Showing 1-25 of 99 courses

  • CONX 20001 – Human Biology and Movement

    Knowledge of the anatomy and physiology of the skeletal, muscular, cardiovascular and respiratory systems is important to dancers, helping them understand how the bones, muscles and joints work together to produce movement and how the heart and lungs cooperate to provide energy for continued movement. Students in these connected courses will relate theory and application: dancers will learn how to improve technique, form and stamina; biology students will find dynamic applications for their understanding of anatomy and physiology.

    Connected courses:
Biology 106 – Human Anatomy (BIO 106)
 and
 Theatre and Dance Studies 110 – Jazz Dance (THEA 110)
 or Theatre and Dance Studies 140 – Ballet (THEA 140)

  • CONX 20002 – Voting Theory, Math and Congress

    Not all elections are determined by simply counting who gets the most votes and declaring that person the winner. Mathematical theories of voting can create alternative voting methods that may then be applied to congressional elections as well as to the everyday functioning of the legislative branch. These courses, meant to be taken simultaneously, will explore the relationship between theory and practice through a joint project in which students from both classes work together on a simulation of a political campaign and election.

Connections:
    Mathematics 217 – Voting Theory (MATH 217) 
and Political Science 211 – Congress and the Legislative Process (POLS 211).

  • CONX 20003 – Logic and Digital Circuits

    In logic, students employ a variety of methods to determine the truth values of statement forms and the validity of argument forms. These methods depend on an understanding of basic logical relations: negation, disjunction, conjunction and implication. These relations also form the foundations of digital electronic circuits. Students in both these courses will learn to follow specific paths (physical or not) in order to arrive at a conclusion or termination of a circuit. Logic students will see, in Electronic Circuits, the physical manifestation of logical rules and procedures. Physics students will be introduced to philosophical issues that arise in the analysis of logical forms.

    Connections:
 Philosophy 125 – Logic (PHIL 125)
 and Physics 110 – Electronic Circuits (PHYS 110)

  • CONX 20004 – The Calculus of Microeconomics

    Microeconomics becomes all the more interesting when techniques from calculus can be applied to many of the issues it addresses. In particular, the graphic representation of marginal analysis, continuity and optimization in microeconomics can be approached analytically through the tools of differentiation, the major topic in introductory calculus. Many examples and projects in the introduction calculus offered in Math 101 will have a basis in economics; problem sets and class time in Economics 102/112 will involve application of the calculus.

    Connections: 
Mathematics 101 – Calculus I (MATH 101) 
and
 Economics 102 – Introduction to Microeconomics (ECON 102) 
or Economics 112 – Microeconomics with BioPharma Applications (ECON 112)

  • CONX 20005 – Microbes and Health

    Both these courses deal extensively with the human immune system. Biology 221 – Microbiology (BIO 221) covers such topics as the role of microbes (mostly viruses and bacteria) in causation of diseases, covering HIV and related viruses as well as the health behaviors and risk factors associated with conditions caused by infectious organisms. Psychology 265 – Health Psychology (PSY 265) uses HIV and AIDS as a case study for understanding the intersections of behavior and infectious disease and focuses on the impact of stress on immune response. The laboratory exercises in Biology 221 – Microbiology (BIO 221) will illuminate for students some of the practical clinical procedures used to diagnose infectious diseases. Psychology 265 – Health Psychology (PSY 265) will help students understand how psychological experience influences health and how infectious diseases impact the lives of chronically ill individuals.

    Connections:
 Biology 221 – Microbiology (BIO 221) 
or Biology 252 – Parasitology and Symbiosis (BIO 252)
 and Psychology 265 – Health Psychology (PSY 265)

  • CONX 20007 – German Language in European History

    This connection seeks to place language learning in an historical context. Students will learn about the significance of Germany in modern European history while studying the language and literature of that nation. The two courses include consideration of issues of gender, class and multi-ethnicity, particularly at the intersections of German and Jewish and German and Middle Eastern cultures. The German language courses may fulfill the foreign language foundations requirement.

