INQ Courses Offered for Spring 2016 rev Jan 2016
INQ 110 Intellectual Inquiry
INQ 110-A
Sinking & Swimming
Prof. Rosti
Blk 4
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 bachelor’s 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 literature—both non-fiction 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
semester’s 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 120 Living an Examined Life
INQ 120-A
Learning for Liberation
Prof. Stoneman
Blk 10
Students will use a social science / education perspective to analyze the American
educational system, specifically evaluating how democratic citizenship is facilitated or
impaired by students' educational experiences. Reading topics will include social justice,
U.S. educational policy, democratic principles, and learning theory. Written and oral
assignments will ask students to make connections between the course materials and
their own experiences with an emphasis on how they might choose to interact with the
educational system in the future
INQ 120-AA
2050: Ten Billion
Dr. Pysh
Blk 9
By 2050, ten billion people may inhabit the Earth, all needing access to essential but
limited resources, such as water, food, and medicine. Unfortunately, not all of those
people will have equal access to these resources, as they are not distributed evenly
around the planet. In this section of INQ 120, we will ask the question – given these
facts – “Can ten billion people live ‘good lives’ when resources are limited?”.
INQ 120-B
Ethics in Public Policy Making
Dr. Parsons
Blk 6
What are the major ethical dilemmas in U.S. public policymaking? And, what role should
government play in improving the lives of its citizens? Whether one examines the policy
process at the national, state, or local levels, the policymakers are often faced with a
range of difficult issues that involve the choices about ethics. Given the state of partisan
polarization in American politics, and the apparent lack of civility in political news
media, perhaps it is more important than ever to consider the ethical dilemmas faced by
policymakers of all partisan and ideological dispositions. The focus of inquiry in this
course will be to utilize the works of several political scientists to examine various
ethical dilemmas across a range of salient policy issues. To that end, this course will also
focus on how to develop, write, and present arguments about some of the most
contentious ethical issues in contemporary American public policy.
INQ 120-C
Justice & Injustice
Dr. Pruss
Blk 11
What impact do changes in modern policing have on our communities? How are issues
of poverty and race related to case processing for criminal defendants? What of
innocent persons caught up in the system? How has the enterprise of (racialized) mass
incarceration affected the lives of those we lock up? Collectively, these questions
require confronting the consequences of contemporary criminal justice policy for all
members of society. Such queries also require confronting how our own philosophical
notions of ‘justice’ and ‘injustice’ fit within these discussions: For whom do we most
safeguard or deny a ‘good life’ and in what ways? This course calls for applying an
ethical lens to pressing issues faced by the United States criminal justice system. We
begin by exploring various philosophical and theoretical frameworks to better
understand how ‘justice’ and ‘injustice’ might be defined and realized. We then move to
consider how these frameworks apply to contemporary problems in the administration
of criminal justice in this country by looking to law enforcement, courts, and corrections
in turn.
INQ 120-D
Do the Right Thing
Dr. Garrison
Blk 11
Can a person be good and disobey the law? Can a person “use” evil means to pursue
moral ends in politics? This course is organized around semester-long inquiry into
theoretical and literary sources addressing different aspects of the relationship between
ethics and politics, especially in times of political crisis. Students will learn how to
explain, apply, and evaluate different notions of political morality. Rigorous writing
assignments and oral presentations on course readings will be required.
INQ 120-DD
Business Ethics in Absentia
Dr. Carpenter
Blk 11
This course examines business ethics from a historical and prospective basis. Students
will be challenged to evaluate their own view of business ethics and reflect on how that
preconception has changed by the end of the course. We will establish what is meant by
ethics in the business community, review some examples of ethics violations and what
the business world is doing to address the concerns that those ethics breaches have
uncovered. Throughout the course we will also look at examples of companies that are
doing things the ethical way, and how they should be emulated. We will analyze case
studies, topical readings, films and video clips to formulate our base of understanding,
and reflect on that knowledge in written papers and in oral debate.
