three class periods and one laboratory period per week. (Also listed as Chemistry 260.) Offered each spring. Prerequisite: Chemistry 230 and either any college-level biology course or Chemistry 235.

An investigation of Mendelian, population, quantitative, and molecular genetics using a problem-solving approach. Small groups of students design, perform, analyze, and report on a research project. Three lecture-discussion class periods and one laboratory period per week. Offered each fall. Prerequisite: one college-level biology course and Biology 247 (concurrent enrollment permitted) or consent of instructor.

At the fundamental chemical level, how do cells maintain and extract information from DNA to build and utilize proteins? Considerable emphasis on the chemical basis of biological information storage and processing, structure and function of proteins, enzyme catalysis theory, and quantitative analysis of enzyme kinetics. Three class periods and one lab period per week. (CP) (Also listed as Chemistry 300.) Offered each fall. Prerequisite: Chemistry 220, 235, and either any college-level biology course or Chemistry 240.

A structure/function-based analysis of the nervous system from molecules to systems. The course will investigate cellular neuroscience, neuroanatomy, neurophysiology, neurotransmission, and sensory and motor systems organization to understand information integration within the nervous system. Laboratory exercises may include anatomy, physiological measurements of neural conduction, cell biology techniques, dissection, and experiments with mice. Students improve their understanding of a specific topic of neuroscience by working in small groups to conduct and present a research project. (CP) Offered occasionally. Prerequisite: Biology 247 or another statistics course, Chemistry 117, and at least 1 of the following courses: Biology 237, 256, 257, 260, 289, 300, 345, Chemistry 260, 300, or consent of instructor.

Molecular biology lies at the intersection of biochemistry and genetics, investigating how genes are stored and transmitted from one generation to the next and how genes affect physical traits in individual cells and whole organisms. Main topics may include: transcription, translation, replication and repair, molecular organization of genes, gene and protein structure, and molecular biotechnology. This course will focus on experimental design in modern molecular biology. (CP) Offered occasionally. Prerequisite: junior or senior standing and Biology 289, or consent of instructor.

An investigation of the molecular, physiological, and ecological mechanisms of bacterial and archaeal microbes that are relevant to the production, preservation, and spoilage of foods. Topics may include: foodborne diseases, principles of food preservation, food spoilage, and foods produced by microbes. Students will learn methods of microbe isolation, culturing, and identification in the lab and use these methods to analyze foods made in the kitchen. (CP) Offered occasionally. Prerequisite: three college-level biology courses.

This course explores the chemistry of antibiotics, including their chemical structures, mechanisms of antibiotic action, mechanisms of bacterial resistance, methods of drug discovery, and stewardship and policy. Students engage in critical reading and discussion of scientific literature. During the laboratory component of the course, students discover and characterize antibiotic-producing bacteria from soil. Techniques include aseptic microbiological work, PCR and introductory bioinformatics (BLAST, and antiSMASH), chemical extraction, and biochemical assays. Students engage in experimental design during a semester-long research project and communicate their findings by preparing and presenting a poster about their research project. (CP) (Also listed as Chemistry 360.) Offered every other spring. Prerequisite: one 200-level biology course, Chemistry 230, and junior or senior standing, or consent of instructor.

This advanced biology course is an introduction to the field of ecotoxicology. Like its name, the field of ecotoxicology is an integration of biological sub-disciplines, with the focus of how environmental chemicals affect organisms situated within the context of an ecosystem. Topics include sources, transport, fate, accumulation, and toxicity of contaminants. Students also discuss toxicity testing and analysis of effects at different levels of biological organization (molecular to ecosystem). Throughout the semester, students read and discuss a variety of published ecotoxicology literature, as well as engage in hands-on activities to emphasize scientific process and techniques. (CP) Prerequisite: junior or senior standing, Biology 247, two other college-level biology courses, and one college-level chemistry course, or consent of instructor.

An investigation of the study of interactions among organisms and interactions between organisms and the nonliving environment. Ecologists study these interactions to understand the patterns of organism abundance and distribution of organisms that occur in different ecosystems. In this course, students examine these interactions at the population, community, ecosystem, and landscape levels through classroom, field, and laboratory activities. Contemporary questions about sustainability, biological diversity, and global change will be examined at each of these levels using quantitative methods. Students design, perform, analyze, and report on a major research project. Three lecture-discussion class periods and one laboratory period per week. (CP) Offered every other year. Prerequisite: junior or senior standing, 2 college-level biology courses and a statistics course (Biology 247, Mathematics 106, Anthropology 240, Psychology 162, or Sociology 205), or consent of instructor.

In the past few decades, economies of South and East Asia have rapidly integrated into the global economy and achieved phenomenal economic success. How did they do it? In the first part of the course, students examine these countries’ economic policies and discuss lessons for other countries. In the second part of the course, against the macroeconomic background provided in part I, students learn to identify and evaluate business strategies that are relevant for international business expansion to a diverse and rapidly globalizing Asia. Offered once every other year. Prerequisite: Economics 199.

Students learn the fundamentals of accounting, including the accounting equation, the accounting process, journal entries, and cash vs. accrual accounting. Some fundamentals of finance are also covered: time value of money, present value, future value, and how to value an asset using the discounted cash flow approach. For the final project, students learn to read and interpret the financial statements, and do financial ratio analysis. Usually offered in fall semester. Prerequisite: Economics 199.

This course teaches students both theoretical and practice applications of modern finance. This course covers topics such as; time value of money, bond valuation, capital budgeting, and long-term financing. Students learn how to read and analyze financial statements; calculate and analyze financial ratios; evaluate firm and stock performance price or value assets including bonds, stocks and other securities and derivatives measure and manage risk construct an investment portfolio and evaluate its performance. Prerequisite: Economics 199 and Business 216.

This course provides students with a comprehensive understanding of the fundamental concepts, principles and practices of marketing. Marketing is a dynamic and essential discipline that plays a critical role in the success of business, organizations and individuals. Students explore the key components of marketing, including research, consumer behavior, product development, pricing strategies, promotion, distribution, and the ever-evolving digital landscape. Through a combination of lectures, case studies, group discussions and project work, students gain valuable insights into how marketing strategies are developed and executed to achieve business objectives. Whether they’re a business student, entrepreneur or marketing enthusiast, this course empowers them to understand, analyze and create effective marketing strategies. Prerequisite: sophomore standing.

This course covers the basics of experimental economics, which is an empirical method used to identify or test causal relationships, and behavioral economics, a sub-discipline within economics that studies how people make decisions. Knowledge and skills learned from both behavioral economics and experimental economics are applied to consumer behavior and marketing/advertising strategies. Students do a final group project in which they apply a behavioral economic concept or theory to solve a marketing problem or answer a marketing question, then design an experiment to test the solution or answer. (3B) Prerequisites: Economics 199 and a statistics course, such as Mathematics 106, Economics 251, Sociology 205, Psychology 161, Political Science 201, or another statistics course by permission of the instructor.

This course is designed to increase student awareness and understanding of the sport industry structure and operations. Additionally, the course increases student knowledge of the scope and variety of career opportunities in the sport profession. Focus is given to the business of sport and current issues facing sport organizations along with management strategies utilized to solve challenges in the sports business. Prerequisites: Sophomore standing and either Economics 202: Economics of Sports, Sociology 290: Sociology of Sports, or permission of instructor.

This course examines the comprehensive planning for the development and operations of new and existing sport facilities and the management of events in those facilities. Topics covered include planning, design and production, financing, general management, service delivery, scheduling, supervision, and technology management. Prerequisites: At least sophomore standing; either Sociology 290 Topics: Sociology of Sport, Economics 202, or permission of instructor.

This course develops and applies microeconomic theory to determine optimal business management strategies while considering scarce resources, risk, and competitive market structures. Students learn how to apply economic concepts in analyzing production, pricing, and risk in a firm. In addition, students learn and develop Excel spreadsheet skills as a quantitative tool applied to managerial economic problems such as sensitivity analysis, cost analysis, data analysis, and linear programming. Offered most fall semesters. Prerequisite: Economics 199 and 211.

Students discover the core principles of business analytics integrated with Python programming in this comprehensive course. Students delve into essential techniques for data analysis, interpretation, and its practical application within modern business settings. The course focuses on statistical methods, predictive modeling, and data visualization tools, all while leveraging Python as a primary analytical instrument. Through real-world case studies and hands-on experience with Python-based analytics, students gain the skills to extract meaningful insights from data and make informed, data-driven decisions. Offered each year. Prerequisite: Economics 251.

An introduction to the research methods used by organizations (public and private, profit and non-profit) to understand the wants and desires of their customers, clients, and constituents to more effectively deliver a product or service. Topics covered will include: the research process, use of secondary data, collection of primary data (from focus groups to experimental design), survey design, attitude measurement, sampling, data analysis, and presentation of research finding. Prerequisite: Economics 199 and 251.

In this class, students learn how to lead, no matter who they are, no matter what they want to pursue in life. Students study leadership through diverse contexts and case studies (on complicated global, community, business, and organizational issues) and interactions with guest speakers who are successful leaders. Students gain a deeper understanding of their strengths and learn to creatively find and communicate solutions to complex problems, build and lead effective teams, develop a strategic plan to achieve their vision, and act in organizations and the world to influence change for the better. Prerequisites: Junior standing; sophomores by exception. (Also listed as Praxis 304.)

This course provides a basic understanding of the investment process and the investment management world and career. Students learn: (1) the various types of investment instruments and trading mechanisms available in the financial markets, (2) how to measure and manage risk in the context of portfolio management, (3) analytical techniques used for the evaluation of financial assets, and (4) how to construct, manage, and evaluate the performance of an investment portfolio. Students also connect with industry professionals to explore a career in investment management. Prerequisites: Business 216 and 217.

The first half of this course focuses on international finance, covering topics such as fundamentals of exchange rate determination, the international monetary system, the relationships among exchange rate, interest rate, and inflation rate, and financial crises. The second half of the course covers international financial markets and global investment opportunities. Students learn to do country analysis and construct and manage a global investment portfolio, to prepare for a career in portfolio management. Prerequisites: Economics 212, 251, and Business 340.

Why is chemistry important to other sciences, technology, and society? What processes do chemists use when dealing with real problems? What conceptual models do chemists use to understand and explain their observations? The focus of this course is on the reasons for doing science, the intellectual and instrumental tools used, the models developed to solve new problems, and the assertion that chemistry has a tremendous effect on your personal life and on the decisions made by society. Along the way, we cover atoms, molecules, ions, and periodic properties; chemical equations, stoichiometry and moles; Lewis structures and VSEPR model of bonding; reactivity and functional groups; states of matter and intermolecular forces; relationships between structure and properties. Topical applications and issues vary with the instructor and may include climate change, food and fuel, and energy use for lighting. Three two-hour class periods per week of combined lecture, laboratory, and discussion. (4U) Offered each semester. Prerequisite: facility with algebra. Note: Students with a strong prior background in chemistry are encouraged to consult with the department about placement in a more advanced chemistry course.

Chemistry plays a significant role in the emerging interdisciplinary fields of nanoscience and nanotechnology. The nanoscale refers to materials with dimensions on the scale of nanometers (a thousandth of a thousandth of a thousandth of a meter). Control of the material world at the scale of atoms and molecules can produce materials with fundamentally different properties and behavior and has been touted as the next technological revolution. Some questions we will consider include: What nanotechnology already exists? What makes nanomaterials special? How can they be prepared? What tools can be used to study such materials? Three class periods and one laboratory period per week. (4U) Prerequisite: high school chemistry or physics.

Chemical equilibria are fundamental in the understanding of biological and environmental processes and in chemical analysis. This course emphasizes quantitative and graphical interpretation of acid-base, solubility, distribution, complex ion, and redox equilibria in aqueous solution and soils. Laboratory work stresses application of gravimetric, volumetric, spectrophotometric, and potentiometric techniques. Pre-professional preparation requiring one term of quantitative analysis is satisfied by Chemistry 220. Three class periods and one laboratory period per week. (4U) Offered each spring. Prerequisite: Chemistry 117 or facility with algebra and mole calculations.

Reactions and properties of aliphatic and aromatic compounds of carbon. Considerable emphasis on modern theoretical interpretation of structure and of reaction mechanisms. Laboratory: basic techniques and synthetic procedures and modern spectroscopic methods of structure determination. Three class periods and one laboratory period per week. (4U) Offered each fall. Prerequisite: Chemistry 117 or 220.

Reactions and properties of aliphatic and aromatic compounds of carbon. Considerable emphasis on modern theoretical interpretation of structure and of reaction mechanisms. Laboratory: basic techniques and synthetic procedures and modern spectroscopic methods of structure determination; as part of the laboratory experience, each student is required to prepare an independent laboratory project and carry it out under the supervision of the instructor. Three class periods and one laboratory period per week. (4U) Offered each spring. Prerequisite: Chemistry 230.

This course is an introduction to molecular modeling and computational chemistry. Students learn the fundamentals of quantum chemistry and applications in atomic and molecular systems. Topics include the principles of quantum theory, molecular electronic structure calculation, molecular geometry and orbital modeling and visualization, molecular property analysis, chemical reactions and spectroscopic characterization. Computer software tools are used in this course. Two three-hour combined class and laboratory periods per week. Offered every other fall. Prerequisite: Physics 101 or 102 and Mathematics 110 or 115.

This course focuses on metals and their chemistry to describe color phenomena. Students develop an understanding of atomic and molecular structure and bonding and explore how structure relates to the macro- level function of chemical compounds. While the focus of the course is broadly around color and how it is experienced and measured, and how chemical compounds determine color, the applications for this work are broad and include optics, magnetics, catalysis, and energy generation and storage. Students engage with this content in both the classroom and the laboratory. Three class periods and one laboratory period per week. Offered every other fall. Prerequisite: Chemistry 220 or 230 or Geology 200 or Physics 210.

Molecular biology, bioenergetics, and regulation of cellular processes. Metabolism of carbohydrates, lipids, amino acids, and nucleic acids. Laboratory experiments investigate metabolism and electron transport utilizing techniques for preparation and purification of enzymes, carbohydrates, and lipids. Three class periods and one laboratory period per week. (Also listed as Biology 260.) Offered each spring. Prerequisite: Chemistry 230 and either any college-level biology course or Chemistry 235.

At the fundamental chemical level, how do cells maintain and extract information from DNA to build and utilize proteins? Considerable emphasis on the chemical basis of biological information storage and processing, structure and function of proteins, enzyme catalysis theory, and quantitative analysis of enzyme kinetics. Three class periods and one lab period per week. (CP) (Also listed as Biology 300.) Offered each fall. Prerequisite: Chemistry 220, 235, and either any college-level biology course or Chemistry 240.

This course explores the chemistry of antibiotics, including their chemical structures, mechanisms of antibiotic action, mechanisms of bacterial resistance, methods of drug discovery, and stewardship and policy. Students engage in critical reading and discussion of scientific literature. During the laboratory component of the course, students discover and characterize antibiotic-producing bacteria from soil. Techniques include aseptic microbiological work, PCR and introductory bioinformatics (BLAST, and antiSMASH), chemical extraction, and biochemical assays. Students engage in experimental design during a semester-long research project and communicate their findings by preparing and presenting a poster about their research project. (CP) (Also listed as Biology 360.) Offered every other spring. Prerequisite: one 200-level biology course, Chemistry 230, and junior or senior standing, or consent of instructor.

This course examines the organic chemistry of drug design, development, and action with an emphasis on the chemical mechanisms of biologically important reactions. Particular attention is paid to the interaction between a drug and its receptor, looking in detail at enzyme inhibition and inactivation and interactions between drugs and DNA. Drug metabolism and drug delivery are also discussed. Specific classes of drugs and current literature in medicinal chemistry are the basis of student-led presentations throughout the semester. (CP) Offered every other year. Prerequisite: Chemistry 235.

In-depth study of selected topics stressing primary research literature. Lecture, discussion, student presentations, and papers. May include laboratory. Past offerings have included advanced organic chemistry, scientific glassblowing, medicinal chemistry, organometallic chemistry, and laser spectroscopy. May be repeated for credit if topic is different. Offered each semester. Prerequisite: Varies with topic.

This beginning course offers an introduction to Mandarin. Class sessions stress the acquisition of basic skills: listening, speaking, reading, and writing. Approximately 600 traditional characters are introduced, more than 1,000 combined words and phrases, and basic grammatical structures in Mandarin. (1S) Offered each year. Prerequisite: Chinese 100. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

Through aural, oral, and compositional exercises and reading selections, these courses build upon prior competencies. After a review of basic grammatical structures and characters, students add more traditional and simplified characters to sharpen reading, writing, listening, and speaking skills. This course aims to transfer the knowledge students gained from the character-pattern approach at the beginning level to work with original Chinese texts at the advanced level. (1S) Offered each year. Prerequisite: Chinese 105 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

Through aural, oral, and compositional exercises and reading selections, these courses build upon prior competencies. After a review of basic grammatical structures and characters, students add more traditional and simplified characters to sharpen reading, writing, listening, and speaking skills. This course aims to transfer the knowledge students gained from the character-pattern approach at the beginning level to work with original Chinese texts at the advanced level. (1S) Offered each year. Prerequisite: Chinese 110. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

In this course, students investigate the themes and formal properties of particular genres of Chinese literature. An emphasis is placed on situating literary works in their cultural and historical contexts. Possible topics include: contemporary fiction, modern drama, traditional poetry and poetics, traditional drama, and classical tales. May be repeated for credit if topic is different. Taught in English. (5T)

This course asks questions about how humans think. We examine how emotion has been considered distinct from cognition, as well as the relationship between language and thought. Some time is spent looking at the differences between perception, action, and rationality, while examining the role of social interaction in the development of our minds. Additionally, the class looks at the evolution of cognition, as well as the possibility that a mind could be realized on something other than a brain (and what the difference between the two might be). Cognitive science is an interdisciplinary field, and as such students are introduced to perspectives and methodologies from philosophy, psychology, biology, linguistics, and computer science. Offered each year.

This course is an introduction to cognitive science through special topics. These may include discussions of artificial intelligence at either the theory and modeling level or at the level of societal and ethical impacts of the technology. Other topics covered may include cyborg technologies that examine the processes of interaction between mind, body, and environment, or cognitive robotics work that examines the ways structure, environment, and underlying programming generate behavior and aberrations in behavior. Students look closely at primary and secondary source material, and sometimes engage with hands-on demonstrations of the technologies. May be repeated for credit if topic is different. Prerequisites: Cognitive Science 101, Psychology 100, Philosophy 110 or 115, or permission of instructor.

This course examines some of the mental processes involved in human behavior. General issues to be covered include the accuracy of memory, problem solving, decision making, and the rationality of thought processes. Specific topics such as selective attention, subliminal perception, neurological bases of memory, and effects of aging will be discussed. (3B) (Also listed as Psychology 240.) Offered occasionally. Prerequisite: Psychology 100.

The human mind may be the last great mystery of the physical world–the thing that sets us apart from other animals and seems to defy physical law. In fact, consciousness holds the special title of “The Hard Problem.” Traditional philosophy of mind examines the mind-body problem, usually as it has been conceived and explored through analytic philosophy. This course looks at those texts that have defined and shaped the field historically, while including texts from other philosophical traditions that have only recently changed how the mind-body problem is understood. These include texts from phenomenologists, pragmatists, and linguists, among others. We survey many authors and perspectives, while remaining grounded in the classical texts of the field. (5T) (Also listed as Philosophy 241.) Offered even years, spring semester. Prerequisite: Philosophy 110 or 115.

This course provides advanced students in cognitive science an opportunity to engage in a small, seminar-style reading group, introducing advanced topics and topics of more immediate concern. It also gives students a chance to think about what they will do with a cognitive science major after Beloit, including discussions and assignments around graduate school, industry work, or other related careers. This course provides multiple opportunities for students to take control of the syllabus and structure the discussions through their leadership. (CP) Prerequisites: preference given to junior and senior majors and minors.

This course examines advanced topics in cognitive science that reflect the interests and expertise of the instructor. This course serves as a capstone course for cognitive science majors and minors. It is open to others with the proper prerequisites. May be repeated for credit if topic is different. (CP) Prerequisite: Cognitive Science 101 and one other Cognitive Science course. Other prerequisites may be required depending on topics.

Designed for the potential major in comparative literature and other interested students. Possible prerequisite to advanced courses in comparative literature. Methods of close reading of selected works of poetry, drama, and fiction, with training in analysis and critical writing. (5T) May be taken for credit only once. (Also listed as English 190. Comparative literature majors should register for Comparative Literature 190.) Offered each semester.

In this course we harness data—and the technologies used to generate them—to become more perceptive readers and better writers. Is it possible to count, or quantify, the qualitative features of writing, whether a poem, a newspaper article, or a tweet? How do we see texts and the relationships between them differently when we use visual forms and graphs, such as word clouds, n-grams, or dendrograms? In order to answer these questions, students experiment with some basic tools in the field of the Digital Humanities—e.g. digital Text Encoding Initiative (TEI) conventions—which they use to analyze their own writing as well as the writing of others. (5T) (Also listed as Writing 215.)

The topic will change from term to term, depending upon the instructor, but all will have a specifically comparative dimension and may include study of a genre, form (including film), comparison of authors, inquiry into a critical problem, exploration of a theme, or examination of a period. Students majoring in comparative literature will, when appropriate, be required to read, write, and translate using their principal language at some time during the course. May be repeated for credit if topic is different. (5T) Offered each semester. Prerequisite: Comparative Literature 190, English 190, or consent of instructor.

This course studies the processes of representation and interpretation, examining the nature and working of language, texts, and reading. It introduces various critical ideas and approaches, engaging both the contemporary field and its antecedents, and it integrates theory and practice, testing the usefulness of theoretical insights through the actual reading of literary and cultural texts. (Also listed as English 261.) Offered every spring. Prerequisite: English or Comparative Literature 190 and English 195 or 196, or consent of instructor.

This course introduces students to concepts for navigating the multiplicity of experiences and knowledges at the intersections of identity categories (gender, race, sexuality, class, dis/ability, non/religiosity, nation, etc.) and structures of power. Our objects of analysis include both “the everyday”—located in our home communities, on our campus, in our virtual and mediated lives—and foundational texts and theories drawn primarily from women of color, queer, trans, and indigenous feminisms, and postcolonial thinkers. The course also engages with conceptions and practices of building communities across differences in identity and experience, using Beloit College as a lab of learning—its mission, location, histories, and asymmetries of belonging—as a way to help students develop the intellectual habits, reflective capacities, and collaborative communication skills required for equity-based interventions into their current and future social worlds. (3B) Offered each semester. Prerequisite: first-year or sophomore standing, juniors and seniors may register with instructor permission.

This introductory-level course engages students in the development of intersectional and critical thinking about identity–a core that anchors the Critical Identity Studies curriculum. Courses crosslisted as Critical Identity Studies 140 represent a diverse array of academic disciplines and show how interdisciplinary, intersectional, and social-justice approaches are embedded in a student’s education across the curriculum. May be repeated for credit if topic is different. The 3B- and 5T-domained versions of this topics course are, respectively, Critical Identity Studies 141 and 142.

This course examines the past, present, and possible future of the practice of making knowledge, especially knowledge about human identities, communities, and lifeways. Inquiry into these topics in the modern period, which developed in the context of Euro-American colonial power structures and cultural encounters, continues to shape disciplinary and interdisciplinary approaches in the humanities and social sciences. The course engages with such methods both constructively and critically—both as necessary tools for making knowledge and as tools that often depend upon and reproduce racialized power structures and forms of exploitation. It also looks beyond academic methods, exploring how alternative forms of knowledge creation (such as the cultivation of embodied experiences), especially as practiced in marginalized communities, might offer important correctives to disciplinary norms. (5T) Offered each fall. Prerequisite: Critical Identity Studies 101.

This course reframes and decolonizes the study of the anthropology of religion by prioritizing how descendant communities organize their understanding of the sacred not as a bounded life category but rather as intimate to shaping their humanity and daily life practices. To accomplish this, students use writings of past and contemporary social thinkers who focus on “religion,” along with ethnographies, films, and class discussions. The evaluation is based on in-class participation, including active participation in class discussion, daily writing assignments, group presentations, and a final paper based on library research. (3B) Offered every other year.

Why is it that the ways of thinking and living that people call “religious” are often judged by outsiders to be potentially harmful forms of delusion, while those who adhere to those lifeways understand them instead as providing access to what scholar Robert Orsi calls “the really real”? The story of the ideas and events that led to this stark difference of opinion is deeply tied up with European notions of racial and civilizational superiority. This course explores that story as well as counter-narratives to it in order to assess the consequences both for the lives of people who identify as “religious” and for the ongoing power struggle over who gets to define reality and what forms of knowledge are granted legitimacy. (5T) Offered every year. Prerequisite: Critical Identity Studies 101.

In this course, we critically examine consumerism around the world and its impact on culture, politics, identity, and place. We explore how even the most mundane activities (shopping, eating, driving, reading, etc.) have increasingly become reorganized through capitalist-style consumption. Utilizing materials from anthropology as well as other disciplines (e.g. sociology, gender studies, cultural studies), we examine how consumption has had a dramatic effect on society and culture over the last century. Some of the topics we explore are: bottled water, romance novels, gated communities, second-hand clothing markets, national cuisine in Belize, children’s consumer choices, shopping malls, and post-industrial flanerie. (3B) (Also listed as Anthropology 309.) Prerequisite: Anthropology 100 or Critical Identity Studies 101 or Sociology 100.

This course provides and overview of the topics of poverty, punishment and state control. This includes an introduction to and dive into the concept state control and capacity, and foundational readings on how the government interacts with its marginalized populations. Ordered around three major texts on how the state governs, punishes and disciplines the poor, this course also extends these themes to the rights of other vulnerable populations. These topics include chattel slavery, immigration and bodily autonomy. Additionally the course covers concepts of abolition, and the way that people respond to government authority. Students develop their skills in reading and writing critically, and discussing political ideas. Prerequisites: sophomore standing, Political Science 110. (Also listed as Political Science 211.)

This course addresses the issues of race and ethnicity in American politics through two lenses: the crafting and implementation of domestic policies (such as welfare, education, and the criminal justice system) and the framing of political decisions. After an introduction to historical, sociological, and psychological approaches to the study of race and ethnicity, we apply these approaches to studies of American public policy. The course then transitions, examining the explicit and implicit racialization of political decisions. Throughout the course, students consider the role of institutional design, policy development, representation, and racial attitudes among the general public in shaping the American political environment. (3B) (Also listed as Political Science 214.) Offered alternate fall terms. Prerequisites: Political Science 110, 130, 160, or consent of the instructor.

This course addresses various aspects of Greco-Roman medical systems: what constitutes a “healthy” body; how genetics and environment affect health status; what diseases affect humans; the relationship between symptom and cause of disease; what treatment styles are practiced/recommended; the importance of case studies, family history, and environmental factors in determining a course of treatment; and women’s (reproductive) medicine (including theories of how reproduction happens in humans and suggestions for midwives). Students engage with large selections of the Hippocratic Corpus, Aristotle, Soranus, and Galen; and shorter selections of other relevant authors (e.g., Pliny the Elder). Throughout, students are asked to use the Greeks and Romans as a way to interrogate contemporary medical epistemology: what do we “know” about the body, disease, and treatment, and how do we know it? How do we define “health?” What socio-cultural assumptions do we make about the nature of illness and people who suffer with illness? Taught in English. (5T) (Also listed as Greek, Latin, and Ancient Mediterranean Studies 215 and Health and Society 215.)

This course examines the social processes that shape the construction of racial and ethnic hierarchies, dominant ideas, and relations in the U.S. The basic objectives of the course are to understand the following: 1) major paradigms shaping how sociologists examine issues of race and ethnicity; 2) economic, political, and historical structures shaping the constructions of race and ethnicity in the U.S.; and 3) institutional structures and practices through which racial and ethnic hierarchies are produced and reproduced in the U.S. The course will explore the construction and reproduction of race and ethnicity in a variety of sectors including the labor market, education, housing, banking, sports, public policies, and wealth accumulation. (Also listed as Sociology 216.) Offered each year. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course examines the intersections of race, ethnicity, and class as categories of analysis for understanding both diverse and common experiences of inequalities faced by women in the U.S. The basic objectives of this course are to understand the following: 1) economic, political, and historical structures shaping dominant meanings of “Womanhood,” in the U.S.; 2) what it means to be a woman at different social locations of race, ethnicity, class in the U.S., and how these differing social locations shape life experiences and chances; 3) how race, ethnicity, class and gender locations constitute hierarchical relations of power. The course will explore race/ethnicity, gender, and class hierarchies and power in the context of employment/work, families, interpersonal relationships, sexuality, and identity construction. (Also listed as Sociology 221.) Offered each year. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course examines theoretical viewpoints on the development of gender identification and gender-typed behavior; research evidence for the existence/non-existence of gender differences; female social development across the life span; psychological aspects of women’s roles in the family and in the workplace; clinical issues relevant to women, such as depression and eating disorders; and additional topics selected by class members. Includes at least 15 hours of field experience. (3B) (Also listed as Psychology 225.) Offered occasionally. Prerequisite: Psychology 100.

An examination of sex and gender as sociological constructs and as central organizing features of social structures. We will look at gender and gender relations as social constructions, not concentrating on biology. We will investigate how gender is embedded in U.S. institutions and see how deeply entrenched it is. We will study the mechanisms by which masculinity and femininity are created and maintained within social systems; and the variations in these constructions by class, ethnicity, race, and sexual orientation. (Also listed as Sociology 225.) Offered every other spring. Prerequisite: Sociology 100 or 150, or consent of instructor.

Exploration of structured social inequality. What are the bases of social inequality? How are inequality variables related? How can we measure inequality? What do we know about social mobility? Exploration of some specific life changes and patterns of behavior as they are related to social inequality. (Also listed as Sociology 231.) Offered most years. Prerequisite: Sociology 100 or 150, or consent of instructor.