Connections:
German 201 – Intermediate German (GER 201) or German 202 – Intermediate German (GER 202)
and History 113 – History of Europe since 1700 CE (HIST 113)

  • CONX 20008 – Gender Inequality: Sociological and Literary Perspectives

    The major concerns of this connection are examined in Sociology 260 – Gender Inequality (SOC 260): How do we learn to be women and men? How are our cultural beliefs and social institutions gendered? How do different sociological and feminist theories illuminate gender relations? How can we better understand the perpetuation of inequality by examining images of women in the media, sexism in language and violence against women? How is sexism related to racism, class stratification and heterosexism?

A number of these questions will be pursued in French 236 – Introduction to Early French Literature (FR 236) through a close reading and discussion of a series of literary texts that explore the lives of women who, in widely different social settings, confront beliefs and institutions that establish and perpetuate gender inequality and privileged male dominance. Students will consider various reactions to patriarchal hegemony by women in two traditional institutions: married life and the convent. Unhappily married women (Iseut, Phèdre, Emma Bovary) turn variously to adultery, incest, madness and suicide in an attempt to deal with their plight. Bent on expiating her sense of guilt through the sacrifice of her child’s freedom, a mother forces her illegitimate daughter (Suzanne Simonin) into the convent against her will, where she is brutalized physically and where she becomes the object of lesbian desire. Despite their apparent victimization, all of these women possess enormous strengths and adopt particular strategies that inform their resistance to gender inequality.

Connections:
French 236 – Introduction to Early French Literature (FR 236)
and Sociology 260 – Gender Inequality (SOC 260)
or Women’s and Gender Studies 260 – Gender Inequality (WGS 260)

  • CONX 20009 – Performing into Theory

    The creative process and the theoretical enterprise are intertwined; artistic creation and rational reflection influence one another reciprocally. This connection engages students in the rich possibilities of a collaboration between the performing arts and philosophy.

Students will critically and creatively explore the boundaries between theory and practice, reason and imagination, mind and body. We want both to embolden and humble the theoretical stance by challenging it to critically evaluate path breaking or genre-blurring creative performance. Simultaneously, we will discover the way in which ideas in their intellectual and historical context affect artistic expression. In so doing, we hope to extend theory’s “self-understanding” and demystify the creative process.

Connections:
English 287 – Writing for Performance (ENG 287)
or Creative Writing and Literature 287 – Writing for Performance (CW 287)
and Philosophy 236 – Aesthetics (PHIL 236)

  • CONX 20010 – Body, Form and Motion

    The sequence of presentations in Bio 106 on various anatomical and physiological topics will coincide with lessons and assignments in Studio Art 340 – Figure Drawing and Anatomy (ARTS 340). As students learn the major bones in the human body, they will also create sketches of the articulated skeleton. As they learn to draw human figures in the lying, sitting and standing positions and in motion, they will study the anatomical features of all the major muscles, the physiology of muscle movement, and cardiovascular and respiratory changes during physical activity. Students will be expected to produce a “connected” final project. For example, a student who draws figures in different positions or in motion will write an analytical report that discusses types of major muscle activity produced with each position or movement. As students understand the anatomical and physiological basis of every bump, angle and curve of figure drawings, they will refine their artistic skills.

This connection should significantly heighten students’ appreciation of science and motivate them to learn more about the biology of the human body while developing techniques in figure drawing.

Connections:
Studio Art 340 – Figure Drawing and Anatomy (ARTS 340)
and Biology 106 – Human Anatomy (BIO 106)

  • CONX 20011 – Communication through Art and Mathematics

    Art and mathematics are both forms of communication. The concept of visual language as communication is explored in Studio Art 111 – Two-Dimensional Design (ARTS 111). This connection takes the idea of communication through design and extends it to communication through mathematics, exploring the intersection of the visual language with the language of mathematics. Several topics linking math and 2D representation are symmetry, tessellations, line drawings and fractals.

Connections:
Studio Art 111 – Two-Dimensional Design (ARTS 111)
and Mathematics 127 – Colorful Mathematics (MATH 127)

  • CONX 20012 – Reading Children

    Reading Children examines literature’s responsiveness to children and their needs. Each course explores literate processes from distinct but connected perspectives; each requires students to read children’s literature and attends to children’s responses to text. Both courses study the history of childhood as a context for understanding childhood reading.

