Biology (BIOL)

BIOL 111A: Fundamentals of Biology: Bacterial Genetics (3). Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. This course is an introduction to the genes and the mechanisms of gene expression by bacterial cells. It focuses on the current issues of bacterial infections in humans. (GE5a with Biology 113) Simurda

BIOL 111B: Disease Ecology (3) Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. This course takes a holistic approach to understanding the effects of disease from the genetic to the ecosystem level. Topics of emphasis include host-parasite interactions, disease evolution, and the effects of environmental change on disease spread, all of which are examined in the context of diseases such as influenza, amphibian chitridiomycosis, and malaria. (GE5a with Biology 113) Marsh

BIOL 111C: Fundamentals of Biology: Rapid Communication in Animals (3). Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. This course examines the structure and function of nerve cells with an emphasis on electrical excitability, synaptic transmission, and sensory transduction. In addition, we study the anatomy of the brain and examine the cellular mechanisms underlying simple behaviors and the pathology of degenerative CNS diseases. (GE5a with Biology 113) Watson

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

BIOL 111E: Fundamentals of Biology: Human Physiology (3). Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. Homeostasis, the maintenance of the steady state, is a unifying principle which underlies biological functioning at every level, from cell to system. In this course, students explore the centrality of homeostasis in four body systems: nervous, muscular, cardiovascular, and endocrine. The case-study approach and discussion-based learning are utilized and emphasis is placed upon the development of written and oral communication skills. (GE5a with Biology 113) Wielgus

BIOL 217: Aquatic Ecology (4). Prerequisite: BIOL 111 and 113; MATH 101 or higher; or permission of the instructor. This course provides a comprehensive introduction to the ecology of freshwater systems, with laboratory emphasis on streams and rivers in the local area. It includes a review of the physical and biological properties of freshwater ecosystems as well as current issues relating to their conservation. Laboratory activities focus around monitoring the impacts of current stream restoration efforts in local watersheds. Humston.

BIOL 295A: The Mystery of Autism (1). Autism is a serious neurological disorder affecting perhaps one in 200 children born today. Yet, autism remains largely a mystery to medical science. For instance, scientists debate whether autism is really a single condition or rather a collection of many conditions with some similar endpoints. Others debate whether the dramatic increase in autism rates is real or whether it simply represents changes in diagnosis. At a causal level, speculation for why autism rates might be increasing is all over the map. We explore the mystery of autism by reading and discussing the primary research literature on these and other controversial topics. Marsh

BIOL 295B: Medicinal Botany (1). From Taxol to Vitamin C plants provide important medicinal products for physicians as well as shamans. This course discusses the utilization of plants by humans for medicinal purposes. Hamilton

BIOL 395: Clinical Trials (3). Clinical trials of drugs and other medical therapies are the primary basis for evidence-based medical practice. Students learn to read and critically analyze the results of clinical trials through participation in a group research project. This research project examines the ways that industry, government, and academic trials differ by compiling the statistical findings from trials of statins and other classes of cholesterol-lowering drugs.

BIOL 396: Special Topics: Virology (3) Prerequisite: BIOL 220. This course is an introduction to the study of viruses and will focus on the structure, genetics & pathogenesis of eukaryotic viruses, with emphasis on viruses causing human disease. Marsh

BIOL 395: Clinical Trials (3). Prerequisite: BIOL 220. Clinical trials of drugs and other medical therapies are the primary basis for evidence-based medical practice. Students learn to read and critically analyze the results of clinical trials through participation in a group research project. This research project examines the ways that industry, government, and academic trials differ by compiling the statistical findings from trials of statins and other classes of cholesterol-lowering drugs. Marsh

Business Administration (BUS)

BUS 306: Seminar in Management Information Systems: Multimedia Design and Development (3). Prerequisite: At least junior standing or permission of the instructor. This course is an introduction to the study and creation of multimedia primarily for business. Students explore the steps used to plan and create interactive multimedia content that effectively target and deliver information to the right people. This is a hands-on, project oriented course with emphasis on the creation of media elements like audio, video, interactive programming, and design; with a focus on using Adobe Dreamweaver and Flash as the foundation for creating online multimedia. Students also learn to use other media development tools including Cascading Style Sheets, Adobe Photoshop, Audacity, and Final Cut Express. Ballenger

Chemistry (CHEM)

Chinese (CHIN)

Classics (CLAS)

CLAS 215: Ancient Drama and Its Influence (3). Cancelled

Computer Science (CSCI)

Dance (DANC)

East Asian Languages and Literatures (EALL)

East Asian Studies (EAS)

Economics (ECON)

Education (EDUC)

Engineering (ENGN)

English (ENGL)

ENGL 101A: Expository Writing: International Issues (3). Sections limited to 15 students each. Concentrated work in English composition, emphasizing rhetoric, style, and structure, and giving some attention to methods of documentation. The course focuses primarily on the students' own compositions and includes regular conferences with the instructor. This section is designed for non-native speakers of English and provides extensive group and individual help with reading, writing, listening, and speaking skills. We study some international issues and compare life in other countries with contemporary life in the United States. The course also involves students teaching us about their native countries. (FW) Smout

ENGL 101B: Expository Writing: Human Values and World Views (3). Sections limited to 15 students each. Concentrated work in English composition, emphasizing rhetoric, style, and structure, and giving some attention to methods of documentation. The course focuses primarily on the students' own compositions and includes regular conferences with the instructor. Beginning with Man's Search for Meaning, a classic description of the mental experiences of concentration camp inmates, students read two books and several essays about the role of values and beliefs in human life, focusing especially on the life of college students. This section is intended for students who are native speakers of English. (FW) Smout