In this course we examine the disparities, conditions, and unique pathologies that define the parameters of contemporary male morbidity, mortality, and well-being. Beyond epidemiological data, our interdisciplinary investigation encompasses an empirical look at the biology and biochemistry of maleness, coupled with analysis of masculine identities and their past and present impacts on men’s general and sexual health. Male circumcision, the clinical or ritual cutting of the foreskin, is the backdrop for our exploration of men’s health. In addition to field trips and guest lectures spanning the spectrum of health, our journey culminates in a curated exhibit, research posters, and/or performance pieces that weave the phenomenon of male circumcision into the fabric of men’s health across time, cultures, and sexual identities. (3B) (Also listed as Health and Society 235.)

As Native peoples, Africans, and Europeans came into contact with one another, their actions altered both the cultural and natural landscapes of the present-day United States. This course will focus on some of these actions, both intentional and unwitting, as we consider central questions of American environmental history from the colonial era through the present day. We will think about the ways that different cultural approaches to land, plants, and animals transform ecological systems, as well as the ways that different groups of people approach various landscapes. We will also consider environmental causes and consequences of otherwise familiar historical events, as well as the ways that class and, especially, race, affect people’s relationships with “the environment.” Additional topics include ideas and experiences of “nature”; slavery and the plantation system; the displacement of indigenous peoples; and the rise of environmentalism and its transformation by issues of inequality and justice. (5T) (Also listed as History 237/Environmental Studies 237.) Open to first-year students.

An examination of dominant demographic changes in family structure in the United States. We study major variations in family life as shaped by social class, race/ethnicity, and sexuality. Exploration of select topics such as single motherhood, childrearing practices, marriage, the division of household labor, and family policy. (Also listed as Sociology 245.) Offered every other spring. Prerequisite: Sociology 100 or 150, or consent of instructor.

Families are a central institution in people’s lives. In this class we will investigate various social problems, issues, and policies as they relate to families in countries around the globe. Questions we will investigate include: What effect does China’s one-child policy have on gender distribution and future marriage patterns? How do high rates of HIV/AIDS impact family structure in Africa? How do Scandinavian welfare policies affect outcomes for children and families? (Also listed as Sociology 251.) Offered every other spring. Prerequisite: Sociology 100 or 150.

This course is an introduction to the subdiscipline of linguistic anthropology: the study of language as a cultural resource and speaking as a cultural practice. Linguistic anthropology is concerned with the study of speech communities: groups of individuals who share a way of speaking. Throughout the semester, we read and discuss various topics related to the study of language and culture: language change; bilingualism; literacy and citizenship; the use of language in describing illness and speech as performance (poetry, hip-hop, dirty jokes). We also examine how ethnographic methods can be used alongside linguistic methods to better understand the connections between culture and communication. (Also listed as Anthropology 209.) Offered occasionally. Prerequisite: Anthropology 100 or consent of instructor.

This course focuses on the biological, social, psychological, cultural, and political factors that impact women’s experience of health and illness in the United States and around the world. Topics covered will be selected from critical topics focused on women’s experience of health and illness, including childbirth, breast cancer, aging, HIV/AIDS, and forms of psychological and physical violence. Depending on the instructors, this course may consider global issues and/or may include a significant laboratory component. (Also listed as Health and Society 252.) May be taken for credit only one time. Offered occasionally.

This class focuses on queer social life from the situated vantage points of ethnography. Students examine desires, disenfranchisements and queer forms of community across cultural locales, sociosexual landscapes and gendered realities. Conversations focus on the theoretical, methodological and representational issues faced by ethnographers in situations ranging from Black ballroom culture in Detroit to lesbian and gay activisms in New Delhi to trans and nonbinary lifeworlds in Shreveport. (Also listed as Anthropology 253.) Prerequisites: Anthropology 100, Critical Identity Studies 101 or permission of instructor.

Africana philosophy is a field of study focusing on critical inquiries by thinkers from Africa and the worldwide African diaspora. It includes the philosophical efforts of Africans, African-Americans, Afro-Caribbeans, and others, whose works address a variety of problems and concerns. It does not refer to one particular school of thought, but rather a collection of approaches to questions of fundamental importance for human beings as such. The concept of ‘Africana philosophy’ is not intended to suggest that there is something that the works of all thinkers of African descent have in common, but rather that they and their inquiries are linked by a history of colonization, enslavement, and marginalization that we can reflect on critically and productively with their help. Recognizing that the concept of race is itself a result of this history, we cannot assume that there are any biological or cultural traits shared by all philosophers of African descent, but we can identify some common themes and intellectual concerns arising from shared experiences of anti-black racism and attempts to understand and overcome it. This course examines a few of these themes, such as what it means to be human, especially in the face of dehumanization; how racism should be resisted and racist societies transformed; and what will become of philosophy in a post-colonial age. Offered each year. (Also listed as Philosophy 275.) Prerequisite: Philosophy 110 or 115, or consent of instructor.

This course explores the ways gender is performed on a daily basis. Though emphasis is on the art of drag, we look at the ways that we all choose to present our preferred gender and experiment with other (and othered) genders. Class time is equal parts studio practice and lecture/discussion. Studio practice includes experimentation with stereotypically Western male/female movements and gestures, make-up and padding tutorials, and the art of lip-synching. As each student develops and transforms into their drag persona over the course of the semester, they engage in ongoing reflection regarding their experience of the corporality of ‘trying on’ the movements of genders. Professional Drag Queens/Kings join as lecturers. Readings and films dealing with the politics of gender presentation round out the course. The culminating class event is an Extravaganza Show. (2A) (Also listed as Performing and Applied Arts 288 and Theatre and Dance 300.) Offered every year. Prerequisite: performance experience preferred.

This advanced-level course is structured to guide students in understanding the complexities of how sacred lifeways inspire social transformation within the Black Atlantic. African descendants along with others who have marginalized social positions have used such lifeways to inform strategies that assert identities that present alternative narratives to individual and collective subjugation. The course covers select geographic locations throughout the Atlantic as a way to expand how we think about the formation and implementationof national, racial projects and sustained efforts to resist social exclusions. (3B) Offered occasionally. Prerequisite: Critical Identity Studies 101. (Also listed as Religious Studies 301.)

This course explores the construction and operation of whitenesses primarily in the United States, though it also looks at non-Eurocentric notions of whiteness by examining whiteness both as a category of analysis as well as a social category. It considers how whiteness came to be understood as an unmarked category, by whom, and how it operates in conjunction with gender, sexuality, and/or class in lived experiences. (Also listed as Anthropology 302.) Offered occasionally. Prerequisite: junior or senior standing and Anthropology 100 or Critical Identity Studies 101 or Sociology 100 or consent of instructor.

This advanced-level course considers how power and privilege are embodied, negotiated, and challenged by masculine subjects (who may or may not be “men”). A key focus will be on how intersectional approaches to analyzing modern identities—gender, race, class, nation, region, sexuality—move us beyond the inherited borders and accepted divisions of male and female. (3B) Offered every other year. Prerequisite: Critical Identity Studies 101.

This advanced-level course surveys a number of conversations in the contemporary academy and social movement contexts about what it means to be queer or to do things queerly. Students explore the utopic aspirations of thinking outside of normative genders, sexualities, and bodies along with the ways in which those same aspirations are embedded in dominant power relations that may thwart subversive intents and desires. Offered every other year. (3B) Prerequisite: Critical Identity Studies 101.

This course offers cross-cultural perspectives on the construction of gender and its social roles. It considers the usefulness of gender as a category of analysis, its relation to sex and sexuality. Throughout the semester we consider the differing ways in which gender is understood and what this means for the theoretical purchase of the term within anthropology. (Also listed as Anthropology 305.) Offered occasionally. Prerequisite: junior or senior standing and Anthropology 100 or Sociology 100 or Critical Identity Studies 110 or consent of instructor.

This advanced-level course explores the internal logic of race and culture and how each has been shaped by and deployed in various disciplines in order to understand the theoretical work each accomplishes. It considers the nature of the relationship between culture and race as well as whether and/or how they enable each other in various contexts. (Also listed as Anthropology 306.) Offered every third year. Prerequisite: junior standing and Anthropology 100, Critical Identity Studies 101, or Sociology 100.

Inquiry into race and racism from a philosophical perspective, in dialogue with other disciplines. What is the meaning of race? Is it a biological fact or a social construction? Should racial categories be eliminated, or are there good reasons to preserve them? Is racial color-blindness the solution to discrimination, or is it just another form of racism? This course will focus on the history of the concept of race and contemporary debates surrounding racism and racial identity. (5T) (Also listed as Philosophy 260.) Offered occasionally. Prerequisite: Philosophy 110 or 115 or sophomore standing.

This seminar investigates the mutually constituting relationship between “secularism” and the very diverse set of contemporary movements that have come to be labeled (whether by adherents or critics) as “fundamentalist.” Recent scholarship on secularism reveals its foundations in the construction of religiosity—especially apparently “extreme” forms of religiosity—as inferior to and opposed to modernity, rationality, progress, freedom, and a whole host of other “secular” values. Students analyze media representations, polemical writings, and campus norms in light of recent theoretical work on the relationship between secularity and religiosity, in order not only to better understand the centrality of these categories in the construction of political, social, and personal realities, but also to recognize and critique our own assumptions through comparative study. In the process, students examine the relationship between secularity and religiosity on the Beloit campus. (Also listed as Anthropology 257.) Prerequisite: Critical Identity Studies 101.

This course focuses on the way different communities conceptualize illness and health, and the types of strategies they pursue to realign individual and community well-being. Students explore curative systems and the cosmic orientations that inform such practices through ethnographies, articles, book chapters, and videos. Some curative systems of focus include African-inspired traditions, Hindu-inspired traditions of the science of yoga and Ayurveda, Latin American variants of Curanderismo, and others. This course is not intended to be an exhaustive study of a full range of communities healing traditions. (5T) Prerequisite: Critical Identity Studies 101.

Sacrifice—the kind that involves ritual violence, that is—is thought to have been all but universal in so-called “premodern” cultures, only to have been wiped out completely (or was it?) through the process of modernization. This course investigates sacrifice and its inverse, self-sacrifice, both in contemporary theory and in cultures deemed “premodern,” with a primary focus on notions of (self-)sacrifice in ancient South Asian thought and practice. Students explore what can be learned through a dialogue between past and present about modern forms of sacrifice and their relationship to gendering, racialization, and related intersections of language and bodies. (5T) Prerequisite: Critical Identity Studies 101.

If “enlightenment” is a “cognitive” or “spiritual” state or achievement, why is it that it is strongly and repeatedly associated with particular forms of embodiment? This course explores this question cross-culturally, focusing on the story of the Buddha’s enlightenment and its intersection with “the Enlightenment” in modern Europe. The transformations of the Buddha biography make an especially compelling case study for this path of inquiry because the body of the Buddha has constituted such a central focus of the vastly different stories told about him in different places and times, including Modern Europe. As a result, students learn a lot about how ideals of embodiment are produced by looking at the ways in which stories of the Buddha’s enlightenment are intertwined with the triumphal story of white European Enlightenment and related colonial projects. (5T) Normally offered every second year. Prerequisite: Critical Identity Studies 101.

Using the atrocities and acts of courage committed by “ordinary people” during the Holocaust as the central problem to be investigated, this course explores different visions of how we should live, with and for others, through the ethical perspectives offered by particular traditions of religious thought. The course emphasizes the problems and possibilities of ethical relativism in a global context and concludes with a consideration of the value of different ethical lenses for addressing contemporary ethical problems. (5T) Prerequisite: Critical Identity Studies 101.

This course is designed to engage concepts and theories associated with perspectives used to understand the complexities of the socio-historical, political and sacred contexts that inform African inspired expressive forms, with an emphasis on ritual and culture as related to the construction of religious realities. The course guides students to think critically about Africa and its diaspora, the forced and semi-forced dispersal of Africans and their descendants throughout the globe over time. The selections of readings, lectures, class discussions, films, and/or other materials are intended to assist students in expanding their understanding about the complexities of the topic. (3B) Prerequisite: Critical Identity Studies 101.

This course examines how identity and race have been created within Cuba’s nation-making project from conquest to the contemporary moment. The course prioritizes studying identity creation by African descendants and others who have shared their social status. By focusing on the practices of these marginalized social actors, students have an opportunity to engage how distinct sacred lifeways provide alternative sites of social empowerment through identity-affirming practices. Students become familiar with different concepts and theoretical perspectives associated with examining Cuba as a multiracial society and how these assist with understanding race in a more complex and non-binary fashion. (3B) Prerequisite: Critical Identity Studies 101.

This course helps students articulate their understanding of identity, assess how their liberal arts education has helped them remake knowledge (for themselves and others), and develop a plan to acquire the tools they need to build and transform communities of which they are–or plan to be–a part. It starts with deep reflection about what it has meant to be part of their Beloit College communities for the past 3.5 years. This takes place with an audience of first- and second- year students who enroll in PRAX 110 for .5 unit. Next, students survey various approaches to understanding community, conflict, equity, and justice from various cultural, activist, and spiritual contexts–past and present. Students then develop a project proposal that emphasizes “doing community” with an eye toward their future career or other post-Beloit life goals. This planning process is helped along through their encounters with Beloit College alumni by way of Channels programming. The deliverables include a digital portfolio or public-facing website, a symposium presentation, highly vetted resumes and cover letter templates, and post-graduation 1-, 3-, and 5-year plans. (CP) Prerequisites: Critical Identity Studies major, minor, or permission of instructor.

This course is a structured approach to algorithm development and problem solving using computer programming in an object-oriented programming language such as Java or Python. The course develops the concepts of procedural abstraction, program design, debugging, and testing in addition to teaching the standard features of a high-level computer programming language. Students will be introduced to the key concepts of object-oriented programming, including classes, inheritance, polymorphism, and interfaces. Societal issues related to computers (e.g. ethics, privacy, liability, and security) will also be discussed. (1S) Offered each semester.

An introduction to the design, creation, and maintenance of web pages and websites. Students learn how to critically evaluate website quality, how to create and maintain web pages, how to design web page layout and effective site navigation, and learn about web design standards and their importance. The course includes implementation using HTML, CSS, and other basic tools for Web based construction. The course then continues with higher level tools, including page design tools, DHTML, and related tools. Some site management techniques are covered, accessibility issues and working with clients discussed. The course progresses from introductory work on web design to a culminating project, usually on a student-selected project or a site for a local community organization. Offered in even years, spring semester. Prerequisite: junior standing.

The course introduces the organization of the physical components of the computer (hardware) and the interface between the hardware, specifically via the Central Processing Unit (CPU), and the programs/instructions (software) that resulted in a functioning computational machine. In addition, the course introduces an in-depth study of the CPU in terms of its functional sub-units (Register File, Arithmetic and Logic Unit (ALU), datapath and control, pipelining) and interconnections, as well as in terms of its interface to memory and the external world. The course includes formal study of digital logic, Instruction Set Architecture (ISA), assembly language, memory hierarchy, and storage units. The course also explores alternative processor architecture and multiprocessing. Offered each fall. Prerequisite: Computer Science 111.

Practical coverage of data structures with opportunities for software problem-solving. Covers linked-lists, skip lists, general and balanced trees, hashing, and graphs, together with algorithms and standard tools for their implementation, plus algorithms for diverse sorting methods and complexity analysis of algorithms. Students learn how to use abstractions of data structures in designing software for applied problems, to implement the details of algorithms in writing programs, and to analyze the tradeoffs in choices of data structures and algorithms. Offered each spring. Prerequisite: Computer Science 111.

Introduces the concepts, design, and implementation of computer data communication networks, presenting both a service model and a layered-architecture model. The course examines the Internet and its services and protocols at the application, transport, network, and physical layer in terms of a client-server, socket-based model. The growth and control of the Internet and its social implications are also discussed. The principles of network, communications, and data security and integrity are presented. Offered even years, spring semester. Prerequisite: Computer Science 175.

An introduction to programming techniques for the construction of dynamic web sites, and an introduction to Web application development. Students will learn to program in the building blocks of the web, including JavaScript (client-side), PHP or Python (server-side), and SQL (database communication). Additional technologies introduced include HTML forms, HTML5, the Document Object Model (DOM), XML, JSON, and AJAX. Students will work in teams to design, implement, and deploy a full-featured web application, either a pre-provided project or a personally designed project. Offered even years, spring semester. Prerequisites: Computer Science 204 and Computer Science 165, or permission of instructor.

The major classes of algorithms used across the diverse areas of computer science, including graph algorithms, pattern matching, graphical algorithms, parallel algorithms, encryption, and compression. General approaches to the design of algorithms, including divide-and-conquer, backtracking, dynamic programming, and transformation of problems. Further techniques for the analysis of the efficiency of algorithms. An introduction to the abstract classes of problems: P (solvable), NP and NP-Complete (solvable but intractable), and unsolvable problems. Offered in odd years, spring semester. Prerequisite: Computer Science 204 and Mathematics 160.

Overviews the basic techniques for threaded programs where multiple tasks share the computer resources as well as surveys the principles of modern operating systems. Topics covered include data races, deadlock, atomicity/mutual exclusion with implementation, communication between threads including shared memory and message passing, operating system design, hardware influences, concurrency mechanisms, threads and processes, process states and diagrams, scheduling, context states and interrupts, memory management, file systems, and examples from major contemporary operating systems. Actual threaded programming will be done. Offered in odd years, fall semester. Prerequisite: Computer Science 204.

To understand what a computer can and cannot do, we investigate different styles of languages used to program computers, study machine learning, where the computer partly programs itself, and construct abstract models of computers for a more formal analysis of their capabilities and limitations. The focus is on programming languages substantially different than the object-oriented languages students are expected to be familiar with. We investigate their capabilities and strengths, and how they are implemented. We learn the basic properties of the three main abstract classes of computers: Finite State Machines, Context-Free Grammars, and Turing Machines. We learn some problems that cannot be solved by computer, and the implications of these unsolvable problems on computer technology. Offered in even years, fall semester. Prerequisite: Computer Science 204 plus 2 additional units of Computer Science courses at the 200 level or above.

This course introduces relational database systems, including design, architecture, SQL, relational data modeling, entity-relationships, transactions, and reliability. The course also introduces information management systems, including human needs, indexing, quality issues, object-oriented model, and information representation and applications. Students will work in teams to design a database application, including testing, documentation, and review. Students will experience different roles in the team environment and continued presentation of work to the audiences. Appropriate software development tools will be learned and utilized. Students will study professional ethics and obligations. (CP). Offered every year. Prerequisite: junior standing and Computer Science 204.

This course studies modern techniques for using multiple teams to develop a single program. This includes programming techniques (e.g. test-driven development), professional tools (e.g. GitHub), and Scrum-based coordination. Historical approaches, such as the Waterfall Model, are discussed, but the focus is on modern versions of Agile Programming and user-story driven incremental development. This is a project-based course, with new projects for each offering. Students attend weekly Scrum meetings, contribute regularly to the GitHub repository, design tests for both their own code and teammate’s code, and give a presentation on one of the standard design patterns. (CP) Prerequisites: Computer Science 111, 204, and 1 additional computer science course.

Data visualization is the process by which information is displayed in graphical form, to investigate patterns in datasets and communicate results. This course covers methods of data visualization, centering on two areas: data visualization as exploration and data visualization as communication. Students discuss univariate, bivariate, and multivariate comparisons and use multiple programs to generate visualizations. Each student will create a final portfolio project on a topic of their choice. Prerequisite: none, but preference given to data science and data analytics majors.

As the senior seminar in data science and data analytics, this course provides a synthesis of concepts and skills learned by DSDA majors and minors during their time at Beloit. Affiliate faculty in departments across the college discuss the importance and meaning of data in their disciplines. Students complete a senior portfolio showcasing their work in data science and analytics and preparing for post-Beloit education and employment. (CP) Prerequisite: senior standing.

This course discusses several data mining techniques to identify novel patterns from large scale databases that might not be available at the current level of process. Topics related to data processing, data visualization, data exploration, prediction, classification, anomaly detection, association analysis, and clustering are covered. Students work on several projects in order to employ data mining tools and techniques such as decision trees, support vector machine, Bayesian classifiers, and neural networks-mean clustering to solve some problems in the field of data science. Offered odd years, spring semester. Prerequisite: junior standing and Computer Science 204. Recommended: Mathematics 205 and 275.

An introduction to the three types of machine learning: 1) supervised learning, 2) unsupervised learning, and 3) reinforcement learning. Students work individually or in teams on real world datasets from different fields to implement machine learning algorithms/approaches and evaluate their performance, including presentations of work oriented to audiences in the related field. Students study professional, ethical, and social issues related to data science. Python is used as the main programming language in this course. (CP) Offered even years, spring semester. Prerequisite: Data Science and Data Analytics 345.

This course is designed to teach students how to use SQL (structured query language) for data analytics. Students first study the basics of relational database management systems (RDBMS) and database schema which are used widely in many businesses. As part of RDBMS, students learn SQL which is used to gather meaningful information from data files. Students explore various utilities of SQL such as creating reports for business as per the business’ requirements, creating tables in a database, modifying information in those tables, and so on. Students may also look at advanced SQL topics such as stored procedures, views, and triggers. By end of the course, students are familiar with different features of SQL and their use cases in businesses. (1S)

This course examines how race plays a role in determining various life outcomes of the people in the United States, including the disparities in economic outcomes caused by differences in gender, sexual orientation, and other personal traits. Students are introduced to economic theories of discrimination; they review the empirical research around those theories and study the policies intended to reduce this discrimination. Students learn how to read research papers in economics and also learn econometric tools that economists use to calculate discrimination. If time permits, students look at other types of inequalities in an international context such as caste-based inequalities in India. By the end of the course, students learn how to think about various types of inequalities from an economics lens. (3B). Prerequisite: Economics 199.

This course applies economics to sports in the U.S. and around the world. Applications of economics include analytical tools from the fields of industrial organization, public finance, and labor economics. Theoretical outcomes for economic variables such as revenues, costs, and profits as well as sports variables such as winning percentages, team payrolls, and competitive balance are compared with data on these variables from the real world. Cost-benefit analysis of new sports infrastructure is considered both for recurring use by local teams and for non-recurring use to host events such as Olympics or other championships. Offered each year. Prerequisite: Economics 199.

This course examines three main aspects of economic globalization: international trade, international migration, and international capital flows. We will use economic models to study why each aspect of globalization happens, who are the winners and losers from each, and the impacts of globalization on matters of interests such as economic growth, poverty and inequality, the environment, labor standards, etc. The theoretical analyses are then confronted with data and country case studies. This will enable us to understand why some people are against globalization while others embrace it, whether we should have more or less globalization, or how we should reform or change globalization. This course is recommended for students who plan to work for government and international organizations in activities affected by international economic relations. (3B) Offered once per year. Prerequisite: Economics 199.

This course is an introduction to health economics. Topics that are covered include: demand for health care, economics of health innovation, the supply of health care, moral hazard, adverse selection, health policy, social determinants of health, public health economics, behavioral health economics and economic epidemiology (population aging, obesity, environmental health, and infectious diseases). The main objective of the course is to equip students with the tools to understand healthcare markets and health outcomes. The course is designed be as approachable as possible and does not require a strong background in mathematics or quantitative methods to do well. (3B). Prerequisite: Economics 199.

Microeconomics is the study of how households and firms allocate scarce resources to competing ends. Students learn to use economic models and optimizing techniques to address a variety of decision-making processes, including consumer utility optimization and producer profit maximization in the context of competitive markets, monopoly, oligopoly, and monopolistic competition. (3B) Offered most semesters. Prerequisite: Economics 199.

In this course, construction of an organized theoretical framework facilitates an understanding of the behavior of variables such as GDP, inflation, and unemployment. An open economy approach is taken, and international analyses abound. Alternative fiscal and monetary policy strategies receive scrutiny in a variety of environments. Important contributions from macroeconomists representing schools of thought (e.g., Classical, Keynesian, New Classical, New Keynesian) from throughout the 20th century are presented. Offered each spring. Prerequisite: Economics 199.

An introduction to the quantitative tools used by decision makers in both private business and public institutions. The course reviews introductory statistical methods and builds to the multiple regression model. Applications of these techniques are then developed to explain, predict, and forecast economic and business events. Offered each semester. Prerequisite: Economics 199 and at least sophomore standing.

In this course, students employ analytic methods to describe, diagnose, prescribe, and predict aspects of sporting activity using data sets from the U.S. and around the world. Through applications to sports, students deepen their understanding of probability, statistics, linear and non-linear regression analysis, and coding languages such as Stata and Excel. Prerequisites: a statistics course, such as Mathematics 106, Economics 251, Sociology 205, Psychology 161, Political Science 201, or another statistics course by permission of the instructor.

This course introduces students to techniques of econometric analysis and to models of economic activity. It treats issues about specification and estimation of single- and simultaneous-equation models. Students become acquainted with methods of interpreting statistics describing the performance of estimated models, and they learn techniques for addressing any problems such statistics may reveal. Offered each spring. Prerequisite: Economics 199, 211, and 251.

This course teaches the basic methods, implementation, and applications of machine learning for understanding and solving contemporary business and economic problems using large datasets. The course builds upon students’ understanding of traditional statistical models. The topics that are covered include: OLS (Ordinary Least Squares) regressions, LASSO (Least Absolute Shrinkage and Selection Operator) regressions, regression model selection, and regularization; classification; tree-based methods (Decision Trees, Random Forests, Casual Trees); causal inference; and applications of machine learning methods in economic policy analysis. (1S). Prerequisites: Economics 199, 251 (or comparable quantitative or statistics-based research methods course like Mathematics 205) and Computer Science 111.

This course uses techniques from mathematics to extend the models developed in the Intermediate Microeconomic and Macroeconomic Theory courses. Static, comparative static, dynamic, and optimal control models track the behavior of economic variables. These models illustrate applications of linear algebra, differential calculus, and integral calculus. Offered occasionally. Prerequisite: Economics 199, 211, 212, Mathematics 115.

Tools and concepts from game theory (e.g., simultaneous-move games, sequential-move games, Nash equilibrium, and Bayesian equilibrium) are used to model topics from international political economy (e.g., strategic trade policy, bargaining, and voting games), macroeconomics (e.g., unemployment and optimal policymaking), industrial organization (e.g., cartels, oligopoly, contestable markets, and mergers and acquisitions) and the financial sector (e.g., insurance, credit rationing, and auctions). Offered each spring. Prerequisite: Economics 199 and Mathematics 110 or 115.

This capstone course is for all majors in the department of economics. As the title suggests, the central question raised in this course is, “What are the nature and causes of wealth and well-being?” This is among the discipline’s most important questions, and it is therefore a fitting one to pursue in this capstone course. Economists have addressed this question with a wide variety of intellectual tools and paradigms, and it is the source of continuing debate and discovery. Each year this course is redesigned around the ideas and influence of a major thinker, school of thought, and/or sub-discipline within economics. This design will reflect the content of an annual event: The Wealth and Well-Being of Nations: A Forum in Honor of Miller Upton. (CP) Offered each fall. Prerequisite: senior standing.

An exploration of a variety of philosophical and historical approaches to the study of education and youth are integrated throughout this class. Students’ own educational experiences are taken into consideration through digital stories. These student experiences, in school and out of school, as well as the students’ developmental histories and personal philosophies, are considered in their relation to each other, as sources of knowledge and understanding. Students read and write about philosophers and theorists from a broad range of traditions, periods, and places. Integrated with philosophical explorations, students undertake historical investigations of schooling youth; this course focuses on the history of the U.S. and the development of ideas of democratic schooling in contexts of inequality. These explorations also include investigating how media and propaganda impact societal norms and influence education and youth. Additionally, a strong emphasis is placed on anti-racism, anti-sexism, anti-heterosexism, and (dis)able bodies. In their writing and face-to-face interactions, students are strongly encouraged to employ philosophical and historical methodologies for their own self-expression. (5T) Offered each fall and alternate spring semesters.

In this course, students explore psychological frameworks related to the process of learning, with a focus on teaching methods, instructional processes, and individual differences in learning. Additionally, this course explores the impact of trauma on learning and the journey towards radical healing. The following psychological frameworks serve as the lenses through which students seek to explore, understand, assess, and create alternative learning environments: cognitive psychology, trauma psychology, and the psychology of radical healing. This course is designed as a seminar. Thus, students are expected to participate actively in discussions while holding themselves accountable for their realizations of and connections to the processes of learning, the impact of trauma on these processes, and the importance of radical healing in addressing trauma. Students are encouraged to apply their understanding of these processes to their own analyses. Alternative learning practices including healing circles, group assessments, and evaluative exploration of curriculum are employed. (3B) Offered each fall and alternate spring terms.

An exploration of major theories and significant research on the development and explanation of social and cultural differences and how they affect the lives and education of youth. The course will investigate student diversity, with special attention to race, class, gender, language, and the inclusion of students with special needs in general education. Issues are examined mainly through the lenses of sociology, anthropology, and education and youth policy. Using the theories and methodologies of these disciplines, students will critically examine how and why race, class, language, ability and disability, and gender have influenced education. (3B) (Also listed as Critical Identity Studies.) Offered each spring and alternate fall semesters.