In English 286 – Children’s Literature (ENG 286), students practice critical and cultural analysis of texts. In Education 390 – Teaching Reading and Language Arts (EDUC 390), critical analysis often centers at the letter, word, sentence and story levels as participants study the processes involved in learning to read.

This connection will deepen students’ understanding about reader response theory at many levels of development and experience. English 286 – Children’s Literature (ENG 286) brings this critical strand into the foreground, since authors, editors, publishers and sellers are almost never members of the target audience. Education 390 – Teaching Reading and Language Arts (EDUC 390) also focuses on these “consumers of the literature” as they grow and develop as readers and thinkers. Like the authors, publishers and sellers of children’s books, teachers are not children. The course therefore examines the challenges of planning instruction to take into account the social and cognitive worlds of children and the literacy practices that will engage and enhance learning.

Connections:
English 286 – Children’s Literature (ENG 286)
and Education 390 – Teaching Reading and Language Arts (EDUC 390)

  • CONX 20015 – Genes in Context

    At the 50-year anniversary of the discovery of the structure of DNA, it is clear that the technology and medicine related to DNA have generated a wide range of ethical implications. This connection permits students interested in studying the genome at different levels to consider and apply those implications in their work. Two different upper-level courses, Biology 211 – Genetics (BIO 211), also study DNA and the genome. Any one of these four courses may be connected to Philosophy 111 – Ethics (PHIL 111) or Philosophy 241 – Bio-Ethics (PHIL 241), which emphasizes topics dealing with DNA technology and applications.

This connection takes as its goal increasing students’ awareness and understanding of the ethical issues stemming from the use of our growing knowledge of DNA and the genome. Many students taking this connection will be expected someday to make professional decisions about DNA-related issues and an understanding of the ethical implications of those decisions will serve them (and the larger community) very well. As technology and medicine find ways to utilize genetic information, increasingly complex issues with more serious consequences will emerge. Students who have taken this connection will be better equipped to evaluate and address these issues as they arise and are more likely to take a broader view of the effects of their actions. In addition, students will learn Perl, deemed by many in bioinformatics to be one of the more accessible string-matching languages, useful for genome searches and pattern matching for phylogenetic trees.

Connections:
Biology 242/Computer Science 242 – DNA (BIO 242)
or Computer Science 242 – DNA (COMP 242)
or Biology 211 – Genetics (BIO 211)

and

Philosophy 111 – Ethics (PHIL 111)
or Philosophy 241 – Bio-Ethics (PHIL 241)

  • CONX 20016 – Logic and Programming

    Logical equivalence, propositional expressions and clear reasoning are cornerstones of learning to write computer programs or software. Further grounding in logical reasoning will help students in computer science to see a theoretical side of programming and the philosophical side of writing collections of statements in languages that make machines perform logical instructions. Philosophy students will benefit by focusing on the use and application of logic in the writing of computer programs and will come to see, firsthand, the point of logical precision.

Connections:
Philosophy 125 – Logic (PHIL 125)
and
Computer Science 115 – Robots, Games and Problem Solving (COMP 115), Film and New Media Studies 115 – Robots, Games and Problem Solving (FNMS 115)
or Computer Science 116 – Data Structures (COMP 116)

  • CONX 20018 – Communicating Information

    Information abounds. A liberal arts education should seek to instill not only the ability to acquire and produce information, but also the ability to organize and communicate it effectively.

English 280 – Writing in Professional Contexts (ENG 280) asks students to articulate problems, make recommendations and to support those recommendations using information expressed as numbers, words and visuals. Mathematics 211 – Discrete Mathematics (MATH 211) similarly challenges students to analyze information in the form of problems and to convey those analyses as solutions using symbols, words and visuals. Language and logic, in both courses, are a means of learning material and developing thinking processes; both courses implicitly and explicitly address the false dichotomy between numbers and words. Students in Professional and Technical Writing learn that data play a crucial role in the construction of effective professional arguments.

