Fall 2022

0 Credits
TBA (S/U grade)

The Christ College Symposium is a premier co-curricular program of presentations featuring distinguished guests from all fields of scholarship, including religion, the arts, public affairs, and science, and other arenas who present their work and engage in lively exchange with the audience. Christ College sophomores, juniors and seniors must register for CC 201 EV: Symposium each semester they are on campus. Every CC sophomore, junior or senior must attend a minimum of two events per semester.  Students have multiple options from the Speaker Series and Firesides, which feature presentations by faculty members.  Failure to do so will result in a “U” on your transcript and may jeopardize your standing in CC.




3 Credits
Section A:  MWF 12:30-1:20 pm – Professor Buggeln
Fulfills humanities fine arts requirement of the general education requirements.

Human beings are image makers. We represent and communicate what we see, imagine, and understand in words and pictures. This course introduces students to certain problems in the history of visual and literary representation from Plato to the present. The course is divided into three sections. The first focuses on questions regarding the truth and authority of representations. The second section explores aesthetics, especially the rise of modern ways of seeing in eighteenth and nineteenth-century Europe and America. Finally, we will consider the ethical or moral duty of makers of images and texts in the modern world. Among the variety of questions that we will consider this semester are: What is this human practice of representation, and how do words and images operate? Can words claim legitimacy that images may not and vice-versa? What do makers of representations owe their viewers/readers? 


3 Credits
Section A: TR 10:30-11:45 am – Professor Upton (Fulfills THEO 200 requirement only.)
Section B: TR 1:30-2:45 pm – Professor Upton (Fulfills THEO 200 requirement only.)

This course introduces students to central developments in the history of Christianity and to diverse forms of Christianity today. It also explores the nature and purpose of Christian theology and encourages students to reflect more deeply on their own religious convictions and questions. The course focuses on the close reading and discussion of primary texts in the Christian intellectual and spiritual tradition. Readings include selections from the Bible and the writings of various classical theologians, such as St. Augustine, Thomas Aquinas, Martin Luther, and Dietrich Bonhoeffer, as well as contemporary theologians from a variety of Christian traditions and perspectives.

The course aims to strengthen the student’s: (1) knowledge of Christian theology and practice; (2) ability to read theological texts closely and to think critically about them; and (3) communication and research skills.

Requirements include active participation in class discussions and three papers (5-6 pages each).

3 Credits
Section A: TR 8:30-9:45 am – Professor Jakelic
Section B: TR 12:00-1:15 pm – Professor Jakelic
Fulfills 3 credits of social sciences requirement.

Continuing the important questions addressed in the First-Year Program–what it means to be human–this course examines the ways that human beings are deeply social creatures that both make and are made by their communities. The class points to the questions of good life and good society–questions that people share regardless of their cultural background and context–but also looks at various ways in which specific cultures answer those questions. The course will draw its theoretical emphases from major figures in the human sciences including Karl Marx, Sigmund Freud, Max Weber, Clifford Geertz, and Michel Foucault. The social thinkers that we study in this course each posit theories and methods for examining the relationship between individuals and their society. We start with the assumption that we are not isolated individuals; our opportunities and even our very identities are shaped by a social environment that we help create.  Thus, we shape our society and in turn our society shapes us.   We end the course by being social theorists ourselves, applying the tools of social analysis that we have honed all semester to contemporary issues of importance in the 21st century–this year, new media and technology. Thus, this class helps students learn how to move from the kinds of big ideas we discuss in our CC classes to critical analysis of the contemporary social events they read about in the news; it is a process of translation for engagement in the contemporary world. 

In addition to weekly discussion, and small preparatory assignments, major assignments will include short (5 page papers) and one longer (10 page) paper.

3 Credits – Cross-listed with ECON 290
MWF 11:30-12:20 pm – Professor Gunderson
Fulfills social sciences (ECON) of general education.

