Published 20-AUG-14

FIRST-YEAR SEMINAR and WRITING SEMINAR

• Ability to write (write to learn)
• Ability to communicate orally (participating in discussion and presenting on ideas to provoke understanding)
• Ability to think critically
• Ability to read and interpret important material
• Ability to gather, evaluate, and properly use research
• Ability to recognize and analyze ethical issues
• Ability to take advantage of the residential setting of their education — to learn from others and to understand that knowing is social

Course Description

FSEM 10201: FIRST YEAR SEMINAR 4 hour(s)

General education requirements at Hiram include two courses taken during a student's first year: Colloquium and First-Year Seminar. All first-year writing courses are small, discussion based, writing intensive classes designed to introduce students to Writing Across the Curriculum and to the concept of the liberal arts. First Year Seminars are often more discipline-specific than Colloquia and introduce students to writing in a particular field. The content of the course will obviously vary per section, but the academic purposes will remain essentially the same: to pay close attention to academic writing, to analyze and discuss a relevant literature, to promote thinking and inquiry, and to equip students with research skills that permit them to investigate important questions and hypotheses. Students in the First-Year Seminars will complete assigned readings, give at least one presentation, participate in class discussion, and write three 5-page essays and one 8-10 page research essay.

Sections Offered:

Going Green

Since the industrial revolution, economic and technological growth has been fueled by oil, gas and coal. While this growth has led to significant advancement in many areas, it has not come without severe consequences such as increased carbon dioxide levels in the atmosphere, ocean acidification and changing weather patterns. Green technologies, or environmentally friendly technologies, have been developed and used in ways that protect the environment and conserve natural resources. In this course we will examine the consequences of an economy based on oil and gas and discuss a variety of current green technologies. Topics will include wind and solar power generation, bioreactors, and hydroelectricity. In addition to informal in-class writing and speaking assignments, students will be expected to complete three formal essays as well as a multi-sourced, 8-10 page research paper and formal oral presentation.  

Who's Crazy?!

Beliefs about mental illness are fiercely disputed and often personally and intellectually challenging. This course invites you to reflect on how you learned about mental illness and to think critically about life’s dilemmas by considering the views of all concerned. Using media as a conduit, we will explore how we decide “who’s crazy” from a variety of perspectives– healthcare providers, consumers, friends and families, and the general public. We will explore how media influences our opinions about mental illness and challenges you to reflect on your own, and others’, beliefs and experiences about this thought-provoking topic. All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.  

Visions of Hiram

A recent Hiram ad campaign showed pictures of Hiram faculty, staff, and students with the tagline “I am Hiram.” But what does it mean to “be Hiram.” What makes Hiram College what it is and what is your role in this institution? How does Hiram work—academically, financially, socially? In answering these questions, we will consider Hiram’s history but also the present-day opportunities and problems on our campus. This course will require you to step outside your typical role as student to become detectives, investigative reporters, and even advocates for change. You will learn the ins and outs of Hiram College through hands-on research and exploration in the college archives and around the campus. You will apply the knowledge you gain to a real-world, campus issue, thus discovering ways to become involved in the community and to become empowered to make it a better place. All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.  

The American Mosaic, Part II

In this seminar, students explore the concept of what constitutes being “American.” By exploring aspects of a second culture, students gain a deeper understanding of themselves. Readings center on a wide selection of past and contemporary American authors, philosophers, politicians, educators, and social scientists. Students are asked to refine oral and written expression in English and demonstrate proficiency in Western research methods. The course requires four papers, one of which is a research paper. Students also may be required to participate in selected out of class activities. Placement or permission of instructor  

The Quest for Justice

This course traces the idea of justice in Western thought in the realm of Western civilization's social and political life. The quest begins with classical antiquity and Aristotle when the limits of state-made law and government authority were challenged by poets and philosophers who argued for divine justice that transcended state-made laws. The quest continues through the appropriation of Aristotelian justice by Christianity which meant that human laws must be ultimately sanctioned by natural or divine law. Next we examine Machiavelli's rejection of the idea that social and political life should be ruled by natural or divine law. All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.  

Victorian Monsters: Literature, Science and Society

What do Frankenstein’s monster, Dracula, and mad scientists like Dr. Jekyll tell us about the roles of science and imagination in Victorian society? When science meets literature, what controversial questions are raised in debates over women’s roles, scientific ethics, mental illness, and evolution? Through reading, discussing, and writing about nineteenth-century science fiction alongside some key scientific texts, we will consider the ways in which various science fiction narratives reveal the fears and desires of the society in which they are invented. We also will investigate the ways in which literature presents science to the public, and consider links between these novels and the shape of current scientific debates. Throughout the semester, we will pay attention to what the readings are about (content) as well as how they are written, styled, and structured (form)—and find ways to connect each text to its historical and cultural context as well as its afterlife in the present.  

Madness in the Media

It has been argued that portrayals of mental illness in the media shape public attitudes, knowledge and beliefs about what it means to live with a mental disorder. We will explore this question by examining the ways in which mental illness is depicted in the media and how this compares to personal narratives of mental illness. We will also discuss how media portrayals have changed over time and whether media has been used effectively to reduce negative perceptions of mental illness. During this course, all students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.  

Agents of Change

As part of this course we will be telling our stories, listening to other people’s stories, and exploring and delving into questions of morality, passion, creativity & compassion. Our stories give us contexts to understand and interpret the world. They help us see the world in certain ways—view truth and morality in certain ways. By telling our stories and by listening to other people’s stories, we hope to stretch our world-views to open us up to new ways of thinking about and engaging the world and to one degree or another, becoming agents of change in the world. We will read autobiographical writings of transformational social activists from different eras, genders, and religions. The class will include twenty hours of community service outside of our regular meeting times.  

WSEM 10201: WRITING SEMINAR 4 hour(s)

General education requirements at Hiram include two courses taken during a student's first year: Colloquium and First-Year Seminar. Students in the Traditional College who start at Hiram having already received credit for a Colloquium will alternatively take a Writing Seminar (WSEM) in their first fall term. All first-year writing courses are small, discussion based, writing intensive classes designed to introduce students to Writing Across the Curriculum, and to the concept of the liberal arts. The content of the Writing Seminar course will obviously vary per section, but the academic purposes will remain essentially the same: to pay close attention to academic writing, to analyze and discuss a relevant literature, to promote thinking and inquiry, and to equip students with research skills that permit them to investigate important questions and hypotheses. Students in the Writing Seminars will complete assigned readings, give at least one presentation, participate in class discussion, and write three 5-page essays and one 8-10 page research essay.

Sections Offered:

I Know It When I See It

Vague Concepts and the trouble they cause. Do you ever use a word without knowing exactly what it means? In everyday life, we use terms like "freedom", "cause and effect", and "fair play" without knowing what they really mean. We will examine the psychology and neuroscience of concept formation and representation. More specifically we will look at what it means to "hold" or "have" a particular political or world philosophy. How do our minds contain our ideas or beliefs? How is the brain involved in this psychological process? We will look at scientific evidence that suggests why we often only have a vague understanding of what are very important concepts or ideas. Furthermore, we will also look at how language can be used to change the way we feel or think about a concept. For example, how are analogy and metaphor used in various forms of media to persuade us or change our minds? In addition to reading from the psychological and neuroscientific literature, we will also look at how these issues play out in current events. More specifically, we will examine how vague conceptual definitions can cause or contribute to increased confusion and polarization in today's political and cultural worlds. Students will write in a variety of formats, including reflective essays and media research reports.  

Current Socioeconomic Issues and Problems

The current economic and social crisis in the United States, Europe, parts of Asia, Africa, and Latin America remind us of the fragilities of our evolving global socioeconomic system. Millions are suffering deleterious effects of long-term unemployment, precarious access to health, education, food and shelter. In the United States one in five children are poor, almost half of all African American children live in poor areas, and it is becoming more difficult to find good jobs. Wages for workers have been falling since the 70s. Poverty, discrimination, immigration, economic crisis, unemployment, climate change, healthcare, outsourcing are among the most prominent issues of our day. We will explore some of these issues through accessible reading materials, data, documentaries, team discussions, reflections and presentations to gain insights and to become aware and familiar with the socioeconomic political contours of our times. All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.  

The Human Body in Art

“What spirit is so empty and blind, that it cannot recognize the fact that the foot is more noble than the shoe, and skin more beautiful that the garment with which it is clothed?" Michaelangelo "The human body is first and foremost a mirror to the soul and its greatest beauty comes from that." Auguste Rodin: "We live in them, feed them, bathe, adorn, perfume, entertain and otherwise glorify or defile them". But what do we really think about these manifestations in which the heart and (perhaps) soul of our very being resides? Our bodies? Artists, such as the two quoted above, have explored and presented their responses to human bodies since 20,000 BCE, when the first known images were made? for example, the Famous Venus of Willendorf. This course will examine historical perspectives on the Human Body as translated into art objects. Such notions as ideal size, shape, color, proportion, and presentation, ownership, allure, and revulsion are all at one time or another attached to interpretations of the body in art. We will also explore other ways to look at and understand the body through a variety of textual sources. Consider the following observations offered by varied thinkers: "Body: A thing of shreds and patches, borrowed unequally from good and bad ancestors and a misfit from the start." Ralph Waldo Emerson (Philosopher) "Our own physical body possesses a wisdom which we who inhabit the body lack. We give it orders which make no sense." Henry Miller (US Author) "The body of man is a machine which winds its own springs." J.O. De La Mettrie, (18th Century French Philosopher) L'Homme Machine "The church says: The body is a sin. Science says: The body is a machine. Advertising says: The body is a business. The body says: I am a fiesta." Eduardo Galeano (Latin American Author), "Windows on the World" "We sit at breakfast, we sit on the train on the way to work, we sit at lunch, we sit all afternoon, a hodgepodge of sagging livers, sinking gall bladders, drooping stomachs, compressed intestines, and squashed pelvic organs." John Button, Jr. MD  

Dangerous Youth

This course will involve an investigation of the historic importance and contemporary significance of literature for and about teens, especially texts like Huckleberry Finn which fundamentally put teen characters at the forefront of social change. We will explore literary tropes associated with adolescent rebellion in order to make connections about the cultural popularity and emergence of a "youth media culture." Students do not need to have prior experience with Young Adult literature, though they should expect that some of the texts in this course will be inflammatory. All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.  

WRLA 10101: WRITING IN THE LIBERAL ARTS I 4 hour(s)

Writing in the Liberal Arts I is a literature-based writing course. Students will study distinguished literary examples of fiction, non-fiction, and poetry. Expository writing assignments, related to readings and class discussions, will encourage students to pursue and synthesize ideas for themselves and to express their thoughts in a clear, precise, organized, and convincing manner. (For Weekend College students only.) “All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.”

WRLA 10201: WRITING IN THE LIBERAL ARTS II 4 hour(s)

Writing in the Liberal Arts II, a continuation of Writing in the Liberal Arts I, examines examples of longer works, including plays, non-fiction and poetry. Building on the research process skills developed during Writing in the Liberal Arts I, students will write a complete research paper. As in Writing in the Liberal Arts I, the writing assignments, related to readings and class discussions, will encourage students to pursue ideas for themselves and express their thoughts in a clear, well supported, and convincing manner. (For Weekend College students only.) “All students will be expected to participate in one or more formal oral presentation and write three formal essays as well as a multi-sourced, 8-10 page research paper.”

Hiram's Core Curriculum

• Goal: Acquire the vocabulary necessary to talk intelligently about one’s own creative art as well as the creative art of others, and to clearly articulate the aesthetic experience.
• Goal: Develop the hands-on skills that are necessary for aesthetic expression and reflection, and practical knowledge essential to the implementation of creative techniques and concepts.

Interpretive Methods (IM): The human experience of meaning involves the application of interpretation to a broad variety of human endeavors, including art, music, literature, and philosophical and religious texts. Courses satisfy the goals for this requirement by teaching the skills necessary to interpret one or more forms of human expression.

• Goal: Interpret the human experience of meaning as expressed in artistic and intellectual products
• Goal: Apply the knowledge and perspective gained from interpretive analysis to a broader understanding of the world or to one's own life.

• Goal: Understand the role of models in explaining the world and universe, including techniques for testing the accuracy and limitations of models.
• Goal: Use this understanding to solve problems: learn to apply models to understand a variety of real world situations.

Experimental Scientific Methods (SM): The application of reason to the natural world requires the use of the hypothetical-experimental method. Courses satisfy the goals for this requirement by teaching, in a hands-on laboratory environment, the empirical method in practical data-gathering learning experiences, and reflection on the nature and limits of this methodology. 

• Goal: Develop hands-on skill acquiring reproducible data and interpreting them within a theoretical framework.
• Goal: Understand the application and limitation of experimental data and theoretical frameworks to the natural world.