Additionally, both courses use group problem solving and collaborative communication. An exercise involving the description and reproduction of a Lego model in Mathematics 211 – Discrete Mathematics (MATH 211), for example, parallels an abstract-drawing process-writing exercise in English 280 – Writing in Professional Contexts (ENG 280). Effective communication in both courses also explores the visual display of quantitative information, as students read and design charts, graphs and/or figures; in English 280 – Writing in Professional Contexts (ENG 280), document design (e.g., font selection, page layout, spacing, and so on) also serves as an important rhetorical element.

Connections:
English 280 – Writing in Professional Contexts (ENG 280)
and Mathematics 211 – Discrete Mathematics (MATH 211)

  • CONX 20022 – Computer Architecture

    Students taking these two courses will connect the practical experience and knowledge gained through creating electronic circuits with a theoretical understanding of how data are stored and transmitted within the structure of a computer.

Computer Science 220 – Computer Organization and Assembly Language (COMP 220) focuses on the workings of a computer at a relatively high level, looking primarily at how data in binary form (0s and 1s) are transmitted through circuits, from memory through the CPU to arrive at an answer. In order to represent this, we use the notion of a series of “black boxes” to describe what happens to the data in each component. In Physics 110 – Electronic Circuits (PHYS 110) (a laboratory-based course), students actually build these “black boxes” and see how the electronic components work. This hands-on approach will give students a much deeper understanding of the components that are discussed at a higher level in the computer science course.

Connections:
Computer Science 220 – Computer Organization and Assembly Language (COMP 220)
and Physics 110 – Electronic Circuits (PHYS 110)

  • CONX 20023 – Global Music

    Global Music connects the study of culture and society generally (in Anthropology 102 – Introduction to Cultural Anthropology (ANTH 102)) to the study of music within specific cultures and societies: Music 211 – World Music: Eurasia (MUSC 211) considers the musical traditions of India, Japan, Indonesia and the Middle East, as well as Celtic and Rom (gypsy) traditions of Europe; Music 212 – World Music: Africa and the Americas (MUSC 212) looks at the music of Africa, Latin America and the Caribbean, as well as ethnic music of the United States, including Native American, Anglo American, African American and Hispanic traditions.

Ethnomusicology and anthropology are both interdisciplinary fields that cross the boundaries of social science, the humanities and the arts in order to comprehend commonalities of the human experience across a wide range of cultural variations. In addition to sharing this comparative project, anthropologists and ethnomusicologists also share certain methodological techniques: participant observation, intensive interviewing, archival and documentary audiovisual research in local communities, often in “exotic” locations. Students will be encouraged, whenever possible, to attend performances, lectures and films that enhance our understanding of cultural diversity and human expression. Connections: Anthropology 102 – Introduction to Cultural Anthropology (ANTH 102), and Music 211 – World Music: Eurasia (MUSC 211) or Music 212 – World Music: Africa and the Americas (MUSC 212).

  • CONX 20025 – The Math in Art and the Art of Math

    The courses in this connection use different perspectives to investigated the interactions between math and art, together offering a multidisciplinary approach to proportion, optical perspective, geometry, and the wider application of mathematical components such as trigonometry to geographical explorations. By taking Math in Art along with Introduction to Italian Renaissance Art and/or Drawing I, students will gain an enhanced understanding of the interplay between math, art, and history. In each class, they will look at the concepts of perspective and proportion through a different lens. In particular, this connection encourages students to synthesize artistic and historic issues with mathematical thought.

Mathematics 122 – Math in Art (MATH 122) may be connected with one or both of the other courses, to form either a two- or three-course connection

Connections:
Mathematics 122 – Math in Art (MATH 122)
and/or
Art and Art History 110 – Introduction to Italian Renaissance Art (ARTH 110)
Studio Art 116 – Drawing I (ARTS 116)

  • CONX 20026 – Biopharma

    Students taking these two courses will have coordinated opportunities to study the global pharmaceutical industry, which has grown into a multibillion-dollar enterprise merging economic principles and biomedical research to develop and distribute therapeutics around the world. Students in Biology 112 – Cells and Genes (BIO 112) are introduced to modern cell and molecular biology in both lecture and laboratory settings; those in Economics 112 – Microeconomics with BioPharma Applications (ECON 112) are introduced to the behaviors of economic markets, pricing and product distribution. The Biopharma connection will engage “Cells and Genes” students in discussing the economic implications of the biomedical research they discuss and engage “Microeconomics” students in the process of biological research.