ENGL 105A: Composition and Literature: American Gods (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. Students in this class consider the creeds and values that have jostled together in the literatures of the United States and, more generally, what Americans hold sacred. Our readings include 19th-, 20th-, and 21st-century poetry and fiction, from Melville and Dickinson to Ginsberg, Kingston, and Silko. (FW) Wheeler

ENGL 105B: Composition and Literature: Wicked Women (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. This section begins with Chaucer's Wife of Bath and ends with recent essays on Hillary Clinton. We look at witchcraft, femme fatales and prostitutes as a way of considering literary approaches towards women and men's power and sexuality. The course is not for women only - for instance, our discussion of witchcraft and wizardry runs from Miller's The Crucible through excerpts from Harry Potter. (FW) Brodie

ENGL 105C: Composition and Literature: Gossips and Cons (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. This course explores literary representations of two prominent social discourses: gossiping and conning. Through critical reading, collaborative learning, and argumentative writing, we explore diverse characterizations of the gossip and the con artist in a variety of genres and texts, ranging from Shakespeare's Much Ado about Nothing to F. Scott Fitzgerald's The Great Gatsby. We analyze the various schemes and rhetorical strategies that gossips and cons employ in the texts to exert social influence, their understanding and manipulation of the status quo, their motivations and rewards, and their effects upon both the individual and the larger community. To further our practice of sound argumentative writing, we juxtapose the discourses of gossip and con artistry with our own modes for persuading readers. In addition, we think critically about our personal susceptibility to the influences of the gossip and the con as well as our inclinations to (sometimes?) play their roles. (FW) Wall 

ENGL 105D: Composition and Literature: Nonconformity and Community (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. What is the proper role of nonconformity in a healthy community? How much conformity is needed to sustain a culture? Are complete nonconformity and strict conformity even possible? Reading and discussing classic and contemporary texts, we ask questions about the importance of sameness and difference within the various communities to which we belong. (FW) Pickett

ENGL 105E: Composition and Literature: Ethnic Lives and Ethnic Lies (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. This course considers a particular and frequently-recurring strain of "literary hoax," or fabricated memoir: ethnic autobiographies "unmasked" as fakes and fictions. Through close readings of such notorious shams as The Education of Little Tree, I, Rigoberta Menchu, and the more recent Misha and Forbidden Love, we ask what these literary hoaxes - and their subsequent "outing" - suggest not only about our expectations of truth in the memoir but also about what constitutes an "authentic" ethnic identity in today's world. (FW) Darznik

ENGL 105F: Composition and Literature: Films of Kubrick (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. Stanley Kubrick is widely considered one of the most brilliant and disturbing directors of the 20th century. This auteur-based approach attends to all the films of Stanley Kubrick from Paths of Glory through Eyes Wide Shut with a strong emphasis upon the relation of his life to his films and upon his strategies for adapting novels. Important novels/films include Lolita, 2001: A Space Odyssey, A Clockwork Orange, The Shining, and Full Metal Jacket. (FW) Adams

ENGL 105G: Composition and Literature: Misfits, Rebels and Outcasts (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. The title of the course leaves out a lot. If extended, it might include strangers, visionaries, fanatics, prophets, artists, lovers, criminals, transients, deviants, freaks, monsters, and so on. We read stories, poems, and plays about individuals challenging the status quo, either directly or indirectly, consciously or unconsciously. We consider, among other things, what happens to the individual in the process, and what happens to the status quo. (FW) Oliver

ENGL 105H: Composition and Literature: I See Dead People (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. The course focuses on literary representations of spirits and the afterlife. Texts may include: Henry James, The Turn of the Screw; A. S. Byatt, The Conjugal Angel; W. P. Kinsella, Shoeless Joe; Jean-Paul Sartre, No Exit; Thornton Wilder, Our Town; Toni Morrison, Beloved. (FW) Gavaler

ENGL 105I: Composition and Literature: The Age of Chaucer (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. This courses focuses on the poetry of Geoffrey Chaucer and his late-medieval predecessors and contemporaries, such as John Gower, Marie de France, and the Gawain-poet. Readings emphasize gender and class roles, chivalric ideals, and the medieval concept of the natural world. Short-response papers and critical essays encourage close reading and help students develop analytical writing skills. All texts are read in modern English translation. (FW) Jirsa

ENGL 105J: Composition and Literature: The Nature of Nature (3). Concentrated work in English composition with readings. All students write at least five essays during the term, stressing argumentation, the use of evidence, critical analysis, and clarity of style. This course is an exploration of the human understanding of nature. How have writers, poets, and thinkers understood their relationships to "the natural world"? What is nature? How are we able and unable to define it? We read widely within environmental literature. Emerson, Whitman, Darwin, Annie Dillard and Wendell Berry, among others, frame our discussion of "nature," "truth" and the relationship of these ideas to one another. We explore the implications of such understandings for a modern world in which ecological concern is a matter of daily news and attention. (FW) Green