Social and Cultural Analysis Methods (CA): Human behavior is organized by complex systems which differ widely across societies and over time. Human knowledge cannot be understood without considering historical, social, and cultural contexts. Courses satisfy this goal by teaching students the conceptual and analytic tools necessary to make sense of these essential dimensions of our existence.

• Goal: Examine social life as displayed in history, culture, power structures, norms, or customs.
• Goal: Acquire the analytical skills and critical sensibilities to understand human society and culture.

• Goal: Demonstrate an informed understanding of the values and attitudes of people in another culture, and the ways in which these influence the contemporary world.
• Goal: Evaluate critically, and on the basis of explicit criteria, the culture of a foreign society.

Understanding Diversity in the United States (UD): The United States is richly diverse. Encountering and learning the necessary skills for interaction with this diversity is essential to a liberal arts education at Hiram College. Courses satisfy these goals by introducing students to the diversity of our own country and equipping them with the intellectual skills necessary for conversing in this complex environment.

• Goal: Demonstrate an understanding of the diversity of U.S. society and the ways in which different groups have experienced and confronted issues of diversity.
• Goal: Demonstrate as well an informed awareness and understanding of U.S. commonality – those principles and values that are most central to the experience of the United States.
• Goal: Address matters of diversity in a variety of contexts, including ethical, social, and personal.

Meaning, Ethics, and Social Responsibility (ES): The ability to formulate and evaluate claims about meaning and value is essential to the tasks of forming identity and being responsible citizens. Courses satisfy this goal by teaching both conceptual tools and practical skills that permit students to reflectively evaluate their own lives and interact responsibly in the lives of others.

• Goal: Understand the ways in which claims about values are discovered, articulated, and justified.
• Goal: Apply this understanding, in conjunction with practical skills, to reflective evaluation about one’s own beliefs and those of others and/or engagement with contemporary social, political, and ethical problems.

FOREIGN LANGUAGE REQUIREMENT

INTERDISCIPLINARY REQUIREMENT

Hiram College believes that the complex, expansive problems of our times require imaginative and critically reflective approaches. Because knowledge is interconnected and rooted in life itself, we must attend to the skills and habits of mind that foster this recognition and enable our students to confront these urgent problems in their complexity. While disciplines address questions specific to their fields of study, some questions lie outside the purview of a single area, and require the integration of knowledge and methods from two or more disciplines. Thus, we feel it is critically important for students to experience the dialogue that emerges as two scholarly disciplines engage with these important questions. Courses or approved interdisciplinary majors must meet the following goals:

• Demonstrate an understanding of a complex issue, and articulate two or more disciplinary perspectives on it.
• Propose a solution or approach to an issue that extends beyond a disciplinary approach and that enlarges a disciplinary perspective.

• Successfully complete two Interdisciplinary courses, one of which must be team taught; OR
• Complete a Collegium; OR
• Complete an Interdisciplinary major or Interdisciplinary minor. These include Biomedical Humanities (major and minor), Environmental Studies (major only), Integrated Social Studies (major only), Integrated Middle Childhood Education (major only). 

Note: Interdisciplinary courses used to fulfill one of the eight categories (CM, IM, MM, SM, CA, EW, UD, ES) cannot count double toward the interdisciplinary requirement. Although an INTD course may be approved as satisfying one of the eight categories, it cannot double-count for a single student. Students must choose to apply the INTD course toward either one of the eight categories or as an INTD requirement.

Course Descriptions

INTD 18000: WORKSHOP 1 hour(s)

Workshops may be taken Pass/No Credit only. Students may take no more than nine workshops for credit toward graduation. Workshops can be used as elective credit only.

INTD 20100: THE ETHOS AND PRACTICE OF FLY FISHING-MEMOIR, NONFICTION, AND NATURAL HISTORY:CM 3 hour(s)

In this course, students will learn the basics of fly fishing; its relationship to literature; the basics of entomology and hydrology; and the difference between natural and wild reproduction in Ohio's and America's fisheries. Students will learn the basics of fly-tying. We will take weekly field trips to such area rivers as the Chagrin, Grand, and Cuyahoga. By reading fiction, nonfiction, and natural history, students will acquire an understanding of the cultural and social importance of fly-fishing. By becoming familiar with local watersheds, students will gain a greater sense of their immediate envronment. Students will write essays that focus on memoir, nonfiction, and natural history. Emphasis will be placed on combining genres in the assignments. This course will have a field trip fee. Students will also have to purchase an OH fishing license. Also, students should have boots. A fly rod is required for the course, but the college will not supply those. This course fulfills the Creative Methods requirement.

INTD 20200: THE SCIENCE AND CULTURE OF SLEEP 3 hour(s)

This course will explore the biological and cultural significance of sleep. We will first discuss the fundamental properties of circadian rhythms in order to examine the influence of biological rhythms on sleep, with attention to the impact of light, activity, hormones and genetics on sleep patterns. We will connect this basic chronobiology to the field of sleep science and its application to human health, which has revealed that sleep is linked to a surprising number of physical processes and pathologies. In addition to impact on human health, the effects of human circadian rhythms on development, relationships, global travel, and policy decisions will be explored by delving into popular journalism, literature and film. We will discuss the cultural meanings we assign to sleep, wakefulness and dreams and how these meanings influence our sleep behaviors. Why, if sleep is so biologically important and critical for our health, do our institutional policies so often disregard it, and our cultural attitudes frame it as something that takes us away from productive life and that we would love to be able to do without? Throughout the course, students will be required to keep sleep journal. No prior biology training is required. This course will also satisfy as a "medical humanities" course for the Biomedical Humanities major, and as an elective for Neuroscience majors. Prerequisites: Freshmen and Sophomores only.

INTD 20300: INTRODUCTION TO INTERNATIONAL STUDIES 4 hour(s)

This course serves as an introduction to globalization. It is designed to provide a foundation of knowledge upon which students can pursue more detailed studies related to international topics. The impact cultural diversity, economics, ecology, military strength and individual personality have on global issues will be examined. It will train students to consider the global influences on all aspects of life and prepare them to take a role in solving the world's problems. Required for the International Studies Minor.

INTD 20400: CHILDHOOD AND POVERTY IN HISPANIOLA:EW 3 hour(s)

This 3-credit Study Away course will explore the historical, social, and cultural forces that have created conditions of poverty for a preponderance of children living on the island of Hispaniola. Building further upon on a base of knowledge first laid during a required 1-credit prequel class, students will analyze the impact of sugar economy and slavery on the development of the island. They will see how past forms of colonial exploitation have evolved into post-colonial structures, examining the collapse of sugar and the rise of sexual tourism. They will then see firsthand evidence of both past and present forms of colonialism by conducting service projects with the children aided by Caminante. Particular attention will be paid to the needs of children in health and education, and the specific challenges that conditions of poverty and inequality in Hispaniola create in children’s lives regarding their health and wellness, and their educational opportunities. Ultimately, students will test their acquired “book knowledge” against their own experiential learning. In other words, their service work will provide a distinct new vantage point and form of knowledge, creating an opportunity for interdisciplinary learning. In partnership with Caminante, students will assist local residents who live and work on the margins of the tourism industry in Boca Chica. Every student enrolled in this class will have previously developed a service project plan during the semester. The goals for their projects will be two-fold: First, students will work to implement their previously planned projects. This will be a daily activity that will consume the better part of each day. Second, students will reflect upon their experience. They will do this in reflective journals and in daily class meetings. They will consider how their expectations regarding children living in poverty have been met and frustrated, and they will consider how they might adjust their plans as they deal with local realities. Their reflections in this regard will be informed by readings in service learning. Students must register for the INTD 20410 prequel course in preparation for the Study Away. This course fulfills the Experiencing the World requirement.

INTD 20410: CHILDHOOD AND POVERTY IN HISPANIOLA PREQUEL 1 hour(s)

This is a 1-credit hour prequel class in association with INTD 20400. This course will provide a base of knowledge for the 3-credit hour study abroad course which explores the historical, social, and cultural forces that have created conditions of poverty for a preponderance of children living on the island of Hispaniola. Students must register for this course when registering for INTD 20400: CHILDHOOD AND POVERTY IN HISPANIOLA:EW.

INTD 20500: MUSIC AND THE BRAIN 3 hour(s)

Music is common to both joyous and sad occasions. Why is music so common in the human experience? This course will approach the human response to music from the disciplinary perspectives of music theory and neurobiology. Students taking this course will demonstrate an understanding of human responses to music from these separate disciplines. Topics covered include how sounds move through the environment, are decoded by the ear and brain, as well as rhythm, melody, harmony, and syntax in music. Disorders of musical perception and production, as well as the potential therapeutic role for music, will also be discussed. The final project involves a project proposal to examine one or more musical works using methods that extend beyond these disciplines and enlarge student perspectives on music. The course will involve extensive listening exercises, and basic neurobiological experiments involving brain dissections and measuring human physiological responses to music. Prerequisite:PSYC (101 or 10100) AND (MUSI 100 or 10000) or MUSI (121 or 12100)

INTD 20600: CONTESTED SEAS: EXPLORATION, EXPLOITATION, AND RESISTANCE IN THE CARIBBEAN BASIN 3 hour(s)

Conquistadors, slaves, sailors, pirates, and merchants were among those who jostled for power in a contest over the Caribbean. This course will examine the conquest of the Caribbean basin by the colonial European powers from historical and literary perspectives. It will explore both rhetorical and physical contests, revealing how the major European New World empires rose and fell. From the very moment of arrival, the explorer Columbus staked rhetorical claim to the territory he saw, inscribing inhabited lands with new European names. Such presumptions aided and abetted conquest. In other words, we will see how rhetoric helped inform and shape social behavior. Similarly, students will also see how sailing has a discourse all its own. Needing to master both the open seas and the ship, students will learn and interrogate a series of terms that direct the art of navigation.

INTD 20700: INTRODUCTION TO ANTI-SEMITISM:ES 4 hour(s)

Since the horrific discoveries made in Poland and Germany at the end of World War II, humanity has become painfully aware of the concept of anti-Semitism. but that systematic annihilation of six-million European Jews by the Nazis was not an isolated event in history. Jews have been suspected, accused, abused, and murdered since the time of the Crusades and before. Why this profound hatred against Jewish people? The student will learn much history as well as religion and ethics by means of this course. Most hatred in the history of humanity is irrational, indefensible, and ignorant. But this particular manifestation of hatred might involve something much more complex. Can those who embrace a Christian world-view do so without needing in the process to negate Jews and Judaism? This is a serious question, and probably the heart of the matter. The student will wrestle with how to be an ethical human being who protects the rights and human dignity of all others. Come, learn, and grow. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

INTD 20800: CLASSICAL ISLAMIC CIVILIZATION, C. 600-1500 4 hour(s)

Islam is more than a religion; it is a culture that informs the lives of approximately one-sixth of the world's population. But, most modern Americans have little or no knowledge of this culture and, therefore, view Muslims as the stereotypes that the popular media present. Studying classical Islamic civilization from historical and religious perspectives will break these stereotypes and will help us to understand the Muslim world and its intersection with the west. This course is equivalent to the former INTD 32300.

INTD 21400: VARIETIES OF SLAVERY: HUMAN TRAFFICKING IN THE PAST AND PRESENT 4 hour(s)

This course will immerse students in an interdisciplinary conversation between history and sociology about the nature of human bondage and exploited labor across the globe, both in the past and present. Historians' insights into slavery in the past might be applied to modern forms of bondage, while sociological insights about modern human trafficking might help illuminate the dynamics of slavery in the past. We will, in particular, focus on the evolving conditions of the global political economy that have helped cause the demand for cheap labor and thus the traffic in humans. This course will take place primarily on Hiram's campus and will include a required one-week Study Abroad experience in the Dominican Republic. This trip will allow us to engage in an in-depth 'case study' of slavery and human trafficking, through service learning and other educational experiences. The service-learning component will allow students to play a small part in fighting the forces that enmesh impoverished children in the social conditions that foster economic exploitation.

INTD 21500: PUSHING UP DAISIES: WESTERN PERSPECTIVES ON DEATH AND DYING 3 hour(s)

Our human fascination with death is most likely due to the distant shadow of our own demise. Our earthly situation offers each of us a role, not only in our own death, but in the deaths of those we know and love. As each individual is unique and multidimensional, so is each death. This course will provide an interdisciplinary approach to understanding death and dying, grief and bereavement. We will create an intellectual tapestry by weaving together perspectives from the sciences, social sciences, humanities, and the arts. An examination of ethical and moral issues that are justified by each discipline will be explored. This course is not Freshman appropriate.

