Beruflich Dokumente
Kultur Dokumente
Prof. Brogan
Blk 1
INQ 110-DD
My New Identity
Dr. Tenbrunsel
Blk
10
I contain multitudes: thus proclaimed Walt Whitman, American poet
of identity and possibilities. As a beginning college student, sibling,
daughter or son, friend, teammate, sometime employee, do you feel
at least sometimesas if you also contain multitudes? In this course,
we will study the ways human identity has been depicted in a selection
of fiction and films. How flexible is identity in fiction? How dependent is
the range of possibilities for identity on the society in which one lives?
What strains on human psychology and human morality are evinced
when one tries to contain multitudes? What needs do these new
identities fulfill? What advantages do they permit? What costs do they
entail? Students will reflect on, and write about, issues of identity in
their own lives as these connect to fiction and films studied in the
course.
INQ 110-F Strange Tales from the Bible
Dr. Hinlicky
Blk 10
After an introduction to a scholarly understanding of the origin and
interpretation of the Bible, we will address the questions, Why have
some tales from the Bible been deemed strange, sparking the interest
and imagination of believers and non-believers of various time
periods? How have these readers responded to these stories? What
significance have they attached to them? This course will investigate a
variety of storiessome well-known and others more obscurefrom
both the Hebrew Scriptures and the New Testament writings.
INQ 110-FF Life and Death in the Streets of Paris
Dr. Han
Blk 5
The streets of Paris, whether as sites of (re)construction or
deconstruction, playground or battleground, play a critical role in the
history of 19th-century Paris, a role reflected in the numerous works by
major 19th-century writers that foreground the citys streets. What can
we learn about history, society, and culture by examining how, when,
and by whom streets are used? We will read excerpts from Hugo,
Balzac, and Zola that depict street activity during three major historical
periods: the Bourbon Restoration, the July Monarchy, and the Second
Empire. We will consider these literary texts in counterpoint to other
representations, both written (memoirs, newspaper articles, objective
histories) and visual (lithographs, caricatures, photographs), of street
activity over the same historical periods. Using the contrasts we
establish, we will discuss the nature of historical documents and their
reliability. What, if anything, can literature communicate that other
sources of information cannot?
INQ 110-I
First Contact
Dr. M.Larson-Harris
Blk 2
Biology in Music
Dr. Poli
Blk 2
Using Victorian literature to set the stage, this course will explore how
taboos are discussed in American culture. In popular culture, American
music lyrics have shed light (and even misunderstandings) about sex
and drug use to the common person. Introducing students to the
science behind music, the brain, and drug production will help the
student appreciate how popular culture can affect scientific literacy
and acceptance.
INQ 110-M1
Finding Ourselves in Folktales
Dr. Stoneman
Blk 12
INQ 110-M2
Finding Ourselves in Folktales
Dr. Stoneman
Blk 11
Who are the folk in folktales? How are these folk constructed by
their cultures? Can we, as modern people, relate to any of the issues
facing these folks from long ago? How has culture constructed us?
How has it impacted the decisions we make in our daily lives? As we
read folktales from a variety of cultures and critical materials that help
students engage the primary texts, we will use class discussion, writing
assignments, and research projects to meet our course goals: 1) to use
the knowledge of cultural perspective gained through analysis of select
folktales to evaluate how our own lives are impacted by culture; 2) to
assess how our cultural perspectives may impact our daily decisionmaking.
INQ 110-N Science, Myths, Magic and Chaos Dr. Minton
Blk 6
How do we know what we know? Humans convey information through
stories, which can oversimplify and distort the information. The
resulting myths may be misinterpreted and modified by those hearing
the story. Even our senses are subject to story-telling, as our brains do
impressive amounts of computation before sending a story to our
conscious mind. Magic tricks and illusions help illuminate some of the
details of the brains inner workings. Physical processes play tricks on
us as well. The mathematical field of chaos explores situations in which
seemingly random phenomena are produced by simple mathematical
rules. This course explores the boundary between fact and myth and
the boundary between the knowable and the unknowable.
INQ 110-O Life in the Ancient City
Dr. Warden
Blk 5
The history of city life is of particular interest because of the
importance of the cities in our own lives as centers of politics, culture
and commerce. Scholars agree that the emergence of cities was an
integral moment in human history. The urbanized civilizations of the
ancient world represent some of the earliest flourishing of the urban
form. By engaging with case studies from the ancient world, we will
ask: How did city living impact and shape ancient societies? How were
cities sustained and constituted socially, economically, and politically?
From the start, we will work with the archaeological evidence and the
ancient textual sources and learn methods for their analysis. Writing
and research assignments will aid us in formulating our own questions
and interpretations as we unpack the multi-layered features of the
ancient city.