Economics and Art intersect in a multitude of ways. This class will explore several, including the economics of art markets and the way the economy influences art and artists. Some topics included are the pricing of art and how it changes, art as an investment, how macroeconomic conditions influence art, the economics and art of gender and race roles. Students will also be invited to identify economic concepts represented by various works of art including visual arts, design, and music.

3 Credits – Cross-listed with THEO 325 AX
MWF 2:30-3:20 pm – Professor Driver
Fulfills upper-level theology requirement for general education.

All human beings seek to understand who they are and how their lives matter.  This course focuses upon Christian perspectives for exploring issues such as the relationship between life-calling and career, between divine and human purposes for life and meaning, between individual and communal demands for one’s life.  We will engage some discernment models and practices such as the Ignatian examen and journaling.  Texts ranging from the Bible to Augustine to Simone Weil and the Bhagavad Gita will ground our discussions and written analyses while also generating tools for students to apply theological resources to their own quests.  Toward that end, students will embark on a research project.



3 Credits – Cross-listed with ENGL 260
MWF 2:30-3:20 pm – Professor Ruud
Fulfills cultural diversity requirement for general education.

“Remember me!” This famous line, spoken by a ghost, is just one among many literary reminders that the dead make demands of the living. But what can literature do for the dead? And what is at stake when the living fail to remember? Literature and art offer the living tools for preserving, memorializing, speaking to, and speaking for the dead.  This course will examine how different cultures have accomplished these memorial tasks through poetry, art, ritual, novels, and film.

Our ability to remember the dead has profoundly high stakes because our relationship to the past shapes the way we live in the present: how we keep justice, form communities, and think about ourselves. Since antiquity, writers have used memorial poetry and art to remind communities of where and whom they have come from and why that matters. In Greek, Roman, and Indian epics, the ghosts of the past inform the rise and fall of empires. And in American history, authors of the Harlem Renaissance and the Civil Rights Movement urged both Black and white Americans that they must recover the past to recognize and reimagine the present. These traditions urge us to consider whose bodies, stories, and narratives are represented and remembered in memorial literature and to what end. Can the dead be remembered, revenged, preserved, justified, or permitted to influence those who still breathe and write?

Through wide-ranging readings in both global literatures and contemporary voices, this course will engage the diverse literary traditions that arise from one of the things all humans share: the certainty of death.


3 Credits – Cross-listed with THEO 346 AX
TR 8:30-9:45 am – Professor Holman
Fulfills upper-level theology requirement for general education.

Why is religion important in health and healing? How are the practices of medicine and public health “sacred” and what does that mean in different historical periods and cultures from the time of Jesus up to the present? Who or what counts as a “holy” healer—and where do we find stories of healing, illness, and/or environmental practices for wellness that consider both religion and “science”? In this course we’ll read about some ancient and modern healers—people, places, and things. Through a mix of lectures and seminar discussion sessions, we’ll explore both primary texts in translation and modern biographies, at art, archaeology, and the evidence and meanings of material stuff. The course invites students to think critically and constructively, to compare and contrast, to dig deep, read carefully, think creatively, and apply lessons and models from across time to modern health conversations around the world today.

This is a “mixed hybrid” course; Most classes meet synchronous online, with defined, occasional required face-to-face in-the-classroom sessions throughout the semester.

Pre-requisite: Theo 200.

3 Credits – Cross-listed with THEO 348 AX
TR 1:30-2:45 pm – Professor Denysenko
Fulfills upper level theology requirement for general education.

Christianity and the World in Crisis explores the “big,” fundamental questions of Christianity, especially in its relationship with the world. This course invites students to reflect on the application of Gospel values in the arena of global problems. The course engages biblical material, but is not a detailed study of the Scriptures. It is also not a course on Church history, although it draws from Christian history on many occasions. A selection of big issues establishes the framework for the course.

Students spend the semester learning how communities and people have engaged public life through active engagement of Gospel values. Assessments for this course include exams, a written analysis of a case study on Christian responses to a specific crisis, and a creative project articulating how Christianity might respond to issues confronting contemporary public life.