INTD 22000: ART, CULTURE, AND COMMUNICATION 4 hour(s)

This course is designed to promote a discerning appreciation and enjoyment of the fine arts as a reference and expression of our daily lives. Students will view artistic expression in the context of several cultures and the communication styles used within that culture. Developments in numerous media will be explored through a comparative study of the historical, social and cross-cultural influences that shaped them. Various materials, techniques, technical craftsmanship, perceptions and symbology will be examined to gain greater insight into the artist's motivations and emotional responses.

INTD 22500: HUMANS AND THE ENVIRONMENT:ES 4 hour(s)

The impact of humans on the environment is examined, relating patterns of natural ecosystems to human ecosystems, their functions, inter-relationships, problems, and limitations. The global perspective is studied; population growth, resource use patterns, food production, wildlife and other natural resource depletion, climate change, and economic, theological, and legal issues related to environmental problems and solutions. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

INTD 23300: THE HOLOCAUST-AN INTERDISCIPLINARY PERSPECTIVE 4 hour(s)

The murder of six million men, women and children for no reason other than the fact they were Jews in an occurence of such magnitude that religious thinking about it has become a necessity. In this course, therefore, students develop a sense of the event itself through historical reading, eyewitness accounts and audio-visual means while focising on religious dimensions of the Holocaust expressed through such vehicles as film, biography and theological writing. Since Western religious attitudes played a part in preparing the ground for the holocaust, the course also deals with aspects of the history of anti-Judaism. (Students who have taken the Freshman Colloquium: Holocaust and Contemporary Response may not enroll without permission) Also listed as: INTD 33300 for 3 credit hours.

INTD 24100: PUBLIC LEADERSHIP 4 hour(s)

The purpose of this course is to consider the question, "what is leadership?" The goal is not to offer students a ready-made answer to the question, but rather to prompt them to think about what the answer might be. Such thinking is, in fact, the first step to true leadership. To encourage this thinking, students will be assigned readings from a series of texts which deal with 1) political theory, 2) the sociology of management, and 3) public policy making. Class discussions, in turn, will supplement these readings by examining, amoung other topics, case studies in public policy. Furthermore, professors from a range of departments—such as Psychology, Communication, Management, Religious Studies, etc.—will be asked to give guest lectures to the class, wherein they will address the meaning of leadership from their own particular perspectives. Finally, in addition to their academic work, students enrolled in this course will be encouraged to participate in mentoring opportunities, as well as in the Garfield seminars (as a Scholar or as an attendee) and in community service. Another version of this course is offered for three (3) credit hours as INTD 24110.

INTD 24110: PUBLIC LEADERSHIP 3 hour(s)

The purpose of this course is to consider the question, "what is leadership?" The goal is not to offer students a ready-made answer to the question, but rather to prompt them to think about what the answer might be. Such thinking is, in fact, the first step to true leadership. To encourage this thinking, students will be assigned readings from a series of texts which deal with 1) political theory, 2) the sociology of management, and 3) public policy making. Class discussions, in turn, will supplement these readings by examining, amoung other topics, case studies in public policy. Furthermore, professors from a range of departments—such as Psychology, Communication, Management, Religious Studies, etc.—will be asked to give guest lectures to the class, wherein they will address the meaning of leadership from their own particular perspectives. Finally, in addition to their academic work, students enrolled in this course will be encouraged to participate in mentoring opportunities, as well as in the Garfield seminars (as a Scholar or as an attendee) and in community service. Another version of this course is offered for four (4) credit hours as INTD 24100.

INTD 25000: COMPARATIVE HEALTH ISSUES IN THE DEVELOPING COUNTRY OF ZAMBIA:EW 3 hour(s)

Health care is a universal need and a current global issue. Demographic health indicators, health-care resources (both materials and human), and models of health-care delivery are important and essential factors in determining quality of life in developing versus developed countries. This course is designed to expose the student to an experiential examination of health issues from social, cultural, ethical, political, policy, educational, and environmental perspectives in the developing country of Zambia. There will be comparison and contrast with the health issues in the U.S. as a developed country. This course is team taught. This course fulfills the Experiencing the World requirement. Prerequisite: Biomedical 18100 and instructor approval.

INTD 25100: CONTEMPORARY FRENCH CIVILIZATION 4 hour(s)

A study of the people of France, their culture and customs. This course will introduce students to French geography, political and social institutions, education, technology, family traditions and the arts. Prerequisite: French 10400 or equivalent.

INTD 25500: IDENTITY, EXPRESSION, & REPRESENTATION IN INDIA: EW 3 hour(s)

Identity is a complex and difficult phenomenon to grasp and understand. It entails the mixture of personal, religious, linguistic, gender, and national values. In India, this identity is particularly complex due to over five thousand years of transitory cultural history including migration and “invasion” being on the “Silk Road” between East and West, internal religious and social reformist movements, and its emergence from a century of foreign colonial rule. This course will explore that history and the phenomenon of identity in India from the perspectives of two disciplines—art history and political science. From the former, the course will examine primarily the historical development of traditions in art related to global religions either created within South Asia (Buddhism, Hinduism, and Sikhism) or imported from neighboring regions (Islam and Christianity). From the latter discipline, this course will examine how India’s political institutions have been able to integrate the country’s diverse and multidimensional identities into a collective overarching sense of nationality, and also into a vibrant, inclusive and institutionalized democratic political system. Thus, this course will not only study identity in India from an interdisciplinary perspective, but will also examine its phenomenon’s observable expression and representation in both art and politics. The course will involve travel to India to encounter, experience, and analyze India’s rich diversity first hand. This course fulfills the Experiencing the World requirement.

INTD 26100: NARRATIVE MEDICINE:IM 4 hour(s)

In recent years, doctors have turned to the study of narrative as a means of improving patient care. Although medicine has grown significantly in its ability to diagnose and treat biological disease, doctors often lack the tools necessary to recognize the plights of their patients, to extend empathy toward those who suffer, and to join honestly and courageously with patients in their struggles toward recovery or in facing death. Proponents of this practice argue that part of the problem lies in a physician's failure to respond to his or her patient's story of illness. Narrative knowledge will, they contend, increase a physician's capacity to honor these stories. The incorporation of narrative competence into the practice of medicine encourages, then, a reexamination of medicine's methodologies and the ethics underwriting the relationship between physicians and patients. Doctors trained in narrative become better readers of their patients' stories and, as a result, better caretakers of their beleaguered bodies. This seminar will use the study of narrative to analyze literature and film concerned with numerous ethical issues related to the practice of medicine. This course will serve as one of the core courses for the Biomedical Humanities major. This course fulfills the Interpretive Methods requirement.

INTD 28000: SEMINAR 1 - 4 hour(s)

INTD 28100: INDEPENDENT STUDY 1 - 4 hour(s)

INTD 28600: SCIENCE LITERACY: WHAT IS IT AND WHY IS IT DIFFICULT TO ACHIEVE? 4 hour(s)

“Education has no higher purpose than preparing people to lead personally fulfilling and responsible lives. For its part, science education – meaning education in science, mathematics, and technology – should help students develop the understandings and habits of mind they need to become compassionate human beings able to think for themselves and to face life head on.” – Science for All Americans (1990). This book provides the framework to transform science education with the goal of achieving a scientifically literate society. Nearly 20 years later, there is no indication that society is more literate now than it was when this document was first published. Why has the transformation been a slow process? What can be done to overcome the literacy gap in science? This course will analyze the issue of science literacy from the different perspectives of science inquiry and classroom practice. Although science inquiry is one approach that is championed by AAAS and NRC to address science literacy, it hasn’t been thoroughly integrated into classrooms at all levels, despite studies that demonstrate inquiry approaches motivate students and improve conceptual understanding. Inquiry is central to science learning. It is also the most effective way to engage and motivate students to learn science and understand science concepts. Engaging in inquiry requires students to describe objects and events, ask questions, construct explanations, design investigations to test explanations, and communicate results to others. Science is an active process and learning science is something that students do, not something that is done to them. The emphasis on science inquiry as a best practice will be balanced with a study of classroom practices and realistic demands on teachers, curriculum and student learning. Current research and trends in science education will be explored, including teaching strategies, learning goals, and the development of science process skills. Experiences in 7-12 classrooms with master science teachers will provide students the opportunity to observe various teaching techniques and student learning outcomes in practice. The target audience for this course is rising second-year and incoming first-year students with an interest in a STEM major. The goal is to immerse them in the nature of science through science inquiry, and to introduce them to science education. The target audience for this course is rising second-year and incoming first-year students with an interest in a STEM major. The goal is to immerse them in the nature of science through science inquiry, and to introduce them to science education.

INTD 28700: THE SCIENCE OF HAPPINESS 3 hour(s)

A common theme in Western thought is the importance of "living the good life." In our everyday lives, this is often seen as being synonymous with being happy. But what does this really mean? Is happiness an emotion, a mental state, or an emotional construct? Can it be objectively identified by others, or is it only seen "in the eye of the beholder?" In this class, we will explore the issue of happiness from philosophical, religious, psychological, and neuroscientific perspectives. Though social sciences have traditionally focused on abnormal or problematic issues of existence, a new emphasis on the study of optimal or "peak" experience has arisen in recent years. An unintended consequence of this emphasis is an overabundance of flimsy or weakly supported programs, procedures, or philosophies being oversold in the booming self-help industry. Despite these many bogus claims, can we study happiness as an academic topic and come to understand the nature of human happiness and fulfillment? Even more, can we design our lives to maximize them?

INTD 28800: JAPAN-URBANIZATION AND INNOVATION: EW 3 hour(s)

This course explores how Japanese civilization transitioned from a chiefly rural, agrarian society based upon local folk beliefs to a highly urbanized society that celebrates cosmopolitanism and a dynamic commercial culture. Central to this transformation was, and continues to be, the role of science. From the Tokugawa era (1600-1868) to the present, Japan has sought to harness science as a device for political and economic power. Science was critical to Japan's rapid industrialization in the Meiji period (1868-1912), and continues to be integral to maintaining a technological edge for Japanese companies and research institutes today. This course will also emphasize Japan's current contributions to the life sciences and its role in modern medicine. As a result, the history and culture of Japan will be examined in tandem with the role of science over the duration of this three-week course. This course fulfills the Experiencing the World requirement.

INTD 28850: ENTREPRENEURSHIP IN THE CONTEXT OF URBAN REVITALIZATION 3 hour(s)

This course combines two fields of study: urban planning and entrepreneurship. Urban planning seeks to create the most effectively organized cities by focusing on concepts such as environmental sustainability, economic vitality, equitable distribution, resource management, aesthetic architectural design, etc. Entrepreneurship, as a discipline, provides its practitioners with the skills necessary to develop and run successful businesses, such as the ability to draft a thorough business plan, to conduct a financial feasibility study, to market a product, and to address legal issues pertaining to business ownership. This course will focus on the basic elements needed to start and run a business, particularly in the context of urban revitalization. Urban revitalization projects – which are typically led by governmental organizations – provide a range of opportunities for new business to start-up and thrive. These opportunities include the provision of affordable real estate, tax exemptions, and government support with marketing and networking. Since most of the urban centers in Ohio and neighboring states are currently undergoing revitalization efforts, it makes sense for new businesses to take advantage of the opportunities afforded by such. As examples for study, this course will pay particular attention to the entrepreneurial activities in which Hiram students are already engaged in Ravenna, and where the local government is actively pursuing an urban renewal agenda. In order to facilitate this direct engagement in the Ravenna process, the course is structured as follows. Students will spend at least twenty hours – over the course of three months (June-August) working on extant entrepreneurial projects which are currently underway in Ravenna. There will be three class sessions – one per week – during June, which will focus on concepts of urban revitalization. Students will then spend the month of July engaged further in the Ravenna projects, while also reading assigned texts on business-plan development. During this July phase, students will correspond/meet individually with the instructors regarding ideas they have for their own business plans. In August there will then be three more class sessions, during which the class will discuss topics relating to business plan development, and students will present their business pitches to the rest of the class. This course counts as an elective in the Entrepreneurship Minor

INTD 28900: GENETICS, IDENTITY & POPULAR CULTURE 4 hour(s)

There is no doubt that contemporary work involving the human genome is changing the way we think about who and what we are. The guiding question for this course, then, is: how is genomic science changing, challenging, and complicating our collective sense of what it means to be human? As an integral part of exploring this question, we will investigate how it is that we come to learn about genomic science in the first place. For most of us, our understanding of genomic science is filtered through popular culture: we learn the "facts" about genomics through a variety of texts (mainstream science writing and journalism, popular fiction, film, and television, etc.) that already provide a framework through which these facts are made to make sense. Such popular texts at once register and shape the public's understanding of and anxieties about profound social and cultural change. This course is premised on the idea that our values and beliefs inhere in the verbal and visual images through which we communicate: the language we use (e.g., metaphors and grammatical constructions), the stories we tell, and the pictures and visual technologies that are part of our daily lives. We rarely notice those devices, yet they structure our most basic thoughts. In this class, we will attend to how the language, images, and narratives emerging from human genomics influence the way we imagine our bodies, our selves, our social responsibilties, and the enterprise of science itself.

