The Lewis and Clark Expedition
Dr. Timothy Lewis (Biology)
Course Description
The Lewis and Clark expedition of 1803-1806 projected America’s political influence west to the Pacific Ocean. Along the way, the Corps of Discovery, as they were then called, studied the flora and fauna of a continent largely unknown to the Western world. They encountered scores of different Native American tribes, faced medical emergencies, starvation, getting lost in the wilderness, and many other challenges. We will study the expedition through the lenses of history, biology, geology, geography, political science, medicine, literature, psychology, and even a little philosophy. We will look at their diet and cooking techniques, their music, how they navigated, and how they governed themselves. In the end, the student will better understand this important slice of American history during the bicentennial of that event. More importantly, the student will learn how science explores the unknown, how society faces encounters with people unlike themselves, and how one can venture off into the wilderness, be it college or elsewhere.
Goal “L”: A student should gain an understanding of connections between differing modes of inquiry, experience learning as a shared enterprise, and see the relationships between the world of learning and their lives.
We will meet this goal with the varied academic disciplinary lenses we will use as we examine the expedition. We will use chronology to piece together the expedition, but along the way the Corps faced hurdles from many directions. What animal is that or where will the Corps find their next meal? Biology will aid our understanding. Where should the Corps look for minerals? Geology shows the locations. Where does this river go, and will it lead to the Northwest Passage? Geography will explain where they are; history will show why they cared. How shall the Corps decide where to overwinter? Social psychology will answer through small group dynamics. What role did the expedition play in securing the Louisiana Purchase? History will provide the context. How did the members of the Corps view their encounters? Literature will provide the tools answer. In short, the expedition provides a prime example of exploring the unknown bringing to bear many disciplines, the training the Corps received before setting out, new ways of learning, and what to do with that knowledge. In many ways, the expedition parallels a college education. The Journals themselves will be the primary text used to reach this goal.
Diversity Goal: A student should gain an appreciation and understanding of the role of human diversity in contemporary culture.
We will meet this goal through analysis of the encounters between the Corps of Discovery and the many diverse tribes of Native Americans encountered. We will examine differences in economics, politics, the value of individual life, and how the extant ecosystem influenced the culture that developed. Incorrect cultural assumptions and ignorance of the fact that not all people view the world in the Western way led to many forms of miscommunication for the Corps, and frequently nearly brought the expedition to ruin. Money, useful in an advanced capitalist economy proved no worth on the Plaines where a technologically advanced rifle was worth everything. The Ronda text on this topic is the classic exploration of the diversity of Indians that the Corps encountered.
Texts:
Moulton, G. E. 2003. The Lewis and Clark Journals: an American Epic of Discovery. University of Nebraska Press. 413 pp.
Ronda, James P. 1984. Lewis and Clark among the Indians. University of Nebraska Press. 310 pp.
Globalization with a Human Face?
Dr. Miguel Martinez-Saenz (Philosophy)
Course Description
There seems to be widespread agreement that globalization is affecting economic institutions, political institutions, the environment and cultures all across the globe. The (apparent) integration of world markets, world political systems, and world cultures is being praised by some and denounced by others. In this class we will consider a variety of perspectives related to globalization and its wide-reaching implications. In order to gain a greater appreciation of the impact of globalization our reading and viewing selections will address a wide range of topics including but not limited to the following: Is poverty expanding or diminishing? Are women being harmed or helped? Is the environment in danger? Are corporations undermining democracy? How are cultures being affected? What does “humanity” have to do with any of this? Students will be expected to write four short critical essays, take a midterm exam and a final exam. There will also be short answer quizzes and WebCt questions given weekly on the reading assignments. In this class students will be expected to engage in dialogue with me and with each other.
Goal “L”: A student should gain an understanding of connections between differing modes of inquiry, experience learning as a shared enterprise, and see the relationships between the world of learning and their lives.
Focusing on the question “Does globalization have a human face?” I will engage students using wide range of disciplines in order to show them the interdisciplinary importance of addressing some of the problems that their generation will be forced to confront. As a consequence, students will be exposed to philosophical reasoning, literary reasoning, and socio-economic analysis as it pertains to globalization. Students will be asked to consider problems related to poverty using statistical (economic) analysis as provided by the United Nations, World Bank and economists Jagdish Bhagwati and Martin Wolf. Students will be asked to engage with philosophical issues related to globalization by reading Martha Nussbaum’s essay “Female Human Beings,” Peter Singer’s One World, and excerpts from Jonathan Glover’s Humanity: A Moral History of the 20 th Century. Furthermore, students will read Chinua Achebe’s Things Fall Apart, excerpts from Las Casas’ A short history of the destruction of the Indies and excerpts from Frantz Fanon’s Wretched of the Earth to gain a better appreciation of the historical impact of colonialism.