In Fall 2022, this course examines Christian responses to illness, death, wealth and poverty, religion and politics, war, racism, and climate change.

10% Class Participation in discussion. Discussions to be threaded intentionally into each module.
10% Occasional reflection papers (1-2 pages each, approximately two)
40% Two in-semester exams (covering material up until final projects)
20% Written, in-depth analysis of case study (5-6 pages of academic writing)
20% Original proposal for a project articulating how Gospel values respond to a specific issue.

Course content is delivered through modules. Each module lasts 1-2 weeks, with more time allotted to complex topics. Modules consist of 1-2 instructor lectures, 1 or more sessions devoted to structured discussion, and either a guest lecture or participation in a lecture on a related issue taking place on campus.

3 Credits – Cross-listed with ENGL 325
MWF 1:30-2:20 pm – Professor Schuette

Writers have long used their craft to bear witness to their times. In Can I Get a Witness, we’ll study and practice that craft in order to respond to ours. Creative nonfiction will serve as the foundation of our exploration, supported by practices of mindfulness and journaling. Contemporary writers (Luis Alberto Urrea, Ross Gay, Zenju Earthlyn Manuel, and others) will provide models for our own engagement with self, family, and society.

3 Credits 
MWF 12:30-1:20 pm – Professor Graber
Fulfills cultural diversity requirement for general education.

What is America?  It may seem like a simple question but take a look at the motto on an American coin and watch the complications proliferate——E Pluribus Unum, out of many, one.  So is there one America or are there many, and if there were such a thing as a unified American character, where would we look for it?  Although we often speak as if American identity simply exists, it has always been a topic of rich debates—involving literature and art as much as politics.  Beginning with the Revolutionary period, this course will follow the contesting voices of these debates as they played out through the Civil War era and “the American century” to resound finally in our own time of increasing globalization.  As we hear Frederick Douglass talk back to Thomas Jefferson, and Toni Morrison reconsider Huckleberry Finn, students will also be introduced to interdisciplinary studies of American culture that have developed around the questions, quandaries, and quagmires of American identity.  In addition to engaging in a lively and enlightening semester-long conversation, students will each have the opportunity to design and carry out a major interdisciplinary research project, which will culminate in a 15-page paper on a topic related to American identity.

3 Credits 
TR 3:00-4:15 pm – Professor Upton

Trayvon Martin, Eric Garner, Michael Brown, Tamir Rice, Walter Scott, Alton Sterling, Philando Castile, Stephon Clark, Breonna Taylor, George Floyd, Daunte Wright, Ahmaud Arbery. The deaths of these Black Americans, most at the hand of police officers, has brought to national consciousness yet again the danger with which Black Americans live on a daily basis. Some white Americans have reacted with outrage, others with moral embarrassment at the continuing trauma they either would like to forget or that they would prefer not to reach their daily awareness. Black Americans would be justified in cynically expecting these reactions to wane when the media cameras direct their attention elsewhere.

In literary criticism and philosophy, one way to describe this horrifying state of affairs is to say that Black Americans lack the recognition of their humanity, the awareness and respect accorded to other human persons with their own histories, concerns, projects, and desires. This course will explore this idea of recognition through a close reading of Ralph Ellison’s major novel, Invisible Man. Ellison’s narrator is a black man who grows up in the South and migrates to New York after college. He is a character whose suffering constantly flies beneath the conscious awareness of his fellow citizens; he is “invisible” to them. This prompts him ultimately to take residence underground, where he becomes truly, physically invisible to others. Ellison’s exploration of his narrator’s suffering gives birth to a real ethics of recognition, an ethics which his literature incites for the reader. Ellison’s narrator may be invisible in the world of the novel, but he becomes shockingly visible, indeed inescapable, to his readers.

This course will complement its reading of Invisible Man with reflections on recognition by such figures as Frantz Fanon and Simone Weil. It will also put Ellison’s work in dialogue with other works of modern literature that explore this issue, such as texts by Fyodor Dostoevsky, Virginia Woolf, T.S. Eliot, and E.M. Forster.