ENGL 292: Topics in British Literature: Modern British Poetry (3).This course concentrates on poetry from 1870 through 1950, asking how British poets have pushed the limits of traditional verse. British poets are known for being less innovative than their American and Continental peers. We sample poems by Walt Whitman and William Carlos Williams before asking: what did "experimentation" mean to Gerard Manley Hopkins and Thomas Hardy? And how did Yeats experiment with history in his poems, as opposed to Ezra Pound? We also see how female poets, such as Edith Sitwell and Stevie Smith, developed highly original voices, and we end by sampling the works of more recent poets, including an influx of immigrant writers. (HL, GE3) Brodie

ENGL 299A: Seminar for Prospective Majors: Becoming Jane (3). This course examines Jane Austen's early novels in the context of other writers who influenced her development. We sample large excerpts from Samuel Richardson's epistolary novel, Pamela, before examining Austen's use of the epistolary form in Lady Susan. Next we read Ann Radcliffe's The Mysteries of Udolpho to appreciate Austen's comic use of that novel in Northanger Abbey. Mackenzie's The Man of Feeling shows the culture of sensibility behind Sense and Sensibility, and Mary Wollstonecraft's A Vindication of the Rights of Woman outlines ideas about women's education that Austen explores in Pride and Prejudice. The course ends by jumping forward to Austen's last completed novel, Persuasion, to conclude an ongoing discussion of the influence of Romanticism on her work. (HL, GE3) Brodie

ENGL 299B: Seminar for Prospective Majors: Ways to Greatness: Walt Whitman and Emily Dickinson (3). This course gives an in-depth reading of the two greatest American poets of the 19th (or perhaps any) century. How did they achieve greatness, and what constitutes greatness? We place both poets in their historical context, and we also consider the critical context of the century since their deaths. We find many opportunities for close reading, for scholarly research, and for critical discussions. The double goal of the course is to introduce prospective English majors to the kind of work they are expected to do in upper-division courses and to develop their skills as readers and writers. (HL, GE3) Warren

ENGL 313: Chaucer's The Canterbury Tales (3). This course introduces students to Geoffrey Chaucer's Canterbury Tales and to the literary culture of the late-14th century. We read The Canterbury Tales as well as occasional offerings from Chaucer's contemporaries in order to explore concerns such as gender roles, genre play, and class consciousness. All medieval English literature is read in the original Middle English, though no previous exposure to the language is expected or required. (HL, GE3) Jirsa

ENGL 380: Advanced Seminar: Flannery O'Connor (3). An examination of the fiction of Flannery O'Connor employing her stories, novels, letters and lectures, as well as a sample of critical perspectives and the recent best-selling biography by Brad Gooch. We focus on the genre-bending aspect of her fiction, which orchestrates the conventions of 20th-century realism, allegory, lyricism and the gothic, and we try to place her in the overlapping constellation of mid-century Southern fiction and the American short story. Assignments include critical papers, journal/blog, group presentations, and one creative writing exercise. (HL, GE3) Smith

ENGL 413A: Senior Research and Writing: Memoir (3). This course has two major parts, one historic and one creative. We begin with readings related to the rise of the autobiographical voice in English literature. We study early autobiographical texts, especially Augustine's Confessions, and other self-writing of the early modern period, such as heresy trial accounts, spiritual autobiographies, diary entries, and travel narratives. As we read through these texts, we consider what experiences, as well as potential audiences, authorize writers to speak about themselves. Is it religious conversion, mistreatment by peers or authorities, prophetic revelation, observation of another culture, the desire to vindicate oneself before accusers, the need to account for one's belief, or a privileged viewing of the bizarre or marvelous? We then move to modern autobiography and the personal essay, sampling a range of writers, such as George Orwell, Adrienne Rich, Mary McCarthy, Joan Didion, Annie Dillard, James Baldwin, and Frank McCourt. We focus more on writing strategies with these authors - what voice they use, what part of their lives they focus on, how they avoid complaint while still describing their suffering. At the same time, we work on our own autobiographical material, doing free writing based upon a series of exercises (i.e., recalling a first memory; recounting an experience of unjust treatment; recollecting events or feelings related to family photographs, etc.). A short research paper is required along with either a research paper on a chosen autobiographical text, either early or modern, or a creative, autobiographical piece. (HL, GE3) Gertz

ENGL 413B: Senior Research and Writing: Lyric Poetry (3). Lyric poetry has been variously described as the "utterance that is overheard" (Mill), the "spontaneous overflow of powerful feelings…recollected in tranquility" (Wordsworth), and an "intensely subjective and personal expression" (Hegel). One of our oldest and most productive literary genres, the lyric is nevertheless notoriously difficult to define on account of its long and diverse history in Western literature. This course introduces students to the chief interpretative questions of contemporary lyric studies and surveys the function and construction of English lyric in several major historical periods. Particular attention is paid to the Metaphysical poets (e.g., Donne and Herbert) and the Romantics (chiefly Wordsworth and Coleridge's Lyrical Ballads). At midterm, students commence independent research projects on lyric poets of their choosing and thereby direct our investigation of the genre's changing face in both literary history and criticism. (HL, GE3) Jirsa

ENGL 413C: Senior Research and Writing: Poetry and Community (3). How do people use poetry? How does poetry resist being useful? We read a series of poems and critical statements, mostly from the past fifty years, that investigate poetry's role in education, in medicine, and in healing damaged communities. Students are required to volunteer two hours per week in a poetry-related service placement arranged by the Service Learning Coordinator. Student research projects, commenced at midterm, may spring from our joint readings, the service placements, or related topics in American, British, or Irish poetry. (HL, GE3) Wheeler

Environmental Studies (ENV)