INQ 120-F
My Robot, My Frenemy
Dr. Bouchard
Blk 2
Today there are autonomous self-driving cards on our roads. There are artificial
intelligence programs that buy and sell billions of dollars of stocks every day. There are
robots that vacuum our floors and mow our lawns. As we develop robots with greater
capabilities, we are creating robots that are freer of human oversight. Is it possible to
create robots with the ability to recognize right and wrong and to choose actions that
will not harm people and themselves? In the not-so-distant future there will be robots
behaviorally indistinguishable from humans. What rights should these synthetic
intelligences be afforded? In this course students will answer these questions by
exploring the ethical and moral issues of the robots we have and the robots that will be.
INQ 120-J
Sport & Ethics
Dr. Mayer
Blk 10
Sports fascinate many in our society, be it through playing, watching, or talking about
the games. Sports also have an impact on nearly every person’s life, whether a
passionate fan or the uninterested person who cannot tell the difference between a
touchdown and a touchback, sports can influence people in both a positive and negative
manner. This course will illuminate some of these complex issues, and inquire about
some of the sociological and ethical considerations of sports. The goal of this course is
for each student to consider how sport can impact life, and to consider and question the
many perspectives in which sporting endeavors can be viewed by people in varying
sport scenarios and situations.
INQ 120-K
Theologians under Hitler
Dr. Hinlicky
Blk 10
In this course, we will study the various stances adopted by Protestant theologians to
the rise of Adolph Hitler with his Nazi conception of the ‘good’ life, making note of
concurrent responses by Catholic and Jewish theologians. We will explore how
theologians, with their own ideas of the ‘good’ life,’ were perplexed, engaged,
enthralled, and/or alarmed and motivated to resistance by Hitlerism. We will role play
the parts orally of these theologians and engage in debate with others about how
Christians in Germany of the 1930s should take Hitler and his movement. We will write a
research paper on a theologian of our choice from this period, exploring his stance in
depth and give an oral presentation on it to the class. Finally, we will generalize from
this study to reflect on theological conceptions of the good life and how they ought to
intersect with other conceptions.
INQ 120-L1
INQ 120-L2
Thinking Animals
Dr. M. Larson-Harris
Blk 3
Thinking Animals
Dr. Banschbach
Blk 3
Our inquiry will focus on the moral status of non-human animals, examining how scientific
knowledge influences the formation of values. During the scientific revolution in Western
civilization, animals “lost their minds” as scholars solidified a view of non-human animals
as machine-like. We will examine how scientific understanding of animal behavior has
progressed, reading studies of problem-solving, symbolic communication, moral decisionmaking, emotion, and cultural transmission of behavior in honey bees, birds, dolphins,
dogs, elephants, chimpanzees, and more. We will consider the ways in which knowledge
from these studies might impact our ethical reasoning about animals used for food,
companionship, entertainment, research, and security. What other aspects of human
culture play strong roles—stronger than science—in determining our relationships with
animals? What is the relationship between animal rights/welfare and ethical reasoning
regarding environmental conservation? In living an examined life, how do we balance our
responsibilities to persons, animals, and environment?
INQ 120-M
Life & Death in Medical Ethics
Dr. Peterson
Blk 11
This course is about life, in all its tangled and formative decisions. Bioethics is the
particular occasion, since whether as a patient, family member, citizen, taxpayer, caregiver, pastor or other professional, each one of us makes value choices in medical care
that shape ourselves and those around us. This course gives participants an opportunity
to build concepts and skills to work through the involved ethical questions, particularly
considering the perspective of the varied Christian tradition. Specific challenges will
include cases of informed consent in research, disconnecting life support, stem cells, invitro-fertilization, cloning, abortion, and genetic intervention.