INTD 29200: RUSSIA'S POLITICAL ECONOMY PAST, PRESENT & FUTURE 3 hour(s)

This course focuses on the Russian political and economic systems before and after the implosion of the USSR. Before the implosion, the two systems were clearly autocratically controlled by the political system, which directed and ordered the economic system through central planning. This Communist-party, iron-fisted political system begins with Lenin and Stalin, and ends with Gorbachev. Following the collapse of the USSR in 1991, Russian began a transformation from an autocratic, Communist-party dominated police state to a Russian-style nascent democracy. Russia also started down the road toward a Russian brand of capitalism as their economic system. Today, the two simultaneous transformations in political systems and economic systems are still unfolding.

INTD 29400: VISIONS OF ENGLAND II: MAKING THE NATION THROUGH WRITING & LANDSCAPE:EW 3 hour(s)

This course is the Study Away portion of the Visions of England course. Students who enroll in this course must have taken English 29300 in the twelve-week semester. This course fulfills the Experiencing the World requirement.

INTD 29500: SHAKESPEARE'S ENGLAND 3 hour(s)

The disciplines of dramatic literary criticism and the theatre have very different ways of studying or considering plays. Each discipline can exploit the methods of the other without clearly realizing or identifying the separate origins of the insights. Students will begin to identify different methods and techniques used by the different areas, and will be expected to clearly differentiate the distinct approaches, while learning from both. The course will investigate how England appears in Shakespeare's plays while also looking at how Shakespeare's plays appear in England. A variety of plays will be chosen to match travel and viewing opportunities, concentrating on how Shakespeare pictured Great Britain in his history plays, in his tragedies, and even in his comedies which, although usually not physically set in England, are still peopled with clearly British characters. Through travel, reading, and watching we will reflect on how Shakespeare's plays helped to define and shape the language he used as well as the country he loved. Instructor Permission Required. Prerequisite: ENGL 29500 or THEA 29500.

INTD 29700: OBLIGATIONS TO OTHERS:ES 4 hour(s)

This course takes as it starting point the following question: What obligations do we have to others? From this initial question more arise. How do we define obligation and who are the people or groups to whom we are obligated? Are we, as educated individuals, obligated to donate our skills and time to people less fortunate than ourselves.? Does the relative prosperity most of us enjoy as Americans obligate us to share our resources with countries whose citizens live in squalor and without access to basic services, education, and healthcare? Should we help those in poorer countries before we assist the poor and disadvantaged living within our own borders? These are just a few of the questions we will consider. The process of answering these questions will inevitably lead to further inquiry, requiring our compassion and, most importantly, our skills as critical readers and thinkers. To those ends, we will turn to a significant number of literary, filmic, historical, and philosophical texts that will challenge our preconceived notions of justice and invite us to re-imagine how we define and fulfill our obligations to others. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

INTD 29800: HERMAPHRODITES, VIBRATORS AND CYBORGS--A HISTORY OF THE BODY:ES 4 hour(s)

What is the human body? Nothing is so close to us and yet so difficult to understand. We will examine some of the very different accounts given by various disciplines at multiple points in history. These may include Plato's analyses of the soul-body relationship in the Phaedo, Foucault's study of the transition from Hellenistic to early Christian views of sexuality, the rise of asceticism in early Christianity in The Body and Society, Renaissance artistic representations of Christ's body in The Sexuality of Christ in Renaissance Art and in Modern Oblivion. We may also discuss the relationship between gender and body, as well as recent neuro-scientific evidence. The metathesis of the class is that the body has held many meanings which infuse the body itself, giving it a history. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

INTD 29900: WHAT IS HUMAN:ES 3 hour(s)

Until recently, we thought we had clear answers to the question, "What is Human?". We knew the genetic makeup of the species; we knew how humans were conceived and born; we knew the maximum life span; we knew a great deal about unique human characteristics that made us different from other animals. This course will examine whether or not current and future science will someday result in a Superhuman race. We will explore a variety of topics related to enhancement technologies such as using performance drugs, extending life, creating better babies, and the blending of machine and human. The scientific, ethical, and cultural issues raised by these new technologies will be examined using the perspectives of different disciplines to help us recognize the complexities and potential effects. We will also focus on if and how we ought to control the development and use of these technologies. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

INTD 30010: THE CREATIVE LIFE: A JOURNEY OF SELF-DISCOVERY 4 hour(s)

This interdisciplinary course integrates Narrative Psychology with its emphasis on learning in groups with Ecology and our connection to the natural world. In addition, students explore the nature of learning versus protection and the function of beliefs. To date this course has been held at either the North Woods Camp in the Upper Peninsula of Michigan, or at Hiram's Field Station. A large portion of the course is experiential using psychological group processes in the natural environment as an integral part of student's learning. For example, students experience doing without electricity and other conveniences while exploring how they may have clung to comforts in order not to feel something. Students will explore their own stories and beliefs in order to see more clearly what they may have created consciously or unconsciously. From a place of greater awareness, students begin to try out new approaches and benefit from the work done by others. Each student will map their course by deciding what areas in life they would most like to see improvement in. The goal is to have each student begin to see how they have created and continue to create in their own unique lives and stories and how that impacts society and the conservation of the natural world. Students will write two short essays, give two short presentations, and be required to read course materials and journal daily insights and experiences.

INTD 30020: GLOBAL HEALTH & HUMAN RIGHTS 4 hour(s)

Every day popular media bring us accounts of health-related tragedies, both domestic and global: stories of impossible suffering in the absence of available health care, images of the bodies of infants and children wasted by malnutrition and disease, accounts of unbelievable miscarriages of justice on the part of groups, governments and corporations. This course will explore the impact of these popular depictions--both "fact" and fiction--on the public's understanding of global health and human rights, on policy decisions, and even on scientific research agendas and medical practices. The course will include a broad introduction to the subjects of "global health" and "human rights," and to the way that--through the work of the World Health Organization, the public appeals of Paul Farmer, and others--we have become increasingly familiar with looking at global health through the lens of human rights. This lens allows us to see the "health problems" in front of us not only as matters of dangerous microbes and damaged bodies, but also as matters of embedded structural violence and social injustice, of unequal access to resources, and of a complex interaction of many factors, including aid agencies, celebrities, governments, corporations and the media itself.

INTD 30040: PILGRIMAGE TO BHUTAN: TRADITION AND DEVELOPMENT, BUDDHIST WISDOM AND GROSS NATIONAL HAPPINESS:CM,EW 3 hour(s)

Students are introduced to the peoples, cultures, economy, environments, and history and future of Bhutan by way of a pilgrimage to Bhutan, the last Buddhist Kingdom in the Himalayas, and soon to be the first Buddhist democracy in the Himalayas. The course takes the form of a pilgrimage, leading students on an intellectual quest through multiple "boundaries" of space, time, and consciousness. Students will explore what it means to travel from "West" to "East" and back again, thinking deeply about their pre-conceptions and their newly acquired perceptions. In Bhutan itself, students will confront both the modern and the traditional, as they travel through Thimphu, the modernizing capital of Bhutan; Trongsa, the birthplace of the present-day monarchy; and Bumthang, the traditional cultural center of Bhutan, and other traditional areas. This course fulfills either the Creative Methods requirement OR the Experiencing the World requirement, but not both.

INTD 30050: IMMIGRATION AND BORDER CROSSING 3 hour(s)

Economic and political controversy besieges the Mexican-American border. Arguments against immigration range from keeping out “unwanted aliens” to fighting a billion dollar drug trafficking business. Arguments in favor speak of social justice and economic benefits. In this course we will try to understand the forces creating these problems. That will depend in part in listening to the people’s stories, discovering where they are coming from and what they want to accomplish. We will study the perspectives of the Border Patrol, the immigrants from Mexico and other Latin American countries, the U.S. residents close to the border, the U.S. businesses using immigrant labor and/or moving to Mexico to get cheaper labor, the drug runners and the Mexican drug wars, the politicians who try to reduce the complexities to “sound bites.” We will learn to discern the ethical issues, including questions of discrimination and racism. We will also look at the social, political and economic issues, including those of power and money.

INTD 30060: BOHEMIANS AND REBELS: ART AND LITERATURE OF THE ROMANTIC AGE 3 hour(s)

Growing out of the Age of enlightenment, Romantic artists and writers of the late 18th century despaired at perceived failures of rationalist thought and began to explore new themes related to the individual. While nationalist impulses were taking hold throughout Europe and America, creative people were questioning the meaning of collective values rooted in the distant past, individual genius in their present, and the inner realities of dream, nightmare, and emotion. They looked to the past, to nature, and to exotic and primitive cultures for inspiration to find their authentic "voice" through the arts. Romanticism changed our ideas about nature, history, individualism, and nationalism. Beginning in the 18th century, it transformed painting, sculpture, writing and music. Romanticism was deeply connected with the politics of the time, echoing people's fears, hopes, and aspirations. It was the voice of revolution at the beginning of the 19th century and the voice of the Establishment at the end of it. This course will investigate how the movement we call Romanticism helped to revolutionize the Western perspective in ways that still are very important.

INTD 30070: THE LEGEND AND LORE OF THE KILT 4 hour(s)

Where does our cultural identity come from? Is it handed down to us as tradition—or do we invent it as needed? In 18th century Scotland, people experienced a crisis of identity and searched for new ways to define themselves. Today when we think of Scotland we think of kilts and plaid, bagpipes, whiskey, and stories of magical folk. But where do these traditions come from? Are they really ancient and true symbols of Scotland and its people? The stories in which we cast ourselves as heroes and the costumes we choose for ourselves are two of the most compelling ways we define ourselves. The word “costume” comes from “custom;” the word “dress” comes from the Latin for “to direct” or “to rule;” “apparel” derives from “to prepare” or “to make ready.” Clearly, what we choose to wear holds some powerful meaning. In this hands-on class, students will tell stories and make their own kilt in our quest to answer the big question of how we define who we are.

INTD 30080: POLITICS AND ARCHITECTURE 4 hour(s)

In this course we will examine a variety of famous examples of architecture; we will consider the historical circumstances and personages which brought those buildings into being; and we will analyze the political ideas which are reflected in the styles of those structures. More specifically, the purpose of this course is to examine the interconnection between political ideologies and architectural styles. Both architecture and politics are expressions of order on a grand scale: architecture is an ordering of the material realm, while politics is an ordering of the social realm. When architecture is well-ordered, it displays beauty. When politics is well ordered, it displays justice. Often times, the same ideas are used to assess whether a building is beautiful and whether a political system is just. For instance, in a totalitarian state, buildings are considered beautiful if they convey the overwhelming power of the totalitarian ruler, etc. We will therefore examine some of the most prominent buildings on the planet in order to see what political ideas they convey. We will also examine the manner in which the styles of those buildings have been utilized by architects in the United States in order to convey those architects’ own political views. We will do this via the reading of books and articles pertaining to political theories and political history, as well as to architectural history, architectural theory, and specific architectural works.

INTD 30100: HUMAN EVOLUTION AND ITS HUMAN IMPLICATION 4 hour(s)

This course has at least two major purposes: first, to acquaint students with the fundamentals of the theory of evolution as it was put forth by Darwin and as it has since been modified and revised; second, to demonstrate some of the ways Darwin's work and subsequent modifications have exerted an influence on intellectual history and on our day-to-day lives. The goals of part of the course include acquainting students with the basics of genetics and studies of pre-historic man in the light of evolutionary principles (including contemporary studies of recombinant-DNA). The goals of the rest of the course include illustrating Darwin's influence on philosophy (especially Dewey and Huxley), on religion (from the 1850s through the Scopes trial and contemporary textbook censorship), on Herbert Spencer's "Social Darwinism" and O'Sullivan's "Manifest Destiny," on literary naturalism, etc.

INTD 30110: HUMAN TRAFFICKING 4 hour(s)

Third only to drugs and weapon sales, human trafficking is the largest and fastest growing organized crime activity in the world resulting in a multi-billion dollar industry. Forced factory and agricultural labor, the sex trade, debt bondage, domestic help, children soldiers, and the selling of human organs comprise the many facets of this contemptible trade. How can there be 27 million slaves in the world when slavery is illegal in every country? Why do freed slaves often voluntarily return to work for their former owners? Why does the global economy help determine the amount of slaves in the world? Why would former child slaves grow up and become slave owners? Does a six-year-old child slave, digging tunnels by hand in the Congo River basin, have anything to do with your cell phones and laptops? There are over 100,000 slaves in the United States secretly held captive and forced into manual labor and the sex trade. In this course we will explore the world slavery problem with emphasis on women and children. The economic reasons slavery is so prolific, and the political undertakings currently trying to combat this scourge, will also be investigated. The psychological effects of individuals involved in the slave trade, both victims and perpetrators, and the role they play in their communities is a prime concern. Many of the look-the-other-way cultures regarding human trafficking, especially when human trafficking becomes “normalized,” will be explored in detail. The U.S. State Department’s document, “Trafficking in Persons Report 2010,” now, for the first time, including figures for slavery in the Unites States, was presented by Secretary Clinton on June 14, 2010, and will be part of this curriculum. Where human trafficking exists, how it is supported, the psychological culture it needs to flourish, and what can be done about stopping this practice is the basis for this course.