ENV 295: The World Is What We Eat (3). Prerequisite: ENV 110 or permission of instructor. This seminar involves probing the aesthetics, ethics, and ecology of eating--the interconnections between how people think about eating, what people consume, how they produce their food, their health and well-being, and the workings and conditions of nature--soils, waters, air, plants, and animals. It focuses on the Chesapeake Bay watershed within its global context. It includes considerations of industrial and organic farming, how globalization has influenced local food supplies, the slow food and fast food movements and “the new agrarianism,” which includes not only techniques of food production and practices of rural living, but a wide constellation of cultural ideas, loyalties, sentiments and hopes. Warren J L

ENV 401: Sustainable Development in Rio Solimoes Communities (1). This course entails the writing of a plan for the development of markets for sustainably produced fiber products in ribeirinho communities in Amazonas, Brazil. Kahn

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

ANTH 180: FS: American Religions: Imported and Homegrown (3). This seminar provides anthropological and historical perspectives on both American religions that arrived from other parts of the world and those that originated on native soil.  How did America become a country so rich in religious traditions?  What are the central beliefs and practices of these traditions?  What religious and cultural dilemmas did immigrants encounter and continue to face in their attempts to adjust to American society?  How successful has the nation’s experiment with freedom been?  What are some of the various ways in which the constitutionally mandated separation of church and state been interpreted and challenged?  Finally, is it possible to speak of AN American religion as well as religions? (SS4) Markowitz

ARTH 180: FS: Portraits, Politics, and Propaganda (3). Everyone wants to be remembered. In the modern age, photographs can do the trick (as can blogs, twitters, and MySpace pages); but for centuries, technological realities limited the means by which individuals could promote themselves and their causes to their contemporaries and to future generations. This seminar focuses on the most common form of self-commemoration and self-promotion – the portrait – from a variety of intellectual perspectives. Motives for commissions, specific themes and symbolic messages, and even stylistic choices are addressed as we trace the evolution of this highly charged art form from its origins in antiquity through the modern period and the development of the camera. (HA) Bent

INTR 180: FS: Diversity and Discrimination in Employment and Higher Education (3). This first-year seminar explores diversity and discrimination laws as they apply to students and workers, with a special emphasis on issues arising in higher education. Topics include affirmative action in admissions, lawful recruiting practices, sexual harassment, retaliation, diversity initiatives, discrimination, accessibility and accommodations for persons with disabilities, sexual stereotyping, and lawful grooming and appearance policies. The syllabus is primarily case-based and the class operates like a law-school course. The goal is to have you thinking, analyzing, arguing, and writing like a lawyer. (SS4) Perdue

JOUR 180: FS: Covering Great Trials in History: The Impact of the Press and the Public on Justice (3). From the Boston Massacre in 1770 and the Scopes "Monkey" Trial to Charles Manson and O.J. Simpson, Americans have long been fascinated by the high-profile trial. Often in dramatic fashion, trials reveal our deepest secrets by exposing the weaknesses, violent tendencies, and obsessions of people we thought were worthy of our respect or our fear. Through famous cases, this seminar examines the complexities of the conflict between two cornerstones of American democracy: the freedom of the press and the right to a fair trial. The course is taught by Reynolds Professor of Legal Reporting Toni Locy, who has covered federal courts, the Justice Department, and the U.S. Supreme Court for several national news organizations. (SS5) Locy

PHIL 180: FS: The Concept of Honor (3). What is honor? It lies at the heart of Washington and Lee's values, yet its hold on the wider American society is tenuous, and its meaning is unclear to many, not least to students struggling to comprehend a revered honor system. This course seeks to explore the concept of personal honor in historical, literary, and philosophical texts. We examine some key moments in this concept's development from ancient Greece to our own times, exploring a variety of philosophical perplexities along the way. We read literary texts such as the Iliad, Gawain and the Green Knight, and To Kill a Mockingbird, some biography (Robert E. Lee) and autobiography (Frederick Douglass), and a philosophical manuscript entitled "Honor for Us", and view a variety of films (such as The Good Shepherd, Troy, The Last Samurai, Glory)--each of which casts different light on honor. We also explore honor's reach in our contemporary society, from the military to sports, from politics to religion. At the end of the course, we focus on Washington and Lee’s own honor system, in order to clarify and deepen our own sense of local personal honor. Students participate in seminar discussion on the texts and films and the issues they raise. The course's central philosophical question is this: how can honor, born and reared in hierarchical, patriarchal, warrior societies, live or even thrive in a more egalitarian and peaceful home, such as Washington and Lee in the 21st century? (HU) Sessions 

POV 101A: FS: Poverty: An Interdisciplinary Introduction (3). An exploration of the nature, scope, causes, effects and possible remedies for poverty as a social, moral, political, economic, legal, psychological, religious, and biological problem. The course focuses on domestic poverty but also considers poverty as a global problem. Students are expected to take frequent advantage of various optional assignments and optional revision of papers. First-years who prefer a class with more experienced students should take POV 101, where they receive the same attention in a slightly larger class setting. Students are expected to perform orally and in writing. (HU) Beckley

REL 181: FS: Perspectives on Death and Dying (3). A comparison of ways in which various religious traditions, as well as modern secular writers, describe and conceive of death and how to live our lives in the face of our human mortality. Students study essays, poetry, film, novels, and religious writings, and write journals and formal essays. Includes several guest speakers and visits to funeral home and cemetery. (HU) Marks