INQ 120-O
Happiness and Goodness
Dr. Zorn
Blk 3
This course explores the relation between living a happy life and leading a morally good
life. We will use ancient and modern classics to identify conceptions of happiness ranging
from the pursuit of pleasure to spiritual fulfillment, as well as different ways of conceiving
moral goodness. Some of these deal with discerning and following our own interests and
others with our relations to others and the bonds of duty that preserve those relations. By
examining the traditions of ethical thought that embody these views and debating their
practical applications we can hope to arrive at a better understanding of the grounds for
our moral judgments.
INQ 120-P1
INQ 120-P2
The Moral of Our Story
Prof. Jordan
Blk 5
The Moral of Our Story
Prof. Jordan
Blk 6
This course introduces students to ethical inquiry by reading accounts of slaves, POWs,
holocaust survivors, and important events in the 20th century such as the bombing of
Hiroshima. Through these non-fiction narratives we will gain insight into key questions
in moral philosophy such as: Is morality all relative? Why should we be good? How can
we know the difference between right and wrong?
INQ 120-Q1
INQ 120-Q2
Exploring Ethics in Communication
Dr. Carter
Blk 9
Exploring Ethics in Communication
Dr. Cooper
Blk 4
This course will begin with an examination of some major theorists in normative ethics.
We will read selections of important works from Aristotle, Jeremy Bentham, John Stuart
Mill, Immanuel Kant, John Rawls, and Jürgen Habermas. Additionally, we will read
contemporary sources in feminist and pragmatic ethics. We will then take our
knowledge of moral decision-making and begin exploring contemporary topics in media
and communication ethics. These shall include the topics of free speech, public
speaking, political communication and advertising, public relations, blogging, journalism,
photo manipulation, and organizational communication. Through our examination of
these ethical issues, we will continue to explore the uses and limits of the theories
analyzed at the beginning of this course. Students will determine for themselves which
ethical system, if any, largely captures what we think ought to be included in our
concept of the person who lives and communicates with integrity. We will explore the
following questions: How ought we to play our part in all of the interactions we are
party to? How should the media cover issues of a sensitive or potentially harmful
nature? How do new technologies and practices impact the ethical situations in
communication? How do our interactions with others reflect and shape who we truly
are?
INQ 120-R
The 1960s and American Values
Dr. W. Larson-Harris Blk 2
The 1960s were a time when traditional American values were being questioned and
reformed. Concepts such as equal rights, justice, civil disobedience, and the
counterculture were part of the national discourse. This course will look at social
phenomena like student protests, hippies and communes, the civil rights movement,
and the Vietnam War, through the lens of essential ethical questions which apply to the
1960s as well as today.
INQ 120-S
Human/Nature: Person, Place, Story
Dr. McGlaun
Blk 12
“Human versus nature”: this is the traditional formulation of one of the central themes
addressed in literary works. The phrasing suggests that the essential character of the
relationship between human beings and the natural world is one of conflict. But is the
shorthand “human versus nature” an accurate representation of all the ways writers
have understood and represented their own and others’ relationship to nature? We will
read various “nature writers” and philosophers whose texts chronicle and contemplate
different human/nature relationships in order to reflect on our own beliefs and ideas
about place, nature, and environment. What do we mean by “nature”? Is it possible for
humans to live in concert with the natural world, or is conflict inevitable? What values
should guide our relationship with the world around us, and what role do story and
symbol play in exploring, cataloging and re(creating) our changing relationships with the
natural world?
INQ 120-T
Landscapes of Evil in Literature of the Fantastic
Prof. Selby
Blk 10
Both fantasy and science fiction can tell us much about the ways in which cultures view
good and evil. Perhaps this is because the origins of both genres can be traced to myths,
folktales, allegories, and other literature which has been used to transmit both cultural
values and theological principles. In this course, we will read and analyze examples of
literature of the fantastic with a focus on the following questions: In what ways have
human cultures defined, located, and rationalized evil? How have they suggested that the
various forms of evil should be met and “remedied”? In the process of answering these
questions, students will develop and articulate their own definitions of evil and
recommendations for dealing with it in their lives and in our contemporary culture.