3 Credits 
W 6:30-9:00 pm – Professor Howard
Fulfills cultural diversity requirement for general education.

Do you believe in science? Does medicine make people healthy? Americans have demanded much from doctors, hospitals, and medications during the Covid-19 pandemic.  This course will examine alternative cultures of health in the United States. We will investigate diverse traditions and experience with medicine, including that of African Americans, American Indians, and immigrants to the United States. Minority cultures have shaped their own views of the body, institutions devoted to its care, and ideals of health. Approaches offered by these communities have helped to shape mainstream medicine and also have offered critiques to it. We will examine each culture during a period–mostly 19th and 20th centuries–when the scope of professional, Western medicine expanded over a greater breadth.  This course satisfies the Cultural Diversity requirement.

3 Credits
Meeting Time TBA – Professor Smith

The “TA Course” provides selected CC seniors a unique opportunity for both teaching and learning. As more advanced and mature students, the Tutorial Assistants are well equipped to introduce first year students to foundational liberal arts texts as well as to the general atmosphere and expectations of Christ College. As students about to complete their undergraduate careers, seniors have an opportunity to return to some texts they read as first-year students, as well as some new texts, and reconsider them in light of their acquired skills and knowledge.  Through the preparation for teaching FYP course materials, TAs engage more deeply with these fundamental liberal arts texts and think more deeply about the overall CC experience.

Each TA works with a small group of first-year students on Monday mornings introducing them to the text under consideration. The TAs meet with Professor Puffer as a group for discussion of the texts and pedagogical strategies the previous Thursday.  Each TA is responsible for weekly written assignments (discussion paragraphs, lesson plans, etc.), and for a self-evaluation of the semester.  TAs also comment on and grade first-year paragraphs each week.  TAs will receive evaluations from their first-year students at mid-term and at the end of the semester.

Texts will include all First-Year Program Fall Semester texts.

Senior standing required.  Consent of the Dean and Instructor are required; Professor Puffer will interview prospective seniors.  (For approved seniors, this course may count as a CC 300 level seminar toward Scholar designation or the major and minor in the humanities.)

1 Credit
Meeting Time TBA – Dean Stewart

Christ College Senior Colloquium provides a capstone, integrative experience for Christ College Scholars. CC students will gather to reflect upon their college years; integrate academic, practical, social, and spiritual experiences; consider their transition from college; and plan for closure on their undergraduate careers.

Spring 2023

0 Credits

Christ College sophomores, juniors and seniors must register for CC 201 A: Symposium each semester they are on campus. Every CC sophomore, junior or senior must attend two Symposia per semester. Failure to do so will result in a “U” on the transcript and may jeopardize standing in CC.

3 Credits 

Section A: MWF 12:30-1:20 pm    Professor Buggeln
Section B: MWF 11:30-12:20 pm    Professor Gomulkiewicz
Fulfills humanities fine arts requirement.

What is representation and how do words and images communicate?

What makes a representation “true”?

Can words claim legitimacy that images may not, or vice-versa?

What do makers of representations owe their viewers/readers?

Word & Image introduces students to problems and questions associated with the nature, form, and circulation of images from Plato to the present. The course is divided into four sections. The first questions the ability of images and text to convey truth and justice, with a special focus on what we call “documentary” images. The second considers historical and contemporary problems in the representation of the sacred and the use of images and objects in worship and devotion. The third section explores the rise of modern ways of subjective seeing and representing, with a particular emphasis on the traveler. Finally, we will turn our attention to comics and film, considering contemporary representation in light of course questions about truth telling and subjectivity.

3 Credits 

Section A: TR 8:30-9:45 am – Professor Howard – Fulfills theology 200 requirement only.
Section B-WIC: MWF 11:30-12:20pm – Professor Torbeck – Fulfills theology 200 and WIC (writing intensive course) requirement.
Section C-WIC: MWF 1:30-2:20pm – Professor Torbeck – Fulfills theology 200 and WIC (writing intensive course) requirement.