French (FREN)

FREN 331: Études thématiques: L'Exil (3). Prerequisite: French 273 or equivalent and permission of the instructor. This course gives students a general knowledge of the evolution of French and Francophone literature and ideas over the centuries through the study of one main theme, in this case the theme of exile. Students learn to identify, discuss and analyze the theme of exile in representative works of poetry, prose and theater from the Renaissance through the 20th century. The course is conducted in French and most of the class time is devoted to discussion. Students give presentations in class and write papers on the different works that we study. (HL, GE3) Lambeth 

FREN 341: Lésprit critique au XVIIIe siècle (3). Prerequisite: French 273 or equivalent and permission of the instructor. This course focuses on the notion and practice of critical thinking in 18th-century France. Guided by Cartesian reason, empiricism and the strong desire to seek "the truth," Enlightenment luminaries, known generally as the 'philosophes,' scrutinized every aspect of life: religious, socio-economic, political, scientific, and cultural. Through the reading and discussion of works by such writers as Madame de Graffigny, Diderot, Voltaire, Rousseau and Olympe de Gouges, students gain a broad insight into 18th-century French intellectual culture as well as knowledge of specific writers and their role in it. All class discussions are in French. Students write critical papers and do class presentations. (HL, GE3) Kamara 

FREN 397: Séminaire avancé: French Theater and Myth (3). Prerequisite: Senior status and three courses at the 300 level or permission
of the instructor. An exploration of French theater and its profound connections to ancient myths. We trace the ways in which certain major myths have been incorporated, channeled, and recreated in dramatic forms in ways that have treated universal themes such as tragic love, the journey, fantastic metamorphoses, the connections between humans and nature, acts of violence and reactions to specific problems of a certain historical period. Playwrights studied include Racine, Maeterlinck, Jarry, Giraudoux, Ionesco, Arrabal. (HL GE3) Radulescu 

Geology (GEOL)

GEOL 195: Computer Applications in Geology (1). Pass/Fail only; may be used toward major requirements. Prerequisites: Geology 100 or 101 and either first-year or sophomore standing. A brief introduction to the computer tools most useful to geology students for courses and research. Covers spreadsheets, graphing, modeling, Web pages and modeling software. Connors.

German (GERM)

Greek (GR)

History (HIST)

HIST 195: World History to 1300 (3). An integrated, coherent approach to the story of humanity from its origins and evolution to the Mongol conquests. We focus on major turning points, large-scale transformations, and the ways in which interactions between human communities produced both integration and divergence. We view world history as essentially polycentric and cosmopolitan, placing equal emphasis on Africa, Asia, Europe, and the Americas. (HU, GE4b) Jennings

 

HIST 229: Women & Gender: Early Modern Europe (3). An investigation of the history of Europe from the 16th century to the French Revolution through the lens of gender – examining how historical events and movements, such as the Reformation, the Enlightenment and the French Revolution changed gender roles and women's lives, and conversely how and why gender roles remained relatively constant in the early modern era. The four main units of this course are: women's roles within the family and the European demographic system; the role of women in religious orders and movements, as well as Catholic and Protestant ideas about gender; how society treated women and men deemed "deviant"; how equality between the sexes became both a possibility and a problem during the Enlightenment and Revolution. (HU, GE4b) Horowitz

 

HIST 269: American Protest in the 20th Century (3). An examination of 20th-century protest movements in the United States, exploring the expression of dissent through "outrageous acts" and "everyday rebellions." Students engage with a broad range of movements, organization strategies, and protest tactics over the course of the semester, and consider how popular protest has altered our understanding of social and cultural reform. (HU, GE4b) Krutko

 

HIST 289A: East Africa: A Thousand Years (3). An in-depth study of East Africa (the area today occupied by Kenya, Tanzania, and Uganda) during the past millennium. Topics include: Swahili city-states of the coast; farming and herding societies of the Rift Valley savannas; kingdoms of the Great Lakes; the Sultanate of Zanzibar; British and German colonial conquest and administration; and the successes and failures of modern nation-states. For each of these topics, we examine East Africa on its own terms and as an interlinked part of a larger world history. (HU, GE4b) Jennings

 

HIST 289B: Problems of Modernity in Islamic Societies (3). An intensive study of the political, social, economic, and intellectual history of Muslim-majority nations from the 18th century to the present. Some coverage of the earlier Islamic religious and historical context enables a rational discussion of long-term currents and trends. Students reflect on and discuss the Orientalist, and what remains of the colonial perspective on Muslim history. Examples are drawn from Iran, Turkey, Egypt, South Asia, and Central Asia (including Pakistan and Afghanistan). (HU, GE4b) Sheiban

Interdepartmental (INTR)

INTR 180: FS: Diversity and Discrimination in Employment and Higher Education (3). This first-year seminar explores diversity and discrimination laws as they apply to students and workers, with a special emphasis on issues arising in higher education. Topics include affirmative action in admissions, lawful recruiting practices, sexual harassment, retaliation, diversity initiatives, discrimination, accessibility and accommodations for persons with disabilities, sexual stereotyping, and lawful grooming and appearance policies. The syllabus is primarily case-based and the class operates like a law-school course. The goal is to have you thinking, analyzing, arguing, and writing like a lawyer. (SS4) Perdue