Shared lecture topics illustrating important principles from both biological and economic perspectives will include vaccine development and distribution, drug therapy and human cloning, and the human genome project. Through independent laboratory research in the Cells and Genes lab, students will have the opportunity to do an independent research project in which they design and perform their own experiments, analyze and present their own data and make their own scientific discoveries. This project will offer students invaluable insights into the scientific process and into the inevitable pitfalls and occasional breakthroughs that accompany scientific discovery–insights critical to understanding why R&D budgets are so big in the pharmaceutical industry.

Connections:
Biology 112 – Cells and Genes (BIO 112)
and Economics 112 – Microeconomics with BioPharma Applications (ECON 112)

  • CONX 20028 – Germanies: History vs Culture

    The three courses in this connection explore the historical reality and cultural concept of Germany from the sometimes compatible, sometimes contradictory, perspectives of history and German studies. German 250 – German Culture (GER 250) and German 276 – Berlin: Monuments and Mayhem (GER 276) or German 376 – Berlin: Monuments and Mayhem (GER 376) examine 20th century Germany through novels, films and other art forms. Topics in History 240 – German History: 1648-Present (HIST 240) include the unification of Germany under Bismarck, Germany and World War I, Weimar culture, the rise of National Socialism, the Holocaust and World War II, the Wall, Berlin and reunification. Only one of the German courses counts towards fulfilling this connection.

Connections:
History 240 – German History: 1648-Present (HIST 240)
and
German 250 – German Culture (GER 250)
or German 276 – Berlin: Monuments and Mayhem (GER 276)
or German 376 – Berlin: Monuments and Mayhem (GER 376)

  • CONX 20029 – Living Architecture

    These biology and art history courses share the assumption that architecture, whether built by humans or by nature, follows simple structural principles. These shared principles, termed “Rules to Build By” in these courses, are illustrated in the common characteristics of structures as different in scale as living cells and Gothic cathedrals.

For example, the first Rule to Build By states, “To maximize flexibility, assemble complex structures from simple repeating units.” In Cell Biology, this principle is illustrated by cell skeletons, which exist in countless shapes by recombining common identical subunits in different patterns. In medieval architecture, the principle is illustrated in Romanesque buildings that were constructed from modular units to create additive architecture that was efficient, flexible and diverse. The second posits that “To construct self-supporting structures, balance forces of tension and compression,” a principle manifested in cells by mitotic spindles and the arched stable scaffolds that support cell division, and in cathedrals by flying buttresses that support stone walls.

Living Architecture students work together in Wheaton’s Imaging Center for Undergraduate Collaboration (ICUC) in several joint laboratory exercises. One lab utilizes techniques of polarization imaging to detect the forces at work on skeletons of cells and of cathedrals. In another lab, digital image analysis is used to detect patterns in visual data in diverse objects and materials. For example, this versatile technique can be used equally well to find hidden patterns in neural networks–webs of interconnected nerve cells–as in the Bayeux Tapestry (a 230-foot-long embroidery that records the Norman Conquest in 1066). Studying dramatically different subjects through the shared approaches available in the ICUC lab will crystallize students’ understanding of important relationships in methodology between these apparently disparate fields.

Connections:
Art and Art History 253 – Castles and Cathedrals (ARTH 253)
and Biology 219 – Cell Biology (BIO 219)

  • CONX 20030 – Politics and Global Change

    Politicians and government regulators often make decisions that affect our natural world without understanding the science that explains how that world operates. Many issues concerning the use and modification of our natural environment, such as water use, desertification, air and water pollution, and climate change, cross national boundaries, but global treaties often prove difficult to ratify or enforce. Many scientists also wish to pursue their research without the distraction of politics.