INTD 30120: AGING, SEX AND THE BODY 4 hour(s)

Scholars in the humanities who study aging often argue we are “aged by culture,” in other words, that we “learn to be old” through social and cultural processes, through our own expectations and other’s perceptions of us. Moreover, they assert that these processes, expectations and perceptions are often gender-dependent, and that women face unique challenges as they age. This course will explore the question: “What is aging?” We will find that there are numerous possible answers to this question, depending on who is asking and in what context. To reveal some of the more contested notions of what aging is, we will pair different disciplinary perspectives on various aspects of aging with the way these same aspects are represented in popular culture. We will keep the aging body at the forefront of our inquiries, questioning the relationship between biological changes and cultural ascriptions, between sexual identities and popular representations of the body, between the perceptions of health care workers and the self-images of the aging patients with whom they work. As aging is a process we all experience, this course will also ask you to confront your expectations, hopes and fears for your own aging, and to recognize how those impact your interactions with “older” people. Counts toward Gender Studies Minor. This course counts as one the 3 required medical humanities seminars for the BIMD major and minor.

INTD 30130: INVADING OZ 3 hour(s)

Human and interspecies interactions, and the framing of policy responses to those interactions, have been the driving dynamic in Australia’s modern history. The European and Aboriginal worldviews contrast sharply, in part because they were informed by two different traditions. The two human groups’ policy responses to ecological issues and dilemmas, and political matters more broadly, thus diverged decisively – and still diverge sharply. This dichotomy is particularly evident in the perceptions of “invasions” – actual, metaphorical, and perceived – that have characterized Australia’s history. These include: native lands being removed from the Aboriginal people; invasive animal species forever changing the landscape of the continent; environmental and human threats to the Great Barrier Reef and Australia’s natural resources in general; and most recently, changes in political policies and military presence in response to China’s increased influence and probable future dominance in the oceanic region. This course will prepare students to understand Australia by appreciating deeply the effects of contrasting responses of Australians, European and Aboriginal, where environmental and political policies – past, present, and future – are concerned.

INTD 30200: NARRATIVE BIOETHICS:ES 4 hour(s)

Stories are central to our lives in general and to the lives of health care professionals in particular. Arthur Frank, author of The Wounded Storyteller, claims "stories do not simply describe the self; they are the self's medium of being." In order to tell a meaningful story we must form it into a narrative. Conversely, if we are to appreciate all that a story has to teach us, we must pay attention to how it is constructed as a narrative. In recent years, medical practitioners have turned to the studey of narrative as a means of improving patient care. Although medicine has grown significantly in its ability to diagnose and treat biological disease, medic al caregivers often lack the tools necessary to recognize the plights of their patients, to extend empathy toward those who suffer, and to join honestly and courageously with patients in their struggles toward recovery or in facing death. Proponents of this practice argue that part of the problem lies in the caregiver's failure to respond to his or her patient's story of illness. Narrative knowledge will, they contend, increase a caregiver's capacity to honor these stories. The incorporation of narrative competence into the practice of medicine encourages, then, a reexamination of medicine's methodologies and the ethics underwriting the relationship between medical practitioners and patients. Practitioners trained in narrative become better readers of their patients' stories and histories and, as a result, better caretakers of their beleaguered bodies. This course offers a narrative approach to issues in bioethics. It focuses on story (case studies, fiction, narrative nonfiction, television and film) as starting points for moral interpretation in bioethics, with special attention to issues in health care. The course will help students recognize and evaluate conflicting perspectives about how ethical dilemmas should be addressed. This course fulfills the Meaning, Ethics, and Social Responsibility requirement. This course is also offered in a revised version for 3 hours as INTD 30210.

INTD 30210: NARRATIVE BIOETHICS:ES 3 hour(s)

Stories are central to our lives in general and to the lives of health care professionals in particular. Arthur Frank, author of The Wounded Storyteller, claims "stories do not simply describe the self; they are the self's medium of being." In order to tell a meaningful story we must form it into a narrative. Conversely, if we are to appreciate all that a story has to teach us, we must pay attention to how it is constructed as a narrative. In recent years, medical practitioners have turned to the studey of narrative as a means of improving patient care. Although medicine has grown significantly in its ability to diagnose and treat biological disease, medic al caregivers often lack the tools necessary to recognize the plights of their patients, to extend empathy toward those who suffer, and to join honestly and courageously with patients in their struggles toward recovery or in facing death. Proponents of this practice argue that part of the problem lies in the caregiver's failure to respond to his or her patient's story of illness. Narrative knowledge will, they contend, increase a caregiver's capacity to honor these stories. The incorporation of narrative competence into the practice of medicine encourages, then, a reexamination of medicine's methodologies and the ethics underwriting the relationship between medical practitioners and patients. Practitioners trained in narrative become better readers of their patients' stories and histories and, as a result, better caretakers of their beleaguered bodies. This course offers a narrative approach to issues in bioethics. It focuses on story (case studies, fiction, narrative nonfiction, television and film) as starting points for moral interpretation in bioethics, with special attention to issues in health care. The course will help students recognize and evaluate conflicting perspectives about how ethical dilemmas should be addressed. This course fulfills the Meaning, Ethics, and Social Responsibility requirement. This course is also offered in a revised version for 4 hours as INTD 30200.

INTD 30300: SUSTAINABLE AGRICULTURE 3 hour(s)

Human civilization and culture are based upon our agricultural achievements. Agriculture is described by David Orr as "a liberal art with technical aspects." Since the turn of the century, scientific, social, economic, and political inputs have influenced agricultural deveopment in the United States, producing dramatic change on the farm. Conventional agriculture is extremely productive, and Americans enjoy abundant and cheap food. Yet, there are increasing questions about the sustainability of our agriculture. In this course, we examine past choices that guided agriculture into the future. The roles of farmers, consumers, industry, government, and agricultural scientists in the process will be explored.

INTD 30310: WOLVES & CIVILIZATION:TT 3 hour(s)

This course examines the complexities of the natural and political relationship between humans and wolves, from its virtual extinction in the lower 48 states to reintroduction efforts, to present-day conflict. Readings demonstrate how the lives of humans and wolves are deeply connected to our society. For hundreds of years our country engaged in a campaign to exterminate the wolf. The ferocity and sadism of hundreds of years of wolf slaughter calls out for intellectual inquiry. With wolves now reclaiming some former habitat in the lower 48 states, we ask why this mysterious yet social animal has provoked such violence, compassion, and interest. This course is team-taught.

INTD 30400: PUBLIC POLICY MAKING 3 hour(s)

Public Policy Making takes an interdisciplinary approach to the analysis of several areas of government policy that definitely affect the society and the economy in which we live. Using the perspectives of both Political Science and Economics, the course will cover a series of topics. They will include the analysis of the federal government's budget decision making process; the process of taxation, including its economic impact and political justification; an analysis of the government's increased regulatory activity; an overview and critique of cost-benefit analysis as an analytical technique that permits an evaluation of the government's efficiency; and a discussion of current policy issues that are of present concern.

INTD 30600: ADVENT OF THE NUCLEAR AGE: THE SKY IS BURNING 3 hour(s)

The advent of the nuclear age. The events of August 1945 saw the birth of The Doomsday Clock. The dropping of the hydrogen bomb on Hiroshima and Nagasaki catapulted science into a new era filled with ethical questions that forever changed society. This course will examine the development of the bomb and the repercussions including environmental, ethical, political, social, scientific, and present day fiction.

INTD 30800: JAPAN FUNDAMENTAL IDEOLOGIES AND INSTITUTIONS 3 hour(s)

Human civilization and culture are based upon our agricultural achievements. Agriculture is described by David Orr as "a liberal art with technical aspects." Since the turn of the century, scientific, social, economic, and political inputs have influenced agricultural development in the United States, producing dramatic change on the farm. Conventional agriculture is extremely productive, and Americans enjoy abundant and cheap food. Yet, there are increasing questions about the sustainability of our agriculture. In this course, we examine past choices that guided agriculture into the future. The roles of farmers, consumers, industry, government, and agricultural scientists in the process will be explored. Institutions, the groups and organizations that are the setting for collective activity, will be examined as they embody these ideologies.These institutions include historical structures, such as the Shogun-Daimyo/Samurai political system, the emperor system,and the religious institutions and their abundant artistic production as well as contemporary structures, such as the educational system, business, the political system, social organizations, and sports. Students going on this Study Away trip must also register for the related one (1) credit hour course offerings of ART 30800 or COMM 30800 in the prior twelve (12) week session.

INTD 31200: HISTORIC AND LITERARY LONDON 3 hour(s)

Described by a Scotsman as "the flower of cities all," London, one of the world's greatest cities, has played a paramount role in British history since the days of the Roman occupation-a role which has given a special quality to her greatness. The course will center basically upon London life and how it has been reflected in literature and drama. Independent reading and investigation of the city of London. (Offered off-campus only.)

INTD 31300: IRISH NATIONALISM 4 hour(s)

The increasing fervor of Irish Nationalism at the beginning of the 20th century led to a remarkable, though self-conscious, outpouring of Irish plays, poetry, and literature. Unlike most, this collaboration between art and politics was capped by success in both fields; the dual attainments provide the subject for this course. It will follow the Irish Revolution and study the art that accompanied it. Moreover, the course will attempt to understand the reasons behind the fruitfulness of this striking example of political and artistic cooperation. Viewing many of the plays from that joint effort at the Abbey Theatre, which itself was founded in Dublin in 1909 as part of the nationalist movement, will be an integral part of the course. (Offered off-campus only.) A revised version of this course is also available as INTD 31310 for 3 credit hours.

INTD 31310: IRISH NATIONALISM 3 hour(s)

The increasing fervor of Irish Nationalism at the beginning of the 20th century led to a remarkable, though self-conscious, outpouring of Irish plays, poetry, and literature. Unlike most, this collaboration between art and politics was capped by success in both fields; the dual attainments provide the subject for this course. It will follow the Irish Revolution and study the art that accompanied it. Moreover, the course will attempt to understand the reasons behind the fruitfulness of this striking example of political and artistic cooperation. Viewing many of the plays from that joint effort at the Abbey Theatre, which itself was founded in Dublin in 1909 as part of the nationalist movement, will be an integral part of the course. (Offered off-campus only.) A revised version of this course is also available as INTD 31300 for 4 credit hours.

INTD 31400: MASCULINITY, FEMININITY, AND THE BODY:CA,UD 3 hour(s)

Masculinity, Femininity and Culture is an integration of the insights and perspectives of the humanities and social sciences on the topic of the interaction between gender and culture. This course fulfills either the Social and Cultural Analysis requirement OR the Understanding Diversity in the USA requirement, but not both. A revised version of this course is offered for four credit hours as INTD 38400. A student may receive credit for only one of these two courses. Counts toward Gender Studies Minor.

INTD 31500: SPIRIT AND NATURE 3 hour(s)

Our relationship to nature is derivative of the spirit with which we approach nature. This class will use Hiram's Northwoods facility to explore from psychological and philosophical perspectives the connection between landscape, identity, and culture. Emphasis will be placed on how a landscape influences culture, and how both of these influence the way we 'construct' nature, and relate to nature. A fuller, more meaningful, and comprehensive understanding of the relationship that exists between self and environment will be discovered via the Northwoods experience and the fiction and non-fiction readings.