INTR 201: Information Technology Literacy (1). Pass/Fail only. Required of all Williams School majors. This course is a corequisite or prerequisite to Interdepartmental 202. MUST be completed by the beginning of the fall term of the junior year. Through the use of interactive online tutorials, students gain proficiency in and a working knowledge of five distinct areas of information technology literacy: Windows Operating System, spreadsheets (Microsoft Excel), word processing (Microsoft Word), presentation software (Microsoft PowerPoint), and basic networking (the Washington and Lee network, basic Web browsing, and Microsoft Outlook). Lessons, exercises, practice exams and exams mix online efforts and hands-on activities. Ballenger, Boylan (administrator)

Italian (ITAL)

Japanese (JAPN)

Journalism (JOUR)

JOUR 180: FS: Covering Great Trials in History: The Impact of the Press and the Public on Justice (3). From the Boston Massacre in 1770 and the Scopes "Monkey" Trial to Charles Manson and O.J. Simpson, Americans have long been fascinated by the high-profile trial. Often in dramatic fashion, trials reveal our deepest secrets by exposing the weaknesses, violent tendencies, and obsessions of people we thought were worthy of our respect or our fear. Through famous cases, this seminar examines the complexities of the conflict between two cornerstones of American democracy: the freedom of the press and the right to a fair trial. The course is taught by Reynolds Professor of Legal Reporting Toni Locy, who has covered federal courts, the Justice Department, and the U.S. Supreme Court for several national news organizations. (SS5) Locy

JOUR 280: Legal Reporting (3). Prerequisite: JOUR 201 and sophomore standing. This course introduces students to the U.S. court system, its players, its language and its impact on the public at large. Students learn how to identify newsworthy legal stories, read court documents and make sense of them in order to write clear, compelling news stories for mass audiences. The course is taught by Reynolds Professor of Legal Reporting Toni Locy, who has covered federal courts, the Justice Department and the Supreme Court for The Washington Post, USA Today, U.S. News and World Report, the Associated Press and others. Locy

JOUR 295A: Covering Classic Journalism (3). Open to non-majors. This course re-imagines some of the most notable and well-known examples of news coverage. Students revisit the likes of Watergate, Britney Spears, the eruption of Mount St. Helens, National Public Radio's Massacre at Cuska, a fashion writer's humorous look at fancy dress culture among athletes, Election Night (2000, 2004, 2008), and more, all explored in the context of today's audiences, technology, ethics and economic realities. Students analyze standard-setting coverage, develop skill in applying high-end journalism to reach today's consumers of news and information, and reinforce the characteristics of excellent journalism that are essential to both major projects and day-to-day news coverage. The course is taught by Reynolds Distinguished Visiting Professor Caesar Andrews, former executive editor of the Detroit Free-Press. Andrews' newsroom won the 2009 Pulitzer Prize for local reporting. Andrews

JOUR 295B: Great Trials in History: The Impact of the Press and Public on Justice (3). Cancelled

Latin (LATN)

LATN 395A: Suetonius (3). Prerequisite: LATN 301 or permission of instructor. How do we know that the emperor Augustus wore leggings in winter, Caligula made his horse a senator, and Nero fiddled (or, more correctly, sang) while Rome burned? The author Suetonius wrote biographies of illustrious men, and even famous courtesans, but his biggest literary success was The Lives of the Caesars, a series of biographies of the first 12 emperors of Rome.  This course focuses on the life of Nero, the last figure of the Julio-Claudian dynasty, which had been inaugurated by the emperor Augustus. We read Suetonius' Life of Nero for both its literary and historical value. Topics considered include: genre differences between biography and history, the relationship between the emperor and the Roman populace, and the survival of the empire during its bloody transition from dynastic rule to non-hereditary succession. (HL, GE3) Benefiel

LATN 395B: Latin Literature of the Late Republic (3). Prerequisite: One 300-level Latin course and permission of the instructor.Advanced students of Latin continue to develop their understanding of the language by studying the literature that evolved during the Late Roman Republic, including such authors as Catullus, Lucretius, Cicero, and Sallust. Although students often read selections from these authors in intermediate Latin, this course focuses on works that are less familiar, and includes rigorous study of the larger social, political, and cultural context of the Late Republic, as well as consideration of a number of interpretative issues related to the literature of this period. This course is offered in cyber collaboration with students and faculty from other colleges, and includes weekly webcast evening lectures, online assignments, and tutorials with faculty from participating institutions. (HL, GE3)  Carlisle

Latin American and Caribbean Studies (LACS)

Literature in Translation (LIT)

LIT 295: Special Topics in Literature in Translation: Discovering French Theater in Translation (3). Prerequisites: Completion of FW or GE1 composition requirement and permission of the instructor. An exploration of some of the most engaging, troubling, moving, or comical dramatic works from the rich tradition of French theater from Moliere to Beaumarchais, to Hugo, to Beckett, Ionesco, Arrabal and Visniec. (HL GE3) Radulescu

LIT 295B: The Grimms Revisited: Fairy Tales and Popular Culture (3). Prerequisites: Completion of FW or GE1 composition requirement. Students in this course study fairy tales from the Brothers Grimm and Hans Christian Andersen and investigate the ways in which canonical tales such as Little Red Riding Hood, The Little Mermaid, Cinderella, and Bluebeard reflect cultural norms and function in the shaping of behavioral blueprints for children, gender roles, courtship rituals, and conceptions of marriage. Students examine the evolution of the fairy-tale genre, and its incorporation into literary and mass culture, and consider multiple interpretive approaches to these formative childhood narratives. (HL, GE3) Prager