In this seminar, we explore comparative and international perspectives on education and youth studies by focusing on readings that primarily address comparative methodology, including the questions, what is comparative education, and why and how we compare. A prominent theme in our reading is globalization and localization, what it means and how it influences our intellectual and social landscapes, our teaching and research approaches, how we borrow and lend educational ideas, and the way we are connected to each other. We explore how particular kinds of comparative literature might shape public policy as well as our teaching and learning. Through a close examination of comparative methodologies and reading of case studies from different cultures and societies, students learn to position domestic issues on youth and education such as language, inclusion, choice, race/ethnicity, class, gender and beyond, in the global context. We also aim to draw implications for the improvement of policies related to teacher education and curriculum and pedagogy from international comparisons. Our class is largely discussion based with class participants responsible for guiding our analyses of case studies and comparative methodology in part by sharing weekly reading response and through group presentation projects. The class also incorporates other multi-media sources such as podcasts and videos to help enrich our understandings of the issues we study. (3B) (Also listed as Critical Identity Studies 267 and Political Science 205.) Offered each fall.

This course is designed for students who are interested in teaching English as a second or foreign language (ESL/EFL). It includes foundational information on the theories, contexts, and methodology of language acquisition, as well as an overview of current socio-political issues related to teaching English abroad. Students will examine, discuss, and apply aspects of the following topics: intercultural communication, curriculum development and lesson planning, skill-based methodology, language assessment, materials critiques, computer/technology-aided learning, resource development, classroom research, and socio-cultural theory. Field experience, classroom observations, and practice teaching are included. Offered each spring. Prerequisite: sophomore standing and at least one semester of language study that is not their mother tongue/first language.

Students in this course learn about theories of math learning related to qualitative and quantitative reasoning, best practices for math teaching, how to support learning through math rigor (build conceptual understanding, procedural fluency, and apply math to the world) with a focus on sociocultural theories; cognitive processes underlying math literacy (including the development of language, number sense, and symbolic communication of math); pedagogies of math; use of data and statistics in education and curriculum; and the roles of technology in math learning contexts. Students in this course design lesson plans that are aligned with Math Common Core State Standards that promote culturally relevant and inclusive learning experiences for students from diverse backgrounds. The course includes attention to pupils with diverse social, intellectual, emotional, and physical abilities, as well as how to differentiate learning through multiple levels of support. EDYS students observe classrooms with students at different ages engaged in a variety of mathematical and science activities and undertake an independent participant/observation research project in a relevant setting of their choice. Prerequisites: Two 100-level Education and Youth Studies courses. Students should take this course and Education and Youth Studies 256 during the same semester.

Students in this course learn about theories of science learning related to qualitative and quantitative reasoning, best practices for science teaching, understanding of disciplinary core ideas, cross-cutting concepts, and science and engineering practices; procedural knowledge with a focus on sociocultural theories; cognitive processes underlying literacy and language with science; pedagogies of science; use of data and statistics in education and curriculum; and the roles of technology in quantitative contexts. Students in this course design lesson plans that are aligned with Next Generation Science Standards and intentionally connected to Math and ELA Common Core State Standards that promote culturally relevant and inclusive learning experiences for students from diverse backgrounds. The course includes attention to pupils with diverse social, intellectual, emotional, and physical abilities, as well as different levels of opportunity to learn. EDYS students observe classrooms with pupils at different ages engaged in a variety of mathematical and science activities and undertake an independent participant/observation research project in a relevant setting of their choice. Prerequisites: Two 100-level Education and Youth Studies courses. Students should take this course and Education and Youth Studies 255 during the same semester.

This course is a theoretical and practical investigation into literacies and associated literatures across various curriculum, focused on children and youth in regular and special education settings, from primary to high school. Students learn about the acquisition/application of reading and writing ability, including emergent literacy, phonemic awareness, fluency, vocabulary, and comprehension, in the contexts of linguistic and sociocultural diversity. Students explore a wide range of literature — fiction and non-fiction — drawn from a range of disciplines and potential age levels. Students also learn about individual differences in reading and writing development, including learning disabilities. The course includes attention to academic language across disciplines and age levels. Students explore reading and writing pedagogies through observation and practice teaching of student placements in different subjects and engage in a variety of literacy activities for approximately 20 hours at a local school. Prerequisites: two 100-level Education and Youth Studies courses. Students should take this course and Education and Youth Studies 266 during the same semester.

This course is a theoretical and practical investigation into interdisciplinary approaches to Social Studies instruction, pedagogy, and content standards. Students become civically engaged educational problem-solvers who critically examine their roles in local, regional, state, national, and global communities and how that applies to social studies instruction in the classroom. Through studying and applying the individual disciplines of social studies (behavioral sciences, economics, geography, history, and political science), students learn how to support and develop lifelong learners as future teachers who can collaborate and thrive in our interdependent world. Students also learn about applying literacy and other related disciplines to social studies instruction. Students learn about how to address individual differences in social studies content development and ways to support a diverse group of learners. Students explore social studies pedagogies through observation and practice teaching student placements in various classrooms and engage in various Social Studies activities for approximately 15 hours at a local school. Prerequisites: two 100-level Education and Youth Studies courses. Students should take this course and Education and Youth Studies 265 during the same semester.

Courses offered under this rubric address a wide range of questions central to education and youth studies, from different disciplinary and interdisciplinary perspectives. Pedagogical approaches also vary according to instructor and topic. Recent offerings, for example, have focused on East Asian education, youth involvement in U.S. labor history, racial dynamics of Romani education, gender and education, environmental justice, mindfulness and adolescent development, African coming-of-age literature, et al. Nearly all offerings under this rubric are explicitly oriented toward the understanding of issues of inequality, injustice, and critical difference. Each offering of the course provides an introduction to, and practical experience with, the methodologies of inquiry specific to the discipline/topic under study. May be taken for credit more than once, with different topics. Offered three times each year. Prerequisite: varies by topic.

Students participate in pre-K to high school classrooms as teaching apprentices, in conjunction with an ongoing workshop devoted to learning about planning, instruction, and assessment. One unit requires a minimum of eight hours weekly in a classroom setting—a total of approximately 120 hours—with the goal of high-quality independent teaching, under the supervision of a cooperating teacher and a college supervisor. All practica take place in local schools that feature significant socio-cultural diversity and offer experience working with a wide range of atypical students in mainstream and special settings. Students are placed in classrooms corresponding to eventual teaching interests, leading in most cases to students teaching. Students aspiring to obtain certification should undertake teaching experiences with children/youth at two different levels of schooling, e.g. high school and middle school. The goal of the workshop will be the completion of a short version of the Educational Teacher Performance Assessment (edTPA), the equivalent to a field-based research project, requiring a written report of approximately 25 pages. Students may take this course twice, with different placements. Offered each semester. Prerequisite: junior status, and Education and Youth Studies 252 and/or 262.

Students will participate in an 18-week, full-time teaching experience in an elementary school with responsibilities for lesson planning, teaching, and evaluation, in addition to parent-teacher conferences, department meetings, and extracurricular activities. A cooperating teacher in students’ respective disciplines and a Beloit College supervisor will mentor students to help develop professional teaching habits and evaluate student teaching progress. Students will meet as a group at least once monthly on campus to discuss teaching experiences, and to work on edTPA (Teacher Performance Assessment). Successful submission of edTPA, as well as passing scores on other tests required by the Department of Public Instruction, are required for certification in Wisconsin. Students may complete student teaching locally or petition to teach elsewhere. Prerequisite: senior of 9th-term status; Education and youth Studies major completed or in progress; grades of B or better in Education and Youth Studies 252, 262, and 2 units of 300; and consent of department. Course fee of $350 for official edTPA scoring. Additional fees for supervision when students teaching outside of local area.

Students will participate in an 18-week, full-time teaching experience in a middle or intermediate school with responsibilities for lesson planning, teaching, and evaluation, in addition to parent-teacher conferences, department meetings, and extracurricular activities. A cooperating teacher in students’ respective disciplines and a Beloit College supervisor will mentor students to help develop professional teaching habits and evaluate student teaching progress. Students will meet as a group at least once monthly on campus to discuss teaching experiences, and to work on edTPA (Teacher Performance Assessment). Successful submission of edTPA, as well as passing scores on other tests required by the Department of Public Instruction, are required for certification in Wisconsin. Students may complete student teaching locally or petition to teach elsewhere. Prerequisite: senior of 9th-term status; Education and youth Studies major completed or in progress; grades of B or better in Education and Youth Studies 252, 262, and 2 units of 300; and consent of department. Course fee of $350 for official edTPA scoring. Additional fees for supervision when students teaching outside of local area.

Students will participate in an 18-week, full-time teaching experience in a high school with responsibilities for lesson planning, teaching, and evaluation, in addition to parent-teacher conferences, department meetings, and extracurricular activities. A cooperating teacher in students’ respective disciplines and a Beloit College supervisor will mentor students to help develop professional teaching habits and evaluate student teaching progress. Students will meet as a group at least once monthly on campus to discuss teaching experiences, and to work on edTPA (Teacher Performance Assessment). Successful submission of edTPA, as well as passing scores on other tests required by the Department of Public Instruction, are required for certification in Wisconsin. Students may complete student teaching locally or petition to teach elsewhere. Prerequisite: senior of 9th-term status; Education and youth Studies major completed or in progress; grades of B or better in Education and Youth Studies 252, 262, and 2 units of 300; and consent of department. Course fee of $350 for official edTPA scoring. Additional fees for supervision when students teaching outside of local area.

The purpose of this course is to develop understanding and practical expertise in qualitative inquiry into a broad range of contemporary issues in education and youth studies. Students develop proposals for field-based research; learn about the relevant methods of inquiry for their chosen topics and settings; undertake supervised research in local settings; and write a final report of their experience/findings. In regular meetings of the entire class, small-scale group research projects are developed and executed, individual research proposals are presented and critiqued, and methods of inquiry are studied. Students are strongly encouraged to develop research projects that feature exploration of social justice issues, and to seek commensurate field placements. Students also work collaboratively on the composition of their written research reports. The class also includes a more individualized component, in which students work with the instructor and their field supervisor to carry out their own research projects. Offered each semester. Prerequisite: junior standing and either Education and Youth Studies 276 or Education and Youth Studies 252 and Data Science & Data Analytics 210.

Seniors reflect together with the instructor on issues in education and youth studies encountered over their undergraduate career. The class undertakes the joint study of a topic of common interest, producing a volume of writing that represents each student’s contribution to this study. Students also discuss post-graduate plans and opportunities. Individually, students synthesize in writing, and by other means, the portfolio they have assembled in their courses, along with recollections and records of related experiences, i.e. off-campus study and internships. Students are responsible for the completion of a substantive capstone project that represents, in most cases, their teaching experiences and/or research in Education and Youth Studies 300 and 306, respectively. All students present some version of their capstone projects publicly: in a college symposium, in departmental symposia, in another Education and Youth Studies course, or off-campus, in a school or agency, for example. (CP) Offered each semester. Prerequisite: senior standing, Education and Youth studies major or minor, Education and Youth Studies 300 or 306.

Individual research work to further specific student interest/expertise, under faculty supervision. Research may entail reading and writing, field or other kind of empirical research, skill-building, practical pursuits (building a website or organizing an off-campus event, for example), or (preferably) some combination of above. Prerequisite: Education and Youth studies major or minor, sophomore standing.

Designed for the potential major in English and other interested students. Prerequisite to advanced courses in English. These courses introduce students to the close reading of selected poetry, drama, and prose, with training in analysis and critical writing. (5T) May be taken for credit only once. (Also listed as Comparative Literature 190. English majors should register for English 190.) Offered each semester.

This course introduces students to the formation and transformation of literary traditions in English, through a comparison of historical, cultural, national, or transnational works spanning at least three centuries. As case studies in comparative historical reading, these courses address literary pattern recognition, aesthetic value and form, and the social and political factors involved in making, breaking, and questioning the literary canon. Courses may explore selected developments in American, Anglophone, British, or transnational literature. These reading-intensive courses provide groundwork crucial for advanced literature and creative writing classes. (5T) Topics course. May be repeated for credit if topic is different. Prerequisite: varies by instructor.

This course introduces students to the art and craft of screenwriting. Students will analyze the formal elements of screenplays and learn essential mechanics of writing for the screen. They also begin the process of writing their own original screenplay. Offered each spring. (Also listed as Media Studies 215 and Theater and Dance 233.) Prerequisite: English 205 or Media Studies 100, and junior standing; or permission of instructor.

This course examines the video essay, an emerging form of digital art and academic discourse, which has lately come into its own as a powerful new mode of media expression. First and foremost, it explores ways in which the literary essay—a form that dates back centuries, if not millennia—has come to inform various cinematic and videographic impulses. It provides students an opportunity to develop skills as writers, video makers, and cultural critics. (2A) (Also listed as Media Studies 251 and Journalism 251.) Offered every other year.

This course is an editing workshop aimed at selecting manuscripts for publication in the Beloit Fiction Journal, an established national literary magazine. Students will read and critically assess unpublished manuscripts submitted by writers from all over the world. They will also participate in various facets of literary magazine production. (Also listed as Journalism 228.) English majors should register for English 228. Offered each fall. Prerequisite: junior standing or consent of instructor.

These courses study literature in dynamic relation with critical theories of culture and power. Courses may engage with one or more critical traditions, including critical race theory, Marxism, feminism, and queer theory. Whatever their emphasis, these courses integrate theory and practice, testing the usefulness of theoretical insights through the actual reading of literary and cultural texts. (C) Topics course. May be repeated for credit if topic is different. (Also listed as Comparative Literature 261.) Offered every year. Prerequisite: varies by instructor.

These courses focus on a literary genre, examining it across different periods, cultures, and/or media. Whatever their subject, these courses define it, trace its development, and locate its uses in relation to specific contexts and purposes. Courses of this kind might engage, for example: science or detective fiction, confessional poetry, the novel, or the Gothic. May be repeated for credit if topic is different. Topics course. Offered occasionally. Prerequisite: varies by instructor.

These courses focus on literature written in English through the lens of the imperial/colonial experience. Writers may belong to previously colonized nations, or may be members of diasporic or marginalized communities. Works are contextualized theoretically as well as in relation to specific international, cultural, and/or historical regions. (C) Topics course. May be repeated for credit if topic is different. Offered every year. Prerequisite: varies by instructor.

These courses focus on media and other facets of popular culture, examining specific texts and artifacts. They may employ rhetorical and discursive analysis, historical study, cultural theory, digital humanities, computational analytics, or comparative approaches. Topics may include print media, digital media and culture, film, television, stage, history of the book, or the graphic novel. May be repeated for credit if topic is different. Offered every other year. Prerequisite: varies by instructor.

This course uses literature to understand the human history of information and information technology. Students explore both the early modern “story” of data and more recent periods and genres. They consider both how to imagine information as narrative and how narratives, in turn, serve as information systems. Their ultimate goal is to recognize how, as human fictions, data may be used to change their world, their identities, and their relationships. Prerequisite: varies by instructor.

These advanced capstone seminars examine literature in ideological, artistic, historical, and/or rhetorical contexts. Courses address culminating problems or topics, require sustained individual projects, and/or explore practical questions and applications arising from literary studies and creative writing. Topics course. May be repeated for credit if topic is different. (CP) Offered every year. Prerequisite: varies by instructor.

These advanced capstone seminars examine specialized literary forms, studying texts that define the history and development of literary genres and/or questions. Recommended for creative-writing majors or literary-studies majors with interests in particular types of genre writing. Topics course. May be repeated for credit if content changes. (CP) Offered every year. Prerequisite: varies by instructor.

Individually planned programs of reading, writing, research, and consultation supervised by a member of the department. No more than 1 unit of standard special projects credit may be applied toward any major. Prerequisite: junior standing, and English 190 or Comparative Literature 190, and English 194 for literature projects; English 205 plus appropriate genre course for creative-writing projects.

An introductory survey of the engineering design process. Topics include fundamental mathematical concepts and formulae associated with engineering; analytical, graphical, and computational approaches to problem solving; communication of engineering ideas through written and spoken modes; the design cycle; and how to prototype. Participants must identify a need, examine possible currently-existing devices, define the specifications for a device, develop a model, demonstrate the practicality of the proposed model through a proof-of-concept example, review the design from the standpoint of cost analysis and ethical considerations, and then construct a final prototype. Students present their prototypes to the class and wider college community at the end of the term. Prerequisite: Physics 101. Preference given to students with first year standing or 3-2 Engineering major or Engineering Physics major; others may seek consent of instructor.

An introduction to engineering in analog circuits from a systems perspective. The course covers foundational material of the passive devices of resistors, capacitors, and inductors; complex impedance notations; Thevenin and Norton equivalent elements; and idealized amplifier concepts. The central part of the course works with feedback circuits. The final part of the course considers nonlinear devices with PN semiconductor junctions, transistors, and small and large signal transistor circuits. The course consists of both lab-centered practical circuit analysis and computer-simulated circuit analysis. (1S) Prerequisite: Physics 102 and Mathematics 110.

In this companion course, concepts of statics are studied in parallel with the dynamics concepts of Physics 330. Topics include: equilibrium of point masses; force couples, moment arms and lines of action; equilibrium of rigid bodies; stress and strain; and structural analysis of trusses, beams, cables, and machines. Students design and test a simple structure. Prerequisite: Physics 101 and Mathematics 110; to be taken concurrently with Physics 330.

In this companion course, concepts of applied electromagnetism are studied in parallel with the concepts of Physics 340. The course may cover high voltage charging devices, electromagnets, waveguides, transmission lines, and antennas, based on instructor and student interests, as students work in teams on self-proposed maker-style design projects with a focus on fostering creativity, teamwork, and debugging skills. Fundamentals include electric field generation, magnetic field generation, electromagnetic power and energy, transmission, diffraction, resonance filters, and high-frequency circuits. Lab activities may include building to testing of devices and systems, such as Van de Graff chargers, high field electromagnets, antenna arrays, microwave resonators, dielectric waveguides, and impedance matching circuits. This course is ordinarily taken at the same time as Physics 340. Can be taken after Physics 340, with permission of instructor. Prerequisite: Engineering 105, Physics 102, and Mathematics 290.

This course is the first half of a two-part year-long project; though it is possible to get credit for finishing only the first semester, both semesters must be completed in order to fulfill the capstone requirement. Students work in teams of two or three; for larger projects, work can be distributed among multiple teams. Students propose a problem, design a solution, and then construct a physical prototype. In addition, students develop career skills such as searching for and applying to jobs. The seminar involves oral and written presentations by each student. Offered every fall semester. Prerequisite: junior or senior standing, with a major in engineering physics.

This course is the second half of a two-part year-long project; though it is possible to get credit for finishing only the first semester, both semesters must be completed in order to complete the capstone requirement. Students continue testing their prototype developed in Engineering 381 and complete at least one cycle of feedback and revision of the prototype. The seminar involves oral and written presentations by each student, including job interview etiquette, mock interviews, and elevator pitches. (CP) Offered every spring semester. Prerequisite: Engineering 381.

According to estimates by the United Nations, by 2030 the share of the world’s population living in urban areas will reach 60%, with the fastest growing cities located in low-income countries. This course examines the social, economic, and environmental dimensions of sustainability in cities. Policies and programs that try to address the challenges of sustainability within the United States and around the world are studied and compared. Some of the major themes explored in the context of the sustainability of cities are indicators of sustainability, demographic trends, environmental justice, green building, urban sprawl, global climate change, and sustainable energy and transportation policies. (Also listed as Political Science 210.) Offered in alternate years. Prerequisite: at least sophomore standing and any declared major.

While developing their speaking skills, students undergo an intensive review of the fundamentals of grammar with the goal of increasing their vocabulary and grammatical precision in Spanish. Students engage in active dialogue to explore, reflect on, and communicate about present-day issues related to such topics as climate change, global warming, and endangered species in Spain and Latin America. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (1S) Offered each semester. Prerequisite: Spanish 110 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This is an advanced language and composition course with a twist: the course focuses on environmental writing, activism, and culture in French and Francophone literature, culture, media, and film. Students revise and perfect grammar and composition through exploring the zero waste movement spearheaded by Zero Waste France and the governmental projects to reduce waste. As students work through media, literature, film, government documents, and public-facing educational projects, they move toward final projects to draft a proposal and create presentations to make Beloit “plus vert” (“more green”). This course covers complex grammar points, oral expression, vocabulary building, and writing for diverse audiences. It particularly emphasizes written expression through structured writing assignments, in order to build confidence in communication skills, productive collaboration, and the ability to address, respond to, and solve local problems. Required of all majors. (1S) (Also listed as FREN 215.) Prerequisite: French 210 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This writing seminar explores a variety of approaches in the evolving field called the “environmental humanities.” How can the humanities help students to communicate and respond to one of the most urgent challenges of our time–namely, global climate change? How can insights from the humanities shape a broader understanding of sustainability, climate justice, and global citizenship? While this class draws from many disciplines, its most prominent focus is literary and rhetorical. Students read and write climate fiction and consider how acts of communication, storytelling, and persuasion can positively influence both our current world and worlds of the future. (5T) (Also listed as Writing 220.)

An examination of ethical questions related to the environment and our place in it. Special emphasis on issues concerning our moral responsibility to beings and entities that are physically, metaphysically, and/or temporally distant from us. These may include distant persons, nonhuman animals, natural objects, species, and ecosystems, as well as future iterations of these. (5T) (Also listed as Philosophy 224.) Offered occasionally. Prerequisite: Philosophy 110 or 115, or sophomore standing.

Environmental Writing explores the relationship between individuals, society and the environment. It seeks a deeper understanding of natural processes and advocates a more thoughtful and ecologically sensitive relationship to nature. Environmental writing employs methods of journalism, including primary research and interviews. This course includes writing about science, sustainability and environmental justice. Assignments include profiles, extended features and reported essays. (Also taught as Journalism 225.) (2A) Prerequisite: sophomore standing.

How human beings understand nature has a deep impact on how they understand themselves and how they live. For this reason, the variety of concepts, images, and metaphors used to think about nature are worth serious reflection. Is nature more like a living organism or a machine? Does it have value in itself, or does its value depend on human needs and interests? How do different attitudes toward nature influence the way people interact with the environment? What is wilderness, and are humans responsible for conserving or restoring it? Is there a connection between ethical obligations regarding the environment and the aesthetic appreciation of nature? This course examines contemporary issues in environmental philosophy in the context of the history of philosophical thinking about nature and humanity’s place in it. (5T) (Also listed as Philosophy 231.) Offered every other year. Prerequisite: Philosophy 110 or 115, or consent of the instructor.

As Native peoples, Africans, and Europeans came into contact with one another, their actions altered both the cultural and natural landscapes of the present-day United States. This course will focus on some of these actions, both intentional and unwitting, as we consider central questions of American environmental history from the colonial era through the present day. We will think about the ways that different cultural approaches to land, plants, and animals transform ecological systems, as well as the ways that different groups of people approach various landscapes. We will also consider environmental causes and consequences of otherwise familiar historical events, as well as the ways that class and, especially, race, affect people’s relationships with “the environment.” Additional topics include ideas and experiences of “nature”; slavery and the plantation system; the displacement of indigenous peoples; and the rise of environmentalism and its transformation by issues of inequality and justice. (5T) (Also listed as History 237/Critical Identity Studies 237.) Open to first-year students.

Students gain an understanding of natural climate variability over Earth’s history, including rates and magnitude of change, and the mechanisms driving these changes. Knowledge of past climate states and changes is then used to interpret current anthropogenic climate change and extrapolate future climate scenarios. Social, economic, and natural resource use (critical minerals and water) implications of climate change are discussed. Students study past climate using data collected from rocks, sediments, ice sheets, tree rings, and fossils. Offered alternate years. Prerequisites: any 100-level geology, biology, or chemistry course, or by consent of the instructor. (Also taught as Geology 245)

This course analyzes the key actors and institutions that shape economic globalization, such as the World Bank, the International Monetary Fund, the World Trade Organization, multinational enterprises, governments such as the United States, China, the European Union, Japan, and the BRICS, and civil society, especially nongovernmental organizations. Examines the impact of globalization on trade, investment, finance, technology, development, and sustainability. This course fulfills one of the requirements for the international political economy major. (Also listed as Political Science 246.) Offered even years, spring semester. Prerequisite: Political Science 160 or consent of instructor.

Uncovers the relationships between politics and poverty on the one hand, and politics and development on the other. Investigates differing conceptions of development and the many different theoretical approaches to development. Drawing on case studies from Africa, Asia, the Middle East, and Latin America topics covered may include: law and legal system reform; politics of HIV/AIDS; state capacity and efficiency; civil society and social movements; and resource mismanagement and conflict. (3B) (Also listed as Political Science 249.) Offered odd years, fall semester. Prerequisite: Political Science 130 or 160, or consent of instructor.

Introduction to the roles and interaction of women within African society and in relation to the African state. Examines the formal and informal ways in which African women have entered and shaped the political sphere; as political activists, organizers, voters, politicians, lawyers, and policymakers. This course situates the study of African women in politics within the scholarship of developing world gender politics more broadly. (3B) (Also listed as Political Science 250.) Offered odd years, spring semester. Prerequisite: Political Science 130 or 160, or sophomore standing.

This course has a strong practical focus to help students develop skills for careers in sustainability. Students will work in groups on a semester-long sustainability project on campus and a simulation of a climate change summit. They learn about different ecologies, as well as the actors, institutions, and key issues in environmental policy-making, from the local level to the global, with special focus on climate change, class, environmental racism, environmental justice, activism, and empowerment. This course fulfills one of the requirements for the environmental studies major and minor. (3B) (Also listed as Political Science 255.) Offered every spring semester. Prerequisite: any 100-level Political Science or Environmental Studies course, Health and Society 140, or consent of instructor.

This course introduces the students to climate change governance by focusing on the workings of the “International Regime for Climate Change.” It is organized around three sections. The first section explains “international regimes” (IR) and uses the IR for climate change as a case study, focusing on its key principles, rules, actors, and decision-making procedures. The second section takes a comparative approach to afford the students the opportunity to see how national societies are affected by climate change and addressing it. The third section is a simulation of the annual Conference of the Parties sponsored by the United Nations Framework Convention on Climate Change (UNFCCC). (Also listed as Political Science 257.) Prerequisite: Political Science 110, 130, 160, or 180.

This course examines the theory and methods of computer-based Geographic Information Systems (GIS) and their application to interdisciplinary topics such as urban and regional planning and environmental management. Students learn to collect and display various types of spatial data. Interpretation and analysis of spatial data are also emphasized. Through individual and group projects, students are encouraged to explore political, economic, sociological, and/or scientific topics that might benefit from spatial analysis. Lecture, discussion, computer laboratory, and possible field study. Offered every third semester. Prerequisite: 1 lab-science course, sophomore standing, or consent of instructor.

What should society’s relationship with the environment look like, and why? Who should decide what it will be, and how? This course explores the conceptual debates, value judgments, and political controversies surrounding environmental issues. Students are encouraged to develop their own visions for the proper relationship between human society and the environment in the 21st century by reading and discussing texts across the history of environmental political thought from varying political and philosophical perspectives. Also listed as (Political Studies 259.) Prerequisites: At least one prior Political Science or Environmental Studies course.

Many scientists and researchers across the globe now agree that the Anthropocene—the word proposed to describe a new geological epoch defined by the earth-shaping consequences of human activity—has arrived. This course explores the media landscape of the Anthropocene, focusing on various ways in which filmmakers, podcasters, and other digital storytellers are attempting to make sense of the challenges that humans face during this moment of profound geological and ecological change. In addition to examining the work of others, students are required to produce their own digital media projects, using a variety of audio, video, and web-based production tools. (2A) (Also listed as Media Studies 350/Journalism 350.) Offered every other year. Prerequisite: junior or senior standing or permission of instructor.

This course will examine how social factors shape human interaction with, and understanding of, our natural environment. We will critically examine a variety of social institutions—political and economic systems, cultural traditions, governmental bodies and advocacy organizations, among others—that mediate and shape our relationship with the environment. Topics include the social construction of nature, discourse and agenda-setting within the media and the environmental movement, environmental justice issues and the possibility of sustainable societies. (Also listed as Sociology 271.) Offered occasionally. Prerequisite: Sociology 100 or 150, or consent of instructor. Sociology 200 is suggested as well.

Designed to pursue topics in environmental studies that are not addressed in the regular core course offerings. May be repeated for credit if topic is different. Meets environmentally related course requirement (#4) for Environmental Studies majors. Offered occasionally. Prerequisite: sophomore standing and any 2 courses that satisfy the Environmental Studies major, or consent of instructor. The 2A, 1S, 3B, 4U, 5T domained versions of this course are, respectively, 281, 282, 283, 284, 286.

The dawn of the Anthropocene brings new incentives to examine human’s role in nature and their effect on the natural environment. In this course, we examine how the intersections of culture, folklore, and physical landscapes influence concepts of nature and environmental sustainability through the films and writings of Hayao Miyazaki. Using an interdisciplinary approach, we will investigate the relationship between Miyazaki’s work and the challenges of cultural and environmental sustainability in Japan and the ways popular culture has been used to promote environmental sustainability and preserve biodiversity. (5T) (Also listed as Japanese 296.)

The senior colloquium provides a capstone opportunity for students of environmental studies. This course uses a variety of perspectives to examine human interactions with the environment and political and cultural responses to these interactions. Students may perform research, pursue an internship or other experiential opportunity, or bring previous experiences to the course. All students will reflect on these experiences, make a public presentation, and investigate professional opportunities in environmental studies. Offered each fall. Prerequisite: senior standing in an environmentally related major.

The writing of a substantial paper based on independent study or project. Qualified students may apply by submitting an application by the mid-point of the term prior to the term in which the honors research would be conducted; environmental studies program faculty will select a limited number of honors candidates each year. May be repeated for up to 1 unit of credit. Prerequisite: declared environmental studies major, senior standing, 3.4 minimum grade point average in courses required for the environmental studies major, an approved departmental honors application.