INQ 120-U
Origins of the Civil War
Dr. Miller
Blk 5
For generations of Americans, the paradox of slavery and freedom existed as a daily
reminder of the inherent flaw within the fabric of American society. Could or should this
country endure, as Lincoln asked, “half slave and half free?” In the decades between the
American Revolution and the Civil War, the moral debate over slavery, the constitution
States Rights divided this nation like no other topic in our country’s history.
INQ 120-W1
INQ 120-W2
Humanitarianism & Africa
Dr. Bucher
Blk 7A
Blk 3
This course considers the ideas of ‘the good life’ by examining the topic of
humanitarianism, a term that refers broadly to an ethical sense of kindness,
philanthropy, and sympathy. To explore the ethics of humanitarianism, we will trace a
variety of humanitarian movements dedicated to working in and on the African
continent that emerged over the last 200 years. Central to the course are the following
questions: Is it possible to create ‘the good life’ for other people? Is ‘the good life’
possible when it is imposed?
INQ 120-X
Choosing the Good Life
Dr. Partin
Blk 12
The premise of this course is that life, like art, is about making choices, good and bad.
Focusing on several dramas and supplemental, relevant readings, students in this course
will examine choices made by playwrights and by the characters in their dramas and will
then reflect on those choices and their consequences and the relevance of both to their
own lives. Students will consider the choices made by playwrights from Sophocles to
Ionesco and from non-dramatic writers from Plato to Sartre and will be then asked to
reflect not only on their own reactions to those writers but also on the reactions of their
peers. The overarching ethical questions that will form the thematic core of the 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 120-Y1
INQ 120-Y2
Communication in Leadership
Prof. Sciarini
Blk 10
Communication in Leadership
Prof. Smith
Blk 7A
An investigation of the traits and behaviors of effective, ethical leadership and
exploration of how one can inspire a values-based organization with different channels
of communication (verbal, non-verbal, written, public, and private). In this sense, an
organization is a “social unit of people, systematically arranged to meet a need or to
pursue a goal.” The theories of leadership and ethics will be explored, and practical
applications (teamwork, oral presentations, writing persuasively) will be utilized to
enhance communication and leadership skill development. All topics discussed have a
strong underlying ethical component. To accentuate this, ethical leadership will be
further analyzed through a unique collection of essays by philosophers, leadership
scholars and management theorists. Students will analyze how an increased
understanding of communication enhances their confidence and self-image as effective
leaders.
INQ 240 Statistical Reasoning
INQ 240-A
Free Will on the Internet
Dr. Lee
Blk 3
As we surf the web, are we really exercising free will? Whether it be reading, shopping,
or interacting socially, we’d like to think that we are in control of our choices. The
reality is that web designers and marketers use conclusions drawn from vast amounts of
data to carefully craft and control our web experiences and actions. This course provides
an inquiry-focused introduction to the statistical methodologies necessary to
successfully explore and answer this question. Along the way students will develop an
understanding of how data is collected and used in relation to virtually everything we do
on the internet.
INQ 240-B1
INQ 240-B2
INQ 240-B3
INQ 240-B4
INQ 240-B5
Here's to Your Health!
Prof. Staniunas
Blk 9
Here's to Your Health!
Prof. Staniunas
Blk 10
Here's to Your Health!
Prof. Bauman
Blk 4
Here's to Your Health!
Prof. Bauman
Blk 5
Here’s to Your Health!
Prof. Bayer T/Th 4 – 5:30 p.m.
Newspapers, magazines, television, and websites frequently announce the latest health
findings regarding nutrition, lifestyle, diseases, disorders, syndromes, treatments,
medications, exercise, weight control… the list goes on and on. We do not lack for
health information, but is the information presented to us good information? When
reports are contradictory, what can we reasonably believe? We will learn the
methodologies of modern statistics to address these questions. In the face of
uncertainty, we must recognize the importance of basing decisions on evidence (data)
rather than anecdote. Care must be taken to construct studies that produce enough
meaningful data from which results can be trusted.