INTD 31510: BODY AND SENSE OF TOUCH 4 hour(s)

This course explores the themes of body and the sense of touch. Our understanding will expand out of several creative tensions that manifest in both the academic study of body and touch and our own existential encounters: pure reasoning and dualistic conceptualization versus non-dual awareness and alternative rationalities informed by embodied feeling and sensuous and erotic touch; body and touch as representation of ideas versus embodied and tactile being-in-the-world; and body and touch as socially and culturally conceptualized, formed, and constucted versus the lived body's experience of movements, motions, e-motions, feelings, gestures, and other forms of touch, both inner and outer. We first attempt to understand the body from a variety of perspectives in anthropology and sociology that tend to view the body "from the outside:" as symbolic representation of ideas, as metaphor of socio-cutural maps of reality, or as socially and culturally constructed (Turner and Csordas). We then immerse ourselves in the phenomenology of the body, studying an eco-philosopher's analysis of the disconnection and possible reconnection between body and the natural environment (Abram); we also explore the possibility of a creative embodied recollection of Being that responds to nihilistic ideologies and technologies (Levin). Special attention is given to the sense of touch, as we investigate its varied manifestations in different cultures, its role in the creation of identities, the extremities of pain and pleasure, tactile virtual spaces and therapies, and hegemonic manipulations and control of touch (Classen). Our social and cultural analysis of touch is balanced by an ethical and phenomenological approach to touch: delving into a series of forms of touch--autistic, pornographic, sadomasochistic, and ascetic--we also attempt to understand mindful forms of touch that recover emotional and sensuous awareness as alternatives to de-sensitivity, hyper-sensitivity, and other destructive habits (Holler). Finally, we bring phenomenology into deeper dialogue with cultural studies with a series of questions pervading and vitalizing our course: What are the radical implications for self and world of recovering awareness, through being in touch with the lived body? Might we move beyond habitual, limited, contracted, and distorted dualistic modes of being toward more open, expansive, and liberating non-dualistic forms of bodily felt sensing and being aware? How might a recovery of the lived body and the sense of touch be applied in our attempts to make sense of, understand, and learn from the bodies of other cultures? Might a new awareness of the lived body and lived touch give rise to a deeper understanding of any particular culture, of our own culture, and our own creative responses?

INTD 31600: WASHINGTON DC THE MULTICULTURAL MOSAIC 3 hour(s)

The nation's capital is a microcosm of American culture in all of its diversity - ranging from its pioneer roots, to the chaos of the Civil War, to the modern world's "corridors of political power." This course will encourage exploration of the urban multicultural environment and Washington's rich heritage as reflected by field trips and writing. Students will be led through the process of placing themselves within the context of the city and reflecting upon their own cultural identity. Included will be investigation of the city, its institutions, neighborhoods, etc.

INTD 31700: ETHICS IN RESEARCH ON ANIMAL BEHAVIOR 3 hour(s)

This seminar course will address ethical concerns in scientific experimentation and observational studies of animal populations. Emphasis will be on studies of animal behavior rather than biomedical experimentation. Students will read and discuss concepts such as psychological well being and animal suffering, and why such concepts should be addressed before beginning any research involving animals. Both classic and contemporary pieces of animal behavior research and thought will be incorporated into the course. Students will discuss why ethnological research is important, especially in light of growing conservation concerns. (Offered in alternate fall semester three-week sessions.)

INTD 31800: NATURAL HISTORY IN THE EARLY 21st CENTURY 4 hour(s)

An examination of the concerns of 19th century and previous natural historians in light of present day understanding of the natural world around us. The course will emphasize a synthesis of historical, biological, and geological approaches. Particular attention will be given to the unique relationship of Americans to their natural environment. Lecture and field experiences will be utilized.

INTD 32000: LITERATURE AND FILM 3 hour(s)

This course will investigate the relationship between the two dominant narrative forms of the 20th century: literature and film. By comparing paired examples of each medium, it is possible to discuss their similarities and differences, and to discover the unique qualities of each. Some time will be spent early in class assessing the theoretical underpinnings of both cinema and literary studies, providing a framework for discussing selected examples of short stories, novels, or plays that have also been adapted as movies. A revised version of this course is offered for four credit hours as INTD 33800. A student may receive credit for only one of these two courses.

INTD 32400: NINETEENTH CENTURY AMERICAN ARCHITECTURE AND LITERATURE 3 hour(s)

There was a dynamic relationship between the architectural and literary expressions in the nineteenth century American imagination. One of the prime examples of this synthesis is Nathaniel Hawthorne's House of Seven Gables, but many other writers were also concerned with architectural style as the tangible expression of certain moods and attitudes, among them Herman Melville, Harriet Beecher Stowe and William Dean Howells. The course will focus on the intersection of architectural history-colonial, Federal, Greek Revival and Victorian eclecticism-and literary expression. Where possible, local examples of important architectural styles will be utilized. A revised version of this course is offered for four (4) credit hours as INTD 32410. A student may receive credit for only one of these two courses.

INTD 32410: NINETEENTH CENTURY AMERICAN ARCHITECTURE AND LITERATURE 4 hour(s)

There was a dynamic relationship between the architectural and literary expressions in the nineteenth century American imagination. One of the prime examples of this synthesis is Nathaniel Hawthorne's House of Seven Gables, but many other writers were also concerned with architectural style as the tangible expression of certain moods and attitudes, among them Herman Melville, Harriet Beecher Stowe and William Dean Howells. The course will focus on the intersection of architectural history-colonial, Federal, Greek Revival and Victorian eclecticism-and literary expression. Where possible, local examples of important architectural styles will be utilized. A revised version of this course is offered for three (3) credit hours as INTD 32400. A student may receive credit for only one of these two courses.

INTD 32600: FINDING ORDER IN NATURE 3 hour(s)

Natural history and the Himalayas. The goal of this course is to introduce students to the history and practice of the Naturalist tradition in biology, ecology and evolution through the venue of the Himalayas. Students examine the history of the development of surrounding areas. The role of humans in shaping the environment of this area in the past will be contrasted with student observations of the rural environments of the region today. The central and inseparable role of sustaining nature in the interaction of the Tibetan people with the natural world will be experienced firsthand. Students use naturalist methods of observation to record traditional lifestyles and their impact on nature contrasting these with modern development and its impact on natural areas.

INTD 32650: EXPLORING ABILITY AND DISABILITY THROUGH PERFORMANCE: AUTISM SPECTRUM DISORDER 3 hour(s)

This class will explore disability through the power of literature and performing arts focusing on the theme of autism spectrum disorders. In the fall, students will be engaging the topic of autism through the exploration of literature and scientific papers, discussions with medical providers and families who care for people with autism, and through personal interaction with people who have autism. This research will provide students with a comprehensive overview of Autism Spectrum Disorder and the experiences of people who live with it daily. After the interview process, the students will work the material they collected and each other in groups to create a short performance piece that captures particular issues surrounding Autism Spectrum Disorder and engages audiences (predominantly high school and college students) with the topic. The hope is that, in the spring, a selection of the pieces created in class will be toured and performed to area venues and discussion sessions will be held to provide additional information about Autism Spectrum Disorder to those audiences.

INTD 32700: ELECTRONIC CRIME IN MODERN BUSINESS CULTURE 4 hour(s)

Today's businesses use pagers, cellular phones, fax machines, PCs connected to modems, and the Internet. This course deals with the Physics of how these devices operate. The fundamentals of electronics will be thoroughly covered. Then the issue of corporate culture and ethics will be addressed from a Management perspective. Often ethics and culture clash with new technology. Failure to consider corporate culture and ethics when implementing these devices into daily business operations could result in decreased corporate unity and spirit, increased employee fraud and theft, reduced employee self-esteem, and lower operating efficiencies.

INTD 32900: GENDER AND CREATIVITY 3 hour(s)

Despite the scarcity of information about them, there have been creative women throughout human history. A chronological survey of the achievements of women-primarily in the Western heritage-will feature questions about the factors which hindered or aided them in their work. Each student will have a research project centering on one notable woman, preferably in the student's major field, including women in the arts, sciences, and social sciences.

INTD 33300: THE HOLOCAUST AN INTERDISCIPLINARY PERSPECTIVE 3 hour(s)

The murder of six million men, women and children for no reason other than the fact they were Jews is an occurrence of such magnitude that religious thinking about it has become a necessity. In this course, therefore, students develop a sense of the event itself through historical reading, eyewitness accounts and audio-visual means while focusing on religious dimensions of the Holocaust expressed through such vehicles as film, biography and theological writing. Since Western religious attitudes played a part in preparing the ground for the holocaust, the course also deals with aspects of the history of anti-Judaism. (Students who have taken the Freshman Colloquium: Holocaust and Contemporary Response may not enroll without permission.) Also listed as INTD 23300 for 4 hours.

INTD 33400: CHANGING RULES 3 hour(s)

Private and public institutions. During the last century the nature of our economic and political institutions has changed dramatically. Increasing population density, industrialization, growing size of organizations, increasing concentration of markets, and changing technology have all added to the trend toward increasing complexity. These trends have led to, and in some instances dictated, changes in the ways society, organizations, and individuals define their goals and plan for the fulfillment of those goals. In particular, they provide for the rationale and the ideological basis for government action in areas where there has been little or none in the past. This course looks at the changing economic and political environment during the last century and at likely changes in the future. A basic theme of the course is that the increasing interdependence of organizations and individuals and the increasing complexity of social issues require that new decision making processes be developed. We will consider why that is true and what the changes might be.

INTD 33500: MODERN AVIATION PRINCIPLES 4 hour(s)

This course introduces the principles of today's aviation environment starting with the developmental history of aerodynamics (Bernoulli's effect) including weight and balance for aircraft loading, dynamic and static stability, navigation vectors, and wind correction formulas. We will explore the many physical forces acting upon the aircraft - gyroscopic precession, asymmetrical thrust, G forces, lift, weight, drag, thrust, centrifugal force. Human physiology involving flight (hypoxia, spatial disorientation, vertigo, the workings of the inner ear, brain, and eyes; decision making under stress, diet, exercise, drugs, alcohol) will be covered. The course will examine the history and evolution of the Federal Aviation and the National Transportation Safety Board regulations (political factors affecting airspace designations and restrictions, international and domestic flights, security issues, how military and domestic flights utilize airspace, enforcement).

INTD 33600: URBAN DESIGN AND REGIONAL PLANNING 3 hour(s)

A study of the physical design decisions as they impact the nature of community. The contemporary American urban setting will be analyzed through an examination of the impact of the city beautiful and garden city movements. The implications of local planning issues such as zoning will be considered in addition to regional planning efforts. Northeast Ohio communities are utilized as examples of past and current planning theories.

INTD 33800: LITERATURE AND FILM 4 hour(s)

This course will investigate the relationship between the two dominant narrative forms of the 20th century: literature and film. By comparing paired examples of each medium, it is possible to discuss their similarities and differences, and to discover the unique qualities of each. Some time will be spent early in class assessing the theoretical underpinnings of both cinema and literary studies, providing a framework for discussing selected examples of short stories, novels, or plays that have also been adapted as movies. A revised version of this course is offered for 3 credit hours as INTD 32000. A student may receive credit for only one of these two courses.

INTD 34300: WESTERN ART AND MUSIC: RENESSANCE-MODERN: MUSES ENTWINED 4 hour(s)

Western art and music from the Renaissance to the modern world. This course explores the relationships among Western classical music, painting, sculpture, and architecture, finding connections and differences and relating the languages of both disciplines. Through guided listening and slide study, students are introduced to representative works of art and music from each style period. Emphasis is placed on how media are used to create form, and how the arts reflect context; i.e., the cultural values and biases of their time and place.

INTD 34350: TRIUMPH, TRAGEDY, AND THE ARTS 3 hour(s)

Students are presented the chronological narrative from Renaissance (c. 1450) to the present. Students are expected to master this narrative with the goal of better understanding the political (and diplomatic), intellectual, social, religious, economic and cultural histories and their cause-effect relationships. Central to this historical narrative is to create a working content knowledge of the art and music, genres and individuals, reflective of the history of Modern Europe. Chronological and thematic European history is thus used to develop the students’ intellectual and academic skills. To better accomplish this, effective note-taking skills are modeled and stressed. Analysis of primary documents (texts, charts, maps, paintings, music, and relevant graphics) is strongly and frequently used. This culminates with the goal of increasing the students’ ability to compare and contrast, analyze, and evaluate events, trends, human actions, and various movements within the narrative and thematic history both verbally and especially in writing.

INTD 35100: LYRIC THEATER- OPERA AND FRENCH LITERATURE 4 hour(s)

This Course combines literature and music. Stories and plays from some of France's best writers will be read in translation. Then the interaction of music and drama will be studied to see how a few of the world's greatest operas were created.

INTD 35300: THE EUROPEAN COMMUNITY 4 hour(s)

This course examines the social, cultural, political and economic histories of European Community members. Understanding how and why each organizes their economy and manages their organizations will enable us to understand the difficulties encountered during the effort to create a unified European economic system.

INTD 35400: THE SPANISH CIVIL WAR 4 hour(s)

This course will look at the Spanish Civil War not just as a historical fact but as a chimeric symbol in modern Spanish literature (novel, drama and poetry), film and art. It will explore the war itself, the causes, real and perceived, and the results and perceptions of the results.

INTD 35500: MONUMENTS OF FRENCH CIVILIZATION 4 hour(s)

This course will examine important historical and cultural monuments, such as Versailles, Chartres, Mont-St. Michel, and the Louvre. Readings will include a selection from history, sociology, art history, literature and architecture. (May be offered off-campus.)