Essentials of French grammar. Composition, conversation, and oral practice. Reading of French prose. Four hours of classroom instruction and recitation and two hours of independent preparation for each classroom hour, including laboratory-type exercises, are required. Students are graded, in part, on their command of oral use of French. (1S) Offered each year. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

Essentials of French grammar. Composition, conversation, and oral practice. Reading of French prose. Four hours of classroom instruction and recitation and two hours of independent preparation for each classroom hour, including laboratory-type exercises, are required. Students are graded, in part, on their command of oral use of French. (1S) Offered each year. Prerequisite: French 100. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This course continues to develop oral comprehension, speaking, reading, and writing skills in French through readings and discussions of cultural materials from France and other Francophone countries. These include literary texts, media, and other forms of expression on contemporary issues. It offers an intensive review of the fundamentals of French grammar with the goal of increasing vocabulary,grammatical precision and the four linguistic skills: listening comprehension, speaking, reading, and writing French. (1S) Prerequisite: French 105 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TODETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE ISAPPROPRIATE.

Using a content-based approach, this course is organized around a theme or themes determined by the instructor. It offers an intensive review of the fundamentals of French grammar with the goal of increasing vocabulary, grammatical precision and the four linguistic skills: listening comprehension, speaking, reading, and writing in French. Students focus on Francophone cultures through film, media, and art. Readings reflect the many cultures of the Francophone world. (1S) Offered each semester. Prerequisite: French 105 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENTWILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This is an advanced language and composition course with a twist: the course focuses on environmental writing, activism, and culture in French and Francophone literature, culture, media, and film. Students revise and perfect grammar and composition through exploring the zero waste movement spearheaded by Zero Waste France and the governmental projects to reduce waste. As students work through media, literature, film, government documents, and public-facing educational projects, they move toward final projects to draft a proposal and create presentations to make Beloit “plus vert” (“more green”). This course covers complex grammar points, oral expression, vocabulary building, and writing for diverse audiences. It particularly emphasizes written expression through structured writing assignments, in order to build confidence in communication skills, productive collaboration, and the ability to address, respond to, and solve local problems. Required of all majors. (1S) (Also listed as ENVS 215.) Prerequisite: French 210 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A genre-based approach to reading and writing about the literature and cultures of the Francophone world, students develop analytical and critical-thinking skills through readings, discussions, and written and oral assignments. Works are selected for all periods from France and the Francophone world. Genres may include prose, drama, poetry, graphic novels, films, and new media (podcasts, music, blogs, etc.). May be repeated for credit if topic is different. (5T) Prerequisite: French 215 or consent of instructor.

This course introduces students to vernacular texts from the pre-modern Francophone world, focusing on how French texts that were produced in England are an integral part of French and English literary canons. Texts may include epics, chronicles, romances, lays (short narratives), saints’ lives, and theoretical texts from the High Middle Ages to the Early Modern period, focusing on the role of texts written in French within but especially beyond the Kingdom of France. Students analyze the production of medieval identity in medieval Europe through legendary tales and explore how human, animal, and allegorical figures get used to imagine worlds, frame identity, and think of community. Lastly, students explore how medieval French texts fit into the broader English literary tradition. May be repeated for credit if topic is different Texts are read in English. Prerequisites: English 190, French 190/240, or permission of instructor.

This course introduces students to texts in translation from the Francophone world, focusing on how French is used in mainland France, in francophone countries around the globe, and/or in the francophone diaspora. Students explore issues of identity, language, gender, race, and sexual identity through literature, media, films, documentaries, and/or artistic expression to think about postcolonial subjectivity, identity, social movements, politics, and migration. May be repeated for credit if topic is different. Texts are read in English. (5T) No prerequisites.

Exploration of geologic processes that shape our dynamic planet and how they interact as a system. Topics include plate tectonics, deep time, climate, volcanoes, earthquakes, streams and groundwater, glaciers, natural resources, and the interactions between geologic processes and human populations. The class emphasizes both global systems and the geology of southern Wisconsin. We focus on using scientific methods to decipher complex interactive processes and developing skills for observation and analysis in the field and laboratory. One Saturday or Sunday field trip. Students who have credit for Geology 110 may not take this course for credit. (4U) Offered yearly.

Examination of a wide variety of scientific tools and datasets allows us to reconstruct the history of the Earth. Information from rock associations, fossils, stratigraphic correlations, geochemistry, and radioactive-age determinations forms a logical picture of the co-evolution of the Earth’s lithosphere, hydrosphere, atmosphere, and biosphere. The human dimension of historical geology is revealed in tracing the development of the concept of time, and through discussions of the rate and magnitude of human-induced environmental change. Lecture, discussion, laboratory, field study. One Saturday or Sunday field trip. (4U) Offered yearly.

Application of geologic principles to help in understanding the response of our environment to natural and anthropogenic forces of change, and proper constraints we should exercise in being good stewards of the Earth. Natural resources (water, soils, climate, and energy), flooding, volcanic activity, and earthquakes are among the topics considered, with emphasis on current events. Lecture, discussion, laboratory, field study. One Saturday or Sunday field trip. (4U) Offered yearly.

The geology, geography, history, and environment of a region to be studied during an extended field excursion. A student may take the seminar for credit more than once. Graded credit/no credit at discretion of instructor. There is an additional fee associated with this course. Offered yearly. Prerequisite or co-requisite: Geology 100 or 105 or 110 or 115 or with permission of instructor. This course is a prerequisite for the May Field Excursion (Geology 172).

The geology, geography, history, and environment of a region to be studied during an extended field excursion. A student may take the excursion for credit more than once. Graded credit/no credit at discretion of instructor. There is an additional fee associated with this course. Offered yearly. Prerequisite or co-requisite: Geology 100 or 105 or 110 or 115 or with permission of instructor, and Geology 171 in the semester preceding the excursion.

The study of minerals, including their composition, properties, occurrence, and classification. Lectures and laboratory include discussion of basic crystallography and crystal chemistry, and introduction to optical mineralogy and the properties and occurrences of common rock-forming minerals. Lecture, laboratory, field study. One four-day field trip during fall break. (4U) Offered each fall. Prerequisite or co-requisite: Geology 100, 105, 110 or Chemistry 220.

The history of life from its origins to the present. The preservation, distribution, and identification of invertebrate fossils as well as selected vertebrate and plant fossils. Competing evolutionary theories are evaluated in the perspective of geologic time. Fossils are studied as once-living organisms that were adapting to changing environments and part of a biological community. Lecture, discussion, laboratory, and field study. One weekend field trip. (Also listed as Biology 210.) Offered alternate years. Prerequisite: Geology 100, 105, or 110 or Anthropology 120 or 1 course in Biology.

Techniques of collecting, recording, and presenting geologic data; use of surveying techniques, the Brunton compass, GPS and GIS, and hydrologic field methods; interpretation of data as plotted on maps and sections. Field observations and measurements are synthesized with maps and cross-sections in written and oral reports. Lecture, laboratory, field study. (4U) Offered in alternate years. Prerequisite: Previous orconcurrent 100-level geology course highly recommended.

Mechanical principles applied to folds, faults, joints, igneous plutons, and secondary structural features of the Earth. Laboratory study of deformative processes by models and experiments, and analysis of structures by graphical, mathematical, and computer techniques. Lecture, laboratory, field study. One Saturday or Sunday field trip. Offered alternate spring semesters. Prerequisite: Geology 100 or 110 and 200.

Students learn about the origin, distribution, deposition, and lithification of common rock-forming sediments. Lithologic knowledge is combined with fossil and geochemical data to interpret depositional age and environment. Principles of stratigraphy are used to correlate surface/subsurface sedimentological data and construct cross-sections. Sedimentologic and stratigraphic concepts are utilized to analyze depositional basins. Students learn course concepts through lectures, laboratories, and field work. One weekend field trip. Offered alternate years. Prerequisite: previous or concurrent 100-level geology course highly recommended.

This course focuses on the origin and development of landforms created by fluvial, glacial, eolian, and karst processes. In addition, the relationships of landforms to underlying geologic structures and the history of geologic and climate changes as recorded by surface features are explored. Landscapes and surface processes are analyzed using air photos and topographic maps as well as field-mapping techniques and geographic information systems. One Saturday or Sunday field trip. (4U) Offered alternate fall semesters. Prerequisite: Geology 100 or 110.

An introduction to the components of the hydrologic cycle with an emphasis on the movement of water through geologic media. Field-monitoring methods and analysis of hydrogeologic data through graphical, mathematical, and computer-modeling techniques. Applications to issues of water quality, water supply, and water resources management. Lecture, laboratory, field study. One Saturday or Sunday field trip. Offered alternate spring semesters. Prerequisite: Geology 100 or 110; Mathematics 110 or 115 highly recommended.

Students gain an understanding of natural climate variability over Earth’s history, including rates and magnitude of change, and the mechanisms driving these changes. Knowledge of past climate states and changes is then used to interpret current anthropogenic climate change and extrapolate future climate scenarios. Social, economic, and natural resource use (critical minerals and water) implications of climate change are discussed. Students study past climate using data collected from rocks, sediments, ice sheets, tree rings, and fossils. Offered alternate years. Prerequisites: any 100-level geology, biology, or chemistry course, or by consent of the instructor. (Also taught as Environmental Studies 245)

The structural and chemical evolution of the continental lithosphere from the Archean to present. Lectures and laboratory focus on the kinematics of plate motions, continental growth, geochronology, geothermobarometry, and thermal modeling. Mountain belts from Earth, Venus, and Mars are used as case studies. Basic computer and mathematical skills are expected. Offered occasionally. Prerequisite: Geology 100 or 110 and 200; Geology 105 recommended.

Individual field and/or laboratory research problems in geology. May be elected by the student in consultation with the department chair and staff members either during the regular school year or during the vacation periods. Research programs may lead to consideration for the Walter S. Haven prizes in geology. (CP) Prerequisite: sophomore standing and consent of the faculty supervisor and department chair.

From the wrath of Achilles to the Golden Bough, this class examines how ancient civilizations used mythology to make sense of their world. Students develop skills in literary and contextual analysis while investigating the intellectual traditions of myth and its role in intercultural exchange. The class also focuses on how the study of the ancient world can help us understand and appreciate our own modern mythologies. Taught in English. (5T)

Study a language over 3,000 years old in which some of the greatest and most influential works of world literature were composed. In addition to learning grammar, syntax, and vocabulary (you are guaranteed to become etymological savants), you will be exposed to the field of historical linguistics, and in particular to the place of Ancient Greek in the Indo-European language family. Readings in the first semester include selections from Plato (What is the meaning of life?), Herodotus (What is history and why is it so interesting to study the past?), and the New Testament (Got questions about God? This book has answers!). (1S) Offered occasionally.

In this class, students master the basic vocabulary and forms of the language of the Caesars, Cicero, and the citizens of the Roman Empire. Latin is an advantageous starting point for learning any of the modern Romance languages (including Spanish, French, Italian, Portuguese, and Romanian), and an education in Latin literature was once considered the backbone of a liberal arts education. This course is designed to enable a disciplined student to deal as soon as possible with Latin texts in a competent and sure manner. (1S) Offered each fall.

Rome is a city of ghosts, of sharp juxtapositions between ancient and modern, then and now. It is haunted by a past that also sustains it, culturally and economically. Some ghosts are sanctioned, others are not; some are displayed, some reveal themselves, and others have to be sought. This course engages students in an imaginative approach to the ancient and modern city, exploring its past and present and learning how our own experiences (of history, urban spaces, culture, and even college itself) inevitably change the landscape of our investigation. Students spend a week in Beloit immersing themselves in Roman history, calibrating approaches to on-site study, and planning for study abroad. The class then travels to Italy, where we spend ten days hunting the ghosts of Rome—those that live there, and those we bring with us. Taught in English. (2A) Offered occasionally during the summer Beloit Blocks session.

What can a study of the ancient Greeks teach us about history, politics, philosophy, law, literature, gender, sexuality, and art? And how reliable are works of literature as historical sources? This course follows the birth and progression of Greek societies from the Bronze Age through the death of Alexander the Great. Students learn much about the Greeks, but are also challenged both to extract nuanced historical information from literary sources and to relate the ancient material of the course to modern day practices, ideas, and structures. Taught in English. (3B) (Also listed as History 221.) Offered fall term, even years.

Ancient Rome produced great works of literature, art, and architecture, and was the model for the American Republic. Yet its people enjoyed the blood sports of the arena and engaged in the ruthless conquest and subjugation of much of the Mediterranean world. This course explores the history and culture of this seemingly contradictory civilization, from its origins as an Etruscan kingdom through the rise of the Republic and its transition into Empire. Through a critical and integrated analysis of literary and material culture, students develop a picture of what it meant to be Roman, and consider what it might mean to see ourselves as the inheritors of a Roman tradition. Taught in English. (3B) (Also listed as History 222.) Offered fall term, odd years.

An introduction to the art and architecture of ancient Greece, Etruria, and Rome, from the Early Bronze Age through the Imperial period. Special emphasis is given to classical Athens, the Hellenistic world, and Rome of the late Republic and early Empire. Taught in English. (3B) Offered occasionally. Prerequisite: one course in either Greek, Latin, and Ancient Mediterranean Studies, art history, or archaeology, or consent of instructor.

This course addresses various aspects of Greco-Roman medical systems: what constitutes a “healthy” body; how genetics and environment affect health status; what diseases affect humans; the relationship between symptom and cause of disease; what treatment styles are practiced/recommended; the importance of case studies, family history, and environmental factors in determining a course of treatment; and women’s (reproductive) medicine (including theories of how reproduction happens in humans and suggestions for midwives). Students engage with large selections of the Hippocratic Corpus, Aristotle, Soranus, and Galen; and shorter selections of other relevant authors (e.g., Pliny the Elder). Throughout, students are asked to use the Greeks and Romans as a way to interrogate contemporary medical epistemology: what do we “know” about the body, disease, and treatment, and how do we know it? How do we define “health?” What socio-cultural assumptions do we make about the nature of illness and people who suffer with illness? Taught in English. (5T) (Also listed as Critical Identity Studies 216 and Health and Society 215.)

Readings may be drawn from the following Greek prose authors, genres, and works: Lysias (On the Murder of Eratosthenes), Lucian (True History), the Novel (Longus’ Daphnis and Chloe, Xenophon of Ephesus’ An Ephesian Tale), the New Testament (Mark, Luke, John, 1 Corinthians). Special emphasis is given to an examination of each work’s genre and style, as well as to the evolution of the Greek language over time. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 121 or consent of instructor.

This course focuses on the epistolary and oratorical genres: how did Roman writers communicate to their family and friends, and how did they make arguments in public? We focus on the works of Cicero, and other authors may include Ovid, Pliny the Younger, Seneca the Elder, Seneca the Younger, Quintilian, and Marcus Aurelius, depending on the interest and expertise of the students and instructor. Attention is paid to argumentation, salutations, and the relationship between writing and action. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

The explosion of civil wars in Rome in the 1st century BCE is met with an equal explosion of... love poetry? This course examines the tropes, imagery, and metrics of Roman elegy. Students will encounter representative works of Catullus, Propertius, Tibullus, Sulpicia, and Ovid. Depending on the interests and expertise of the instructor and the students, the course may focus on one or two of the above authors, or it may focus on a particular theme (e.g., programmatic openings, the amica, the art of seduction, complaints, breakups). Attention is directed toward stylistics and critical interpretation in light of Augustan literature and politics. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

How did Roman writers make sense of the natural world, human societies, and the place of the individual within these systems? This course explores representative philosophical writings of Cicero, Lucretius, Seneca, and Augustine. The course may focus on one or two of the above authors, or it may focus on a particular theme (e.g., friendship, the state, emotions, physics), depending on the interest and expertise of the instructor and students. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

This intermediate-level Latin course helps students to refine, review, and/or deepen their understanding of Latin grammar, syntax, and vocabulary, but its focus is to introduce students to basic statistical concepts and techniques in the process of studying and making arguments about ancient Latin poetry. Students explore how to represent and study texts as sets of quantitative and qualitative data, how to use quantitative analysis of these data to find patterns in texts, how to develop and test hypotheses about texts using data analysis, and how to develop persuasive arguments that use quantitative data as evidence for textual interpretation. The ancient author(s), genre(s), and time period(s) of study will vary depending on student and instructor preference. (1S) Offered occasionally. Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 140 or permission of instructor.

This course features close reading of representative plays of Plautus, Terence, and Seneca. We consider each figure as a possible representative of and critical commentator upon his age, and we investigate the dramas for their attitudes about politics, gender, history, and performance. Detailed attention is also paid to the inner world of the playwrights as poets, dramatists, and theatrical craftsmen. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

A consideration of the Roman interpretation of the epic genre, beginning with Ennius and focusing on Vergil and his ambiguous relationship to Augustan ideology. We may also explore selections of some of the following: Ovid’s Metamorphoses, Lucan’s Bellum Civile, Valerius Flaccus’ Argonautica, and Statius’ Thebaid. The class draws attention to the manipulation of imagery, plot, intertext, and vocabulary in the creation of layered meaning. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

How did Romans understand and craft their own history? How have their narratives shaped our understanding of what it means to tell stories about our own past? Attention is paid to the social and historical context of textual production, narrative and character development, and the (re)production of Roman ideologies. Possible authors include Sallust, Livy, Tacitus, and Suetonius. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

Exploration of the comic as a critical key to social history and the Roman mind. Approaches to the intersection of humor and society: how the comedic illustrates and reveals issues of class structure and social ethics, personality and stereotype, power politics and statesmanship. Possible authors include Plautus, Horace, Juvenal, Martial, Seneca, and Petronius. (5T) Prerequisite: Greek, Latin, and Ancient Mediterranean Studies 141 or consent of instructor.

This course has three goals: (1) embark on an in-depth study of a topic, chosen in consultation with classmates and faculty; (2) share written work-in-progress with peers and faculty; (3) investigate the state of Classics in academia and in contemporary American culture, including research into secondary, undergraduate, and graduate curricula and programs. Taught in English. (CP) Prerequisite: junior standing, Greek, Latin, and Ancient Mediterranean Studies 100, 202 or 204 and 121 or 141, or consent of instructor.

This .75-unit course focuses on the physiology and health of musculature and fascia using the Roll Model Method. Students engage with theoretical and applied approaches to self-myofascial release through massage, alignment, anatomy instruction and mental awareness. Utilizing the full set of required Tune Up Balls, articles and current research, and activities, each student develops and puts into practice their own conditioning and wellness plan specially designed for their sport(s), movement, and/or personal training goals. While there is no textbook for the course, materials cost around $60 and will need to be purchased before the semester begins. A link will be sent out in December.

Premised on in-depth discussion and analysis of key readings, this survey course covers a broad spectrum of domestic and global issues in public health, including the non-medical [social] determinants of health, health literacy, and disparities in health outcomes. Designed to encourage interaction among students interested in the health professions, this course lays the groundwork for future collaboration and introduces students to possible career tracks as practitioners, analysts, consultants, and social entrepreneurs in the realm of public health. (3B)

This course offers an overview of research methods used in health and political science research. Course objectives will include an introduction to basic statistical concepts and research design; the course will also emphasize the use of STATA statistical software for production of various statistical output (ANOVA, odds ratios, bivariate and multivariate regression analyses). (3B) (Also listed as Political Science 201.) Prerequisite: none, but Political Science 110 or higher recommended.

An overview of health policy and politics in the United States. Course examines the U.S. health care system, its politics, organization, and the financing of health services. It explores how federalism shapes the system and compares it with other industrialized countries. It also examines the social or non-medical determinants of health, and the limits of what health care alone can accomplish. Health disparities among ethnic and social groups feature centrally throughout. (3B) (Also listed as Political Science 212.) Prerequisite: Political Science 110 or higher or sophomore standing.

This course addresses various aspects of Greco-Roman medical systems: what constitutes a “healthy” body; how genetics and environment affect health status; what diseases affect humans; the relationship between symptom and cause of disease; what treatment styles are practiced/recommended; the importance of case studies, family history, and environmental factors in determining a course of treatment; and women’s (reproductive) medicine (including theories of how reproduction happens in humans and suggestions for midwives). Students engage with large selections of the Hippocratic Corpus, Aristotle, Soranus, and Galen; and shorter selections of other relevant authors (e.g., Pliny the Elder). Throughout, students are asked to use the Greeks and Romans as a way to interrogate contemporary medical epistemology: what do we “know” about the body, disease, and treatment, and how do we know it? How do we define “health?” What socio-cultural assumptions do we make about the nature of illness and people who suffer with illness? Taught in English. (5T) (Also listed as Greek, Latin, and Ancient Mediterranean Studies 215 and Critical Identity Studies 216.)

In this course, students learn specialized vocabulary needed to discuss and write about health issues in the Spanish-speaking world. This course also emphasizes cultural values, beliefs, and practices required to enhance and develop approaches to health in Spanish-speaking communities. Readings are of a literary and non-literary nature. Participation in Spanish-speaking activities and/or the local Latino community is expected. Taught in Spanish. (5T) (Also listed as Spanish 215.) Prerequisite: Spanish 210 or 214. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

An examination of ethical questions related to medical practice and biomedical research. Special emphasis on issues such as abortion, reproductive technologies, euthanasia, autonomy in medical decision-making, research on animal and human subjects, and allocation of scarce medical resources. (5T) (Also listed as Philosophy 221.) Offered each spring. Prerequisite: Philosophy 110 or 115, or sophomore standing.

This course provides an overview of comparative health systems. Health care systems in both rich and poor countries throughout the world are examined, including their facilities, workforces, and technology and equipment. Students in this course evaluate the performance of these systems in terms of cost, quality, access, and other issues. (Also listed as Political Science 230.) Prerequisite: sophomore standing and one Health and Society or Political Science core course, or instructor approval.

In this course we examine the disparities, conditions, and unique pathologies that define the parameters of contemporary male morbidity, mortality, and well-being. Beyond epidemiological data, our interdisciplinary investigation encompasses an empirical look at the biology and biochemistry of maleness, coupled with analysis of masculine identities and their past and present impacts on men’s general and sexual health. Male circumcision, the clinical or ritual cutting of the foreskin, is the backdrop for our exploration of men’s health. In addition to field trips and guest lectures spanning the spectrum of health, our journey culminates in a curated exhibit, research posters, and/or performance pieces that weave the phenomenon of male circumcision into the fabric of men’s health across time, cultures, and sexual identities. (3B) (Also listed as Critical Identity Studies 236.)

This course focuses on the biological, social, psychological, cultural, and political factors that impact women’s experience of health and illness in the United States and around the world. Topics covered will be selected from critical topics focused on women’s experience of health and illness, including childbirth, breast cancer, aging, HIV/AIDS, and forms of psychological and physical violence. Depending on the instructors, this course may consider global issues and/or may include a significant laboratory component. (Also listed as Critical Identity Studies 252.) May be taken for credit only one time. Offered occasionally.

Selected interdisciplinary topics in Health and Society. Topics vary, but they may include global health, climate change and health, or epidemiology and society. The courses include data-driven investigation of health issues and focus on the critical analysis of complex problems. May be repeated for credit if topic is different. Prerequisite: sophomore standing and one health and society core course, or consent of instructor.

This course covers functional human anatomy and kinesiology, specifically as applied to the body in motion from basic (i.e. locomotion) to complex (i.e. dance) movement. Students learn the bones, the names, locations and actions of muscles, all types of connective tissues and the types and actions of the joints of the body. Students also explore vital connections between the body, mind and movement through the study and practice of various somatics techniques with a focus on Bartenieff Fundamentals: a corrective approach for repatterning movement. Students discover how to approach movement for the most efficient functioning, to increase physical potential, prevent injuries and recover from them more quickly. The course includes factual, theoretical, and practical applications through lectures, discussion, and labs. Labs are conducted in the dance studio where students learn through movement. Prerequisites: sophomore standing or instructor consent.

This advanced seminar looks at bodies as sites of pleasure, objects of anxiety, sources of pain and corporeal environments where new and ongoing knowledges about ourselves are registered. Bringing cultural anthropology and medical anthropology into conversation with the perspectives of philosophy, cultural studies, queer critique, trans studies, performance studies and creative nonfiction, students work collaboratively on projects that speak to seminar themes and engage their talents as thinkers and writers. (Also listed as Anthropology 308.) Prerequisites: Junior or senior standing and Anthropology 100, Anthropology 242, Critical Identity Studies 101 or permission of instructor.

This course examines current issues in human sexual behavior and reproduction (both biologically and culturally) utilizing an anthropological perspective. Most broadly defined, anthropology is the study of humans, and anthropological investigations strive to know who we are, how we came to be, and where we are headed. In an evolutionary sense, sex and reproduction are intimately tied to our Darwinian fitness. The course’s approach enables the study the interrelatedness of biological, behavioral, cultural, social, and political aspects of human sex and reproduction. Students examine issues such as new reproductive technologies, the biology and culture of pregnancy and childbirth, mate choice, menopause, sexual dysfunction, and sex/gender anomalies through readings, lectures, films, and class discussions. (Also listed as Anthropology 323.) (3B) Prerequisite: junior or senior standing, and Anthropology 100 or 120.

Paleopathology is the study of disease in the past, combining method and theory from archaeology, medicine, and bioanthropology to enhance understanding of human health and well-being. In this course, disease will be discussed in its many facets, with particular emphasis on how pathological conditions manifest in skeletal tissue and a central focus on the cultural, biological, and evolutionary characteristics of past and present human health. We will discuss a range of topics, from congenital and infectious diseases to degenerative conditions and traumatic injury, to comprehend the major debates, key knowledge, and theoretical perspectives of paleopathology as an anthropological discipline. Readings, lectures, discussions, presentations, activities, and papers will allow students to examine multiple aspects of human disease and integrate their own interest into a final research project. (Also listed as Anthropology 330.) Prerequisites: Anthropology 120; Anthropology 230 or Biology 256.

A seminar offered every fall to consider current issues in health and medical care in the United States and other countries. As the capstone course for the major, students reflect on career-relevant knowledge and experience by applying and articulating what they have learned while navigating their undergraduate education. (CP) Prerequisite: junior or senior standing (junior standing requires instructor consent).

This course introduces students to historical inquiry by exploring particular themes or problems in history rather than providing traditional surveys based on geographical area and chronology. Regardless of the topic, each instructor approaches the issue of historical analysis and interpretation in a comparative social and cultural perspective or across a significant breadth of time. Students are expected to appreciate differing interpretations of the same historical questions and to learn how to distinguish primary and secondary source material. Topics include: Looking East from Medieval Europe; Identity and Religion in Early Modern Europe; The Chinese Almanac and Popular Culture; Memoirs and Travelogues in East Asia; Comparative Slavery in the Atlantic World; Social and Cultural History of the United States; The Workers are Revolting: European Labor History; Nations and Nationalism. (5T) Topics course. Offered each semester.

This course acquaints students with the different approaches to writing history by providing samples of the various ways in which historians (and non-historians) have treated problems in the past. The class also aims to give students experience doing history by working with various kinds of sources. Finally, the course seeks to excite students about the field of history by addressing the issue of why someone would want to become an historian. This course is required for all history majors, who should complete it by the end of their sophomore year or before they declare a major. (5T) Offered each year. Prerequisite: History 150.

Topical study on a specific theme, issue, area, or time period. Such topics reflect the current research interests of the faculty and meet the needs of history majors and non-majors. Topics include: Medieval and Early Japan; Historical Research Methods-China and Beyond; Books and Readers in the Middle Ages and the Renaissance; Colonial and Postcolonial Histories. Open to first-year students. The 5T- and 3B-domained versions of this course are, respectively, History 211 and 212.

Greek origins, the Bronze Age, the Middle Age, the rise of the city-state, archaic and classical civilization, the Persian and Peloponnesian Wars, the decline of the city-state, and the rise of Macedonia. Emphasis on the relationship between literature and history and on Greek historians. (3B) (Also listed as Greek, Latin, and Ancient Mediterranean Studies 202.) Offered occasionally. Open to first-year students.

Ancient Rome produced great works of literature, art, and architecture, and was the model for the American Republic. Yet its people enjoyed the bloodsports of the arena and engaged in the ruthless conquest and subjugation of much of the Mediterranean world. This course explores the history and culture of this seemingly contradictory civilization, from its origins as an Etruscan kingdom through the rise of the Republic and its transition into Empire. Through a critical and integrated analysis of literary and material culture, students develop a picture of what it meant to be Roman, and consider what it might mean to see ourselves as the inheritors of a Roman tradition. (3B) (Also listed as Greek, Latin, and Ancient Mediterranean Studies 204.) Offered fall term (odd years).

This course surveys the period from the dissolution of the classical Greco-Roman world into three kindred civilizations (Byzantium, Islam, and Latin Christendom) to the formation of a new civilization in the West. The primary focus of the class is to develop a synthetic understanding of the Middle Ages through an integrated exploration of its art, music, literature, theology, politics, and sociology. (3B) Offered every year. Open to first-year students.

This course explores the multicultural environment of the Mediterranean Sea in the Middle Ages (ca. 600-1500) and the conflicts and coexistence that characterized interactions among Christians, Muslims, and Jews around the shores of that sea. Trade, travel, and armed conflict all defined those interactions in addition to religious rivalries and differences. This course explores how such contacts led both to alienation of these cultures from one another but also to periods of uneasy tolerance. Whether at war or in peace, Christians, Muslims, and Jews exchanged ideas and artifacts throughout this period, and the class examines the creative interplay of those exchanges. The geographical scope of this course ranges from Spain and Morocco in the west to Egypt and the Byzantine Empire in the East, as well as adjacent territories. (3B) Open to first-year students.

This course examines the cultural and religious changes that occurred in Western Europe during the periods known to historians as the “Renaissance” and the “Reformation.” We pay particular attention to the role of the visual arts and the printing press in promoting both religious and secular ideals, to the limited roles that women were able to play in public discourse, and to the upheavals that followed the religious changes brought about by the Protestant Reformation. A recurring question of this class is the tension between continuity and change: Why have historians tended to describe this period as an era of change? How accurate is that view? What aspects of earlier thought and culture stayed the same? How did this “Early Modern” period prepare the way for “Modern” Europe? (5T) Offered alternate years. Open to first-year students.