Mathematics (MATH)

Medieval and Renaissance Studies (MRST)

Military Science (MS)

Music (MUS)

Neuroscience (NEUR)

NEUR 395 (PSYC 395): Psychophysiology of Pain and Stress (3). Prerequisites: PSYC 111 and 250 or NEUR 120. The sense of pain is crucially important to survival, since it allows the organism to escape from potentially harmful stimuli and promotes avoidance of them in the future. This course examines: the physiology of pain and the relationship between stress and pain; pain plasticity and chronic pain conditions; and examples of group differences (sex, race, culture, etc.) in pain sensitivity and their hypothesized psychophysiological bases. Mechlin

Philosophy (PHIL)

PHIL 180: FS: The Concept of Honor (3). What is honor? It lies at the heart of Washington and Lee's values, yet its hold on the wider American society is tenuous, and its meaning is unclear to many, not least to students struggling to comprehend a revered honor system. This course seeks to explore the concept of personal honor in historical, literary, and philosophical texts. We examine some key moments in this concept's development from ancient Greece to our own times, exploring a variety of philosophical perplexities along the way. We read literary texts such as the Iliad, Gawain and the Green Knight, and To Kill a Mockingbird, some biography (Robert E. Lee) and autobiography (Frederick Douglass), and a philosophical manuscript entitled "Honor for Us", and view a variety of films (such as The Good Shepherd, Troy, The Last Samurai, Glory)--each of which casts different light on honor. We also explore honor's reach in our contemporary society, from the military to sports, from politics to religion. At the end of the course, we focus on Washington and Lee’s own honor system, in order to clarify and deepen our own sense of local personal honor. Students participate in seminar discussion on the texts and films and the issues they raise. The course's central philosophical question is this: how can honor, born and reared in hierarchical, patriarchal, warrior societies, live or even thrive in a more egalitarian and peaceful home, such as Washington and Lee in the 21st century? (HU) Sessions 

PHIL 208: Philosophy of History (3). Who makes history, individual human beings, social or economic classes, or broad and deep circumstances, such as climate, disease, currency exchange rates, or the collective psyche? How are explanations of historical events different from explanations in physics, biology, psychology, or economics? How is our understanding of historical events influenced by ethical, aesthetic, or ideological considerations? Is history just one thing happening after another, or is there a discernable pattern or meaning in it? What role do theories play in our understanding of history? What do historians and artists have in common? What does history tell us about ourselves? Readings include works by Kant, Hegel, Marx, Nietzsche, Freud, Arendt, and contemporary authors. (HU, GE4c) Lambert

PHIL 295A: John Stuart Mill (3). A study of the life and ideas of a 19th-century philosopher ahead of his time. The class consider such questions as : Are liberty and individuality absolutely crucial to human happiness? Are we morally obligated to conduct our lives in ways that maximize the greatest aggregate happiness? Should women and men have equal rights and opportunities? How can we combine the benefits of capitalism (higher productivity and innovation) with the benefits of socialism (avoiding poverty and exploitation)? Is it more important to fill your head with knowledge or your heart with love? (HU, GE4c) Bell

PHIL 295B: Perspectives on Moral Responsibility (3). Prerequisite: Two courses in philosophy. Intended for philosophy majors and minors. An introduction to central issues concerning the concept of moral responsibility. This course considers the question of whether humans (or other beings) are morally responsible for their activities, along with an examination of disagreements about the nature of moral responsibility and the conditions of its application. Questions addressed include: What conditions must be met for someone to be a morally responsible agent? for moral responsibility for a particular thing? for someone to be blameworthy or praiseworthy for that thing? Are people responsible only for voluntary actions, or also for (possibly non-voluntary) omissions, attitudes, and character? What role, if any, should facts about a person's upbringing or culture play in our attributions of responsibility and/or ascriptions of praise or blame? After a brief introduction to the "traditional" problem of free will and moral responsibility, we consider a number of contemporary philosophical perspectives on such questions, including seminal work by P. F. Strawson, John Martin Fischer, Harry Frankfurt, T. M. Scanlon, Gary Watson, and Susan Wolf, among others. (HU, GE4c) Smith

Physical Education (PE)

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

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

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

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

Physics (PHYS)

Politics (POL)

POL 296A: International Relations with a Feminist Perspective (3). This seminar brings a feminist perspective into our study of international relations. We learn feminist critiques of international relations as well as ways in which gender "makes the world go round" examining conventional issues such as national security and international trade but also examining non-conventional issues such as prostitution, migration, and sexual violence. (SS2) Mikanagi

POL 296B: Negotiation Analysis (3). No prerequisites. Open to majors and non-majors of all classes. Meets the global politics field requirement or elective credit in the major. Recommended for students preparing for diplomacy, estate management, labor-management relations, law. We cover governance based on negotiation rules, strategies, norms - in private and public sectors at all levels of analysis, from groups to states, using the Harvard Case Study File and user-friendly Java applets. Contact mccaughrinc@wlu.edu (SS2) McCaughrin

POL 392: Issues in Asian Politics: Politics of Turkey and Iran (3). Prerequisites: POL 105 or permission of the instructor. Meets the global politics field requirement or elective credit in the major. A topical seminar focusing on Turkish and Iranian political systems. As two non-Arab regional powers in the Middle East, Turkey and Iran followed remarkably similar development trajectories until the Iranian Revolution of 1979. In this course, we study this development trajectory by exploring the complex relationship between modernity and Islam, and try to pinpoint the reasons for the radical divergence we see after 1979. We also learn about the inner workings of the current political systems in these two countries, as well as the dynamics of their foreign policy choices. (SS2) Zarakol