INQ 240-E
Statistics and the Sports Industry
Staff
Blk E-1
In the western world, the sports industry is a multibillion dollar entity that generates some
extremely interesting questions about quality assessment, business, ethics, and health
issues. Some of the questions we will ask are: What type data are necessary to assess the
quality of a player and how can we use that data to determine the value of a player?
What are the long term health risks associated with playing full contact sports and how do
we determine the prevalence of these injuries and their impact on the player’s lives. The
key to answering these questions is putting aside preconceived opinions and emotion and
using statistical analysis to see what the data say. Under the broad umbrella of statistics,
this course will use an abundance of rich data sets to uncover the enormous impact that
statistical analysis has on the sports industry.
INQ 240-F1
INQ 240-F2
Statistics and Food
Dr. Rahmoeller
Blk 2
Statistics and Food
Dr. Rahmoeller
Blk 1
Do you like food? Are you interested in issues concerning topics such as food industry,
personal dietary choices, food marketing, and food shortages? In this course, you will
learn how statistical methods are used to provide arguments for such issues and
explanations for patterns that arise in the US today. And of course, food will be
involved. You will read and reflect on articles involving food, use and create data sets
concerning food, and even do a little bit of cooking!
INQ 241 Mathematical Reasoning
Prerequisite is INQ 240 or a Mathematics or Statistics course.
INQ 241-A
Running the World Efficiently
Dr. Saoub
Blk 4
What is the best way to deliver the mail? Deliver packages? Assign jobs to employees?
Predict stable marriages? A variety of real world optimization problems will be analyzed
using the methodology of graph theory and mathematics, especially in terms of how
well the “solution” algorithms perform. We will discuss techniques for framing these
and other questions in terms of graph structures and the algorithms used to find
solutions. Special attention will be paid to efficient routes for goods and people,
assigning tasks based on qualifications, and networks designed to reduce cost.
Prerequisite: INQ 240 or a Mathematics or Statistics course
INQ 250 Scientific Reasoning I
Note that all sections meet for 6 hrs/wk. Some sections require registration for lecture and lab
separately. Some sections include both in an integrated format.
INQ 250BI-A and its lab INQ 250BIL-1 1 Billion Microbes
Dr. Crozier
BLK 5 & W 2:20-5:20
An introduction to the principles and processes of the science of microbial ecology and
agriculture. Designed to provide students with a focus on the fundamental properties of
soil, leading to a better understanding of the critical importance of soil conservation.
The course offers a focused approach on how the science of discovery assists scientist’s
understanding of life through hands on laboratory activities. Topics include organismal
diversity, use of energy, genetics, disease, and soil chemistry, structure and ecology.
Application to current events surrounding agriculture and soil science will also be
discussed.
INQ 250BI-B and its lab INQ 250BIL-2
Insects: Living in Their World
Dr. Petersen Blk 2 & Th 1:10-4:10
The influence of insects on human affairs is arguably unrivaled by any other animal
group. From the foods we eat to the diseases we contract, insects have long had a role
in the affairs of human history. In this course students will explore the complex, and
often uncomfortable, relationships between insects and humans. The class will broaden
students understanding of how the biological diversity of insects has threatened human
civilization, but also increased our knowledge of genetics, development, ecology, and
evolution. By understanding how insects have, and continue to, shaped our society we
can enter a perspective of how insects are less a part of our world as we are a part of
theirs.
INQ 250CH-A and its lab INQ 250CHL-1: Chemistry & Crime
INQ 250CH-E and its lab INQ 250CHL-2: Chemistry & Crime
Dr. Livingston Blk 10 & TH 1:10-4:10
Dr. Harris & Dr. Keithley
T/Th 6-7:30 pm & T 1:10-4:10
How can chemistry contribute to the investigation of crime? The evening news, the
primetime TV lineup, and the local bookstore are all filled with examples of the work of
forensic scientists. This course will emphasize fundamental chemical principles that
allow us to understand the techniques used to analyze evidence from a crime scene.