As Native peoples, Africans, and Europeans came into contact with one another, their actions altered both the cultural and natural landscapes of the present-day United States. This course will focus on some of these actions, both intentional and unwitting, as we consider central questions of American environmental history from the colonial era through the present day. We will think about the ways that different cultural approaches to land, plants, and animals transform ecological systems, as well as the ways that different groups of people approach various landscapes. We will also consider environmental causes and consequences of otherwise familiar historical events, as well as the ways that class and, especially, race, affect people’s relationships with “the environment.” Additional topics include ideas and experiences of “nature”; slavery and the plantation system; the displacement of indigenous peoples; and the rise of environmentalism and its transformation by issues of inequality and justice. (5T) (Also listed as Critical Identity Studies 237/Environmental Studies 237.) Open to first-year students.

Emphasis on domestic social issues and foreign relations during the Civil War, post-war Reconstruction, the Gilded Age and Progressive Era, World War I, the 1920s, the Great Depression, and World War II. Themes include war and reconstruction, federal and state relations, race, immigration, women’s suffrage, and the rise of U.S. power in the world. (3B) Offered occasionally. Open to first-year students.

This class provides a broad overview of modern sub-Saharan African history, with a focus on the 19th and 20th centuries. We will discuss the social and political structures of African societies before their first contact with Europeans, the impact of the slave trade on West Africa, the interactions between 19th-century European explorers and missionaries with African populations, the experience of formal colonial rule between the late 19th and the mid-20th century, and the failures and successes of post-colonial African countries. By introducing students to the complex and varied histories of a wide range of African societies and cultures, the course aims to challenge traditional Western views of Africa as a uniform, primitive, and timeless continent. Open to first-year students.

This course examines the religious beliefs and devotional practices of medieval Christians, with a special emphasis on the development of heretical beliefs, the practice of pilgrimage, and the cults of various medieval saints. Particular attention is paid to primary source material, both visual and written, and to understanding the larger framework of medieval society. (3B) Offered occasionally, fall semester. Open to first-year students.

This class introduces students to the political, cultural, social and economic history of Europe from the late 18th century to the present, focusing on Europeans’ relationships and interactions with people from other parts of the world. Over the course of the semester, we compare European developments to those of other continents. We address the ways in which Europe took a specific and unusual path, as well as the ways in which Europe’s history was typical of broader, world-wide trends. The class places a special emphasis on transfers of knowledge and people across Europe’s outer boundaries. We examine the images that Europeans formed of overseas territories, and we follow European “explorers,” colonial rulers and immigrants on their world-wide voyages. The course shows the impact of European political and economic ideologies on the cultural, social and political structures of other parts of the world. At the same time, the class addresses non-Europeans’ perspectives on Europe. It examines how people from areas such as South Asia or Africa traveled or migrated to Europe, how they appropriated European ideas for their own purposes, and how they contributed, in various ways, to Europe’s history. (3B) Offered every two years. Open to first-year students.

Students in this course undertake a study of a document, collection of documents, or rare book in the College Archives or Special Collections. They transcribe, edit, and/or write a substantial essay about the materials they study. They are guided in this through regular meetings with the instructor and when appropriate with the college archivist. May be repeated for credit if topic is different. (3B) Offered occasionally. Prerequisite: consent of instructor; one previous history class at Beloit College.

This course allows students to engage in substantive research on a topic of their own choosing. Class meetings focus on methods for finding and evaluating appropriate sources, defining a suitable topic, writing multiple drafts and perfecting the art of documenting evidence. Oral presentations, peer review of drafts, and individual consultation with the instructor all familiarize students with the idea of historical writing as both collegial conversation and scholarly process. May be repeated for credit if topic is different. (3B) Offered occasionally. Prerequisite: consent of instructor; one previous history class at Beloit College.

This class explores the “History of History,” that is, the evolution of ideas and perspectives about the study of the past. Usually, this class will focus on the development of historiography about a particular topic, region, or period and enable students to achieve a deeper understanding of how and why we understand the past in the ways we do today. May be repeated for credit if topic is different. (3B) Offered occasionally. Prerequisite: consent of instructor; one previous history class at Beloit College.

This course offers a hands-on exploration of the ways that new technologies are transforming historical research and teaching, as well as creating new online spaces for educating the general public. Students consider questions about the nature and value of existing digital history projects, the rise of open-source projects, and the relationship between digital history and public history. Students have the opportunity to contribute to a class blog, to participate in a crowdsourced transcription project, and to create their own websites and GIS-based maps. Students becomefamiliar with many of the principles and challenges that inform scholars and programmers as they collaborate to enrich the field of historical research. (Also listed as Museum Studies 296.) Prerequisites: One previous history course or permission of the instructor.

This seminar-style course allows for topical study on specific themes, issues, areas, or time periods. Such topics reflect the current research and teaching interests of faculty members and meet the needs of history majors and non-majors. Topics include: Writing and Speaking in Medieval European Communities; Commerce and Culture in Early Modern China; The World in Miniature-French Studies of Chinese Culture; History and Landscape; Community Oral History; “Whiteness” in North American History; The American War in Vietnam. (CP) Prerequisites: junior standing or permission of instructor, and History 190.

This award is available to outstanding students who would like to continue their study for an additional term beyond graduation. Students who are selected will receive full tuition remission in exchange for undertaking a project that contributes significantly to the academic and/or co-curricular program of the college and simultaneously furthers their own academic or professional development. Honors Term Scholar Awards may be given for projects that involve academic research, educational research, or program development. Dropping this course will entail dropping all other courses for which the student is registered. Graded credit/no credit. Prerequisite: complete all credit-bearing requirements for graduation and approval of the honors term proposed.

This award is available to outstanding students who would like to continue their study for an additional term beyond graduation. Students who are selected will receive full tuition remission in exchange for undertaking a project that contributes to the academic and/or co-curricular programs of the college and simultaneously furthers their own academic or professional development. Honors Term Service Awards may be given for service to the college, service to the community, or a combination of these. Dropping this course will entail dropping all other courses for which the student is registered. Graded credit/no credit. Prerequisite: complete all credit-bearing requirements for graduation and approval of the honors term proposed.

What we think of as “mathematical” ideas may be viewed by other cultures within the contexts of art, navigation, religion, record-keeping, games, or kin relationships. This course treats mathematical ideas investigated by cultures such as North and South American Indians, Africans, and various peoples of the Pacific Islands, and analyzes them through Western mathematics (developed in Europe, the Middle East, and India). The course helps the student understand what mathematics is, both to Western culture and to other cultures, and how cultural factors influenced the development of modern mathematics. (Also listed as Mathematics 103.) (2A) Offered once per year.

What is study abroad’s purpose? What role does it play in students’ learning and development? How does a semester abroad differ from a semester at home? Using readings, discussions, and a variety of exercises, students in this course explore these and other questions about study abroad. In the process, they develop ideas for their own study abroad experiences and identify what they need to do to further prepare. They also connect their plans to Beloit College’s Integrated Learning Outcomes (ILOs) and anticipate study abroad’s relationship to their post-study abroad studies and other activities. Graded credit/no credit. Prerequisite: sophomore or junior standing and intention to study abroad.

You’ve got something to say, but you can’t find a way to communicate your perspective? Why wait for the play? Street theatre, psychodrama, and guerrilla theatre can offer exciting possibilities to create dialogue in your community. Taking Action is created for students who are interested in using theatrical techniques to take a message to the masses. The course will cover improvisational acting; Augusto Boal’s Image Theatre, Forum Theatre, and Legislative Theatre; Jacob Levy Moreno’s psychodramatic techniques; as well as other international trends in street and psychotherapeutic performance. Taking Action is a performance course that asks students to turn political and personal issues into action. The focus is on developing a persuasive message that has the possibility to incite discussion and eventually bring about change. In addition, students will be given the opportunity to create activist performances in the surrounding college and Beloit communities. Prerequisite: Performing and Applied Arts 106 or Theatre and Dance 106.

In this course students analyze the efficacy and ethical challenges of their own leadership efforts, as well as those of local community and historical leaders. A variety of approaches are employed, including interviewing local leaders, field trips, case studies, team building for problem solving, and practice in various forms of communication, written, oral, Web, and/or visual. Resources include classic and popular texts, films, guest speakers, and biographies. Prerequisite: all students in the seminar are required to be involved, either currently or within the past year, in some leadership capacity on or off campus, through employment, clubs, sports, student government, social action, or another venue.

This course examines the ways in which psychology can enhance our understanding of the American legal system, assist in the solution of legal problems, and contribute to the development of a more humane and just legal system. Topics considered include criminal responsibility, mental health law, eyewitness identification, children’s testimony, prediction of violence, jury decision-making, psychological consequences of incarceration, and capital punishment. Contributions of other disciplines (e.g., sociology, politics, communications) also will be addressed. (Also listed as Psychology 239.) Prerequisite: sophomore standing.

This course enables students to engage critically with the complex urban environments in which they live and study by combining classroom work with explorations of the city beyond the university. Depending on the course location, these explorations will use techniques ranging from observations, field notes, mapping exercises, and visits to various sites of cultural, historical, and social significance to informal interviews, volunteer placements in local organizations, and research projects. Possible topics to be explored include tradition vs. modernity, gender, poverty, movements of people from rural to urban spaces, the effects of globalization, the human impact on the environment, and social problems. Topics course. Prerequisite: acceptance to a Beloit College study abroad program with a Cities in Transition course.

Designed as an interdisciplinary capstone experience for seniors from any inter/discipline, this course asks students to examine, reflect on, and articulate the values associated with a liberal arts education, both for themselves and those they encounter in their lives beyond Beloit College. Through course readings and assignments, in-class discussions, and meetings with Beloit College alumni, local employers, and Career Works staff, students are provided with the conceptual frameworks, intellectual space, and practical information to move between the esoteric (e.g., what will make my life worth living?) to the downright practical (e.g., how do I write a cover letter?). Each student will develop their own personal narrative and mission statement, evaluate and enhance their professional online presence, learn and practice techniques of networking, all the while sharing their unique curricular and co-curricular experiences to emphasize for all class members the breadth and adaptability of liberal arts training for a lifetime of learning. (CP) Prerequisite: senior standing.

Covers the second half of first-year Japanese. Students learn most of the basic Japanese grammar patterns and vocabulary, as well as Kanji (Chinese) characters. Instruction and training in listening, speaking, reading, and writing. (1S) Offered each year. Prerequisite: Japanese 100 or consent of instructor. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A thorough review of the basic patterns of Japanese. Continue work with Kanji. Classes taught in Japanese to stress training in listening comprehension, speaking, and composition. (1S) Offered each year. Prerequisite: Japanese 105 or consent of instructor. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A thorough review of the basic patterns of Japanese. Continue work with Kanji. Classes taught in Japanese to stress training in listening comprehension, speaking, and composition. (1S) Offered each year. Prerequisite: Japanese 110 or consent of instructor. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

These courses aim to expand students’ basic skills in the Japanese language and deepen their knowledge of Japanese culture. New speech styles and new Kanji are introduced. Students will read simple essays and write short compositions. Classes will be taught in Japanese. (1S) Prerequisite: Japanese 115 or consent of instructor. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

These courses aim to expand students’ basic skills in the Japanese language and deepen their knowledge of Japanese culture. New speech styles and new Kanji are introduced. Students will read simple essays and write short compositions. Classes will be taught in Japanese. (1S) Prerequisite: Japanese 200 or consent of instructor. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This course develops advanced skills in both spoken and written Japanese. Sophisticated writing skills are cultivated through frequent composition assignments. Student presentations and class discussions train students to express complex thoughts orally in Japanese. Reading materials cover a wide range of cultural and social issues. In addition, a variety of materials, such as TV programs, newspapers, audio recordings, videos, and Internet resources are used. The course is conducted almost exclusively in Japanese. Prerequisite: Japanese 205.

A seminar course involving an examination of significant aspects of past and contemporary Japanese society and culture, with an aim of increasing fluency in reading and providing opportunity for hearing and speaking Japanese. Students read authentic Japanese language materials; study relevant Japanese language websites and videos; and write papers and give presentations in Japanese. May be repeated for credit if topic is different. (1S) Prerequisite: Japanese 205. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A seminar course involving an examination of significant aspects of higher-level Japanese communication skills necessary for success in the business world. This course covers formal Japanese language and manners for business, speaking techniques for job interviews, rapid reading skills, and preparation for the Japanese language proficiency test. Students read authentic Japanese language materials, study relevant Japanese language websites and videos; and write papers and give presentations in Japanese. (1S) Prerequisite: Japanese 205. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A seminar course involving intensive textual analysis in Japanese of selected works of both classical and modern Japanese literature. Topics may focus on a single author or text, or on a particular theme, such as text and image, constructions of gender, history of Japanese poetry, postmodern Japan. May be repeated for credit if topic is different. Prerequisite: Japanese 205. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This course surveys Japanese literature from ancient to modern times, covering various genres such as diaries, essays, poetry, and fiction. Organized chronologically, the readings offer students the opportunity to see how literary concepts established in ancient periods undergo transformations through the ages while maintaining their basic tenets—those of the “Japanese mind.” Taught in English. (5T)

A seminar course involving intensive textual analysis of particular topics in Japanese literature. Topics may center on a single theme, author, genre, or literary period. Possible genres, themes, and authors include: gothic literature, America in Japanese literature, modern literature, Kawabata, Natsume, Mishima, and Tanizaki. May be repeated for credit if topic is different. Taught in English. (5T)

Dealing with popular Japanese media—manga (comics), popular novels, film, and animation—this course offers a critical examination of how they are reflected in Japanese culture through time. To approach these popular forms of expression, various theoretical readings will be assigned for discussion. Since manga and animation are very popular not only in Japan but also in the United States and elsewhere, studying these media is important to understanding an increasingly global youth culture. Taught in English. (5T)

The dawn of the Anthropocene brings new incentives to examine human’s role in nature and their effect on the natural environment. In this course, we examine how the intersections of culture, folklore, and physical landscapes influence concepts of nature and environmental sustainability through the films and writings of Hayao Miyazaki. Using an interdisciplinary approach, we will investigate the relationship between Miyazaki’s work and the challenges of cultural and environmental sustainability in Japan and the ways popular culture has been used to promote environmental sustainability and preserve biodiversity. (5T) (Also listed as Environmental Studies 296.)

This introductory-level course examines the art and practice of nonfiction video production, focusing specifically on the process of making documentaries. Students acquire basic audio and video production skills—videography, video editing, lighting, sound recording, and sound design—and will apply these skills in the creation of their own, original nonfiction video projects. Students will also examine some of the legal and ethical issues that directors of documentary typically encounter, as well as some of the social and political roles that documentaries play within our society. (2A) (Also listed as Media Studies 155.)

A survey of writing modes associated with print journalism, with primary emphasis on magazine feature writing. Assignments may include profiles, personal essays, travel articles, interviews, biographies, reviews, satire, and extended feature articles with a research component. (Also listed as Media Studies 225.) (2A) Offered each spring. Prerequisite: Journalism 125/Media Studies 125 is recommended.

This course is an editing workshop aimed at selecting manuscripts for publication in the Beloit Fiction Journal, an established national literary magazine. Students will read and critically assess unpublished manuscripts submitted by writers from all over the world. They will also participate in various facets of literary magazine production. (Also listed as English 228.) English majors should register for English 228. Offered each fall. Prerequisite: junior standing or consent of instructor.

This course examines the video essay, an emerging form of digital art and academic discourse, which has lately come into its own as a powerful new mode of media expression. First and foremost, it explores ways in which the literary essay—a form that dates back centuries, if not millennia—has come to inform various cinematic and videographic impulses. It provides students an opportunity to develop skills as writers, video makers, and cultural critics. (2A) (Also listed as Media Studies 251 and English 224.) Offered every other year.

These courses focus on media and other facets of popular culture, examining specific texts and artifacts. Topics may include print media, digital media and culture, film, television, stage, history of the book, or the graphic novel. Offered every other year. Prerequisite: one of English 190, Comparative Literature 190, Journalism 125, Media Studies 125, Performing and Applied Arts 221, or Theatre and Dance 202; or consent of instructor.

Many scientists and researchers across the globe now agree that the Anthropocene—the word proposed to describe a new geological epoch defined by the earth-shaping consequences of human activity—has arrived. This course explores the media landscape of the Anthropocene, focusing on various ways in which filmmakers, podcasters, and other digital storytellers are attempting to make sense of the challenges that humans face during this moment of profound geological and ecological change. In addition to examining the work of others, students are required to produce their own digital media projects, using a variety of audio, video, and web-based production tools. (2A) (Also listed as Environmental Studies 260/Media Studies 350.) Offered every other year. Prerequisite: junior or senior standing or permission of instructor.

This course aims to give non-mathematics majors a sense of the importance of mathematics in human thought and an appreciation of the beauty and vitality of present-day mathematics. Material varies. Sample topics include combinatorial puzzles, number theory, tilings, networks, symmetries, map coloring, knots and surfaces, alternative number systems, and infinite sets. (1S) Offered occasionally. Prerequisite: Not open to students who have taken a mathematics course numbered 110 or higher or who have Advanced Placement credit for calculus.

What we think of as “mathematical” ideas may be viewed by other cultures within the contexts of art, navigation, religion, record-keeping, games, or kin relationships. This course treats mathematical ideas investigated by cultures such as North and South American Indians, Africans, and various peoples of the Pacific Islands, and analyzes them through Western mathematics (developed in Europe, the Middle East, and India). The course helps the student understand what mathematics is, both to Western culture and to other cultures, and how cultural factors influenced the development of modern mathematics. (Also listed as Interdisciplinary Studies 103.) (2A) Offered once per year.

Introductory probability and statistics with illustrations from the behavioral, social, and natural sciences. Descriptive statistics, elementary probability, hypothesis testing, analysis of variance, contingency tables, linear regression and correlation, nonparametric tests. Offered each semester. Prerequisite: facility in high school algebra. Not open to students who have completed or are taking Mathematics 205, Anthropology 240, or Psychology 161.

The mathematics necessary for calculus: algebraic manipulations; radicals and exponents; logarithmic, exponential and trigonometric functions; graphing and analytical geometry; theory of polynomials; complex numbers, and how such mathematics is developed. This course is designed for students who wish to take calculus but are not adequately prepared by their high school background. Prerequisite: First- or second-year standing. Not open to juniors and seniors without departmental permission. Not open to students who have received credit for calculus.

An introduction to differential and integral calculus. Limits and continuity, derivatives and integrals of polynomial, trigonometric, exponential, and logarithmic functions, applications of derivatives to optimization and approximation, the Mean Value Theorem, and the Fundamental Theorem of Calculus. (1S) Offered each semester. Prerequisite: four years of high school mathematics, including trigonometry and either college algebra or precalculus.

This is a transition course that develops the reasoning skills necessary for later mathematics courses with an emphasis on improving writing and presentation skills. Students engage with mathematical language and methods of conjecture, proof and counterexample, with emphasis on proofs. To motivate this content, students engage with the culture and history of the epistemology of mathematics. (1S) Prerequisite: Mathematics 110.

An introduction to the mathematical theory of dynamical systems, with special attention to systems exhibiting chaotic behavior. One-dimensional dynamics: fixed points, periodic orbits, chaotic orbits, and the transition to chaos. Two-dimensional dynamics: fractal images, Julia sets, and the Mandelbrot set. Includes computer experiments with chaotic systems; applications. Offered odd years, spring semester. Prerequisite: Mathematics 115.

Attendance required. Students select a faculty guide to assist them in learning to research a mathematical topic, prepare preliminary drafts of a paper, finalize the paper using Latex typesetting software, and then present the results of the paper to the class in a 50-minute talk. Class includes talks by students, some faculty, and often guest speakers. The course may be taken more than once. (CP) Offered each semester. Prerequisite: Mathematics 275, junior standing.

This introductory course serves many purposes, including providing students with an understanding of the process of human communication in public situations. It also provides students with an appreciation for the complexity of the communication process, and at the same time, provides them with an understanding of the choices facing the public communicator. In addition to the theoretical framework, there is a practical component as well, since students will implement the knowledge they have gained as they present and evaluate public presentations throughout the course. (2A)

This course introduces students to core concepts, debates, and overarching theoretical concerns that are central to the field of media studies. It explores a range of topics including the complex relationship between mass media and democracy, the diverse ways in which people try to understand “popular culture,” concepts of ideology and political economy, the consequences of global media industry consolidation, issues of gender, race, sexuality, and media representation, and theories of technology as they relate to media. (5T) Offered each spring.

Introduction to visual studies explores how images structure the world we inhabit by shaping how we perceive and consume various identities, as well as how we come to understand and occupy our built and natural environment. This course builds visual literacy skills through an examination of traditional forms such as paintings, sculpture, and architecture, and more popular and contemporary forms such as film and video. (5T)

This introductory-level course examines the art and practice of nonfiction video production, focusing specifically on the process of making documentaries. Students acquire basic audio and video production skills—videography, video editing, lighting, sound recording, and sound design—and will apply these skills in the creation of their own, original nonfiction video projects. Students will also examine some of the legal and ethical issues that directors of documentary typically encounter, as well as some of the social and political roles that documentaries play within our society. (Also listed as Journalism 155.) (2A) Offered every other year.

Is it possible to count, or quantify, the qualitative features of writing, whether a poem, a newspaper article, or a novel? In this course students are introduced to the field of computational literary analysis as a subfield of the digital humanities. They learn how humanists use quantifiable data and metadata; and, they learn to formulate research problems and questions that lead to a computational approach to literary/textual analysis. Topics covered: the Google Ngram Viewer and Ngram Dataset, basic Python programming; and the functionality of the NLTK (Natural Language Toolkit) and SpaCy Python libraries. Prerequisites: none.

“Art happens when you intend it to happen. It happens when you leap with intention—The act is the point, more so now than ever,” says Anne Bogart. This course explores theories about the creative inspiration, the performative instinct, the creation of meaning, the artist’s relationship with the audience, the politics of performance, and the “rules” of narrative, spectacle, and performance. The goal is to examine the role of the performance artist in a postmodern world. Throughout the class, students explore interdisciplinary approaches to stretch the boundaries of their imagination. Those interested in media will gain insights to theories critical to understanding and critiquing media. (5T) (Also listed as Performing and Applied Arts 221 and Theatre and Dance 202.) Offered every fall. Prerequisite: sophomore standing and must have completed at least 2 theatre and dance courses, or consent of instructor. For media studies majors, sophomore standing is necessary.

Course Description: This course introduces students to the art and craft of screenwriting. Students will analyze the formal elements of screenplays and learn essential mechanics of writing for the screen. They also begin the process of writing their own original screenplay. Offered each spring. (Also listed as Theatre and Dance 233 and English 215.) Prerequisite: English 205 or Media Studies 100, and junior standing; or permission of instructor.

Whether you plan to offer a play-by-play on air or want to be understood on the stage, this course increases your awareness and control of your own vocal life. Students learn techniques and exercises that facilitate vocal development and control. Voice for Stage and Screen introduces a variety of vocal training systems (Linklater, Berry, Houseman, and Skinner) to help students study their whole voice. This course covers: International Phonetic Alphabet, dialects, classical verse, character voices, Elevated Standard speech, vocal work with a microphone, and exercises that assist in gaining vocal control. (Also listed as Performing and Applied Arts 229 and Theatre and Dance 229.) Offered occasionally.

This course examines the video essay, an emerging form of digital art and academic discourse, which has lately come into its own as a powerful new mode of media expression. First and foremost, it explores ways in which the literary essay—a form that dates back centuries, if not millennia—has come to inform various cinematic and videographic impulses. It provides students an opportunity to develop skills as writers, video makers, and cultural critics. (2A) (Also listed as Journalism 251 and English 224.) Offered every other year.

Many scientists and researchers across the globe now agree that the Anthropocene—the word proposed to describe a new geological epoch defined by the earth-shaping consequences of human activity—has arrived. This course explores the media landscape of the Anthropocene, focusing on various ways in which filmmakers, podcasters, and other digital storytellers are attempting to make sense of the challenges that humans face during this moment of profound geological and ecological change. In addition to examining the work of others, students are required to produce their own digital media projects, using a variety of audio, video, and web-based production tools. (2A) (Also listed as Environmental Studies 260/Journalism 350.) Offered every other year. Prerequisite: junior or senior standing or permission of instructor.

This course explores the craft of narrative fiction filmmaking. Through a series of technical exercises and creative assignments, students cultivate their skills as writers and directors, and develop the skills required to plan and execute a film project through various stages of production. (2A) Offered every other year. Prerequisite: introductory-level media studies production course or permission of instructor.

An examination of the many ways in which ceramics inform our understanding of human behavior, such as changing foodways, group affiliations, craft specialization, and trade. Students learn the basic methods used to document, analyze, and transform ceramic data into meaningful statements about the present and past. Offered occasionally. Prerequisite: Anthropology 110 and 201, or consent of instructor. (Also taught as Anthropology 217)

Museums are valuable research resources in all subfields of anthropology. In this course, students learn how anthropologists conduct research in (and on) museums. Readings, written and oral assignments, field trips, and guest presentations supply a broad overview of museum anthropology. Students conduct individual and group research projects using Logan Museum resources as well as material at other museums. (Also listed as Anthropology 247.) Offered even years, fall semester. Prerequisite: Anthropology 201.

An introduction to the methods of collections management, registration, and preservation in museums. Stress is placed on the nature of organic and inorganic materials and their deterioration, methods of preventive preservation, modes of acquisition and registration, collections policy, and legal and ethical issues affecting the management of museum collections. The course consists of lectures, field trips, and laboratory experience in the Beloit College museums. Offered each spring. Prerequisite: Museum Studies 145.

A survey of museum exhibit theory and practice. The course examines best practices in creating exhibits as effective informal learning environments. Students gain a critical perspective on a wide range of current exhibit approaches, techniques, and issues, as well as knowledge of and experience in the skills of exhibit planning, design, and installation. (2A) Prerequisite: Museum Studies 275 or consent of instructor.

Students work with Wright Museum staff to install an exhibition in the Wright Museum of Art. Through group work, lecture, exhibit tours, and hands-on experience, students are introduced to exhibition design, development, and installation. They also learn how to mat and frame artwork, light a gallery, develop an exhibition layout, handle and install artwork/objects, and write museum label copy. Offered occasionally. This course cannot be repeated.

This course offers a hands-on exploration of the ways that new technologies are transforming historical research and teaching, as well as creating new online spaces for educating the general public. Students consider questions about the nature and value of existing digital history projects, the rise of open-source projects, and the relationship between digital history and public history. Students have the opportunity to contribute to a class blog, to participate in a crowdsourced transcription project, and to create their own websites and GIS-based maps. Students becomefamiliar with many of the principles and challenges that inform scholars and programmers as they collaborate to enrich the field of historical research. (Also listed as History 296.) Prerequisites: One previous history course or permission of the instructor.

Material culture studies focus on the forms, uses, and meaning of object, images, and environments in everyday life. Once primarily the domain of archaeology, material culture is now central in many fields of study. This course examines how the intersections of different interests and approaches influence the ways anthropologists understand the tangible products of human behavior, including how objects went from being passive residues of economic behavior to dynamic social actors. Through readings, discussions, hands-on engagements, and individual research, students will appreciate the major theoretical and methodological shifts surrounding such topics as object production, consumption, identity, social agency, and technological choice. (Also listed as Anthropology 310.) Offered occasionally. Prerequisites: junior or senior standing, and either Anthropology 201 or Museum Studies 275.

This seminar provides an opportunity for museum studies minors to reflect on and synthesize their own museum experiences. This course will grapple with contemporary questions and problems facing the museum world. Ethical questions and controversies will be addressed from both theoretical and practical perspectives. Students will use discussions, group projects, and assignments to bring their own perspectives to the problems and issues shaping the discipline of museum studies. Offered each fall first module. Prerequisite: Museum Studies 275 and PRAX 200.

This course focuses on the academic and social development of first-year, first-generation, low-income and/or underrepresented students who are thinking of attending graduate school, are interested in exploring academic departments and career pathways, and wish to apply to research-based programs such as the McNair Scholars and Graduate School Exploratory Fellows Program in their sophomore year. This course helps students learn various ways to use an advanced degree outside of academia while expanding their academic networks through close mentorship by an administrative staff member, connection to alumni, bi-monthly cohort meetings, monthly workshops, and monthly one-on-one meetings with the course facilitator. The end result is preparation of a proposal for a summer research experience with their assigned mentor and development of a class blog that chronicles this experience. (Also listed as FEP 150.) Prerequisite: first- year student who is first-generation college and low-income and/or underrepresented in higher education (African-American, Hispanic, Native American, Pacific Islander, Native Alaskan) with a minimum GPA of 2.75. Verification of eligibility is required via an application process in the fall semester.

This writing intensive course focuses on the academic and social capital development of first year students in the Student Support Services (SSS) Summer Bridge program. Starting in the first week of Summer Bridge until the end of the first module this course focuses on helping students to see and understand their identities as positive assets for college success. Specifically, students focus on how the experiences of being first-generation college, low-income, having a documented disability, and/or being from an underrepresented group in higher education is a valuable quality to have for one’s collegiate development. Through readings, numerous writing assignments, class discussions, and workshops facilitated through the SSS department, students learn how to critically reflect and articulate their value and assets at Beloit College as Beloit students. The end result will be a series of papers students produce that allows for critical self-reflection on identity and belonging. Prerequisite: admitted first-year student to the SEL program.