INTD 35650: ECONOMIC PARADIGMS AND MANAGEMENT PRACTICES: BUSINESS AND CULTURE IN CHILE 3 hour(s)

This course examines Chile’s economic success over the last couple of generations. The point is to understand why Chile is prospering when more than a few countries in Latin America with equal or better potential are not. A short immersion—three and a half weeks—in Chile is the key to getting students to think seriously about this question as well as any others that should occur to them. Seeing the country and experiencing its traditions and people certainly go a long way to understanding Chile. But this course also offers students a targeted academic foundation for the meaningful contemplation of this question. Namely, students are provided with conceptual frameworks from economics and management as well as applied exercises from these disciplines while in the field in order to help shed light on the issue at the heart of this journey of inquiry. In this way the students can productively contemplate the question central to the course while also finding themselves equipped to think critically about other issues related to business and culture in Chile.

INTD 35700: LEADERSHIP 4 hour(s)

This is a course in leadership and its uses of language. Students will study semantics (the interrelations among people, words, and objective world) with considerable attention to questions of denotation and connotation and to the effects of language on ourselves and others. They will read and discuss major texts on language and leadership; write abundantly on those topics; and participate in a leadership laboratory.

INTD 36000: LITERATURE AND AGING 3 hour(s)

Literature about aging is one of the most fruitful resources for understanding interactions between the experiences of clinicians, health care providers, family and friends of the elderly, and the aging person. Literature serves several purposes in these situations. One of the most important is its ability to put us readers in the perspective of the aging person-allowing us to identify with the aging person. Literature gives us empathy for the patient, an understanding which sometimes is hard to achieve in any other way. This course is also offered in a 4 credit hour format as INTD 36010. A student may receive credit for only one of these two courses.

INTD 36010: LITERATURE AND AGING 4 hour(s)

Literature about aging is one of the most fruitful resources for understanding interactions between the experiences of clinicians, health care providers, family and friends of the elderly, and the aging person. Literature serves several purposes in these situations. One of the most important is its ability to put us readers in the perspective of the aging person-allowing us to identify with the aging person. Literature gives us empathy for the patient, an understanding which sometimes is hard to achieve in any other way. This course is also offered in a 3 credit hour format as INTD 36000. A student may receive credit for only one of these two courses.

INTD 36100: WHATS NORMAL? I 4 hour(s)

PHYSICAL ABNORMALITIES~ This course will look at the pressures to make everyone normal, and the consequences of those pressures. We will examine several examples of what the "normal people" consider to be "abnormal." The readings will include medical and ethical articles as well as selections of drama, poetry, and fiction.

INTD 36300: CULTURAL MONUMENTS OF ANCIENT ITALY 4 hour(s)

An examination of some of ancient Italy's famous and fascinating artistic, architectural, archaeological and literary artifacts, such as Paestum, Pompeii, the Roman Forum, the Colosseum and the Pantheon, the ancient collections in the Museo delle Terme, the Villa Giulia and the Capitoline Museum, the Aeneid, Ovid's Metamorphoses, and Roman lyric poetry.

INTD 36400: IN SEARCH OF QUANTUM REALITY 3 hour(s)

-or what really happened to Schrodinger's cat? Quantum mechanics is a physical theory used to describe the structure of the microscopic world. This theory is the most quantitatively accurate description of nature ever constructed. However, since its initial formulation there has been an ongoing debate as to the meaning of interpretation of quantum theory. In particular, quantum mechanics demands that we abandon some of our preconceived common-sense ideas about the nature (or even existence) of "reality". In this course we will examine just what it is that quantum mechanics has to say about the nature of reality. In the process we will also try to understand how the microscopic world can be so weird while the macroscopic world continues to be so seemingly normal. Finally, we'll try to understand the terrible entangled fate of a simultaneous |live cat> + |dead cat> state.

INTD 36500: URBAN LAND USE POLICY 4 hour(s)

How does one evaluate government land use policy on a state or regional level? The question is one of organized complexity in which several dozen factors are all varying simultaneously and in subtly interconnected ways. This course is an examination of the initial issues that influence and are influenced by land use decisions. The recent phenomena of multi-nodal urban concentrations will be given special consideration. This course requires a major group project. Students who previously took this course for 3 hours of credit may not re-take the course.

INTD 36700: THE MARGINALIZED VOICE OF CENTRAL AMERICA:EW 3 hour(s)

This course will examine the daily lives of the oppressed majority in Central America as they struggle for existence and human dignity. Specifically, we will consider the lives of women and children, campasinos, urban squatters, unemployed and underemployed, families of the disappeared and politically assassinated, micro-enterprise workers, and liberation theology advocates. Their lives will be viewed in contrast to those of the powerful ruling class, a small privileged group of rich plantation owners, business executives, military officers, and governmental leaders. A focus on Latino literature will enhance our study of the history, politics and economics of the region. This course fulfills the Experiencing the World requirement.

INTD 36900: WORK IN JAPAN 3 hour(s)

What is work? Cultural conceptions of work are firmly embedded in the organizational and technological forms of a society. This course examines conceptions of work in Japan as they are shaped by and reflected in the educational system, technologies and corporations. The geography, history and traditional arts in Japan are briefly explored as a context for the development of values associated with work. Although the primary focus of the course is on work in Japan, the course also seeks to develop a larger understanding of conceptions of work in the U.S. through a systems perspective and the contrast provided by a non-western perspective.

INTD 37000: USES AND ABUSES OF POWER IN HEALTH CARE 3 hour(s)

This course will explore such issues as conflict resolution, the power of physicians, the doctor/patient relationship, the morality of clinical research, physician-assisted suicide, and lack of informed consent in human experimentation.

INTD 37100: PARIS ART AND HISTORY 4 hour(s)

On-site study in Paris and her environs will provide a survey of the region's historical developments from Roman, Medieval, Baroque, and modern times as seen in her vast treasuries of art and architecture. The styles, purposes, and content of art will be examined as it relates to historical developments through many centuries. Excursions to Chartres, Fountainebleau, and Versailles, as well as to numerous sites in Paris, will provide a broad perspective of the rich artisitic heritage of the Ile-de-France.

INTD 37200: WOMEN'S BODIES AND HEALTH IN LITERATURE: LITERARY ANATOMIES 3 hour(s)

Literature can nourish and provoke us to think about women's bodies, health, and medical issues in a larger, more politicized context. This course will examine pregnancy and birth (including abortion, adoption, and infertility), adolescence (including incest and sexuality), breast cancer, menopause (including hysterectomy), and aging. Via the literature and other media we will engage in a feminist critique of the medical/cutural practices surrounding these issues.

INTD 37300: QUESTIONING OUR SANITY 3 hour(s)

Critical perspectives in popular culture. This course will explore issues in the definition of sanity and insanity through the examination of depictions in popular novel, plays and/or film that raise questions about the arbitrariness of these boundaries. These works acknowledge the social construction of the concept of "normality" and its use as a social control mechanism. The theoretical frameworks for these explorations will be drawn from disciplines such as education, sociology, philosophy, literary theory, and social psychology.

INTD 37500: THE STORY OF WATER 3 hour(s)

An investigation of the science and fiction of water and its impact upon our social and natural environment, and of our impact upon it. The course will study water as both element and tool, using travel and field experiments supplemented with appropriate readings and projects. Research areas will adapt to the specific travel opportunities available, drawing from chemistry, physics, environmental studies, local history, storytelling, mythology, folk songs and tale, science or speculative fiction, and the like.

INTD 37600: PERSPECTIVES:ARTS AND SCIENCE 4 hour(s)

This course enhances the capacity to utilize the sciences and the arts in complementary ways to inform effective decision-making in professional and personal situations. Direct experience and emotional reactions can be enhanced and refined with input from fiction and poetry, visual art, music, and contemplation of the natural world. This course explores how both the sciences and the arts can provide methods for reflection and substantive input for topics such as compassionate love, spirituality, quality of life, time, and the nature of the self and identity. It will include journals, readings, opportunities for artistic expression, and a science project.

INTD 37700: THE TUSKEGEE AIRMEN 4 hour(s)

In 1925, Major General H. E. Ely, commandant of the War College, responded to a study ordered by the War Department entitled "The Use of Negro Manpower in War." Ely concluded, "...that black men were cowards and poor technicians and fighters, lacking initiative and resourcefulness." Ely further stated that the average black man's brain weight is only 35 ounces, while the average white man's brian weighs 45 ounces. This report "proved" to most officials that the black man's role in the military should be limited to closely supervised menial jobs and that they should be kept segregated from whites because they were "...a subspecies of the human population." In 1941, the black man was finally allowed to train in aircraft through a civilian program at the Tuskegee Airfield in Alabama. The program, however, was to show that black men did not posses "what it takes" to be fighter pilots in a white man's air core. Many government officials went to great extremes to insure the program would fail. Despite many, almost insurmountable obstacles intentionally placed in the way of their success, the black Tuskegee-trained airmen triumphed over all opposition and developed into the most skilled and formidable fighting air force ever known. How could this be when the architecture of the Tuskegee Airment program was designed for failure? How did the Tuskegee Airmen's group dynamics serve as a "subsitute" for outside - managerial leadership? How did nonverbal communications play a major role in the Tuskegee Airmen achieving their objectives? How did the Tuskegee group leaders employ various leadership theories to successfully overcome the obstacles? This course will study group dynamics and leadership theories using the Tuskegee Airmen experiment as a basis. We will examine how racism can be successfully combated with ethics, and how goal setting, nonverbal communications, and strong-group leadership can overcome seemingly insurmountable obstacles.

INTD 37800: MURDER AND MOURNING IN ANGLO-AMERICAN CULTURE 4 hour(s)

While pain and death were accepted and incorporated into the everyday lives of medieval and early modern Britons, by the nineteenth century, death had become increasingly incomprehensible. Murder, the violent imposition of death, was particularly troubling. Many Enlightenment philosophers had upheld an optimistic view of human nature in which each individual was rational and benevolent. Faced with the difficulty of death, however, Anglo-Americans responded in two, rather contradictory, ways. First, they tried to deny the very existence of death by draping it in sentimentalism. Cemeteries became country retreats, places of rest, where family members could recive assurance that the dearly departed had ascended to heaven on angels' wings. Second, faced with with murder, Anglo-Americans began to imagine killers as subhuman. If humans were naturally sympathetic and caring, then those who violated these laws of nature had to be less than human. We will explore these two responses, analyze their relationship, and ask questions about whether these patterns persist to this day.

INTD 37900: CITY OF MUSIC 3 hour(s)

Students will explore the history and artistic traditions of one of America’s oldest and most diverse cities, New Orleans, Louisiana. Particular emphasis will be on the cultural roots of jazz and on the unique architectural styles derived from French and Spanish heritage. The class will meet for preparatory study on campus and then on site in the French Quarter of New Orleans. Field trip fee includes air travel, lodging, meals and activities. NOTE: not suitable for first year students

INTD 38000: SEMINAR 1 - 4 hour(s)

INTD 38100: SPECIAL TOPICS 1 - 4 hour(s)

A special opportunity to study an interdisciplinary topic. The content will vary each time this course is offered and therefore the course may be repeated with permission. This course counts toward fulfillment of the interdisciplinary requirement only when it is offered for at least 3 hours of credit.

INTD 38200: WHATS NORMAL? II:MENTAL AND EMOTIONAL DISORDERS 4 hour(s)

This course explores through articles, poetry, stories, and drama how those who fall outside cultural norms for mental and emotional health are "normalized," marginalized or kept out of sight. The clinical and ethical articles address the questions of how cultures construct many definitions of mental disorders, which often vary over time and between cultures. Definitions of disease and disorders allow for medical "treatment" and often for insurance coverage, while the same behavior in other times and circumstances might not be considered a disease at all. Literary works provide insights into the experience of mental illness and disorders. The course is constructed from the disciplines of medicine, literature, and ethics.

INTD 38300: ADEQUATE HOUSING ISSUES 3 hour(s)

Problems, prospects, and programs. The problem of substandard and/or inadequate housing affects social, psychological and emotional well-being, and poses an ethical and practical problem for the larger society. This course will examine both these issues from the perspectives of the social sciences and social ethics, and will experience one response to the issues by volunteering in a Habitat for Humanity work project. The work of the course will include assigned readings and library research, as well as interviews in the field and practical experience.

INTD 38400: MASCULINITY, FEMININITY AND THE BODY:CA,UD 4 hour(s)

Masculinity, Femininity and Culture is an integration of the insights and perspectives of the humanities and social sciences on the topic of the interaction between gender and culture. A revised version of this course is offered for four credit hours as INTD 38400. A student may receive credit for only one of these two courses. This course fulfills either the Social and Cultural Analysis requirement OR the Understanding Diversity in the USA requirement, but not both.