INQ 110-P Myths of Artist Genius
Dr. Hardwig
Blk 3
What do we mean when we say an artist is a genius? How can we say
single works are masterpieces of artistic genius when they arise from
shared and widely held beliefs and ideas? What about truly
collaborative ventures (such as ballet) that combine the efforts of
artists, dancers, musicians, and the theater crafts? This course covers
four myths of geniusfour case studies about originality in art---from
Europe and the United States, from 1787 to the present day. For each
of these stories well consider how other artists and collaborators and
the artistic milieu of each artists epoch actually shaped the genius
attributed to them and their work. And finally well explore the
meanings of the words genius, originality, novelty, and
transgression as they pertain to the particular artists and works
above, and what constructs offer the most satisfying explanation for
each.
INQ 110-Q How Did Women Get the Vote?
Dr. Henold
Blk 6
In this course we will answer the question, How did women get the
vote? Specifically, we will learn the basic skills of college level
thinking, analysis, and writing through a focused exploration of the
American woman suffrage movement. More generally, this course will
teach students how to think and write by looking in depth at how
historians work. The course starts with the origins of ideas about
woman suffrage in the eighteenth century, and ends with the passage
of the 19th amendment in 1920. We will mostly read documents that
were written at the time by suffragists and anti-suffragists,
supplemented by readings from historians. As we work through the
movements history we will build skills necessary for reading and
analyzing documents, constructing and defending arguments, and
communicating ideas effectively in writing.
Dr. McGraw
INQ 110-W2
From Fantomina to Fight Club
Dr. McGraw
Blk 6
This course aims to trace representations of masculinity in literatures
from the eighteenth century to the present. Current conceptions of
masculinity evidenced through texts and images such as Fight Club,
John Wayne and Sylvester Stallone have a historical and literary
precedent in the eighteenth and nineteenth centuries. Using modern
theories of masculinity to guide us through the literature, we will
analyze men and masculinity from the perspective of gender instead of
a cultural stand-in for humanity. Numerous questions will guide our
inquiries such as: How have men and masculinities been defined? How
do representations of masculinities in the eighteenth and nineteenth
centuries resonate with current conceptions of masculinities? What
characteristics make up modern conceptions of masculinity? We will
look at issues that have defined men and masculinities since the
eighteenth century. Issues such as labor, reproduction, sexuality,
remote fathers, and deviant behavior will remind us that we analyze
masculinity as a social construction with a diverse and complicated
literary and historical resonance.
INQ 110-X Race and Media
Dr. Melican
Blk 4
Through our readings, discussion, and written assignments we will
consider how television, film, and newspapers represent different racial
and ethnic groups. Looking specifically at representations of African
Americans, Latinos, Asian Americans, Arab Americans, and Native
Americans, we will ask: What images are being presented? How do
they compare to reality? Does it matter what we see? Readings will
include cultural studies and social science analyses as well as
consideration of quantitative and qualitative research methods.
INQ 110-Y2 Sinking & Swimming in Education Prof. Rosti
Blk 3
For many students college represents the best four years of their lives.
For others the story is rather different. On a national level, in 2005 only
54% of the students who had entered college in 1999 earned a
bachelors degree. What difficulties must students overcome on their
way to graduation? What factors can help determine the difference
between sinking and swimming in the higher learning setting? Through
reading and discussing scholarly and popular literatureboth nonfiction and a work of fiction--viewing a set of documentaries, exploring
through writing the academic and social issues, and putting into
practice through a service project some of the strategies that have
been linked to student success, we will investigate the college
experience. By semesters end we should have developed a broader
view about what the higher learning experience entails and a clearer
definition of how students can succeed in this setting.
INQ 110-Z tba
Dr. Stewart
Blk 11
course will include: What is the good life? How is the good life
achieved? How do we connect our choices to our personal search for
the good life?
INQ 240 Statistical Reasoning
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Prof. Staniunas
Prof. Staniunas
Blk 9
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240-A3 Heres
240-A4 Heres
240-A5 Heres
240-A6 Heres
240-A7 Heres
240-A8 Heres
Prof. Bauman
Prof. Bauman
Prof. Minton
Prof. Minton
Dr. Robbins
Staff
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Blk 2
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for astronomical studies, the course will also focus on the physical
concepts and processes associated with astronomical objects. Students
will also take measurements, observe astronomical objects with
telescopes, and interpret graphically-presented data through a
required weekly night lab.
INQ 250BI-A1 and 250BIL-1
How Organisms Evolve & Lab
Prof. Bosch Blk 3 & Tu
1:10-4:10
INQ 250BI-A2 and 250BIL-2
How Organisms Evolve & Lab
Dr. Powers Blk 5 & Tu
8:30-11:30
A focus on the central question How do living organisms evolve? and
how science works to answer this question. Components of
evolutionary theory from the molecular to the ecosystem level will be
examined by comparing predictions of evolutionary theory to empirical
findings and the implication on our understanding of life. The lab
component of this course will focus on the role of water in life and the
interaction of water and humans.
Dr. Livingston
other single activity. By the time the average person reaches 65, he or
she will have spent over six full years of life watching televisionnot to
mention the additional time spent using the Internet, mobile
communication devices, and playing videogames. The importance of
media in peoples lives makes it crucial for us to comprehend and
critically examine our perception of media messages and their
influences. This course will introduce students to the study of the
effects of media on individuals and society. By introducing media effect
theories through several key research areas, e.g., the effects of media
violence, this course will explore media as a social force, as factors
that affect media use and perception of media messages, and a shaper
of individuals attitudes, beliefs, and behaviors.