This course provides students with the academic and social tools they need to apply and gain entrance to graduate school and succeed in completing their graduate studies. Over the course of the semester, students refine their writing and research design skills as they complete graduate school and grant applications. The first half of the semester is devoted to crafting a tailored personal statement and developing other needed materials for a complete application (e.g. research statement, writing sample). The second half of the semester focuses on funding opportunities, and students work on an appropriate grant. By the end of the course, students have applied to at least three graduate programs and one funding body. Throughout the semester, students are able to discuss issues, problems, and concerns they may have about graduate schools, and emphasis is placed on effective strategies and tips students can use to successfully enter into, and remain in, graduate studies. Offered each fall. Prerequisite: current McNair Scholar with senior status. A student may receive credit for only one of OADI 250, 255, 305.

This course aims to provide students with the background, terminology, and tools to successfully develop an original research question. Through a combination of interdisciplinary, student-centered, and interactive instructional strategies, this course provides an overview of the concept of research and scholarship. At the end of the course, students will have developed an effective research question and brief proposal for their summer research project. Prerequisite: students must be current McNair Scholars who will be in junior standing as of the following fall semester.

This course is for students affiliated with the Mellon funded Graduate School Exploration Fellowship program (aka GRADX). The course focuses on academic and professional preparation for graduate studies. Graded credit/no credit. Prerequisite: Senior standing as of fall semester; recipient of Mellon GSEF/GRADX award; has a GPA of at least 3.0; in good academic standing with Beloit College. A student may receive credit for only one of OADI 250, 255, 305.

The goal of this class is to provide tools for effective post-graduation career exploration and advancement. It is intended to help students identify and achieve post-graduation goals by getting and keeping them on track for finding meaningful opportunities within their professional and academic areas of interest. Prerequisite: SEL student and junior or senior standing. A student may receive credit for only one of OADI 250, 255, 305.

The Oak Ridge Science Semester (ORSS) enables students to join ongoing investigations at the Oak Ridge National Laboratory (near Knoxville, Tenn.) in research areas as diverse as astrophysics, cell biology, DNA sequencing, genetic mutagenesis, parallel computing, robotics, toxicology, and much more. In their research, ORSS student participants use the sophisticated resources available at the laboratory, including supercomputers, state-of-the-art electron microscopes, lasers, and analytical instruments such as a fourier transform mass spectrometer and a scanning tunneling microscope. Participants in this fall semester program join one of the research groups at ORNL, with a scientist from the ORNL staff serving as a mentor.

The Newberry Seminar offers motivated and mature students an opportunity to do advanced independent research while working closely with professors and scholars at one of the world’s great research libraries. They work closely with faculty members and a select group of colleagues in a seminar that provides context and guidance for their research. Each year, the fall seminar is taught by a team of two visiting faculty members, with a focus on a specific theme in the humanities. Students live in Chicago apartments and take advantage of the city’s rich resources. The Newberry Seminar is for students who are looking for an academic challenge, a chance to do independent work, and possibly considering graduate school, professional education (law school), or other careers.

Students on this program study public affairs through course work at American University and an internship or research project. Washington semester topics include: American politics, international business and trade, justice, economic policy, journalism, international law and organizations, contemporary Islam, foreign policy, international environment and development, peace and conflict resolution, public law, and transforming communities in Washington and London.

Beloit College offers a cooperative program with the Nicholas School of the Environment at Duke University that leads to the Master of Forestry (M.F.) or Master of Environmental Management (M.E.M.) degree. This five-year program requires at least three years of enrollment at Beloit College, followed by two years of study at Duke University. During the first year at Duke, participants complete their Beloit College requirements for the bachelor’s degree and, upon successful completion of that year, Beloit College awards the B.A. or B.S. as appropriate. After four semesters at Duke, in which a minimum number of units is earned, students may qualify for one of the professional master’s degrees. Acceptance to the program at Duke University is competitive. Planning for this accelerated program should begin early in a student’s time at Beloit College. Beloit students may also enter Duke after completing the baccalaureate degree as 4-2 students.

This course offers individualized piano instruction in a group setting. Students of all skill levels are welcome, but it is particularly targeted to those with little or no piano background. Reading skills are developed, while also increasing the student’s familiarity with basic musical terms and directions. For those students with more extensive background, there is flexibility regarding choice of repertoire to achieve these goals. This is an excellent way to prepare for higher level courses and/or participation in ensembles offered by the music department. This course may be taken twice for credit. (2A)

This course is meant to provide theatre and dance students with basic sewing and makeup application skills for the stage. The first half of the term focuses on introductory hand and machine sewing skills, understanding the sewing machine, lessons on fabric, how it is produced and utilized, and ends with a midterm sewing project. The second half of the term focuses on safe makeup application processes, understanding the skull, and how to manipulate shape using makeup as a tool. As all theatre and dance artists interact with costumes and are expected to know how to apply stage makeup, this course sets our students up for success after leaving Beloit. (2A) Offered every other fall, odd years.

This is a mod course that examines collaboration across disciplines teaching students the skill set to be effective collaborators. Students engage with professionals from various fields discussing collaborative practices. Students put the skills learned in the classroom into practice through a collaborative experience approved by the instructor. Examples of experiences include taking part in a theatrical production (performing, directing, designing, crewing etc.), participating in dance performances (choreography, performing, design etc.), participating in music ensembles, working on marketing for productions, dramaturgy, stage management, work on historic costume collection. Students keep journals that reflect their growth as collaborators. Offered every semester.

In this mod course that focuses on collaboration specific to arts disciplines. Students will have the opportunity to hear from professionals in Music, Dance, and Theatre as they discuss collaborative projects. Students will put the skills learned in the classroom into practice through a collaborative experience approved by the instructor. Examples of experiences will include taking part in a theatrical production (performing, directing, designing, crewing, etc.), participating in dance performances (choreography, performing, design, etc.), participating in music ensembles, working on marketing for productions, dramaturgy, stage management, work on historic costume collection. Students will keep journals that reflect their growth as collaborators. (2A) Offered every semester

This course explores how and why it is that we, as individuals and communities, read, write, and interpret histories to justify our love of or identification with musics and sounds. The purpose of this course is to learn how we can use music history (including the methods and tools of musicology and music historiography) to empower and liberate our sense of self, our identities, our communities, and our values. (Also listed as History 211 and Critical Identity Studies 142.) (5T) Offered every fall.

Open to all students, this course investigates theories of sound/music, space, and embodiment with a particular focus on listening, playing, and doing. Students develop tools to describe what they hear, feel, and perform sounds, and are introduced to rudimentary concepts of notation, melody, harmony, rhythm, and meter. Yet critical listening takes us beyond the notes on the page as we recognize that a given piece of music is shaped by myriad social, political, historical, and aesthetic influences and demands unique listening and performing strategies. Multidisciplinary readings and discussions about musical notation, classical ideals of structure, psychoacoustics, improvisation, musical affect, notions of musical time, and music’s intersection with the body, race, gender, and class enable students to think more broadly about systems and structures of sound. (1S). Offered every semester.

This is a movement-based improvisation course using dance improvisation techniques. Students experience movement discovery through individual and group improvisation. The course fuses creation with execution and focus on developing the skill of listening and responding with the body while emphasizing movement as a sensorial experience. Contact Improvisation fundamentals are introduced. (2A) Offered occasionally.

A continuation of the acting skills studied in Fundamentals of Acting with a focus on precision and timing. By focusing on comedy, students develop a sense of rhythm and timing that can be repeated while creating a character that is truthful and fits into the world of the play. Stage combat, comic theory and practice, as well as an introduction to intimacy choreography are addressed. Prerequisite: Performing and Applied Arts 100, 106 or consent of instructor. Offered even spring semesters.

The purpose of this course is to examine how the loosely related concepts of “authentic,” “original,” “real”, “natural,” “pure” and even “human” are used as a powerful tool in the construction and protection of identity in the worlds of music, art, anthropology, museums, science, marketing, historical reenactments, language, and others. In particular, this course examines how the idea of “authenticity” both originated and developed alongside histories of nationalism and colonialism, the developments in tourism, the expansion of global markets and the spread of capitalism as well as more recent challenges imposed by AI and cyborg technology. The course includes guest discussions led by various college faculty/staff and challenges students to think more critically about all walks of life, their study of other courses and disciplines, their place in today’s world, and prepare them for studies or travel abroad. But the course is more than a preparatory study of history and theory. Rather, students have the opportunity to explore how the concept of authenticity is constructed, enforced, and negotiated in “real world” contexts. (Also listed as History 210 and Critical Identity Studies 265.). Offered every other year.

This course starts with the premise that “The point of recording and reproduction is not to mirror sound but to shape it actively (Jonathan Sterne).” From Edison cylinders and 78s to mp3s and streaming services, the medium of recorded sound and the transmission of disembodied voices has radically and actively transformed, distorted, and helped us to reimagine our sense of self, community, and aesthetic and social possibilities. In addition to surveying the evolution and development of sound technologies (those that record, transmit, and playback sound), this course examines the impact that these changing technologies have on the conception, creation, distribution, policing and evaluation of sound and music. (Also listed as Media Studies 270.). Offered every other year.

“Art happens when you intend it to happen. It happens when you leap with intention— The act is the point, more so now than ever,” says Anne Bogart. This course explores theories about the creative inspiration, the performative instinct, the creation of meaning, the artist’s relationship with the audience, the politics of performance, and the “rules” of narrative, spectacle, and performance. The goal is to examine the role of the performance artist in a postmodern world. Throughout the course, students explore interdisciplinary approaches to stretch the boundaries of their imagination. Those interested in media will gain insights to theories critical to understanding and critiquing media (Also listed as Media Studies 202.). (5T) Prerequisite: sophomore standing and must have completed one Performing and Applied Arts course, or consent of instructor. For Media Studies majors, sophomore standing is necessary. Offered every other Fall semester, even years.

You’ve got something to say, but you can’t find a way to communicate your perspective? Why wait for the play? Street theatre, psychodrama, and guerrilla theatre can offer exciting possibilities to create dialogue in your community. Taking Action is created for students who are interested in using theatrical techniques to take a message to the masses. The course will cover improvisational acting; Augusto Boal’s Image Theatre, Forum Theatre, and Legislative Theatre; Jacob Levy Moreno’s psychodramatic techniques; as well as other international trends in street and psychotherapeutic performance. Taking Action is a performance course that asks students to turn political and personal issues into action. The focus is on developing a persuasive message that has the possibility to incite discussion and eventually bring about change. In addition, students are given the opportunity to create activist performances in the surrounding college and Beloit communities. Offered occasionally.

Shakespeare’s Hamlet advised the players that theatre was, “To Hold as ‘twere the mirror up to nature”; today, documentary theatre places a contested story in front of an audience making it more real, more urgent. This course focuses on a local story and develops a means to stage its heart. Students develop archival skills, oral history interviewing techniques, group storytelling activities, and composition and script analysis approaches. Ultimately, the goal of the course is to create a finished script for the following season, and along the way students become better collaborators, clearer storytellers, insightful community members, and ethical theatrical journalists. Documentary theatre may be repeated for credit if the topic is different or a different development approach is being taught. Prerequisite: sophomore standing and one Performing and Applied Arts or Media Studies course. Offered most fall semesters.

Whether you plan to offer a play-by-play on air or want to be understood on the stage, this course increases your awareness and control of your own vocal life. Students learn techniques and exercises that facilitate vocal development and control. Voice for Stage and Screen introduces a variety of vocal training systems (Linklater, Berry, Houseman, and Skinner) to help students study their whole voice. This course covers: International Phonetic Alphabet, dialects, classical verse, character voices, Elevated Standard speech, vocal work with a microphone, and exercises that assist in gaining vocal control. (Also listed as Media Studies 229.) Offered occasionally, spring semesters.

This course introduces the principles of drafting skills for theatre and the entertainment industry. While learning about drafting standards, students develop techniques for drafting accurate drawings both in hand drafting and computer aided drafting. Students also learn how to accurately read and interpret drawings. (2A) Prerequisite: Performing and Applied Arts 112, 140, or permission by instructor. Offered occasionally. This course has a fee.

This course introduces students to the process and paperwork required to design props for a production. Students learn the fundamentals of prop making for the entertainment industry by working with a variety of materials to create the props necessary for each “production”. Students research, develop potential budgets, and fabricate a variety of different props. Various props created may require the use of power tools, painting techniques, casting, molds, sculpting, or other processes. (2A) Offered occasionally. This course has a fee.

In this half credit course students learn the building blocks of visual design for the stage. They learn ways to manipulate the elements of design specific to discipline and how to realize design concepts. Students work through the design process and leave the course with a realized final design project. Throughout the design process students learn how to analyze design choices, receive constructive feedback, and alter design decisions and build processes to better realize their final designs. Students get to apply their design and creation skills to a current Performing and Applied Arts production, with a chance their designs will be seen onstage. (2A) Prerequisite: Performing and Applied Arts 112. This course has a fee.

For students looking to develop skills in composing and songwriting, this course blends lessons in music theory and compositional techniques with creative projects in students’ chosen musical styles and mediums. Topics include crafting melody, harmony, and rhythm; developing core musical ideas; and designing individualized creative processes. Returning students investigate instrumentation, voice-leading, form, and markers of musical genres. Class sessions include listening, analysis, discussion, and workshopping. Assignments include both guided compositions using specific techniques and student-designed projects. Students may work in any style as they are also encouraged to explore new territory. Culminating concert features a new piece by each student. (2A)

This course introduces students to the role of a costume designer, the collaborative process, and how to successfully use research and the elements of design to create successful costume designs. Students learn a range of design-related skills, which include the following: understanding of design elements such as color, proportion, scale, and line; script and character analysis; drawing the figure and rendering with watercolor; developing a familiarity with fashion history and how to effectively compile research for a production; and understanding the process of costume development from concept to performance. (2A) Prerequisite: Performing and Applied Arts 112 or 114. Offered every other fall, odd years.

This course is an introduction to sound design and sound editing. The course examines the role of sound in entertainment, be it theatre, film/TV video games, etc. The course allows students to understand the processes by which sound is created, manipulated, and implemented for use in the entertainment industry, from the beginning analysis all the way to a finished product. (2A) Offered every other fall, odd years.

A continuation of Performing and Applied Arts 170 for students who seek to improve their facility with harmony, notation, score-reading, analysis, arranging, and musicianship skills, this course integrates music theory and musical practice. Students apply techniques from 16th-century counterpoint and tonal harmony through model compositions and original arrangements, ranging from the style of Palestrina to contemporary popular music. Theoretical concepts are exercised through the rigorous practice of musicianship skills, including sight-singing, dictation, and keyboard harmony. Workload includes weekly written assignments and projects in analysis and composing/arranging; regular independent skills practice is essential to prepare for musicianship tests. Students should have some facility with an instrument and/or voice. Prior keyboard experience is not required. (1S) Prerequisite: Performing and Applied Arts 170, placement test, or permission of instructor. Offered occasionally.

This topics course leads students through exploratory performance and installation projects. Students who identify with any creative practice (such as vocalists, instrumentalists, sound artists, poets, visual artists, multimedia artists, choreographers, programmers, etc.) share a collaborative environment in which they perform installations and pieces created together. The course may include weekly readings on devised performance, community development, and collaboration and/or work through structured exercises and improvisations to develop a group-specific creative language. The course culminates in a final public presentation of the collaborative creative work. All media styles and levels of experience are welcome. Students may repeat this course up to a total of 2 units of credit. (2A) (Also listed as Media Studies 276 and Art 176.)

Students build fundamental skills of contact improvisation through movement explorations and the study of physics. In addition, they study the history and theory of the form and how it is evolving. Students develop physical skills for basic contact by falling, rolling, giving and taking weight with the floor, walls, and other bodies, balance, counterbalance, and momentum. The students reflect on the day’s practice by journaling after each class, gaining further insight on the day’s lessons and how they relate to the academic study of the form. (2A) Offered occasionally. Recommendation: Performing and Applied Arts 180.

This course puts the fields connected to the performing arts and psychology in conversation. As students survey a range of approaches, perspectives, methods, histories, and applications through the exploration of topics including perception, embodiment, cognition, human development, neuroscience, music theory, music history, acoustics, and music/arts/dance/theatre therapy, they focus on why certain research questions are asked in the first place (and not others), what motivates certain types of exploration (and to what end), what various results actually signify or mean, and how people or society use these results. By studying both the overlap and tensions between the two general areas (performing arts and psychology), students gain an increased understanding of each disciplines’ unique positions, histories, scope, and its limits. (Also listed as Psychology 285.)

This course explores the ways gender is performed on a daily basis. Though emphasis is on the art of drag, students look at the ways that people choose to present our preferred gender and experiment with other (and othered) genders. Class time is equal parts studio practice and lecture/discussion. Studio practice includes experimentation with stereotypically Western male/female movements and gestures, make-up and padding tutorials, and the art of lip-synching. As each student develops and transforms into their drag persona over the course of the semester, they engage in ongoing reflection regarding their experience of the corporality of ‘trying on’ the movements of genders. Professional Drag Queens/Kings join as lecturers. Readings and films dealing with the politics of gender presentation round out the course. The culminating class event is an Extravaganza Show. (Also listed as Critical Identity Studies 285.) (2A) Prerequisite: performance experience preferred. Offered occasionally.

Performing Shakespeare is the most exhilarating part of performing. No other author in the dramatic canon allows actors to experience the highs and lows of life, reality, and imagined worlds. Students enter a world that witches wander, muses guide creativity, and adventures await. In this course, students were not born to sue, but to command. Learn to speak verse with fluency. Improvise in iambic pentameter. Embody great literary heroes. Discover the imaginative staging of the Elizabethans. This is your chance to discover the wonders, complexities, and joys of performance. Seize hold of this opportunity and devour it. Prerequisite: Performing and Applied Arts 106. Offered occasionally.

Clothing is a basic building block in any society. To begin understanding modern fashion and its significance, students first must understand the history of fashion, dress and adornments. In this course students will critically examine fashion spanning numerous eras and cultures to better understand its societal implications and how it has evolved into the fashion industry of today. Students learn the skills necessary to research historical dress and how to present that research to their fellow classmates. (2A) Offered every other spring, odd years.

In this course students learn the building blocks to visual design. They learn ways to manipulate the elements of design specific to discipline and how to realize design concepts. Students work through the design process and leave the course with a realized final design project. Throughout the design process students learn how to analyze design choices, receive constructive feedback, and alter design decisions and build processes to better realize their final designs. (2A) Prerequisite: Performing and Applied Arts 112.

Explores the collaborative process of creating new performance works. This course goes beyond playwriting to explore the possibilities of performance and media. Each year, the instructor proposes a theme. Together, students collaborate to realize a performance (with the potential for use of technical elements that aid in storytelling). This is an interdisciplinary experience where students are asked to do what they know and take risks that they never thought they would. This course may be repeated for credit. Offered every third spring semester. Prerequisite: Performing and Applied Arts 100, 106, or permission of instructor.

With elements of arts administration, non-profit organizations, educational outreach, and artistic collaboration, students curate artistic content and/or partner with arts organizations in the broader community. Each time the course is offered, it focuses on a new topic. Examples include but are not limited to: collaboration across campuses, creating and teaching workshops in elementary schools, self-producing, and working with a producing partner as an independent arts organization. Students may take the course again for credit when a new topic is offered. Prerequisite: students must apply to be in the course. Offered occasionally.

This course is designed to provide the prospective athletic coach with a working knowledge of human anatomy and the physiological factors of exercise. Special emphasis will be placed upon the following: circulatory and respiratory adjustments, muscle physiology, environmental factors, metabolism and exercise, nutrition, drugs, use of ergogenic aids, conditioning, strength and endurance training. Offered odd years, fall semester.

This course is designed to help students learn the basics of weight training, including proper techniques and the safe way to use weights in their overall training. Using free weights, machines, weighted balls, and body weight, students learn the areas of the body that each exercise targets. They learn about different types of weight for power and strength, training to lose weight, and training for tone. Students learn how to set up their own training programs based on the goals that they set at the beginning of the class. NOTE: No more than a total of 1.0 unit of PERC courses may apply to a Beloit degree. Any one PERC course may be taken only once for credit.

An investigation of the formal structure of reasoning and the logical relationships that underlie good arguments. Many college courses explore and investigate the reasons to take something to be so; logic explores the correctness or strength of reasoning itself. This course will have a particular emphasis on the major historical methods for symbolically representing and analyzing deductive arguments: Aristotelian logic, propositional logic, and predicate logic. Some attention may also be paid to informal logical fallacies. (1S) Offered each semester.

An exploration of some of the central questions and problems addressed by philosophers, such as: What is it to be a person? How can we live well and act responsibly? What is the nature of justice? Is it possible to act freely? What can we know about the world around us? What is the relationship between the mind and body? These questions, and others like them, are at the heart of philosophy. In this course, we will engage them through the writings of philosophers who have taken on these questions themselves. Expect to think carefully and write critically, skills meant to serve you in and beyond college. (5T) Offered each semester. Prerequisite: not open to students who have taken Philosophy 115.

As an introduction to philosophy, this course covers the same core philosophical thinkers and problems as Philosophy 110, also by using primary sources. This course adds a semester-long theme for the course, where the theme provides a lens for thinking through and addressing the problems central to studying philosophy. The theme will typically be incorporated into class activities and student assignments. May be used to fulfill any requirement or prerequisite fulfilled by Philosophy 110. (5T) Offered occasionally. Prerequisite: not open to students who have taken Philosophy 110.

An examination of the origins of philosophical reflection in Greek myth, where human self-knowledge emerges from narratives about the gods. This course traces themes of being and becoming, thought and experience, and cyclical time through pre-Socratic philosophers like Thales, Heraclitus, and Parmenides to Plato and Aristotle. Many of these thinkers are keenly attuned to the ways in which human thinking and action are embodied social processes that require an interdependence between agents and their social contexts. Finally, we examine some major Roman philosophical responses to these themes, like epicureanism, stoicism, and skepticism, where the seeds of many subsequent Christian and modern conceptions of subjectivity and individualism are sown. (5T) Offered every other fall. Prerequisite: Philosophy 110 or 115 or consent of instructor.

The 17th and 18th centuries were an age of great philosophical exploration, culminating in what we now call the Enlightenment. From Descartes to Kant, philosophers debated the nature of knowledge, the relationship between mind and body, the possibility of freedom in a causal world, and the role and limits of reason. In the 19th century, philosophers such as Hegel and Marx both extended and critiqued the project of the Enlightenment. More recently, theorists have worked to situate Enlightenment philosophy in its historical context and to challenge its basic assumptions. This course will examine a range of texts associated with the Enlightenment and its critics. (5T) Offered every other fall. Prerequisite: Philosophy 110 or 115, or consent of instructor.

A critical engagement with major theories in normative ethics, both in their classical sources and in the development of the theories by contemporary moral philosophers. These theories all explore what it means to live and act rightly, to be an agent and live responsibly. Particular attention will be paid to Aristotelian virtue ethics, Kantian deontological ethics, and utilitarianism. (5T) Offered every third semester. Prerequisite: Philosophy 110 or 115, or consent of instructor.

An examination of ethical questions related to medical practice and biomedical research. Special emphasis on issues such as abortion, reproductive technologies, euthanasia, autonomy in medical decision-making, research on animal and human subjects, and allocation of scarce medical resources. (5T) (Also listed as Health and Society 221.) Offered each spring. Prerequisite: Philosophy 110 or 115, or sophomore standing.

An examination of ethical questions related to the environment and our place in it. Special emphasis on issues concerning our moral responsibility to beings and entities that are physically, metaphysically, and/or temporally distant from us. These may include distant persons, nonhuman animals, natural objects, species, and ecosystems, as well as future iterations of these. (5T) (Also listed as Environmental Studies 224.) Offered every other fall. Prerequisite: Philosophy 110 or 115, or sophomore standing.

How human beings understand nature has a deep impact on how they understand themselves and how they live. For this reason, the variety of concepts, images, and metaphors used to think about nature are worth serious reflection. Is nature more like a living organism or a machine? Does it have value in itself, or does its value depend on human needs and interests? How do different attitudes toward nature influence the way people interact with the environment? What is wilderness, and are humans responsible for conserving or restoring it? Is there a connection between ethical obligations regarding the environment and the aesthetic appreciation of nature? This course examines contemporary issues in environmental philosophy in the context of the history of philosophical thinking about nature and humanity’s place in it. (5T) (Also listed as Environmental Studies 231.) Offered every other year. Prerequisite: Philosophy 110 or 115, or consent of the instructor.

An inquiry into the nature and significance of art. What is art? Is there something that all works of art have in common? What does art do? Is it defined by the intentions of the artist, the experiences of the audience, or the judgments of critics? Is taste subjective? Is beauty in the eye of the beholder? In this course, we will seek the answers to these questions in an effort to deepen our understanding of art. Readings will range from classical sources in aesthetics to recent theories of art, including both analytic and continental approaches. (5T) Offered occasionally. Prerequisite: Philosophy 110 or 115, or sophomore standing.

An exploration of questions concerning the meaning of human existence in conversation with a group of 19th- and 20th-century thinkers in revolt against traditional philosophy. From Kierkegaard and Nietzsche to Sartre, Beauvoir, and Camus, the existentialists posed such questions as: What kind of existence is most meaningful? If God is dead, does existence lose its meaning? Is there such a thing as authentic existence, and if so, what does it involve? Is the course of our lives determined by our character and situation, or are we defined by our choices? What is the best way to respond to the absurdity of our existence? We will join the existentialists in considering these questions and a number of related themes, such as anxiety, death, and nothingness. (5T) Offered occasionally. Prerequisite: Philosophy 110 or 115, or consent of instructor.

The human mind may be the last great mystery of the physical world–the thing that sets us apart from other animals and seems to defy physical law. In fact, consciousness holds the special title of “The Hard Problem.” Traditional philosophy of mind examines the mind-body problem, usually as it has been conceived and explored through analytic philosophy. This course looks at those texts that have defined and shaped the field historically, while including texts from other philosophical traditions that have only recently changed how the mind-body problem is understood. These include texts from phenomenologists, pragmatists, and linguists, among others. We survey many authors and perspectives, while remaining grounded in the classical texts of the field. (5T) (Also listed as Cognitive Science 241.) Offered even years, spring semester. Prerequisite: Philosophy 110 or 115.

An examination of classical Chinese philosophies, largely in their pre-Buddhist forms. We will focus on close readings of Kongzi (Confucius), Mengzi (Mencius), Laozi, Mozi, and Zhuangzi, and will trace notions of reality and knowledge in their relation to morality and society. We will also highlight comparisons and contrasts between Chinese and European philosophies. (5T) Offered occasionally. Prerequisite: Philosophy 110 or 115 or sophomore standing.

Reflections on the nature of religious experience broadly conceived, and its relation to ethics, reason, and science. This course will focus on the ongoing significance of issues arising in the classical philosophy of religion regarding the transcendence and attributes of God. We will examine the history of these debates and consider how they inform our contemporary attitudes toward nature, technology, society, and what it means to be a human being. (5T) Offered occasionally. Prerequisite: Philosophy 110 or 115, or consent of instructor.

Inquiry into race and racism from a philosophical perspective, in dialogue with other disciplines. What is the meaning of race? Is it a biological fact or a social construction? Should racial categories be eliminated, or are there good reasons to preserve them? Is racial color-blindness the solution to discrimination, or is it just another form of racism? This course will focus on the history of the concept of race and contemporary debates surrounding racism and racial identity. (5T) (Also listed as Critical Identity Studies 307.) Offered occasionally. Prerequisite: Philosophy 110 or 115 or sophomore standing.

Africana philosophy is a field of study focusing on critical inquiries by thinkers from Africa and the worldwide African diaspora. It includes the philosophical efforts of Africans, African-Americans, Afro-Caribbeans, and others, whose works address a variety of problems and concerns. It does not refer to one particular school of thought, but rather a collection of approaches to questions of fundamental importance for human beings as such. The concept of ‘Africana philosophy’ is not intended to suggest that there is something that the works of all thinkers of African descent have in common, but rather that they and their inquiries are linked by a history of colonization, enslavement, and marginalization that we can reflect on critically and productively with their help. Recognizing that the concept of race is itself a result of this history, we cannot assume that there are any biological or cultural traits shared by all philosophers of African descent, but we can identify some common themes and intellectual concerns arising from shared experiences of anti-black racism and attempts to understand and overcome it. This course examines a few of these themes, such as what it means to be human, especially in the face of dehumanization; how racism should be resisted and racist societies transformed; and what will become of philosophy in a post-colonial age. Offered each year. (Also listed as CRIS 275.) Prerequisite: Philosophy 110 or 115, or consent of instructor.

An examination of classical political philosophy through the study of Plato’s and Aristotle’s most influential political texts. Considers questions pertaining to justice, virtue, freedom, equality, gender, the purpose and scope of political authority, citizenship, education, poetry, as well as the relationship between the philosophical individual and the political community. Emphasis on critical analysis of ancient philosophical texts and class discussion. (5T) (Also listed as Political Science 280.) Offered odd years, fall semester. Prerequisite: Political Science 180 or sophomore standing.

An examination of the revolutionary challenge to classical and medieval political philosophy posed by such writers as Machiavelli, Hobbes, Locke, Rousseau, Burke, Marx, and Nietzsche. Broad themes include: the question of human nature, the possibilities and limitations of social contract theory, the concept of property and its implications, the nature of rights and duties, as well as the meaning of human freedom and equality. (Also listed as Political Science 285.) Offered each spring. Prerequisite: Political Science 180 or sophomore standing.

A capstone course for philosophy majors and minors, typically including a shared engagement with a philosophy text or texts, an exploration of the research process in philosophy, and reflection on the philosophy major/minor in the context of institutional and departmental learning goals and life after Beloit College. (CP) Offered each fall. Prerequisite: junior standing and at least 3 courses in philosophy or consent of instructor.