This course introduces students to central developments in the history of Christianity and to diverse forms of Christianity today. It also explores the nature and purpose of Christian theology and encourages students to reflect more deeply on their own religious convictions and questions. The course focuses on the close reading and discussion of primary texts in the Christian intellectual and spiritual tradition. Readings include selections from the Bible and the writings of various classical theologians, such as St. Augustine, Thomas Aquinas, Martin Luther, and Dietrich Bonhoeffer, as well as contemporary theologians from a variety of Christian traditions and perspectives.

3 Credits 
Cross-listed with THEO 339 AX – Mixed Hybrid
MWF     2:30-3:20 pm     Professor Denysenko
May fulfill upper-level theology

This course examines the complicated dynamics of religion and politics in Eastern Europe. Problematic issues such as nationalism, antisemitism, persecution of religious minorities, state-sanctioned violence in the name of religion and/or political ideology, controversial legislation, and violations of human rights are among the central topics for discussion and analysis. Regionally, the course surveys case studies in countries and regions such as Russia, Poland, Romania, Ukraine, Serbia, and Central Asia among others. A survey of significant historical antecedents foregrounds the course schedule. Students are introduced to transhistorical issues such as Byzantine symphonia, Russian ideological conceptualizations of autocracy and Orthodoxy, the Ottoman millet system, and the legacy of significant historical events in shaping religious polices. The schedule continues by analyzing the intersection of religion and politics through case studies during the period of imperial collapse, the rise of the nation-state, the Soviet interlude, and the search for identity in the post-Soviet era. Information literacy is a unique learning objective of this course, especially with regards to some of the most recent controversial cases involving accusations of state interference in religious policy, and the assignment of ownership of community properties. The course is conducted as a seminar discussion. Assessments include exams, and a research paper and presentation.

3 Credits 
Cross-listed with THEO 346 – Mixed Hybrid
TR     8:30-9:45 am     Professor Holman
May fulfill upper-level theology

What role does religion or spirituality (R/S) play in global health—the health of the world as we know it? This course explores stories that illustrate and invite creative, scientific, cultural and religious action, honesty, courage, and hope to solve and cure. This intensive reading course will highlight voices that engage R/S to identify and address racial and ethnic health disparities and global health problems from the mid 19th century to the present in religious traditions, with some discussion of global and public health in the ancient world. Issues will include: infectious disease, environment and climate (including water and sanitation); community health care; humanitarian aid ethics in war and disaster; race-, class-, and gender-based health disparities; faith-based missions and health systems; and the role of R/S in health initiatives on human flourishing. This is a history and theology course with a focus on cross-disciplinary learning. Students in the study of the health sciences might find it especially useful, but your evaluations and course grades will be based on your understanding of historical and religious sources.

This is a “mixed hybrid” course; Most classes meet synchronous online, with defined, occasional required face-to-face in-the-classroom sessions throughout the semester.

3 Credits 
Cross-listed with MUS 350 WIC
MWF     9:00-9:50 am     Professor Bognar
May be used to fulfill humanities-performing arts and WIC (writing intensive course requirement).

A seminar which explores the modes in which students listen to music and the manner in which they understand and derive meaning from it. Students will evaluate music from a variety of perspectives, including literary, social, political, neuroscientific, and philosophical. Students will be expected to critically respond to their own musical tastes and listening habits, to examine modern assumptions about the value and place of music, and to consider the ways in which music, especially music devoid of text, might have meaningful significance.

3 Credits 
Cross-listed with ENGL 490
M    6:30-9:00 pm     Professor Ruud

In The Empty Space, Shakespeare director Peter Brook warns audiences and would-be practitioners about the dangers of theatre that he calls “deadly.” Deadly theatre, Brook writes approaches “the classics” as if “someone has found out and defined how the play should be done.” Lively theatre, on the other hand, approaches each reading and each rehearsal as a new opportunity for discovery and encounter.