Diversity Goal: A student should gain an appreciation and understanding of the role of human diversity in contemporary culture.
In order to gain a greater appreciation of difference our reading selections will address a wide range of questions including but not limited to the following: Is poverty expanding or diminishing? Are women being harmed or helped? Is the environment in danger? Are corporations undermining democracy? How are (indigenous) cultures being affected? What does “our common humanity” have to do with any of this?
Sample syllabus on the webpage:http://userpages.wittenberg.edu/mmartinezsaenz/
“The World of Tomorrow—in Fact and Fiction”
Stephen Siek (Music)
Course Description
This is a course about America and its future—or at least the future as envisioned by Americans. Before the days of television or the internet, millions of people journeyed to two magnificent world’s fairs to absorb idealistic visions of the future: first the Chicago’s World’s Columbian Exposition of 1893, and—almost 50 years later—the New York World’s Fair of 1939, whose theme was “Building the World of Tomorrow.” We will “visit” both of these fairs in some detail, not simply to immerse ourselves in the technology and gadgets (some of which never came to pass), but to learn what Americans once regarded as idealized utopias. Amid the fictional projections, a few visionaries actually brought their ideals into reality, such as Frank Lloyd Wright, who created a bold new architecture that in its day was often condemned for its futuristic breaks with convention. We will examine many of Wright’s buildings, including Springfield’s own Westcott House (1907), which is currently undergoing a multi-million-dollar restoration. Two purely fictional and highly contrasting views of the future will also be read: Edward Bellamy’s Looking Backward and Ayn Rand’s Anthem.
Goal “L”: A student should gain an understanding of connections between differing modes of inquiry, experience learning as a shared enterprise, and see the relationships between the world of learning and their lives.
By its nature, the material in this courses traverses several disciplines. The studies of the world’s fairs, for example, will encompass examinations of science and technology, aesthetics (i.e. favored designs for buildings), and sociological-cultural issues concerning idealized projections of American society. All of these will be examined with a variety of methodologies, including texts, film, and class presentations involving computer-generated images. We will also explore a number of early-20 th-century homes in the immediate Wittenberg neighborhood, contrasting them with the more radical design of Wright’s Westcott House, which we will also visit. Every student will be asked to examine a Wright building from the standpoint of aesthetic design as well as its sociological implications, i.e. how did Wright believe that human beings should live, and what contrasts might be validly drawn with the beliefs of earlier architects? In addition, we will study two fictional projections of the future which begin with the same premise: that America adopts an entirely socialist political system. But each author envisions a set of radically different consequences. Bellamy sees a technological utopia; Rand sees a holocaust. The students will be asked to form their own estimates concerning the probable links between social systems and science.
Diversity Goal: A student should gain an appreciation and understanding of the role of human diversity in contemporary culture.
Today, it has become almost “politically incorrect” to study the World’s Columbian Exposition, not simply because it was nominally dedicated to Columbus, but because many believe that non-white ethnic groups were marginalized to side shows on the Fair’s colossal Midway. Ten years later, Wright’s design for the Larkin Soap Company building in Buffalo included a pipe organ, so that its employees could be treated to organized prayer meetings by visiting evangelists, a paternalistic overture that no one found strange at the time. These and similar issues will be raised, examined, and discussed. Assessment will consist of papers, oral presentations (at least one including PowerPoint), and panel discussions. At the moment I do not envision any exams for this course, but I may change my mind as I get a chance to develop it in more detail.
Sample syllabus on the webpage:http://www4.wittenberg.edu/academics/music/siek/wittsem05.htm
Ant Lions, Tiger Beetles and Wooly Bears, Oh MY!
A Look at the Diversity of Insects and their Impact on Humans
Carmen E. Trisler
Course Description: This course will look at myths, misconceptions, and management of insects in diverse cultures, emphasizing the beneficial aspects of insects over the detrimental ones. We will look at the life history of insects, their remarkable behaviors and ecology as well as cultural attitudes towards them. There will be at least three field sessions in which insects will be observed and their behavior recorded. Students will participate in a field trip to the Cincinnati Zoo Insectarium. Topics across the curriculum will include both art and science, i.e. insects in art, music, film, medicine, forensics, biomonitoring, societal perspectives, and humor. Students will keep a journal of insect observations, write a scientific paper on a simple self-selected insect experiment, and work in a group to present an Insect Appreciation Project. This course is not Fear Factor; you will not have to eat insects!
Texts: 1) Dillard, Annie. A Pilgrim at Tinker Creek. 2) Stokes, Donald. Guide to Observing Insect Lives ISBN0-316-81727-9. 3)Berenbaum, May R. Buzzwords. Joseph Henry Press. ISBN 0-309-06835-5 or Berenbaum, May R. Bugs in the System.