From bloodstains to drug identification to DNA fingerprinting, commonly employed
techniques of the forensic scientist will be studied. In the laboratory, students will
perform some of these same analyses used by professional criminologists to solve
simulated crimes. Students will also use general chemistry principles to design their own
analysis methods.
INQ 250PH-A
Take a Dive: How Things Work (lecture & lab) Prof. Price
Blks 3 & 4
The focus of this scientific reasoning course is to understand the way things work in our
natural world. To that effect, fundamental questions that will be addressed are “why
study motion, what factors contribute to the motion of an object and how do these
contributing factors produce the observed motion of a sky diver and a deep sea diver”.
The basics laws of physics applicable to sky diving and deep sea diving will be
understood through a suite of laboratory experiments that are exploratory in nature.
Cooperative learning groups, computer-assisted activities, and exploratory worksheets
will facilitate the conceptual understanding process. Two group projects will provide
opportunities for further scientific investigations into each of these topics.
Is your gpa ≥ 3.2?
You may register for an Honors section of Scientific Reasoning:
HNRS 250CH-A & HNRS 250CHL-1 Chemistry & Crime
Drs. Hollis & Hughes
Blk 10 & W2:20-5:20
How can science contribute to the investigation of crime? The media bombards us with examples of the work of
forensic scientists. This course will emphasize the fundamental chemical principles that allow us to understand the
techniques used to analyze evidence from a crime scene. From bloodstains to drug identification to DNA fingerprinting,
commonly employed techniques of the forensic scientist will be studied. In the laboratory, students will perform some
of these same analyses used by professional criminologists to solve simulated crimes. Finally, the class will engage the
Roanoke College community around the issue of alcohol use. In addition to learning about the chemistry and
biochemistry of alcohol and about how technicians analyze alcohol levels in the blood, we’ll research alcohol use and
abuse at Roanoke and report our findings to the campus.
INQ 251 Scientific Reasoning II
These courses do NOT have labs. Prerequisite is INQ 250 or another lab science course.
INQ 251-A
Sci, Pseudo-Sci, and Nonsense
Dr. Cook
Blk 11
In modern society we are inundated with all kinds of information: the Internet, TV, the
radio, the newspaper, magazines and books, and in our daily contact with others.
Unfortunately, much of this information is incomplete, biased or just outright false, and
since we base many of our actions on what we learn from these sources, it is important
to have skills to critically evaluate this information. We will discuss and apply the main
kinds of deductive and inductive arguments, and be able to recognize them as they are
used to influence all of us every day. Students will also understand the role of evidence
in rational inquiry and be knowledgeable of the many pitfalls of human “common
sense” intuition, as well as the proper interpretations of probabilities, in the evaluation
of such evidence. We will utilize and explore many popular mysteries, such as ESP,
Astrology, the Bermuda Triangle, visitation by extraterrestrial beings (UFOs), etc. in our
discussions.
INQ 251-C
Bugs in the System
Dr. Wise
Blk 4
By all reasonable accounts, insects are the most successful group of animals on Earth. As
human populations have expanded to cover the globe, we now interact with insects
more than ever before. As we intrude upon a planet that insects have dominated for
many millions of years, we ignore them at our own peril! In this course, students will
learn to recognize the diversity of insects that share our environment. Insects’
fascinating adaptations allow the opportunity for in-depth study within a variety of
biological disciplines, including genetics, development, behavior, and ecology. Following
the specific interests of students, we will explore topics regarding the roles insects have
played and continue to play in human affairs by asking questions like the following: How
have insects affected the course of human history (e.g., outcomes of wars)? How can
insects cause diseases? How have insects been used to treat diseases? How do insects
affect global economies and food supplies? And what roles have insects played in
human culture and religion?