These courses offer a bridge across this divide by adding scientific information to the political debate in Political Science 109 – International Politics (POLS 109) and by showing the practical and political aspects of human impacts on Earth systems to students in Physics 160 – Geology (PHYS 160) or Physics 165 – Climate Change, Past and Present (PHYS 165). Students completing the connection will learn both sides of the politics-science relationship in detail; all students will benefit from the expanded breadth of discussion in both classes.

Connections:
Political Science 109 – International Politics (POLS 109)
and
Physics 160 – Geology (PHYS 160)
or Physics 165 – Climate Change, Past and Present (PHYS 165)
or Chemistry 105 – Earth, Wind and Fire: Science of the Earth System (CHEM 105)

  • CONX 20031 – Science FACTion

    These entwined courses introduce students to the beauty and power of mathematics and show how mathematical ideas have influenced literary science fiction. Students examine how concepts of combinatorics, infinity, topology, logic, computability, number theory and cryptography are both interrelated and linked to the most influential science fiction of the past 40 years: a lovely look at the intertwinings of the nature of language and the language of nature.

Connections:
English 243 – Science Fiction (ENG 243)
or English 101 – Writing (ENG 101) Writing about Science Fiction
and
Mathematics 123 – The Edge of Reason (MATH 123)
or First Year Seminar 101 – (FSEM 101) The Edge of Reason

  • CONX 20032 – Cultural Flows in South Asia

    These two courses address sociocultural issues central to the South Asian region of the world, home to approximately 1.5 billion peoples, and they model for students the strengths of multidisciplinary approaches to the study of this area. Anthropology and ethnomusicology study human culture from distinct but complementary disciplinary perspectives. While ethnomusicology is a relatively young discipline with a hybrid theoretical toolbox and a specifically performative focus, anthropology brings to bear a broad and deep body of theory on the study of social structure and cultural expression. The professors of the two courses will give guest lectures in one another’s classes during the semester. Students who wish to complete this connection should plan to enroll in both courses in the same semester.

Connections:
Anthropology 295 – Peoples and Cultures of South Asia (ANTH 295)
and Music 221 – Music and Dance of South Asia (MUSC 221)

  • CONX 20033 – History and Politics of United States Foreign Policy

    The Cold War and post-Cold War history studied in History 206 – Modern America: 1945 to the Present (HIST 206) are intimately connected to U.S. foreign policy and the foreign policy studied in Political Science 229 – United States Foreign Policy (POLS 229) forms and shapes the substance of much of the history of this period. Students taking these paired courses will be exposed to the historical analysis of critical events and documents that have had and continue to have an impact on the formulation and implementation of U.S. foreign policy. They will learn about the political structures and relationships that led to the formulation of foreign policy over time, and they will have a chance to debate and critique policies, thus developing their critical thinking and analytical skills.

Connections:
History 206 – Modern America: 1945 to the Present (HIST 206)
and Political Science 229 – United States Foreign Policy (POLS 229)

  • CONX 20034 – The Historical Context of Contemporary American Culture

    This two-course connection enables students to apply the historical study of modern America to their understanding of the art and culture of the period. Students must take History 206 – Modern America: 1945 to the Present (HIST 206) and one of the creative arts or humanities courses.

Connections:
History 206 – Modern America: 1945 to the Present (HIST 206)
and
English 247 – Feminist Fiction (ENG 247), Women’s and Gender Studies 247 – Feminist Fiction (WGS 247)
or English 249 – Hollywood Genres (ENG 249), Film and New Media Studies 249 – Hollywood Genres (FNMS 249)
or English 256 – The Novel in Multi-Ethnic America (ENG 256)
or English 257 – Race and Racism in United States Cinema (ENG 257), Film and New Media Studies 257 – Race and Racism in United States Cinema (FNMS 257)
or Music 273 – African American Originals II: Rhythm and Blues, Rock and Contemporary Jazz (MUSC 273)
or Religion 223 – Religion in Contemporary America (REL 223)