An introduction to the fundamental concepts of classical mechanics: Newton’s laws, conservation of momentum and energy, and oscillatory and rotational motion. Students planning to take additional physics courses should take Mathematics 110 concurrently with Physics 101. Four hours of classroom work and two hours of laboratory work are required each week. (4U) Offered each fall. Prerequisite: high-school mathematics, including trigonometry.

An introduction to modern astronomy, with emphasis on the development of planetary, stellar, and galactic systems. Study of the observations and physical laws that lead astronomers to our current understanding of the universe. Evening laboratories include outdoor observations using binoculars and telescopes, as well as indoor observations using planetarium software and astronomical datasets. Four class hours per week. (4U) Offered occasionally.

An introduction to the special theory of relativity, early quantum theory, and non-relativistic quantum mechanics. Application of these ideas to selected topics in atomic, nuclear, and condensed matter physics. The laboratory will require independent use of advanced equipment and statistical analysis of data. Offered each fall. Prerequisite: Physics 101 and Mathematics 115. Physics 102 recommended.

An applied course in numerical methods and computational techniques related to problems in the natural sciences and engineering. Systems of equations, integration, differential equations, and parallel techniques will be examined within the framework of spreadsheets and structured programming. Error analysis and run-time will be addressed, as well as Unix system administration. (CP) Offered each fall semester. Prerequisite: Physics 101, Mathematics 110 or 115, and some previous computer experience. Recommended: Mathematics 115 and 290 and a course in computer programming.

A course in experimental physics beyond the level of the 200-level courses. Students carry out several experiments that elucidate the principles studied at the 300-level, and design and carry out experiments of their own. Typical experiments include nuclear coincidence experiments, electron spin resonance, the Faraday effect, shot noise determination of the electron charge, the Zeeman effect, and holographic testing. (CP) Offered each fall semester. Prerequisite: Physics 210 and Mathematics 290.

Group and individual guidance on methods of writing a comprehensive paper, composed of critical evaluation of a topic or original research in consultation at various stages of revision with a primary and secondary faculty reader. This course is required to be considered for honors in physics. Offered each semester, on demand. (CP) Prerequisite: senior standing in physics, and prior approval of a thesis advisor.

Introduction to U.S. government and politics at the national and state levels. Provides background on guiding principles, constitutional guarantees, the federal system, major institutions, and mechanisms that link citizens to officials. Covers both federal and state levels and their interaction in topics such as elections and political executives, which include the president and governors. Illustrative use of public policy materials, especially health policy, as well as current events and issues. Serves as a basic course for any student wishing to gain a foundation in U.S. politics and as the prerequisite for many courses in the American politics subfield. (3B) Offered each semester.

Introduction to political philosophy through consideration of the enduring question: What is justice? Investigates responses offered by ancient thinkers and those of the early modern period in order to examine the historical development of political theory in the Western tradition. Additional topics of inquiry include: the possibilities and limits of power, freedom, property, and the good society; the relationship between religion and politics; as well as the philosophic presuppositions about human nature and social responsibility that underlie the ancient and modern perspectives. Emphasis on close readings of philosophical texts, critical analysis, and class discussion. (5T) Usually offered every year. Open to first-year and second-year students only.

This course offers an overview of research methods used in health and political science research. Course objectives will include an introduction to basic statistical concepts and research design; the course will also emphasize the use of STATA statistical software for production of various statistical output (ANOVA, odds ratios, bivariate and multivariate regression analyses). (3B) (Also listed as Health and Society 201.) Prerequisite: none, but Political Science 110 or higher recommended.

In this seminar, we explore comparative and international perspectives on education and youth studies by focusing on readings that primarily address comparative methodology, including the questions, what is comparative education, and why and how we compare. A prominent theme in our reading is globalization and localization, what it means and how it influences our intellectual and social landscapes, our teaching and research approaches, how we borrow and lend educational ideas, and the way we are connected to each other. We explore how particular kinds of comparative literature might shape public policy as well as our teaching and learning. Through a close examination of comparative methodologies and reading of case studies from different cultures and societies, students learn to position domestic issues on youth and education such as language, inclusion, choice, race/ethnicity, class, gender and beyond, in the global context. We also aim to draw implications for the improvement of policies related to teacher education and curriculum and pedagogy from international comparisons. Our class is largely discussion based with class participants responsible for guiding our analyses of case studies and comparative methodology in part by sharing weekly reading response and through group presentation projects. The class also incorporates other multi-media sources such as podcasts and videos to help enrich our understandings of the issues we study. (3B) (Also listed as Education and Youth Studies 201 and Critical Identity Studies 267.) Offered each fall.

According to estimates by the United Nations, by 2030 the share of the world’s population living in urban areas will reach 60%, with the fastest growing cities located in low-income countries. This course examines the social, economic, and environmental dimensions of sustainability in cities. Policies and programs that try to address the challenges of sustainability within the United States and around the world are studied and compared. Some of the major themes explored in the context of the sustainability of cities are indicators of sustainability, demographic trends, environmental justice, green building, urban sprawl, global climate change, and sustainable energy and transportation policies. (Also listed as Environmental Studies 210.) Offered in alternate years. Prerequisite: at least sophomore standing and any declared major.

This course provides and overview of the topics of poverty, punishment and state control. This includes an introduction to and dive into the concept state control and capacity, and foundational readings on how the government interacts with its marginalized populations. Ordered around three major texts on how the state governs, punishes and disciplines the poor, this course also extends these themes to the rights of other vulnerable populations. These topics include chattel slavery, immigration and bodily autonomy. Additionally the course covers concepts of abolition, and the way that people respond to government authority. Students develop their skills in reading and writing critically, and discussing political ideas. Prerequisites: sophomore standing, Political Science 110. (Also listed as Critical Identity Studies 211.)

An overview of health policy and politics in the United States. Course examines the U.S. health care system, its politics, organization, and the financing of health services. It explores how federalism shapes the system and compares it with other industrialized countries. It also examines the social or non-medical determinants of health, and the limits of what health care alone can accomplish. Health disparities among ethnic and social groups feature centrally throughout. (3B) (Also listed as Health and Society 212.) Prerequisite: Political Science 110 or higher or sophomore standing.

This course addresses the issues of race and ethnicity in American politics through two lenses: the crafting and implementation of domestic policies (such as welfare, education, and the criminal justice system) and the framing of political decisions. After an introduction to historical, sociological, and psychological approaches to the study of race and ethnicity, we apply these approaches to studies of American public policy. The course then transitions, examining the explicit and implicit racialization of political decisions. Throughout the course, students consider the role of institutional design, policy development, representation, and racial attitudes among the general public in shaping the American political environment. (3B) (Also listed as Critical Identity Studies 214.) Offered alternate fall terms. Prerequisites: Political Science 110, 130, 160, or consent of the instructor.

An introduction to the study of law and the judicial process, with special emphasis on legal questions pertaining to the judicial, legislative, and executive powers in the federal government, as well as intergovernmental relations; federalism; economic and substantive due process; equal protection as it pertains to race and gender; freedom of speech; and freedom of religion. Emphasis on critical analysis of Supreme Court cases, class discussion, and crafting original legal arguments for a moot court exercise. Offered each year. Prerequisite: sophomore standing or consent of instructor.

This course provides an overview of comparative health systems. Health care systems in both rich and poor countries throughout the world are examined, including their facilities, workforces, and technology and equipment. Students in this course evaluate the performance of these systems in terms of cost, quality, access, and other issues. (Also listed as Health and Society 230.) Prerequisite: sophomore standing and one health and society or political science core course, or instructor approval.

This course analyzes the key actors and institutions that shape economic globalization, such as the World Bank, the International Monetary Fund, the World Trade Organization, multinational enterprises, governments such as the United States, China, the European Union, Japan, and the BRICS, and civil society, especially nongovernmental organizations. Examines the impact of globalization on trade, investment, finance, technology, development, and sustainability. This course fulfills one of the requirements for the international political economy major. (Also listed as Environmental Studies 246.) Offered even years, spring semester. Prerequisite: Political Science 160 or consent of instructor.

This course has a strong practical focus to help students develop skills for careers in sustainability. Students will work in groups on a semester-long sustainability project on campus and a simulation of a climate change summit. They learn about different ecologies, as well as the actors, institutions, and key issues in environmental policy-making, from the local level to the global, with special focus on climate change, class, environmental racism, environmental justice, activism, and empowerment. This course fulfills one of the requirements for the environmental studies major and minor. (3B) (Also listed as Environmental Studies 255.) Offered every spring semester. Prerequisite: any 100-level Political Science or Environmental Studies course, Health and Society 140, or consent of instructor.

This course introduces the students to climate change governance by focusing on the workings of the “International Regime for Climate Change.” It is organized around three sections. The first section explains “international regimes” (IR) and uses the IR for climate change as a case study, focusing on its key principles, rules, actors, and decision-making procedures. The second section takes a comparative approach to afford the students the opportunity to see how national societies are affected by climate change and addressing it. The third section is a simulation of the annual Conference of the Parties sponsored by the United Nations Framework Convention on Climate Change (UNFCCC). (Also listed as Environmental Studies 257.) Prerequisite: Political Science 110, 130, 160, or 180.

What should society’s relationship with the environment look like, and why? Who should decide what it will be, and how? This course explores the conceptual debates, value judgments, and political controversies surrounding environmental issues. Students are encouraged to develop their own visions for the proper relationship between human society and the environment in the 21st century by reading and discussing texts across the history of environmental political thought from varying political and philosophical perspectives. Also listed as (Environmental Studies 259.) Prerequisites: At least one prior Political Science or Environmental Studies course.

The study of international human rights. Topics include the role of the United Nations and nongovernmental organizations; the position of women and gender-based cultural practices; refugees and asylum practices; labor practices; the death penalty and juvenile justice; health and human rights; indigenous peoples; civil and political liberties; and economic rights. Offered every third semester. Prerequisite: Political Science 130 or 160, or consent of instructor. Preference given to third- and fourth-year students.

This seminar examines the causes and consequences of extraordinary political evil at the level of the individual, focusing on genocide, crimes against humanity, war crimes, torture, and disappearing. The case studies are Argentina, Bosnia, Cambodia, Rwanda, and Sierra Leone/Liberia. Students consider a number of questions, including: Why do people commit evil acts, such as genocide or torture? What are the effects of committing such crimes on the people who perpetrate them and on the society they serve? How do individuals endure suffering caused by political evil? What responsibilities do bystanders have? What methods might be available to help individuals and societies recover from mass atrocities? Prerequisite: Political Science 130 or 160, or permission of instructor.

This course introduces students to the strategies, techniques, and tactics human rights organizations (HROs) and individual activists use to defend and promote human rights and enact positive change. Students explore these topics through theoretical readings, detailed case studies, practical workshop exercises, and alumni career talks. Using the lens of Beloit’s integrated learning outcomes (ILOs) - productive collaboration, effective communication, creative problem-solving, and intellectual and professional agility - students also work on identifying and strengthening professional skills that are critical to careers in the human rights field. (3B)

Topics include: the politics of West Asia, focusing on Iran, Iraq, Afghanistan, and Turkey; the Israeli-Palestinian conflict; and the political processes of Mideast states, emphasizing identity, religion, social groups, economic development, and prospects for democracy. May be repeated for credit if topic is different. (3B) Offered fall semester. Prerequisite: Political Science 130 or 160, or consent of instructor.

A comparative study of the political systems of the countries of Latin America and the Caribbean. Reviews topics such as the consolidation of democracy, weakness of the party system, presidentialism, populism, patrimonialism, good governance, sustainable development, civil-military relations, the politics of identity (gender, race, ethnicity), religion, the diversity of political histories, cultures, and traditions, and foreign policy. This course fulfills a requirement for the Latin American and Caribbean studies minor. May be repeated for credit if topic is different. (3B) Offered in alternate years. Prerequisite: Political Science 130 or 160, or consent of instructor.

An examination of classical political philosophy through the study of Plato’s and Aristotle’s most influential political texts. Considers questions pertaining to justice, virtue, freedom, equality, gender, the purpose and scope of political authority, citizenship, education, poetry, as well as the relationship between the philosophical individual and the political community. Emphasis on critical analysis of ancient philosophical texts and class discussion. (5T) (Also listed as Philosophy 280.) Offered odd years, fall semester. Prerequisite: Political Science 180 or sophomore standing.

An examination of the revolutionary challenge to classical and medieval political philosophy posed by such writers as Machiavelli, Hobbes, Locke, Rousseau, Burke, Marx, and Nietzsche. Broad themes include: the question of human nature, the possibilities and limitations of social contract theory, the concept of property and its implications, the nature of rights and duties, as well as the meaning of human freedom and equality. (Also listed as Philosophy 285.) Offered each spring. Prerequisite: Political Science 180 or sophomore standing.

Study of the development of North American political ideas through critical analysis of the writings of intellectuals and political leaders from the American founding to the present. Possible authors include Jefferson, Madison, Hamilton, Tocqueville, Lincoln, Douglass, Anthony, Stanton, Addams, Dewey, Croly, Roosevelt, Kirk, Chomsky, and others. Emphasis on textual analysis and class discussion. Offered even years, fall semester. Prerequisite: Political Science 180 or sophomore standing.

Capstone course that requires a major original research paper. A seminar on a specified theme in political science. Students read and discuss relevant literature, undertake an independent research project on a topic of their choice, and present their results to the seminar. (CP) Prerequisite: junior or senior standing, any 100-level political science course, and any 200-level political science course.

Capstone course that examines a particular theme applied to various regions and countries of the world across time and space. Students will develop their own major research paper on a country or theme and will present that paper in class. Potential topics might include: electoral and party systems; comparative East Asian foreign policy; comparative African politics; law and development; comparative judicial politics; and the interrelationship of American and Chinese politics. (CP) Offered occasionally. Prerequisite: junior or senior standing and 2 courses in comparative politics.

Capstone seminar for students interested in political theory or public law. Emphasis on preparing students’ written work for conference presentation and publication. Includes seminar presentations and peer review. Particular focus of the course will be announced before registration. (CP) Usually offered each year. Prerequisite: junior or senior standing and at least one 200-level law or political theory course.

Capstone course that examines a particular theme, applied to various thinkers and countries of the world across time and space. Students will develop their own major research paper on a particular thinker or country and will present that paper in class. Potential themes include: comparative dissent; anarchism as theory and movement; comparative utopian thought; Chinese political thought; and political ideology in fiction. (CP) Offered occasionally. Prerequisite: junior or senior standing and 2 courses in political theory and/or comparative politics.

This course builds community by bringing first- and second-year students together with seniors whose capstone projects provide opportunities for collaboration and leadership development. Additionally, students engage in conversations about the value of the liberal arts, assess their own community-building assets and challenges, and reflect on what it means to be part of a community like Beloit College. Alumni may contribute course content or professional networking opportunities with alignment to Career Channels. Prerequisite: students in their first or second year or permission of instructor.

Students engage in a paired internship-special project experience. PRAX 200 can range from 0.25-1.0 credit, which counts towards fulfilling the Experience (E) Requirement. If students do not earn 1.0 credit from one course, they must complete the remaining credit with additional E-designated courses or experiences. Students may enroll in the internship after locating their own internship and securing a faculty sponsor. The faculty sponsor oversees the development of the content and form of the academic reflection and provides assessment of whether the work meritsthe credit requested. A full unit of internship credit assumes between 90 and 150 hours, depending on requirements as negotiated between the student and the faculty sponsor. Graded credit/no credit.

Students engage in this asynchronous, online course, along with an on-campus or off-campus internship of at least 45-90 site hours, to reflect upon the ways that the internship immerses them in a new professional environment, enhances their skills, and builds their professional community. This course and its companion internship fulfill the Experience Requirement (“E” Requirement). Students may enroll in the workshop after sourcing their own internship, with approval from the instructor. The course includes pre-internship orientation and readings, a series of reflective essays, and assignments that include practical career development skills like networking and resume writing. Students must enroll in PRAX 201 prior to the beginning of their internship AND the last day to add classes. No exceptions. May be taken only once for credit. Offered each semester, including summer. Graded credit/no credit.

This course ties the academic curriculum with the social curriculum of the college by offering both structure andopportunities as students engage in the life of the Beloit community beyond the classroom–including Career Channels activities, student clubs, Beloit residencies, campus employment, or other opportunities locally or globally. Alumni may contribute course content or professional networking opportunities, with alignment to Career Channels. Prerequisites: first-year through junior standing; seniors with permission of instructor.

In this mod course, students prepare for their study away experience through a combination of online and in-person learning modules, readings, and reflective activities. Asynchronous learning modules cover practical topics, including health and safety, budgeting and finances, and on-site preparation. Readings, reflective activities, and in-person meetings focus on deepening students’ understandings of themselves, their cultures, and their positionalities at Beloit, at home, and away. Upon completion of the course, students set clear educational, professional and/or personal goals, develop a plan for managing their health and wellbeing, and connect with a mentor to support them during their time studying away. Participation in study abroad is contingent on enrollment in this course or approval by the Global Experience Office.

This course is designed to accompany the in-country and off-campus experiences of students studyingabroad or off campus. The aim of the course is to provide critical reflection on the experience of living in another location and cultural environment; deepen immersion and inquiry in their host location by investigating a set of aspects of city, culture, structures; and to explore a critical global issue from the perspective of their host environment as well as compare with experiences of other students in other locations. Students in a variety of locations and host countries join together in a learning community to reflect and share virtually in response to a set of assigned activities. Assignments include inquiry into aspects of location, culture, and a focus topic. The focus topics are selected to provide a global perspective on careers and becoming career-ready. Students interact with each other and with their facilitator through a combination of digital platforms and synchronous video meetings. Prerequisites: Approval for study abroad and PRAX 208.

Qualifying students have the option to earn academic credit for their self-designed entrepreneurial ventures. Students must plan their project, its goals and expectations, in consultation with the CELEB director, who must grant approval to the project and specify the appropriate academic credit. Upon approval, the student may enroll. Students participate in regular, weekly group discussion/advising with the CELEB director together with others also engaged in such ventures. Students pursue and complete their projects under advisement of the director and submit adequate documentation of the experience at its end to the director. Expected time commitment for 1 unit of credit is participation in group meetings plus approximately 90 project hours per term, and .5 unit is participation in group meetings plus approximately 45 project hours per term. Offered each spring. Graded credit/no credit.

In this course, students deepen their understanding and role in the community by working with local organizations and businesses that serve the city of Beloit. Students will also learn about different approaches to community development and social change by examining strengths and assets of non-profit, for-profit, government, and grassroots institutions. This is a community-based learning course, integrating fieldwork and reflection. Each student is assigned a placement with a community partner where they are supervised by experienced community leaders and assist in supporting the mission of the institution. Students spend approximately seven hours a week (90 hours a semester) at their placement. Students reflect on their experiences at their site placements and the role of individuals and institutions in communities through supporting readings, materials, and activities used during weekly class periods. Applications can be found at https://forms.gle/gjCWkBvD7ygpUFAaA. Prerequisite: Sophomore standing or above. Students must apply and provide references to be admitted into this course.

Students connect one or more experiences beyond the traditional classroom with their academic development. These experiences may include co-curriculars, work, off-campus activities, campus or community leadership, and/or internships or off-campus study not formally arranged through Beloit College. In the synthesis, students reflect on their experiences through a culminating project: a public presentation, exhibit, publication, or performance, overseen by a faculty or staff member. This course signifies that the student has earned the equivalent of 1 unit of Experience Requirement credit.

Intended for students who have already received academic credit for an internship or who have had significant prior work experience, this course helps students learn how engagement in a variety of work experiences strengthens their intellectual and professional agility. During this course, students are required to complete an on-campus or off-campus internship of at least 45-90 hours. Throughout the asynchronous online coursework, students build a deeper understanding of the diversity of workplace missions, cultures, and communities within single or multiple Career Channels. Since students are immersed in a professional environment and reflect upon their own career development, this course fulfills a portion of the Experience Requirement (“E” Requirement). This course can be taken multiple times, but each internship (either organization or job title) must be different. Prerequisites: PRAX 200, PRAX 201, or permission of the instructor. Students must enroll in PRAX 301 prior to the beginning of their internship AND the last day to add classes. No exceptions. May be taken twice for credit. Offered each semester, including summer. Graded credit/no credit.

In this class, students learn how to lead, no matter who they are, no matter what they want to pursue in life. Students study leadership through diverse contexts and case studies (on complicated global, community, business, and organizational issues) and interactions with guest speakers who are successful leaders. Students gain a deeper understanding of their strengths and learn to creatively find and communicate solutions to complex problems, build and lead effective teams, develop a strategic plan to achieve their vision, and act in organizations and the world to influence change for the better. Prerequisites: Junior standing; sophomores by exception. (Also listed as Business 304.)

This course is designed to help students learn how to identify the key financial decisions they will face following graduation, to help them learn the analytical tools to make wealth- and life-enhancing decisions, and to help them recognize the potential entrepreneurial opportunities in choosing their life and career paths. The class emphasizes that all planning, financial or otherwise, serves short and long-term life goals and that financial resources are means to an end, not the end itself. The course aims to help students be better prepared to make the key financial, career and life decisions they will face in the years immediately after graduation. The course is open to any junior or senior.Prerequisite: junior or senior standing required.

Designed as an interdisciplinary capstone for seniors from any major, this course enables students to engage in career-ready preparation while at the same time reflecting the depth and breadth of their liberal arts education. Channels capstones may be organized around any of the themes of the current Career Channel program channels or may address career-readiness and the liberal arts in a more general way. Channels capstones provide practical opportunities to students readying for life after Beloit. For example, students may produce and refine job application materials, refine presentational skills, and practice networking strategies and techniques. Channels capstones also help students articulate their values and goals in ways that will translate to professional success and fulfillment. Students may earn up to one (1) unit of credit from Channels capstone courses. Prerequisite: junior or senior standing.

This is the first course in a two-course sequence designed to examine the statistical concepts and research strategies used by psychologists. Students learn how to (a) analyze and interpret psychological data, (b) design and conduct psychological studies, (c) evaluate the validity of claims made by researchers, and (d) communicate research procedures and findings. This course emphasizes topics including ways of knowing, research ethics, observational and survey methods, descriptive statistics, graphing, and the concepts of reliability and validity. Students are introduced to the data analysis software SPSS and to writing with APA style. Offered each semester. Prerequisite: Psychology 100 and sophomore standing, or consent of instructor.

This is the second course in a two-course sequence designed to examine the statistical concepts and research strategies used by psychologists. Students learn how to (a) analyze and interpret psychological data, (b) design and conduct psychological studies, (c) evaluate the validity of claims made by researchers, and (d) communicate research procedures and findings. In this course, students review key concepts from Psychology 161 and examine new topics such as experimental and quasi-experimental designs, and inferential statistics. They also continue to develop their skills in using SPSS and writing in APA style. Offered each semester. Prerequisite: Psychology 100, and Psychology 161 or Biology 247; or permission of the instructor.

This course introduces students to the interdisciplinary field of political psychology with a focus on exploring the various foundations of social identity and the implications of these identities for political outcomes in the United States. Throughout the semester, students compare the influence of different identities and examine the psychological and political implications of social identities. The class focuses on three key identities: partisan identity, gender, and race. (Also listed as Political Science 207.)

This course examines the physical, social, and cognitive changes that occur between conception and older adulthood. A wide range of issues will be addressed, such as the contributions of genetics and the environment, gender differences, family and interpersonal relations, career development, retirement, and death. Includes at least 15 hours of field experience. (3B) Offered each year. Prerequisite: Psychology 100.

This course examines theoretical viewpoints on the development of gender identification and gender-typed behavior; research evidence for the existence/non-existence of gender differences; female social development across the life span; psychological aspects of women’s roles in the family and in the workplace; clinical issues relevant to women, such as depression and eating disorders; and additional topics selected by class members. Includes at least 15 hours of field experience. (3B) (Also listed as Critical Identity Studies 225.) Offered occasionally. Prerequisite: Psychology 100.

This course is an introduction to the biological bases of behavior. Students develop a basic knowledge of brain anatomy, physiology, and pharmacology. This knowledge is then integrated and applied to many topics, such as sleep and arousal, food and water intake, learning and memory, aggression, sexual behavior, and psychological disorders. Offered most years. Prerequisite: Psychology 100; an introductory biology course is strongly recommended.

This course examines the ways in which psychology can enhance our understanding of the American legal system, assist in the solution of legal problems, and contribute to the development of a more humane and just legal system. Topics considered include criminal responsibility, mental health law, eyewitness identification, children’s testimony, prediction of violence, jury decision-making, psychological consequences of incarceration, and capital punishment. Contributions of other disciplines (e.g., sociology, politics, communications) also will be addressed. (Also listed as Interdisciplinary Studies 239.) Prerequisite: sophomore standing.

This course examines some of the mental processes involved in human behavior. General issues to be covered include the accuracy of memory, problem solving, decision making, and the rationality of thought processes. Specific topics such as selective attention, subliminal perception, neurological bases of memory, and effects of aging will be discussed. (3B) (Also listed as Cognitive Science 240.) Offered each year. Prerequisite: Psychology 100.

This course investigates different empirical approaches to the study and understanding of human personality, including historically important and current conceptualizations of personality. Topics include the definition and measurement of personality; biological and cultural aspects of personality; psychoanalytic, cognitive, and behavioral perspectives; gender differences; and personality disorders. (3B) Offered each year. Prerequisite: Psychology 100.

This course examines psychological disorders from the four major theoretical perspectives: biological, psychodynamic, cognitive, and behavioral. It also explores the etiology, diagnosis, and treatment of mental illness and the role of the mental health professional. Other topics include the definition of mental illness, cross-cultural issues in diagnosis, and ethical issues. (3B) Offered each year. Prerequisite: Psychology 100.

This course examines the ways in which an individual’s thoughts, feelings, and behaviors are influenced by social situations. Topics include social perception and attribution processes, attitude formation and change, majority and minority influence, altruism, aggression, interpersonal attraction, small group dynamics, and intergroup relations. (3B) Offered each year. Prerequisite: Psychology 100 or Sociology 100.

This course investigates universal and culturally variable features of psychological phenomena. Topics include cross-cultural research strategies, perception and cognition, psychosocial development and parenting styles, moral reasoning, intercultural communication, emotional experiences, and psychopathology. (3B) Offered each year. Prerequisite: sophomore standing and either Psychology 100 or Anthropology 100.

Psychological theories, methods, and knowledge are generated within a particular historical and cultural context. They also change and evolve over time. In this capstone course, students investigate major theoretical approaches, controversial issues, and new developments in the discipline of psychology, from the time of Descartes to the present day. They come to understand how disparate subfields within psychology are connected to each other by common historical roots—and how contemporary psychological knowledge has been shaped by forces and individuals inside and outside of psychology. Students also become familiar with psychology’s heroes, scoundrels, intellectual achievements, and costly errors. (CP) Offered occasionally. Prerequisite: Psychology 162, two 200-level courses, and junior or senior standing.

This capstone seminar is an advanced exploration of the various ways developmental theory and research promote positive developmental outcomes in individuals and their families and communities. The course focuses on the application of developmental and clinical psychology in applied interdisciplinary settings such as schools, hospitals, medical clinics, and group practices. Topics addressed will include research-theoretical and clinical-practical approaches to preventing developmental psychopathology and to enhancing the lives of children and families whose health is compromised by physical, social, or emotional challenges. May include some field experience. (CP) Offered occasionally. Prerequisites: Psychology 100, 162, and 210 or 215; Psychology 250 or 252 and an introductory health and society course strongly recommended.

Through hands-on engagement and academic reflection, this course provides students with the opportunity to further develop and apply their psychological knowledge in an area of personal and community interest. With the help of the instructor and community partners, students will complete a project or internship involving approximately six hours a week (approximately 70 hours over the course of the semester) working with and/or at an assigned field site in the local community. In addition, class meetings will focus on the development of professional skills and career planning, as well as discussion of the opportunities and challenges of putting psychology into practice. (CP) Offered most years. Prerequisite: Psychology 162 and senior standing; approval of department.

This capstone seminar is intended for juniors and seniors who have some background in social or cultural psychology and wish to gain a deeper understanding of major issues in the field. Students read and discuss classic and contemporary theory and research in social psychology, with special attention given to how ideas develop. They also design and put into action a strategy that aims to eradicate a specific problem or enhance the quality of life on campus. (CP) Offered occasionally. Prerequisite: Psychology 100, 162 (or a course in research methods), and either 260 or 265.

This course investigates the question “In what ways have psychological experiences changed (or in some cases, stayed the same) over time?”. By considering changes in the social and physical environments (e.g., increased technology use, greater residential mobility and urbanization, integration into global economies, etc.), this course explores how psychological processes are rooted in historical contexts. Content covered includes topics such as identity construction, belief systems, mental and physical health, and prejudice. This course also employs a decolonial psychological perspective in order to explore how psychology can best serve the needs of the modern, multicultural world. Deisgnated as capstone (CP). Prerequisites: Prerequisites: Psychology 162 or alternative social science methods and statistics courses (e.g., Sociology 205), and Psychology 260 or 265, or permission of instructor.

In this advanced capstone seminar, students and the instructor investigate the major types of psychotherapy, especially cognitive and behavioral therapies, including those specifically designed for criminal offenders and college populations and the treatment of drug and alcohol related disorders. Students will read, analyze, and critique scientific studies of therapeutic efficacy and lead a class on a therapy modality of their choosing. (CP) Offered approximately once every three semesters. Prerequisite: Psychology 162 and either Psychology 250 or 252, or consent of instructor.

Why is it that the ways of thinking and living that people call “religious” are often judged by outsiders to be potentially harmful forms of delusion, while those who adhere to those lifeways understand them instead as providing access to what scholar Robert Orsi calls “the really real”? The story of the ideas and events that led to this stark difference of opinion is deeply tied up with European notions of racial and civilizational superiority. This course explores that story and counter-narratives to it in order to assess the consequences both for the lives of people who identify as “religious” and for the ongoing power struggle over who gets to define reality and what forms of knowledge are granted legitimacy. (Also listed as CRIS 142.) (5T) Offered every year. Prerequisite: first-year or sophomore standing or consent of instructor.