Specific Course Objectives: Each student will do the following
Field Trips: The field trips are designed to give students time in the field to observe specific habitats, to observe insect behavior and to collect data for journals. A great deal of teaching and learning occurs in the field. Field trips are a part of the class time and should not be considered optional. All field trips will be conducted during class and at mutually established times depending on class schedules, class size, and weather conditions. Students will gain understanding of the importance of biodiversity as they discover the many niches that are filled by insects. Students need to dress appropriately for field trips. Field trips will be discussed in class prior to each trip so that students will know how to dress for each particular trip.
Course Requirements: Students are expected to attend all classes, and field trips and evening sessions. If you are ill, and will not be in class, you should contact the instructor ahead of time to make arrangements. All work is to be handed in on time. Late work is not accepted unless prior arrangements have been made with the instructor.
Grading: Student assessment will be based upon:
Attendance and Participation 10%
Journal 20%
Scientific paper and experiment 10%
Synthesis paper of three scientific articles 10%
Midterm exam 20%
Insect Appreciation Project 20%
In class paper 10%
Class Schedule
Aug. 19 Introductions-Goal Setting
Discussion of Syllabus
(learning as a shared enterprise)
Aug. 23 Setting the stage - Confusion and Concerns
Academic Integrity and Writing assignments
(learning as a shared enterprise)
Watching Insects - A guide to observation
(connecting differing modes of inquiry)
Aug. 25 First Insect Observation in Field
(connecting differing modes of inquiry)
Aug. 30 The Arthropod Plan - insects as arthropods Classification of Insects
(relationship between world of learning and their lives)
Sept. 1 Second Insect Observation in the Field
(connecting differing modes of inquiry)
Sept. 6 Insect morphology -external and internal
(relationship between world of learning and their lives)
Sept. 8 Insect Life history
Journal entry of a memory of an insect
(connecting differing modes of inquiry)
Sept. 13 Insect behavior - Third observation on own
(connecting differing modes of inquiry)
Sept. 15 Coffeehouse - Peer review of insect observation writing
Discussion of observational writing
Rewrite of one journal observation into an essay
(learning as a shared enterprise)
Sept. 20 Terrestrial Habitats vs. Aquatic Habitats
(relationship between world of learning and their lives)
Sept. 22 Eusocial behavior
(relationship between world of learning and their lives)
(The Diversity of Human Experience)
Sept. 27 Discussion of scientific literature
(connecting differing modes of inquiry)
Choosing three scientific papers
Sept. 29 Synthesizing scientific literature
(connecting differing modes of inquiry)
Oct. 4 Designing a simple insect experiment
(connecting differing modes of inquiry)
Oct. 6 Midterm Exam - entomological content
(connecting differing modes of inquiry)
(relationship between world of learning and their lives)
Oct. 11 Insect experiment -group conferences
(learning as a shared enterprise)
Conducting experiment
Collecting data on self-designed experiment
(connecting differing modes of inquiry)
Oct. 13 Scientific Writing
Writing up your experiment
(connecting differing modes of inquiry)
Oct. 18 Fall Break
Oct. 20 Insect Myths, Misconceptions and management
Insects in Diverse Cultures
(relationship between world of learning and their lives)
(The Diversity of Human Experience)
Oct. 25 Beneficial and Detrimental Aspects of Insects
Insects as Vectors of Disease
(relationship between world of learning and their lives)
(The Diversity of Human Experience)
Oct. 27 Insect Aesthetics - Insects in Art and Music
(The Diversity of Human Experience)
Cockroach paintings
(relationship between world of learning and their lives)
Nov. 1 Insects in Film
“A Bug’s Life” - entomological and societal perspectives
(relationship between world of learning and their lives)
Nov. 3 Discussion of Insect Appreciation Projects/Posters
(connecting differing modes of inquiry)
Nov. 8 Insects as Bioindicators
Medical and Forensic Entomology
Integrated Pest management (IPM) and biological control
(relationship between world of learning and their lives)
(The Diversity of Human Experience)
Nov. 10 Trip to Cincinnati Zoo Insectarium - Observation &Journaling
(learning as a shared enterprise)
Nov. 15 How to present an Insect Appreciation Project
Group conferences on projects
(learning as a shared enterprise)
Nov. 17 Group work on projects (learning as a shared enterprise)
Nov. 22 Group work on projects (learning as a shared enterprise)
Nov. 24 Thanksgiving Break
Nov. 29 Insects and Humor
Cartoons and Clips
(relationship between world of learning and their lives)
Dec. 1 Presentation of Projects and Posters
(learning as a shared enterprise)
(The Diversity of Human Experience)
Dec. 6 Presentation of Projects and Posters
(learning as a shared enterprise)
(The Diversity of Human Experience)
Dec. .8 In class writing on given insect prompt.
(relationship between world of learning and their lives)
Evaluation and Wrap-up