POL 396: Political Theory and Gender (3). Many of the enduring ideas about power, justice, and the desirable organization of community life in the Western political philosophy tradition are grounded in notions about the "natural" or "proper" organization of relations between men and women. This course investigates how these notions of gender have structured competing definitions of the good life and the best community and examine the ways in which challenges to these notions affect our thinking about the appropriate aims of political life. (SS2) Le Blanc

POL 397: Seminar: Tocqueville's Democracy in America (3). Alexis de Tocqueville's Democracy in America, written over 160 years ago, provides an opportune vehicle for a comprehensive examination of the American regime. The course examines the virtues and defects of our form of government and way of life and reflects on whether Tocqueville's observations remain relevant today. Topics covered include the role of race, religion, and gender in American politics, as well as the function of the media, political parties, and interest groups in a liberal democracy. (SS2) Connelly

Portuguese (PORT)

Poverty and Human Capability Studies (POV) Students normally begin the study of Poverty and Human Capability with POV 101. Students who complete this course are eligible to participate in Shepherd summer internships. See shepherd.wlu.edu/ for more information.

POV 101A: FS: Poverty: An Interdisciplinary Introduction (3). An exploration of the nature, scope, causes, effects and possible remedies for poverty as a social, moral, political, economic, legal, psychological, religious, and biological problem. The course focuses on domestic poverty but also considers poverty as a global problem. Students are expected to take frequent advantage of various optional assignments and optional revision of papers. First-years who prefer a class with more experienced students should take POV 101, where they receive the same attention in a slightly larger class setting. Students are expected to perform orally and in writing. (HU) Beckley

Psychology (PSYC)

PSYC 295: Cognition and Emotion (3). This course challenges the notion that cognition and emotion are fundamentally opposing psychological systems and explores how they function together to influence attention, memory, thinking, and behavior in our social world. Coverage includes contemporary theory, research, experimental design and application on topics regarding both healthy individuals and those with psychological disorders. No previous exposure to psychology is assumed. Johnson.

PSYC 395 (NEUR 395): Psychophysiology of Pain and Stress (3). Prerequisites: PSYC 111 and 250 or NEUR 120. The sense of pain is crucially important to survival, since it allows the organism to escape from potentially harmful stimuli and promotes avoidance of them in the future. This course examines: the physiology of pain and the relationship between stress and pain; pain plasticity and chronic pain conditions; and examples of group differences (sex, race, culture, etc.) in pain sensitivity and their hypothesized psychophysiological bases. Mechlin

Public Speaking (PSPK)

Religion (REL)

REL 181: FS: Perspectives on Death and Dying (3). A comparison of ways in which various religious traditions, as well as modern secular writers, describe and conceive of death and how to live our lives in the face of our human mortality. Students study essays, poetry, film, novels, and religious writings, and write journals and formal essays. Includes several guest speakers and visits to funeral home and cemetery. (HU) Marks

Romance Languages (ROML)

Russian (RUSS)

Russian Area Studies (RAS)

Sociology (SOC)

Spanish (SPAN)

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

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

Theater (THTR)

University Scholars (UNIV)

UNIV 203: Science, Politics and the International Response to Weapons of Mass Destruction (3). This course explores issues related to weapons of mass destruction including: possible terrorist attacks, nuclear proliferation, and the use of biological, radiological, and chemical weapons. These issues are examined from two perspectives provided by a scientist and a social scientist. Students master fundamental facts about the construction of nuclear weapons, the nuclear fuel cycle, and the growing vulnerabilities of modern societies to biological and chemical attacks. They also examine the public policy responses of the United States and the international community to the WMD threat. Settle, Strong

Women's Studies (WST) During Fall 2009, the following courses will be offered for credit toward a Women's and Gender Studies minor. Students may also petition the Head of Women's and Gender Studies for permission to use a course not listed here for credit.

HIST 229: Women and Gender in Early Modern Europe (3). Horowitz
HIST 358: History of Women in America 1870 – Present (3). Senechal
POL 295: International Relations with a Feminist Perspective (3). Mikanagi
POL 396: Political Theory and Gender (3). Le Blanc
PSYC 269: Stereotyping, Prejudice, and Discrimination (3). Woodzicka

WGS 296A: Sexual Assault Prevention Workshop (3). This seminar, the result of a W&L student proposal, seeks to interrogate the systematic nature of sexual violence against women, the role it plays in establishing and enforcing women's subordination in society, and the way its prevalence affects women's experiences. It also seeks to address sexual misconduct at W&L, where our community holds itself out as committed to honor, integrity, and civility. First, students study dominance theory and the role it assigns to sexual violence in maintaining gender hierarchy, as well as some strategies used successfully by other colleges to prevent sexual assault. Next, students explore further the risk factors for sexual assault and identify any factors that may be unique to W&L by first creating an investigative plan and then collecting data from and interviewing members of the W&L community. Final projects include developing a student-driven strategy aimed at preventing sexual assault at W&L and presenting this strategy in an open W&L community forum. Bell

WGS 296B: Gender in East Asia (3). This course explores ways in which gender is constructed in East Asia and how it affects and is affected by social, political, and economic factors. Our primary goal is to learn similarities and differences between gender in the U.S. and in Asia. Mikanagi