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Course Criteria
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3.00 Credits
The creative process and the theoretical enterprise are intertwined; artistic creation and rational reflection influence one another reciprocally. This connection engages students in the rich possibilities of a collaboration between the performing arts and philosophy. Students will critically and creatively explore the boundaries between theory and practice, reason and imagination, mind and body. We want both to embolden and humble the theoretical stance by challenging it to critically evaluate pathbreaking or genre-blurring creative performance. Simultaneously, we will discover the way in which ideas in their intellectual and historical context affect artistic expression. In so doing, we hope to extend theory's "self-understanding" and demystifthe creative process. Connections: Eng 287 Writing for Performance and Phil 236 Aesthetics
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3.00 Credits
The sequence of presentations in Bio 106 on various anatomical and physiological topics will coincide with lessons and assignments in Arts 230. As students learn the major bones in the human body, they will also create sketches of the articulated skeleton. As they learn to draw human figures in the lying, sitting and standing positions and in motion, they will study the anatomical features of all the major muscles, the physiology of muscle movement, and cardiovascular and respiratory changes during physical activity. Students will be expected to produce a "connected" final project.For example, a student who draws figures in different positions or in motion will write an analytical report that discusses types of major muscle activity produced with each position or movement. As students understand the anatomical and physiological basis of every bump, angle and curve of figure drawings, they will refine their artistic skills. This connection should significantly heighten students' appreciation of science and motivate them to learn more about the biology of the human body while developing techniques in figure drawing. Connections: Arts 230 Figure Drawing and Anatomy and Bio 106 Basic Anatomy and Physiology
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3.00 Credits
Art and mathematics are both forms of communication. The concept of design as communication is explored in Arts 250 through traditional and modern typography and design layout. This connection takes the idea of communication through design and extends it to communication through mathematics, particularly as it is used in advertising. Several topics linking math and computer graphic 3-D representation are incorporated into the course and students will use this and other tools to create an advertisement for math that includes prose, verse, song, drawing, graphics and/or other media. Connections: Arts 250 Graphic Design I and Math 127 Colorful Mathematics
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3.00 Credits
Reading Children examines literature's responsiveness to children and their needs. Each course explores literate processes from distinct but connected perspectives; each requires students to read children's literature and attends to children'sresponses to text. Both courses study the history of childhood as a context for understanding childhood reading. In Eng 286 students practice critical and cultural analysis of texts. In Educ 390 critical analysis often centers at the letter, word, sentence and story levels as participants study the processes involved in learning to read. This connection will deepen students' understanding about reader response theory at many levels of development and experience. Eng 286 brings this critical strand into the foreground, since authors, editors, publishers and sellers are almost never members of the target audience. Educ 390 also focuses on these "consumers of the literature" as they grow and develop as readers and thinkers. Like the authors, publishers and sellers of children's books, teachers are not children. The course therefore examines the challenges of planning instruction to take into account the social and cognitive worlds of children and the literacy practices that will engage and enhance learning. Connections: Eng 286 Children's Literature and Educ 390 Teaching of Reading and the Language Arts
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2.00 Credits
These two courses focus on modern Italy from interdisciplinary and cross-divisional perspectives, exploring the historical, political and sociocultural phenomena that have shaped contemporary Italy. Pols 225 uses case studies and films to explore current Italian policies, such as immigration, taxes and education, through an analysis of their historical roots in Italy's political movements (e.g., feminism and the 1968 international youth movement) and in Italy's long-standing problems (e.g., political bureaucracy and corruption). Itas 235 approaches many of these phenomena through literature, art (such as Futurism), and historical and literary criticism. It considers how Italy's contemporary history has shaped Italian women's lives and work, and how women and their production, in the broadest sense, have shaped contemporary Italy. Thus, students who make this connection will be learning not only about modern Italy, but also about how different disciplines (social science and the humanities) develop illuminating methodologies for analyzing historical frameworks and cultural productions. Connections: Itas 235 Italian Women Writers in Translation and Pols 225 Italian Politics
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3.00 Credits