In this course, we will aim to bring Shakespeare’s works to life both in the classroom and onstage. Our semester will begin in the classroom with lively, exploratory discussion of Shakespearean genres and a few selected works of performance theory. The course will culminate in a full production of a Shakespeare play, designed and performed by you.

Students should expect some additional meetings for role auditions early in the semester and rehearsal and performance in the last weeks of the semester.


3 Credits
Cross-listed with THEO 367 AX 
W    6:30-9:00 pm     Professor Pati
May fulfill upper-level theology or cultural diversity requirement.

Construction of meaning and identity is a vital aspect of understanding a culture. Employing theoretical lenses from Religion and Anthropology, students will understand how the spaces of media and literature reflect the construction of meanings and identities in religious and social spaces. Students will explore aspects of religion and body in Bollywood films and narratives from South Asia. This course will also fulfill the cultural diversity requirement of general education.


3 Credits
Cross-listed with THTR 390 SA3
Spring Break 2023     Professor Orchard

The 3-credit seminar is CC 300 SBX The London Stage–and it will include excursions to Buckingham Palace, The National Gallery, The British Museum, and Stratford-Upon-Avon; tours of the National Theatre, Shakespeare’s Globe, and Westminster Abbey; and tickets to 10 plays and musicals performing at a wide variety of theatres throughout Greater London.

3 Credits
Cross-listed with THEO 368 SBX
Spring Break 2023     Professor Brobst-Renaud and Professor Wetzstein
May fulfill upper-level theology or cultural diversity requirement.

Theology 368-SBX, “Learning from the Living Stones,” will invite students to journey to Israel, Palestine, and Jerusalem and the religiously- and politically-contested space the land represents. In this course, students will engage the complexity on a theoretical level through the region through weekly pre-trip class meetings and assigned readings. Students will engage this same information on a physical, emotional, and personal level in traveling to the “Holy Land” from March 6-17, 2023. Finally, the course will culminate in at least three debriefing sessions, where the students will reflect and assess what they have learned through their experiences.

NOTE: Students may contact Prof. Brobst-Renaud or Pastor Jim directly if they have questions about the program (amanda.brobstrenaud@valpo.edu.; james.wetzstein@valpo.edu). There is more information about the trip, including the description and the cost worksheets at this website: valpoglobaled.via-trm.com/program_brochure/14038. If students want to express formal interest in the trip, they can go to the portal through the Global Studies website, located at https://valpoglobaled.via-trm.com/authV2/welcome. (The deadline for spring break study abroad course applications is October 15, 2022.)

3 Credits
TR   3:00-4:15 pm     Professor Upton

“Mastered economics ‘cause you took yourself from squalor (slave) / Mastered academics ‘cause your grades say you a scholar (slave) / Mastered Instagram ‘cause you can instigate a follow (shit) / Look at all these slave masters posin’ on yo’ dollar (get it? Yeah).” In the first verse of “Ju$t,” Run the Jewels (Killer Mike and El-P, joined on this song by Pharrell Williams and Zach de la Rocha) evoke the tragic ambiguities of America’s founding, reminding us that some of the nation’s most influential founding fathers (including some of those on our currency) were slave holders. In these verses Run the Jewels certainly aim to condemn the unique legacy of slavery whose history of effects continues to disadvantage Black Americans to this day. However, they also mean to suggest that this experience casts light on broader questions of labor, economics, and desire in modern America. This becomes clear in Zach de la Rocha’s concluding verse to the song, where the slave masters on America’s currency, and those who wield it, become the masters of all of us: “So I’m questioning this quest for things / As a recipe for early death threatening / But the breath in me is weaponry / For you, it’s just money.”