INQ 260PS-A1
Public Opinion in Virginia
Dr. Wilson
Blk
10
INQ 260PS-A2
Public Opinion in Virginia
Dr. Wilson
Blk
11
How do we know what percentage of the people approve of the job
being done by the Governor? What are the important issues in Virginia
today? What positions are held by citizens in these debates? This
course examines contemporary political, social, and economic issues in
Virginia. Students will explore these important topics by conducting a
statewide public opinion survey.
INQ 260PS-B
The Moral Problem of Politics
Dr. Garrison
Blk 10
Does morality have a place in politics? Can good people thrive in
government and society, or can only people of questionable character
dominate? This course is organized around a semester-long inquiry into
theoretical and literary sources addressing different aspects of the
moral problem of politics. In the course, students will encounter a
normative social science framework for addressing the moral problem
of politics and for analyzing both politics and literature. Students will
complete rigorous writing assignments. Oral presentations on course
readings will also be required.
INQ 260PY-A
Social Judgment, Attitudes, and Behavior
Dr. Camac
Blk 7A
Humans are primarily social animals and the human brain evolved in
the context of a social environment. Social cognition is an area of
psychology that focuses on how our thoughts, attitudes, and emotions
are affected by an individuals social context. In this course, students
will read original works of scientific research in order to better
understand social cognition and, in turn, to learn how to think like a
social cognitive researcher. In addition to reading research reports,
students will complete several lab exercises that will help teach
research skills and scientific writing in the form of lab reports and
several short papers. Also, students will complete an oral presentation
and participate in a week-long simulated society game.
INQ 260PY-B1
Psychology in the Media
Staff
Blk 4
INQ 260PY-B2
Psychology in the Media
Staff
Blk 6
How accurately do popular media portray current psychological
knowledge? Movies, sitcoms, newspapers, magazines, and blogs often
report findings from psychological science. How often do they get it
right, and how often do they get it wrong? Do they manipulate findings
in order to make their points? This course explores the core
methodologies of psychological science by comparing and contrasting
popular vs. scientific treatments of current and perennial topics within
various subfields of psychology. Topics will vary, but may include
INQ 260SO-G1
Traveling Without Leaving-GLOBAL
Dr. Mehrotra
Blk 1
Why do people take their shoes off when they enter a home in Japan?
Why do some Egyptian women choose to wear the veil? Why are many
marriages around the world still arranged by parents? These questions
focus on practices that most Americans would find unusual. Yet,
studying these practices in a meaningful way will help students
question their assumptions about others. Students will take a
comparative global approach to study topics such as culture, gender
relations, and family. This approach will facilitate a critical reflection on
the central question this course focuses on: how do social forces
shape the lives of individuals? Cross-cultural examinations of
similarities and differences will help students investigate the ways in
which social practices and institutions influence the trajectory of
individual lives. Students will do a service-learning project that
requires them to volunteer with an agency in the Roanoke Valley, and
reflect on their experiences in course assignments. Service: 15
hrs/sem.
Dr. Partin
Blk 11
INQ 271-J
INQ 300-I
INQ 300-J
11
Issues in Education
Issues in Education
Dr. Earp
Dr. Reynolds
Blk 10
Blk
What is the role of formal education in preparing students for life in the
21st century? What knowledge and skills must be a part of the
educational canon? What challenges does the U.S. face as it tries to
meet the changing needs of a global society? Student will research the
latest trends in and historical foundations of education policy. Through
an inquiry process they will engage with cross-disciplinary texts that
offer a variety of views of what life in the 21st century requires of U.S.
citizens. Assignments will require students to read and reflect on a
wide range of perspectives as well as engage in both individual and
collaborative research, writing, and presentation.
INQ 300-K Winning, Money & the NCAA
Dr. Creasy
Blk 11
Ethics in Sport, do they exist? Is there a win-at-all-costs mentality in
college sports? This course will analyze these questions through a
review of major NCAA violations and current ethical issues in sport.
Students will evaluate literature regarding ethics in sports and
interpret current NCAA compliance standards. Students will also be
required to formulate solutions to the most prominent issues through
group based research and a final project. The final project will consist
of several parts, including a proposal, progress report, final paper and
final presentation.
INQ 300-L
11
Dr. Grant
Blk
dominates? What role do arts programs in the schools (governmentsupported or not) play in promoting culture? These questions underlie
an important analysis of the world around us, where the very survival
of what societies have traditionally called arts and letters is
increasingly threatened. This course asks students from all disciplines
to address this pressing issue by gathering compelling evidence for
why art matters. Students must also decide how to propose ways of
promoting policies that advocate for the arts and letters in the United
States, if that is indeed the recommended solution; if not, they must
provide a convincing defense for leaving the survival of culture to a
free market.