INQ 251-D
Science, Pseudo-Science, and Nonsense
Dr. J. Peterson
Blk 1
In modern society we are inundated with all kinds of information: the Internet, TV, the
radio, the newspaper, magazines and books, and in our daily contact with others.
Unfortunately, much of this information is incomplete, biased or just outright false, and
since we base many of our actions on what we learn from these sources, it is important
to have skills to critically evaluate this information. We will discuss and apply the main
kinds of deductive and inductive arguments, and be able to recognize them as they are
used to influence all of us every day. Students will also understand the role of evidence
in rational inquiry and be knowledgeable of the many pitfalls of human “common
sense” intuition, as well as the proper interpretations of probabilities, in the evaluation
of such evidence. We will utilize and explore many popular mysteries, such as ESP,
Astrology, the Bermuda Triangle, visitation by extraterrestrial beings (UFOs), etc. in our
discussions.
INQ 260 Social Scientific Reasoning
INQ 260 AN-G1 Things in Contact—GLOBAL
Dr. Leeson
Blk 11
INQ 260 AN-G2 Things in Contact—GLOBAL
Dr. D. Anderson
Blk 10
This course offers students an introduction to the study of material culture—“things.”
In their social life, “things” do more than communicate meaning, they also create
meaning by shaping the lived experiences of the people who make, use, and exchange
them. Using the material of colonies, we will explore the ways in which natives and
newcomers alike crafted a social persona using the “things” circulating between and
among them as gifts and commodities. To fully understand how things made people in
a complex and changing, colonial economy, students will grapple with several related
questions—How do objects acquire value?; How do things-in-motion make reputations
and memories?; How do they respond to historical transformations?; and lastly, How do
they develop their own form agency?
INQ 260CO-A
Media Effects
Dr. Khoo
Blk 12
How does media use affect people? Aside from working and sleeping, individuals in
the US spend more time consuming media than any other single activity. By the time
the average person reaches 65, he or she will have spent over six full years of life
watching television – not to mention the additional time spent on the Internet,
mobile communication devices, and playing video games. The importance of media
in people’s 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 theories through several key research areas, this course will
explore such inquiries as “does exposure to media violence increase aggression?,”
“does consuming sexual content lead to callousness against members of the
opposite sex?,” and “does media stereotyping breed out-group intolerance?
INQ 260LI-A
The Role of Language in Shaping Identity
Dr. Viera
Blk 2
Language is usually seen as a complex tool that human beings use for communication.
However, we fail to perceive that language has a crucial role in the construction of
communities. Sociolinguist research has long shown that certain language features,
namely patterns of pronunciation or the use of determined grammatical choices signals
membership to a social group or projects our social persona. This course aims to explore
in what ways language serves to construct and preserve social identities within a given
group. Students will be able to recognize language features that have an active role in
this process and to quantify and measure the relation between linguistic items and their
importance in society. Students will also gain training in social science methods of
research and scientific reasoning.
INQ 260PS-G1 Human Security—GLOBAL
Dr. Mihalache-O’Keef Blk 11
This course encourages students to think critically about human security, which has
recently become an important topic in the field of International Politics. Based on a set
of readings, lectures, and discussions, students will first develop their own
understanding of a secure life. Subsequently, they will explore how reality in the US and
around the world matches up to their definitions and will also examine some of the
political and economic determinants of human security. Throughout the course, we will
emphasize the multidimensional nature of human security, reviewing topics like political
violence, human development, poverty, food security, environmental threats, human
trafficking, and gender-based violence.
INQ 260PS-G2 Global Politics & Globalization
Dr. Snow
Blk 2
This course will focus upon the nature and dynamics of contemporary globalization.
How globalization impacts both the conduct of international politics and the lives of
individuals will be examined. Political science methodologies and perspectives will be
used to study the continuing evolution of the nation-state system. We will examine
what factors drive globalization; whether the effects of globalization are positive and/or
negative as well as why they would be so judged; and what students, as either
individuals or members of communities, might do to affect the course of globalization.