Run the Jewels suggest that there is something about contemporary labor practices and technologies of desire that challenge the human dignity of those implicated in them. This course will ask how those labor practices either enhance or estrange us from our dignity as human beings. It will explore how what we do in life expresses that dignity, how contemporary labor practices and technology shape our human loves, and how we can cultivate solidarity with those whose labor is often hidden or who struggle to find meaningful, fulfilling work. Finally, we will ask how aesthetics, the study of beauty, might suggest a role for the arts in validating human making, enlivening our work, and forging those bonds of solidarity and community. Beginning with Run the Jewels 4 and passages from Thoreau’s Walden, we will examine works by Martin Luther King, Jr., Dorothy Day, Mother Maria Skobtsova, Simone Weil, Makoto Fujimura, Elaine Scarry, and Virginia Woolf.

The questions with which this class will engage should concern literally every single CC student who wishes to maintain their humanity amid the economy that awaits them after graduation. See you in the Spring.


3 Credits
TR   1:30-2:45 pm     Professor Graber
May fulfill cultural diversity requirement or humanities-literature requirement.

African American literature includes some of the richest and most innovative writing in the English language. Black writers have produced works that bent and reinvented literary genres to express the truths of black experience in the United States—from spirituals to hip hop, from essays to epic poems, from slave narratives to surrealist novels. Writers as Frederick Douglass, Harriet Jacobs, W.E.B. Du Bois, Richard Wright, Langston Hughes, Ralph Ellison, James Baldwin, Gwendolyn Brooks, Amiri Baraka, Maya Angelou, Toni Morrison, Colson Whitehead and Ta-Nehisi Coates have exposed the glaring absurdity of Thomas Jefferson’s white supremacist declaration of 1781: “Never yet could I find that a black had uttered a thought above the level of plain narration.”

In this course we will explore together how black writers have been transcending “the level of plain narration” since before the nation’s founding. We will examine a body of literature remarkable for its ingenuity, emotional depth, and multi-layered complexity, crafted in spite of monstrous impediments—mandatory illiteracy, terrorist violence, slavery, and bigotry. We will discover how, in the face of a deeply racist ideology, African American writing has carved out a space for liberty with the tools of literature.

In addition to engaging in a lively and enlightening semester-long conversation, you will also each have the opportunity to design and carry out a major interdisciplinary research project, which will culminate in a 15-page paper on a topic related to African American literature.

3 Credits
MWF   10:30-11:20 am     Professor Buggeln

Museums reveal what cultures value most. In their architecture, collections, and public programs museums demonstrate how people organize knowledge, think about the past, and see themselves in relation to others. This seminar will examine the history of museums in Europe and America from the Renaissance to the present, tracing the development of a wide variety of institutions, including art museums, natural history museums, history museums, and science and technology museums. Topics will include the nature of collecting as a human activity, history and memory, museums and nationalism, culture as entertainment, and the politics of taste. We will pay close attention to challenges facing museums today, such as Native Americans’ demand for the return of human remains and artifacts, the politics of the representation of racial, ethnic, and religious difference, and the proper response to tragedies such as the Holocaust or 9/11.

Students will take a midterm exam and complete a term project analyzing one museum of their choice, requiring both a fifteen-page paper and a final PowerPoint presentation. They will attend three Saturday or Sunday field trips to Chicago and Indianapolis. Major readings will include: Edward P. Alexander, Museums in Motion: An Introduction to the History and Function of Museums (2017 edition), James Cuno, Museums Matter: In Praise of the Encyclopedic

Museum (2011), and Lawrence Weschler, Mr. Wilson’s Cabinet of Wonder: Pronged Ants, Horned Humans, Mice on Toast and Other Marvels of Jurassic Technology (1996).

1 Credit
Assistant Dean Stewart

Christ College Senior Colloquium provides a capstone, integrative experience for Christ College Scholars. Through conversations, readings, and written work, students will be led to give shape to the substance of their lives through autobiographical narrative, and they will be led to reflect upon the character and meaning of their future work. The practical dimensions of these reflections will include attention to the transition from college.  [For seniors who were unable to take this in the fall.]