At the 50-year anniversary of the discovery of the structure of DNA, it is clear that the technology and medicine related to DNA have generated a wide range of ethical implications. This connection permits students interested in studying the genome at different levels to consider and apply those implications in their work. The DNA course is team taught by a biologist and a computer scientist; students may sign up for it as either Comp 242 or Bio 242. Three different upper-level courses, Comp 215, Bio 21 and Bio 307, also study DNA and the genome. Any one of these four courses may be connected to Phil 11, which emphasizes topics dealing with DNA technology and applications. This connection takes as its goal increasing students' awareness and understanding of the ethical issues stemming from the use of our growing knowledge of DNA and the genome. Many students taking this connection will be expected someday to make professional decisions about DNA-related issues and an understanding of the ethical implications of those decisions will serve them (and the larger community) very well. As technology and medicine find ways to utilize genetic information, increasingly complex issues with more serious consequences will emerge. Students who have taken this connection will be better equipped to evaluate and address these issues as they arise and are more likely to take a broader view of the effects of their actions. In addition, students will learn Perl, deemed by many in bioinformatics to be one of the more accessible string-matching languages, useful for genome searches and pattern matching for phylogenetic trees. Connections: Bio 242 DNA or Comp 242 DNA or Comp 215 Algorithms or Bio 211 Genetics or Bio 307 Cell Evolution with Phil 111 Ethics
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3.00 Credits
Logical equivalence, propositional expressions and clear reasoning are cornerstones of learning to write computer programs or software. Further grounding in logical reasoning will help students in computer science to see a theoretical side of programming and the philosophical side of writing collections of statements in languages that make machines perform logical instructions. Philosophy students will benefit by focusing on the use and application of logic in the writing of computer programs and will come to see, firsthand, the point of logical precision. Connections: Phil 125 Logic and Comp 115 Robots, Games, and Problem Solving
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3.00 Credits
"Anthropogenic ecology," the effect of humanity onecosystems, is an emerging area of influence in ecology and is related to the discipline of conservation ecology, which in turn deals with such issues as ecosystem management for biodiversity, reintroduction of native species, elimination of invasive species and protection of endangered species and ecosystems. While there are many good examples of the importance of conservation ecology, none is better than the methods by which the policies that govern the U.S. national park system are formulated. In this connection, Bio 215 deals with the basics of ecology, including anthropogenic examples, while Pols 321 specifically examines the budget of the National Park Service. Students in this course role play in making decisions for allocation of National Park Service funds. The park service, probably the single largest manager of public lands, botanical and animal species, and cultural artifacts in the world, owns some 357 parks and other designated areas, encompassing 80 million acres in the United States. These connected courses enable students to learn more about the issues that must be resolved in making sound budgetary decisions. For ecology students, a pragmatic examination of the reality of budgeting in the area of conservation science will add immeasurably to the value of their introduction to the discipline. For political science students, an introduction to how an ecologist views the various issues in park administration and policy making will provide insights about how science informs decision and priority making. Connections: Bio 215 Ecology and Pols 321 Public Administration and Public Policy
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3.00 Credits
Information abounds. A liberal arts education should seek to instill not only the ability to acquire and produce information, but also the ability to organize and communicate it effectively. Professional/Technical Writing asks students to articulate problems, make recommendations and to support those recommendations using information expressed as numbers, words and visuals. Discrete Math similarly challenges students to analyze information in the form of problems and to convey those analyses as solutions using symbols, words and visuals. Language and logic, in both courses, are a means of learning material and developing thinking processes; both courses implicitly and explicitly address the false dichotomy between numbers and words. Students in Professional/Technical Writing learn that data play a crucial role in the construction of effective professional arguments. Additionally, both courses use group problem solving and collaborative communication. An exercise involving the description and reproduction of a Lego model in Math 21, for example, parallels an abstract-drawing process-writing exercise in Eng 280. Effective communication in both courses also explores the visual display of quantitative information, as students read and design charts, graphs and/or figures; in Eng 280 document design (e.g., font selection, page layout, spacing, etc.) also serves as an important rhetorical element. Connections: Eng 280 Professional and Technical Writing and Math 211 Discrete Mathematics
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3.00 Credits
Though evolutionary thought long preceded the work of Charles Darwin, it is his work, beginning with On the Origin of Species ( 1859), that essentially defined what has become the discipline of evolutionary biology. Darwin was a Victorian gentleman, well educated and affluent. His identity as a scientist was as much informed and affected by his perceptions of Victorian society as by his work in science. And the impact of his work on society, in turn, was immediate. This connection seeks to teach students about Darwin in the context of his 19th-century world. Information on Darwin, including his own writings-books, letters and journals-is trulyvoluminous and readily available. Students in Bio 11 will learn how Darwin the scientist was influenced, indeed molded, by Victorian culture, concerns and values. Students in Eng 235 will learn what evolutionary biology really is and why Darwin's scientific work had such a dramatic impact on his era. Darwin's writing has often been used in English literature courses for its general eloquence and its skilled use of metaphor, aspects that science students will find engaging and helpful in understanding evolutionary theory. Connections: Bio 111 Evolution and Ecology and Eng 235 Empire, Race and the Victorians or Eng 236 Sex, Work and the Victorians
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