INTD 38500: IRISH MUSIC AND CELTIC MYTH 3 hour(s)

This course explores the rich tradition of music in Irish culture and its ancient themes: nature, seasonal celebrations, the supernatural, heroines and heroes, love of country, verbal art, and passion for life. We will trace Irish history through music, including the bardic tradition and vocal repertory of sean nos, the instruments and dance music, and songs of protest and war. The last week will concentrate on the great emigration to the United States, Irish contributions to American popular culture, and contemporary Celtic music.

INTD 38700: CARIBBEAN BASIN -ATLANTIC RICHES 3 hour(s)

The exploitation of the caribbean basin in the age of empire. In the discovery and development of the New World, the line between European exploitation was blurry at best. This course will examine the conquest of the Caribbean by colonial European powers from historical, political and scientific perspectives. It will carry us through the colonial era, ending with an exploration of how the major European New World empires fell, as each were challenged by a seafaring proletariat in the age of democratic revolutions and abolitionism. Students will sail for 17 days aboard the traditional schooner Harvey Gamage throughout the Caribbean. While aboard, they will learn basic sailing techniques and will be required to participate in the sailing and maintenance of the vessel. They will visit historic sites that were politically and economically important in the shaping of colonial empires. They will also conduct scientific experiments that will mimic those done by marine scientists of that era, and will discuss how their data would have been interpreted in the context of the time.

INTD 38800: BIOINFORMATICS 4 hour(s)

This is a new field that arises from the interaction of biology and computer science. This course will help students become comfortable thinking about problems and arriving at solutions both as biologists and computer scientists. A general introduction to molecular biology and to computer programming will be provided to establish a common language and basis of understanding. The course will cover computational methods for the study of biological sequence data: analysis of genome content and organization, techniques for searching sequence databases, pairwise and multiple sequence alignment, phylognetic methods, and protein structure prediction and modeling. Each of the problems will be analyzed both from the biologist's and the computer scientist's point of view. The students will have the opportunity to analyze biological data, to experiment with available bioinformatics tools, and to program in Perl to solve bioinformatics problems. Prerequisites: CPSC 17200 or BIOL 23000 or permission.

INTD 38850: BIOMIMICRY: INNOVATIONS FROM NATURE 4 hour(s)

Humans have always drawn inspiration from nature to create art and find solutions to technological problems. A recent resurgence in this approach has begun to view nature as the ideal model for sustainable solutions to many, if not most, of our current design and technical challenges. Several basic principles drive this biomimetic perspective including: emulating how life works; using water-based chemistry; being efficient with materials; and changing or adapting as conditions change. This current application of biomimicry relies on interdisciplinary collaboration among several areas including the sciences, design, technology, marketing, and entrepreneurship. Northeast Ohio has become a center of activity for biomimicry with several academic, business, and entrepreneurial groups focused on this methodology. This course will introduce students to biomimicry through readings, discussions, group projects, and meetings with several local groups working in this arena. Prerequisite: Must have upper level standing.

INTD 38900: ALTERNATIVE HEALTH CARE SYSTEMS 3 hour(s)

Three week intensive course examines several different health care systems around the world, looking at many complex issues, including how just the system is, who gets what kind of health care, where the system succeeds and where it fails, how it is financed, who gets left out and why. The class will propose ways of reforming the United States health care system.

INTD 39000: COMPUTERS AND THE VISUAL ARTS:CM 4 hour(s)

In recent years, a truly symbiotic relationship has developed between the visual arts and computer science. In this course, we will investigate the impact of computers in areas such as photography, film making, graphic design, digital imaging, printing, illustrating, industrial design, architecture, and animation. We will look at contributions of pioneering artists and scientists who have brought about the dissolution of boundaries that have traditionally existed between the artistic and technological disciplines. Students will have an opportunity to experiment with different computer-based visual art techniques and evaluate their effectiveness. This course fulfills the Creative Methods requirement.

INTD 39200: MUSIC AND WAR 3 hour(s)

This course examines music and its relationship to power by mingling the study of music with the phenomenon of war. The course will offer the student exposure to an array of musical forms in reference to major historical conflicts of the past four hundred years in both Europe and Asia. Among the themes discussed will be the response of composers to war, the politics of patronage of wartime music, and the significant role of music in mobilizing populations in support of armed conflicts. In addition, the course will explore the contrasts between music written to oppose war and music written to glorify it, a contrast that emerges most fully in our examiniation of World War II. In order to grapple with these themes, students will gain fluency in basic elements of music and achieve familiarity with the significant historical conflicts in Ireland and continental Europe, Germany and the Soviet Union, and China and Japan. Through guided listening, lectures, films, and readings, students are introduced to representative songs, conflicts, and methods of interdisciplinary analysis.

INTD 39210: MUSIC AND WAR 4 hour(s)

This course examines music and its relationship to power by mingling the study of music with the phenomenon of war. The course will offer the student exposure to an array of musical forms in reference to major historical conflicts of the past four hundred years in both Europe and Asia. Among the themes discussed will be the response of composers to war, the politics of patronage of wartime music, and the significant role of music in mobilizing populations in support of armed conflicts. In addition, the course will explore the contrasts between music written to oppose war and music written to glorify it, a contrast that emerges most fully in our examiniation of World War II. In order to grapple with these themes, students will gain fluency in basic elements of music and achieve familiarity with the significant historical conflicts in Ireland and continental Europe, Germany and the Soviet Union, and China and Japan. Through guided listening, lectures, films, and readings, students are introduced to representative songs, conflicts, and methods of interdisciplinary analysis. LITERATURE AND AGING~ Literature about aging is one of the most fruitful resources for understanding interactions between the experiences of clinicians, health care providers, family and friends of the elderly, and the aging person. Literature serves several purposes in these situations. One of the most important is its ability to put us readers in the perspective of the aging person-allowing us to identify with the aging person. Literature gives us empathy for the patient, an understanding which sometimes is hard to achieve in any other way. This course is also offered in a 3 credit hour format as INTD 39200. A student may receive credit for only one of these two courses.

INTD 39300: CHINA TRADITION AND CHANGE:EW 3 hour(s)

This course examines the impact of transformational change on China and its people. The course will explore the underlying traditions of China and their relevance to the changes occuring in Chinese society. This course fulfills the Experiencing the World requirement. Prerequisite: INTD 39310

INTD 39310: CHINA: TRADITION AND CHANGE: BACKGROUND 1 hour(s)

As a prerequisite for INTD 39300 and Study Away trip to China in the subsequent semester, the course will introduce students to China's history, geography, philosophies, religious traditions, and cultural values. The course will also address issues associated with the process of cultural transition and practical considerations for preparation for the trip abroad. The course will provide the broader context for understanding the readings, sites, and interactions when the students travel to China.

INTD 39400: NO CHILD LEFT INSIDE 4 hour(s)

This course will focus on the study of nature with children and how developmentally appropriate nature study encourages environmental responsibility. Students will learn the impact of major environmentalists and discuss applications of their work to education and teaching. This inquiry-based course will study the lack of time spent exploring the outdoors by today's youth and investigate ways to interest young people in nature and the environment. Study and analysis of local schoolyards will be used to frame theories on the effect of a lack of attachment to nature formed in childhood. This is a field based course and will require work with K-12 students. Students enrolled in this course will meet during Spring 3 at the J. H. Barrow Field Station. This course is intended for any student who wishes to develop a working knowledge of field, forest, and pond ecosystems, habitats, observational skills, and/or students who intend to work in any setting with children ages PreK-12.

INTD 39600: ENGAGED CITIZENSHIP 3 hour(s)

"I don't have time." "It will not make any difference." "I don't know how." These are the often repeated comments when asking someone about their engagement in the civic life of a community. The lack of involvement and trust that the system can be changed contributes to the malaise of many only being spectators, rather than players, in formulating the type of world we would like to live in. This course explores the meaning of engagement for a citizen, and this journey goes into all facets of our lives, not just political, but social, economic, and spiritual. The question to be wrestled with is: What is an engaged citizen? The learning will take several forms. We will read literature (plays) to look at how playwrights pose important social issues and offer some responses; we will read some writings of well known advocates from many disciplines, including law, ethics, economics, etc., and reflect on their challenges. We will do service for a "greater community good". By the end of our experiences together, we will attempt to draw these understandings together for a personal understanding of "engaged citizenship" to guide us in our daily lives.

INTD 39700: MONEY, MARKETS, AND THE MIND 3 hour(s)

Behavioral finance examines how key psychological and behavioral concepts impact financial decisions. Psychological biases, heuristics, and framing effects may cause investors to make irrational financial decisions. Hopefully, an understanding of these "obstacles" may cause investors to make more informed MGMT 23000 (with a minimum grade of P) or PSYC 10100.

INTD 39800: INTRODUCTION TO NEUROETHICS:ES 3 hour(s)

Ethical issues that relate to our brains and nervous systems are becoming of increasing importance not just for health professionals but for us all. In this class, we will engage with ethical issues arising from new discoveries and technologies in Neuroscience and Cognitive Psycoholgy. We will consider implications for individual action and general policies. We will encounter the technologies, philosophical assumptions, and conclusions of the research. Topics introduced will include: moral decision making and the brain; the interpretation of insights provided by neural imaging (e.g. brain scans); legal responsibility and mental illness; pain and suffering; the effects of psychologically potent drugs and technologies and their appropriate use; the role of and appropriate use of enhancement of mental functioning via drugs and other technologies; and ethics of and mechanisms of brain manipulation by marketing, the media, and other non- medical sources. We will also reflect on how the scientific findings and potential interventions, when combined with other sources of knowledge, have implications for what it means to be human. Grades will be based on class participation, short essays and class presentations, a final project (either a researched essay or a creative fictional or narrative project), and a final essay exam. This course fulfills the Meaning, Ethics, and Social Responsibility requirement.

INTD 39900: PHILOSOPHIES OF MUSIC 3 hour(s)

This three credit-hour course, which will focus on readings, written assignments, and discussion, will examine ideas about music from a number of disciplinary perspectives, ranging from those of the ancient Greek philosophers to contemporary sociologists, psychologists, and music educators in an attempt to address questions about music's meaning, value, and place in society from as many different viewpoints as is practical. The course will also examine attempts to justify music's place in the school curriculum. Upon completing the course, students will be familiar with the major arguments of Western thinkers on the subject of music's meaning and value. Equally important goals are the ability to analyze critically philosophical arguments, the ability to engage in debates about music's meaning and value, and the ability to articulate the framework for one's personal philosophical view on music.

INTD 48000: SENIOR SEMINAR 1 - 4 hour(s)

INTD 48100: INDEPENDENT RESEARCH 1 - 4 hour(s)

INTD 49800: INTERNSHIP 4 hour(s)

INTD 67500: THE STORY OF WATER PRACTICUM 1 hour(s)

Complimentary exercises and assignments to support the readings and research done in INTD 37500. These may include water analysis projects, storytelling exercises, and related creative projects. Not required but can be taken simultaneously with INTD 37500.

CAPSTONE EXPERIENCE

Every Hiram College major requires an independent Capstone Experience in which students will complete a directed experience (minimum of 1 credit hour) in the form of a specific course, independent research study, or internship project, done late in a student’s program (preferably after 90 or more credits). A formal departmental, campus-wide, or public (at Hiram or elsewhere) demonstration must be a part of this experience.

Goals of this Capstone Experience are to work independently, to integrate aspects of the major program in a coherent fashion, to reflect on progress toward personal and professional goals, and to demonstrate mature communication skills including writing.

ACADEMIC PROGRAMS

Individualized Majors

A student may also choose to propose an individualized major that combines coursework from two or more departments. These are designed in consultation with academic advisors in each department. The individualized major must be sponsored by at least one faculty member and must be approved by the Academic Program Committee. Individualized Majors will also need to include a capstone experience approved through their advisor. Students with an Individualized Major may apply for departmental honors through their advisors who will make application to the Academic Policy Committee.

Students interested in pursuing an individualized major should consult with the Associate Dean of the College.

International students must have the approval of the Director of International Studies to submit and Individual Major proposal.

Academic Minors

Declaration of Major, Minor, Advisor

Effective Fall 2012, all traditional students must declare their major by March 1st of their Sophomore year, or before earning 56 hours and becoming juniors. If a student is not declared by March registration for the following Fall semester, the student will be blocked from registration. Students transferring in with sophomore, junior or senior standing must declare  a major prior to registration for their third semester at Hiram College. Minors should be declared no later than the semester in which the student graduates.

Advising is a key component of a student's major and minor declaration. Therefore, after discussing their interest in a particular major or minor with the chair of the department, and if required a faculty member within the department,  traditional students can officially declare their major and minor in the following manner:

1. Obtain the Declaration of Major/Advisor OR Delcaration of Minor/Advisor form from the Registrar’s Office.
2. Obtain the signature of the Chair of the Department on the appropriate form and, if required by the chair, the signature of the new advisor.
3. Submit both form with all signatures to the Registrar’s Office for processing.