This advanced-level course is structured to guide students in understanding the complexities of how sacred lifeways inspire social transformation within the Black Atlantic. African descendants along with others who have marginalized social positions have used such lifeways to inform strategies that assert identities that present alternative narratives to individual and collective subjugation. The course covers select geographic locations throughout the Atlantic as a way to expand how we think about the formation and implementation of national, racial projects and sustained efforts to resist social exclusions. (3B) Offered occasionally. Prerequisite: Critical Identity Studies 101. (Also listed as Critical Identity Studies 301.)

This advanced-level course investigates the mutually constituting relationship between “secularism” and the diverse set of contemporary movements labeled (whether by adherents or critics) as “fundamentalist.” Media representations, polemical writings, and campus norms will be analyzed, to both better understand the centrality of these categories in the construction of political, social, and personal realities and to recognize and critique our own assumptions through comparative study. (Also listed as Critical Identity Studies 309/Anthropology 257.) Offered at least every second year. Prerequisite: Critical Identity Studies 165, Anthropology 100, or at least one course in Religious Studies.

Located in Heslington, a suburban village and parish with the city of York, the University of York has a national and international reputation for quality in teaching and research. It enrolls approximately 11,000 students. Founded in 1963 and a member of the elite Russell Group, York is a research intensive university with an emphasis on the “development of life-saving discoveries and new technologies.” The medieval, but cosmopolitan city of York is a destination in itself and is routinely named one of the best places to live in the U.K. Beloit College students who study at this exchange partner generally enroll in second year courses, live in colleges, and are assigned a faculty advisor. Students who will take philosophy and economics courses at York must spend both the fall and spring semesters there.

Hong Kong is a fascinating city and provides rich learning opportunities. Lingnan University is a liberal arts, English-language institution with 2,000 students, offering a broad curriculum in the humanities, arts and social sciences with many opportunities for service learning. Beloit College students who study at Lingnan University are encouraged to take one or more courses that focus on the city of Hong Kong and include an experiential learning component.

Located in Akita Prefecture in the north of Japan, Akita International University (AIU) offers programs in Global Studies and Global Business. AIU’s English language curriculum allows Japanese and international students to take their classes together, although a program in Japanese studies is available for students seeking to improve their Japanese and better understand Japanese culture and society. A flexible Japanese language curriculum allows students to focus on particular language skills. International students live with Japanese students on AIU’s residential campus and are invited to participate in AIU’s extensive array of student activities. Most courses earn 3 credits or .75 Beloit College unit. Prerequisite: two years of college-level Japanese and coursework in Asian area studies.

Any of Beloit College’s subjects can be accommodated on the Hungary Program through a unique curriculum that combines courses in Hungarian language, history and society, culture and art with an independent study project supervised by an Eötvös University faculty member. The program is based at the József Eötvös Collégium of Eötvös University, where the students take their classes and live with Hungarian roommates. While no prior Hungarian language study is required, it is encouraged.

Beloit College students who study in Songdal attend Sogn og Fjordane University College, an institution enrolling 3,000 students and located in western Norway. Programs of study using English as the medium of instruction take advantage of Sogn og Fjordane county’s diverse natural environment, which include Norway’s deepest and longest fjord, high alpine areas, glaciers, and World Heritage nature parks. Students studying in Norway in the fall enroll in the integrated program From Mountain to Fjord, with spring semester students studying Geohazards and Climate Change. Students live in college residence halls.

This program is based at Erfurt University in the state of Thuringia. Students begin with an intensive month of German language prior to the start of regular classes. They continue with courses in German, literature, history, politics, religion, philosophy, and interdisciplinary studies, some of which may be taught partially or wholly in English. This program is flexibly designed to meet the needs of German language majors or majors in another field who have at least two years of college German (or equivalent). Students studying in Erfurt during Beloit College’s spring semester are strongly encouraged to enroll in a language school in Germany prior to beginning their studies in Erfurt in March. Housing is in dormitories.

Russian State University for the Humanities, an urban university of 4,000 students in Moscow, is the location of the Russia Program. Beloit College students take intensive Russian language courses, some of which focus on history, literature, art, and politics and also enroll in Moscow in Transition. Students in this course undertake projects to deepen their engagement with the city. Completion of third-year Russian is strongly recommended prior to study in Moscow. Students live in an international residence hall on campus.

French-speaking West Africa is the focus of this program located in Dakar in affiliation with the Baobab Center. Students study Wolof, one of the major regional languages, take social science and humanities courses at the Baobab Center, and enroll in a course on Dakar in Transition. In this course, they undertake projects designed to deepen their understanding of key contemporary issues in the city of Dakar. Course work is in French. Students should have completed three years of college French prior to study in Dakar. Housing is with Senegalese families.

Al Akhawayn University, located in Ifrane in the Middle Atlas region of Morocco, offers liberal arts courses taught in English. Students can take a wide range of courses in sciences and math, humanities, business, and social sciences. Several women’s studies courses and courses in Islam are offered, and the university offers well-regarded instruction in Arabic. Previous study of Arabic or French is required. Students live with Moroccan students in residence halls.

Istanbul, the city on two continents, is the location of the Turkey exchange program with Yeditepe University, a foundation university established in 1996 on the Anatolian side of Istanbul. Yeditepe University is known for its comprehensive and innovative curriculum, and diverse and evolving culture. Students will find course offerings in most fields, many of them taught in English. Turkish for foreigners is also offered. Students either live on campus in residence halls or make their own arrangements to live off-campus in apartments.

The focus of this program is paleontology, cultural anthropology, and savannah ecology. Classroom instruction at the University of Dar es Salaam is combined with extensive field courses and field work in northern Tanzania. A field practicum in the natural and social sciences is intended to give students training and first-hand experience with the design, implementation, and reporting of inquiry in the field. In the program director’s research methods course, students are guided in the development of their field practicum projects, studying research design and data-gathering skills appropriate for fieldwork at or near the Tarangire National Park site. Courses in Kiswahili, Human Evolution, and the Ecology of the Maasai Ecosystem also prepare students for their time in the field. During the first five weeks, participants live in university residence halls. During the six-week field practicum, students spend two weeks visiting important field sites in northern Tanzania’s Rift Valley, along with four weeks at a permanent tent camp. For the last four weeks of the program, students live with host families in Dar es Salaam, while they complete their studies.

Examination of the major sociological paradigms, theories, and processes shaping the relationship between society and individuals. Elements emphasized include the following: social structure, institutions and roles, culture, sex and gender, social class and stratification, social change, methodology, race and ethnicity, socialization. The goal is to develop the sociological imagination, which is an analytical perspective examining the interplay between structure and agency. (Content varies by instructor for each section. Consult instructor for further information.) (3B) Offered each semester. Prerequisite: first or second year standing or consent of instructor.

Examination of various means of addressing current social problems, both in the United States and globally, including, but not limited to: advocacy, non-violent direct action, legislative reform, economic development, charitable giving, and community organizing. The issues studied include refugee resettlement, welfare, human rights, civil rights, torture, substance abuse, globalization, and hunger, as well as those chosen by class participants. The course is taught utilizing academic texts, popular media, guest speakers, field trips, and lecture and discussion. The class will conclude with a comparative research paper and student presentations. (3B) Offered occasionally.

This course focuses on the “doing” of quantitative social science analysis. Students are required to complete a series of assignments designed to provide a working familiarity with data analysis and SPSS (Statistical Package for the Social Sciences), a statistical software package widely used in business and the social sciences. The overall goal of the course is to make students better consumers of quantitative social science results by giving them a better understanding of how “the numbers” are produced. Topics include: cross-tabulation tables, Chi-square, t-tests, ANOVA, bivariate regression, and multiple regression. Offered each fall. Prerequisite: contact instructor to request permission to enroll.

An introduction to the principal research strategies available to sociologists. This class focuses on three methods: qualitative observation, qualitative interviewing, and quantitative surveying. Class members think about the underlying philosophy and logic of each method, as well as the quality of data gathered by each method. Students will design and carry out a research project involving data collection and analysis with each of the research methods. Offered each spring. Prerequisite: Sociology 100 or 150. Sociology 205 is recommended.

This course examines the social processes that shape the construction of racial and ethnic hierarchies, dominant ideas, and relations in the U.S. The basic objectives of the course are to understand the following: 1) major paradigms shaping how sociologists examine issues of race and ethnicity; 2) economic, political, and historical structures shaping the constructions of race and ethnicity in the U.S.; and 3) institutional structures and practices through which racial and ethnic hierarchies are produced and reproduced in the U.S. The course will explore the construction and reproduction of race and ethnicity in a variety of sectors including the labor market, education, housing, banking, sports, public policies, and wealth accumulation. (Also listed as Critical Identity Studies 220.) Offered each year. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course focuses on analyzing the texts of classic literature (such as Invisible Man) as a way of examining how structures of racism shape the everyday lives of those who occupy a devalued status along racial/ethnic hierarchies. It explores how those at the bottom of racial/ethnic hierarchies make sense of and navigate their lives and how the theme of alienation is an integral element of these experiences. In analyzing the texts, the course draws upon sociology’s theoretical frameworks for examining micro-level interactions and identity construction. This exploration will be placed in the larger structural context of the historical social construction of race in the U.S. Analyzing narratives in these contexts aims to broaden an understanding of the crucial link between notions of self/identity and the broader power structures of society. Prerequisites: Sociology 100 and sophomore standing.

This course examines the intersections of race, ethnicity, and class as categories of analysis for understanding both diverse and common experiences of inequalities faced by women in the U.S. The basic objectives of this course are to understand the following: 1) economic, political, and historical structures shaping dominant meanings of “Womanhood” in the U.S.; 2) what it means to be a woman at different social locations of race, ethnicity, class in the U.S. and how these differing social locations shape life experiences and chances; 3) how race, ethnicity, class, and gender locations constitute hierarchical relations of power. The course will explore race/ethnicity, gender, and class hierarchies and power in the context of employment/work, families, interpersonal relationships, sexuality, and identity construction. (Also listed as Critical Identity Studies 221.) Offered each year. Prerequisite: Sociology 100 or 150, or consent of instructor.

An examination of sex and gender as sociological constructs and as central organizing features of social structures. We will look at gender and gender relations as social constructions, not concentrating on biology. We will investigate how gender is embedded in U.S. institutions and see how deeply entrenched it is. We will study the mechanisms by which masculinity and femininity are created and maintained within social systems; and the variations in these constructions by class, ethnicity, race, and sexual orientation. (Also listed as Critical Identity Studies 226.) Offered every other spring. Prerequisite: Sociology 100 or 150, or consent of instructor.

Exploration of structured social inequality. What are the bases of social inequality? How are inequality variables related? How can we measure inequality? What do we know about social mobility? Exploration of some specific life changes and patterns of behavior as they are related to social inequality. (Also listed as Critical Identity Studies 231.) Offered most years. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course examines social movements across time and geographic space to reflect on more general questions about the nature of power and collective action, as well as the relationship between human agency, social structure, and social change. We survey leading theories that attempt to explain and predict social movements and conduct in-depth exploration of particular domestic and international movements in both historical and contemporary contexts. Among the movements we examine are the U.S. civil rights and immigrant rights movements as well as feminist, gay and lesbian, environmental, democracy, peace, and global justice movements. We also examine the role of digital media in domestic and transnational movement organizing. The goal of this class is to provide tools of analysis and practice to inspire innovative thinking for future social change efforts. Offered occasionally. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course takes a comparative-historical approach to provide an introduction to the field of political sociology as well as foundational knowledge about the social bases of political processes. Classical and contemporary conceptions of power are examined, focusing especially on Marxist, Weberian, and new institutionalist theoretical perspectives. Substantively, the course revolves around issues of citizenship, democracy, welfare state development, and the relationship between politics and economic inequality. We also use one specific policy area to explore the policy-making process more in-depth. Finally, we investigate the class, race, and gender dynamics of electoral politics as well as other forms of collective political action through social movements and revolutions. Offered occasionally. Prerequisite: Sociology 100 or 150, or consent of instructor.

An examination of dominant demographic changes in family structure in the United States. We study major variations in family life as shaped by social class, race/ethnicity, and sexuality. Exploration of select topics such as single motherhood, childrearing practices, marriage, the division of household labor, and family policy. (Also listed as Critical Identity Studies 245.) Offered every other spring. Prerequisite: Sociology 100 or 150, or consent of instructor.

Families are a central institution in people’s lives. In this class we will investigate various social problems, issues, and policies as they relate to families in countries around the globe. Questions we will investigate include: What effect does China’s one-child policy have on gender distribution and future marriage patterns? How do high rates of HIV/AIDS impact family structure in Africa? How do Scandinavian welfare policies affect outcomes for children and families? (Also listed as Critical Identity Studies 250.) Offered every other spring. Prerequisite: Sociology 100 or 150.

This course examines the juvenile justice system through the social context of historically constructed racial/ethnic hierarchies. It examines the history of the juvenile justice system and how social forces shape contact, entry, and processing in the system. This includes a focus on policing, as well as the school-to-prison pipeline. We particularly focus on how the unequal distribution of resources, status, and power both shape and are reflected in these processes. We also examine current juvenile justice reform efforts. This class relies on the synthesis of scholarly research in the field with current ‘real life’ scenarios occurring in the world surrounding us. Prerequisites: Sociology 100 and sophomore standing.

Theories of deviance and their application. Difficulties in defining and explaining “social deviance” arising from conflicting theoretical perspectives, alternative value orders, interest groups, and rapid social change. Moral and ethical conflicts between freedom and control, law and morality, and the creation of varieties of deviance by the value and interest-laden definitions of deviance stemming from diverse professional communities and interest groups. Offered most years. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course examines the experience of being “multiracial” in the United States from a sociological perspective. The course covers the legal, political, and cultural contexts that shape the “mixed race” experience and other interracial interactions. The course also explores the implications these experiences and interactions have for how we understand race, racism, and racial inequality in the USA. Prerequisite: Sociology 100.

This course examines the social processes that shape the construction of identity. The basic objectives of the course are to understand the following: 1) major paradigms shaping how sociologists examine the construction of identity; 2) how a society’s hierarchies (including race/ethnicity, class, gender), institutions, dominant ideas, and social interactions shape the construction of identity; and 3) ways that the social construction of identity shapes how individuals and groups navigate institutions, as well as their daily lives. The course explores the social construction of identity across a number of social contexts and institutions, including families, schools, peer groups, and labor markets. Offered occasionally. Prerequisite: Sociology 100 or 150, or consent of instructor.

This course will examine how social factors shape human interaction with, and understanding of, our natural environment. We will critically examine a variety of social institutions—political and economic systems, cultural traditions, governmental bodies and advocacy organizations, among others—that mediate and shape our relationship with the environment. Topics include the social construction of nature, discourse and agenda-setting within the media and the environmental movement, environmental justice issues and the possibility of sustainable societies. (Also listed as Environmental Studies 271.) Offered occasionally. Prerequisite: Sociology 100 or 150, or consent of instructor. Sociology 200 is suggested as well.

An examination of health, illness, and medical care from the sociological perspective. Topics include social epidemiology, the recruitment and socialization of health professionals, patient/physician relationship, and the organization of health and medical care. Policy considerations are emphasized, and concerns of women, minorities, and the disadvantaged receive specific attention. Offered every other spring. Prerequisite: Sociology 100 or 150, or consent of instructor.

Primarily analyzes law and legal institutions as sociological constructs. Law and justice explored. Institutions and roles in the American legal process considered in the context of socio-historical changes in society. Occasionally, a major social issue and its implications for law and society will be the focus of students’ analyses and presentations. Conducted largely as a seminar. Offered occasionally. Prerequisite: Sociology 100 or 150, or consent of instructor.

Through hands-on engagement and academic reflection, students become acquainted with various, basic sociological tools for understanding institutions and communities such as: demographic data, ethnographic analysis, historical and political sociology. The overarching question addressed by this course is: What makes a good society? Students experience, describe, and analyze the challenges of civic engagement, service, and leadership. Each student spends approximately seven hours a week (90 hours per semester) at an assigned field site supervised by experienced community leaders. In addition, all attend a weekly seminar with reading and writing assignments focusing on texts examining communities from various sociological and interdisciplinary angles. Sites include: business, education, government, health care, social services, and the arts. Students from all majors are welcome. May be taken twice for credit, but students must take one fall and one spring semester (in any order), rather than two fall or two spring classes. Students taking the course for the first time produce a literature review, whereas students taking the course for the second time produce a project or research proposal. Students must apply and provide references for acceptance to the program. Applications are available online at www.beloit.edu/duffy.

This course focuses on the application of sociological theories, paradigms, and methods in examining social processes. Students focus on particular institutions to examine some aspect of institutional structure, culture, or interactions. The goal is to identify patterns in social processes within institutions and to utilize sociological theories, paradigms, and methods to make sense of these patterns. The course also focuses on the structure of the sociology major, a liberal arts education, and post-college pathways. May be repeated for credit if topic is different. (CP) Offered each year. Prerequisite: Sociology 100 or 150, 200, 205, and 211.

An introduction to modern theoretical perspectives on social behavior. Starting with sociological theorists from the second half of the 20th century, we advance to survey a variety of modern and postmodern viewpoints, including symbolic interactionist and dramaturgical theory, exchange theory, feminist and critical theory, and globalization theory. This course is especially recommended for students intending to pursue advanced degrees. Offered occasionally. Prerequisite: Sociology 100 or 150, Sociology 200, or consent of instructor.

Based on a communicative approach, this course provides a solid foundation of listening comprehension, speaking, reading, and writing skills. Students have daily assignments intended to help them communicate orally and in written form about themselves, friends, and family as well as customs and practices in the Spanish-speaking world in the present, past, and future tenses. Participation in Spanish-language activities outside of the classroom and/or in the local Latino community is expected. (1S) Prerequisite: Open only to students with no previous knowledge of Spanish. Offered each fall. Students with previous knowledge of Spanish are required to take the placement test. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A continuation of Spanish 100, this course provides a solid foundation of listening comprehension, speaking, reading, and writing skills. Students have daily assignments intended to help them communicate orally and in written form about themselves, friends, and family as well as customs and practices in the Spanish-speaking world in the present, past, and future tenses. Participation in Spanish-language activities outside of the classroom and/or in the local Latino community is expected. (1S) Prerequisite: Spanish 100. Offered each spring. Students with previous knowledge of Spanish are required to take the placement test.

Designed for students who have had some formal exposure to Spanish, this course presumes a basic knowledge of Spanish orthography and pronunciation as well as recognition and/or use of elementary everyday vocabulary, the present tense, and grammatical concepts. Students complete daily assignments intended to help them practice vocabulary and develop all four language skills: listening comprehension, speaking, reading, and writing skills. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (1S) Offered occasionally. Prerequisite: consent of instructor. (This course is not a continuation of Spanish 100 or 105.) AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

Using a content-based approach, this course is organized around a theme or themes determined by the instructor. It offers an intensive review of the fundamentals of Spanish grammar with the goal of increasing vocabulary, grammatical precision and the four linguistic skills: listening comprehension, speaking, reading, and writing Spanish. Readings reflect the many cultures of Spanish-speaking world. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (1S) Offered each semester. Prerequisite: Spanish 105 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

While developing their speaking skills, students undergo an intensive review of the fundamentals of grammar with the goal of increasing their vocabulary and grammatical precision in Spanish. Students engage in active dialogue to explore, reflect on, and communicate about present-day issues related to such topics as climate change, global warming, and endangered species in Spain and Latin America. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (1S) Offered each semester. Prerequisite: Spanish 110 or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

This course is designed for students who grew up speaking Spanish at home but who have little or no formal training in the language. Its aim is to develop a formal command of the language skills (listening, speaking, reading, and writing) while exploring students’ cultural identities and regional variations of Spanish. Fiction and non-fiction, film, music, and other materials are used as a point of departure for discussion, reflection, and writing. Participation in Spanish-language activities and/or in the local Latino community is expected. Taught in Spanish. (1S) Prerequisite: permission of instructor.

Students study advanced grammatical structures and vocabulary to expand and strengthen their lexical and grammatical understanding of the language while completing writing assignments that explore health topics in the Spanish-speaking world and how culture impacts health. While engaging with the writing process, students also have the opportunity to build their confidence in listening, reading, speaking, and conducting research. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (1S) (Also listed as Health and Society 218.) Offered each semester. Prerequisite: Spanish 210, 214, or equivalent. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

In this course, students investigate a variety of contemporary issues experienced around the Spanish-speaking world through non-fiction storytelling and reporting. Using a journalistic framework, students deepen their understanding of present-day concerns,occurrences, and realities of the peoples who inhabit Spanish-speaking places. Through various media sources, including podcasts, investigative pieces, websites, and documentaries, students discuss and analyze stories with authentic voices and lived experiences. Students also have an opportunity to conceptualize and produce their own authentic story. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (5T). Offered occasionally. Prerequisite: Spanish 214 or 215. AFTER ON-LINE REGISTRATION CLOSES, MODERNLANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

A genre-based approach to reading and writing about the literature and cultures of the Spanish-speaking world, this course develops analytical and critical-thinking skills through readings, discussions, and written assignments. Genres may include narrative, poetry, drama, and film and are intended to deepen students’ understanding of the human condition. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (5T) Offered each year. Prerequisite: Spanish 215 or consent of instructor. AFTER ON-LINE REGISTRATION CLOSES, MODERN LANGUAGES FACULTY REVIEW ALL LANGUAGE COURSE ENROLLMENTS TO DETERMINE WHETHER OR NOT A STUDENT HAS ENROLLED IN THE RECOMMENDED PLACEMENT LEVEL. IF NOT, THE STUDENT WILL BE CONTACTED BY THE DEPARTMENT TO DETERMINE WHETHER A DROP OR REGISTRATION IN ANOTHER LANGUAGE COURSE IS APPROPRIATE.

In this course, students explore translated medieval and early modern Spanish texts in dialogue with English literary traditions. Students study complex intercultural exchanges within the pluralistic and multilingual society of Christian, Jews, and Muslims in medieval Spain by analyzing poetry, prose, and drama within the European context. In addition to gaining a new perspective on the role of intersectionality in identity formation, students interrogate concepts of gender, race, exile, (dis)honor, power, women’s agency, cross-dressing, and spirituality. May be repeated for credit if the topic is different. Texts are read in English. Offered even years, spring semester (5T). (Also taught as English 250.) Prerequisties: none.

This course examines topics related to the Latino/a experience in the United States. Using films, documentaries, multidisciplinary writings and/or literary pieces, this course may also focus on particular Latino sub-populations in the United States, on identity and ethnicity, immigration, as well as issues relating to language, acculturation/assimilation, gender and sexuality, social movements, and politics. May be repeated for credit if the topic is different. Taught in English or Spanish. Prerequisite: Spanish 240 or consent of instructor.

This course examines topics related to the Latino/a experience in the United States. Using films,documentaries, multidisciplinary writings and/ or literary pieces, this course may also focus on particular Latino sub-populations in the United States, on identity and ethnicity, immigration, as well as issues relating to language, acculturation/assimilation, gender and sexuality, social movements, and politics. May be repeated for credit if the topic is different. Taught in English. Spanish majors are required to do some or all of the written work in Spanish. Perequisites: none.

Using an eco-critical approach, this seminar course involves the study of Spanish-language literatures on themes involving the environment such as preservation, impacts of climate change on communities and peoples, sustainability, rural and urban development, food production, and environmental contamination and its effects. (5T) (Also taught as Environmental Studies 287.) Prerequisite: Spanish 240.

Using an ecocritical approach, this seminar course involves the study of Spanish-language literatures on themes involving the environment such as preservation, impacts of climate change on communities and peoples, sustainability, rural and urban development, food production, and environmental contamination and its effects. Taught in English. (5T) (Also taught as Environmental Studies 288.) Prerequisites: none.

The course focuses on developing students’ writing skills. Each section of this seminar offers a topical framework for examining the relationship between critical thinking, reading, and writing; practicing effective writing process; generating different kinds of writing; identifying and improving the elements of successful writing; and engaging with other writers (from peer collaboration to research) in a seminar setting. May be taken only once if a grade of “C” or better is received; otherwise a second course may be taken under a different topic. (5T) Topics course. Offered each semester.

This course offers students with college-level experience an opportunity to develop their writing skills around a more advanced and focused set of writing opportunities, practices, and outcomes. May be taken twice under different topics. Offered each semester. Students may take this course no more than twice, under different topics. Prerequisite: One semester at Beloit College or transfer credit equivalent. The 1S and 5T domained versions of this course are, respectively, Writing 201 and 202.

In this course we harness data—and the technologies used to generate them—to become more perceptive readers and better writers. Is it possible to count, or quantify, the qualitative features of writing, whether a poem, a newspaper article, or a tweet? How do we see texts and the relationships between them differently when we use visual forms and graphs, such as word clouds, n-grams, or dendrograms? In order to answer these questions, students experiment with some basic tools in the field of the Digital Humanities—e.g. digital Text Encoding Initiative (TEI) conventions—which they use to analyze their own writing as well as the writing of others. (5T) (Also listed as Comparative Literature 215.)

This writing seminar explores a variety of approaches in the evolving field called the “environmental humanities.” How can the humanities help students to communicate and respond to one of the most urgent challenges of our time–namely, global climate change? How can insights from the humanities shape a broader understanding of sustainability, climate justice, and global citizenship? While this class draws from many disciplines, its most prominent focus is literary and rhetorical. Students read and write climate fiction and consider how acts of communication, storytelling, and persuasion can positively influence both our current world and worlds of the future. (5T) (Also listed as ENVS 220.)

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Permanent Courses

Lessons

All Lesson Courses

Ensembles

[ART 176] Multidisciplinary Arts and Media Collaboration (.25 - 1)

[MDST 276] Multidisciplinary Arts and Media Collaboration (.25 - 1)

[PART 051] Beloit College and Community Choir (.25)

[PART 055] Chamber Music (.25)

[PART 057] Creative Strings Collective (.25)

[PART 058] Jazz Ensemble (.25)

[PART 062] Chamber Singers (.25)

[PART 065] Woodwind Quintet (.25)

[PART 066] Wind Ensemble (.25)

[PART 068] Percussion Ensemble (.25)

[PART 069] Guitar Ensemble (.25)

Courses

[AFST 385] Senior Thesis (.5, 1)

[AFST 390] Special Project (.5 - 1)

[AMP 100] Advanced Mentoring Course, Fall (.25)

[AMP 101] Advanced Mentoring Course, Spring (.25)

[AMP 200] AMP 2: Topics in Advising and Mentoring (.25)

[AMP 395] Teaching Assistant (.25)

[ANST 351] Senior Colloquium in Asian Studies (.5)

[ANST 390] Special Project (.5 - 1)

[ANTH 100] Society and Culture (1)

[ANTH 110] Archaeology: Lessons from the Past (1)

[ANTH 120] The Human Animal (1)

[ANTH 201] Research Design: Sophomore Seminar in Anthropology (1)

[ANTH 204] History of Anthropology (1)

[ANTH 206] Social and Cultural Theory (1)

[ANTH 208] Ethnographic Methods (1)

[ANTH 209] Language and Culture (1)

[ANTH 216] Principles of Archaeology (1)

[ANTH 217] Pots and People (1)

[ANTH 218] Archaeological Laboratory Techniques (1)

[ANTH 219] Environmental Archaeology (1)

[ANTH 225] Mortuary Archaeology (1)

[ANTH 230] Human Osteology (1)

[ANTH 240] Quantitative Theory and Technique (1)

[ANTH 247] Anthropological Research in Museums (1)

[ANTH 253] Queer Ethnography (1)

[ANTH 257] Secularism and Fundamentalism (1)

[ANTH 260] Primate Social Behavior and Ecology (1)

[ANTH 262] Medical Anthropology (1)

[ANTH 275] Intermediate Selected Topics in Anthropology (.5, 1)

[ANTH 302] Anthropology of Whiteness (1)

[ANTH 305] Gender and Culture (1)

[ANTH 306] Race and Culture (1)

[ANTH 308] Bodies (1)

[ANTH 309] Anthropology of Consumer Society (1)

[ANTH 310] Objects, Technologies, and Stuff: Approaches to Material Culture (1)

[ANTH 314] Archaeology of North America (1)

[ANTH 321] Forensic Anthropology (1)

[ANTH 323] Anthropology of Sex and Reproduction (1)

[ANTH 330] Paleopathology (1)

[ANTH 335] Topics in Bioarchaeology (1)

[ANTH 375] Advanced Selected Topics in Anthropology (.5, 1)

[ANTH 380] Senior Capstone: Anthropology in the Real World (.5)

[ANTH 390] Special Project (.25 - 1)

[ANTH 392] Honors Thesis in Anthropology (.5, 1)

[ANTH 395] Teaching Assistant (.5)

[ANTH 396] Teaching Assistant Research (.5)

[ART 103] Introduction to Sculpture (1)

[ART 115] Introduction to Drawing and Design (1)

[ART 117] Introduction to Digital Photography (1)

[ART 125] Introduction to New Media (1)

[ART 135] Figure Drawing (1)

[ART 150] Specialized Media (.25 - 1)

[ART 200] Etching (1)

[ART 201] Screen Printing (1)

[ART 202] Relief Printmaking (1)

[ART 205] Introduction to Painting (1)

[ART 210] Intermediate Sculpture (1)

[ART 215] Intermediate Drawing (1)

[ART 280] Intermediate Topics in Specialized Media (.5, 1)

[ART 305] Advanced Painting (1)

[ART 310] Advanced Topics in Sculpture (1)

[ART 325] Graphic Design: Commercial Exploration and Experimentation (1)