Focus will be not only on how global, macro level processes impact people, but on how
micro level action and thinking influences the nature and understanding of global,
systemic trends and behavior.
INQ 260PY-A
INQ 260PY-B
Psychology in the Media
Dr. Freedman
Blk 3
Psychology in the Media
Dr. Powell
Blk 4
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 psychology. Topics will vary,
but may include amnesia, school shootings, effects of Facebook use, antidepressant
effectiveness, Dissociative Identity Disorder, ADHD prevalence, and self-esteem.
INQ 260PY-G1 Love, Lust, & Limerence—GLOBAL
Dr. Pranzarone M/W 4-5:30
INQ 260PY-G2 Love, Lust, & Limerence—GLOBAL
Dr. Pranzarone
Blk 9
“Love makes the world go ‘round” as lyricists proclaim. With the development of fMRI
brain scans cognitive neuroscientists now have a window into minds as persons enter an
altered state of consciousness called “limerence” or “being-in-love.” Love is now a
scientifically describable phenomenon. Cross-culturally, romantic love is questioned as a
valid basis for socially sanctioned marriage. Examined will be the biological and
psychosocial variables of proceptivity that determine the definition of beauty, flirtation,
attraction, falling-in-love and pair-bond establishment. Are these factors universally
human or culturally and socially specific? Examined will be at least six species of love
and various psychological theories on love. How can pair-bonds and marriages endure?
Need marriage always be monogamous or can it be successful in alternate forms as is
seen in other cultures? What is jealousy and is it helpful or destructive to relationships?
INQ 260SO-B
Culture and Society
Dr. Berntson
Blk 7A
Using a combination of lectures, readings, films, writing, projects, and discussions, this
course explores the concepts of culture and society from a sociological perspective and
teaches students how sociologists conduct their research. Through various aspects of
social life, we will ask: What is the individual’s relationship to culture and society? How
do we acquire our values, norms, laws, and ways of life? How do we form our individual
and cultural identities? How do our interactions with others in groups and organizations
affect our own sense of self?
INQ 260SO-C
Paranormal America
Dr. D. Anderson
Blk 11
Paranormal phenomena pervade contemporary American culture. TV shows such as
Finding Bigfoot and Ancient Aliens have achieved notable commercial success; a
summer street carnival is hardly complete without a tarot reading; we even ask our
presidential candidates about their beliefs in psychic powers and UFO abductions.
Regardless of whether these phenomena are “real,” they have a very real effect on our
society. In this course we will explore paranormal phenomena from a social science
perspective. You will be asked to explore the historical and cultural roots of these
phenomena, to engage with how knowledge and belief are constructed, and to make
use of the social science tool kit to explore the extent of these beliefs in modern
America. The ghost of Monterey House may not make an appearance, but regardless
our ghost is a part of the larger story that is Paranormal America.
INQ 260SO-D
Sport and Culture
Dr. Dunn
Blk 12
What does sport reveal about culture? By turn, how does awareness of culture
contribute to our understanding of sport? What are the relationships between sport
and religion, between sport and social inequality, between sport and social change?
How are subcultures and countercultures expressed by and embedded in sport? These
and related questions are explored from the perspective of the Sociological Imagination
(C. Wright Mills), an approach which emphasizes social structure and critical theory.
Specific topics consider sport in contexts of collective identity, innovation, cultural
contradiction and cultural resistance, and ever-predominating media spectacle. Case
studies will draw from documentaries on basketball recruiting (“Hoop Dreams”) and
soccer hooliganism (“Green Street”), as well as from an in-depth ethnographic study of
baseball in the Dominican Republic (Sugarball).
INQ 270 Human Heritage I
INQ 270-A
Chaos and Kingship in Medieval France
Dr. Scaer
Blk 3
An investigation into the evolution of thought and culture of the high Medieval form of
kingship exemplified by the Capetian Dynasty (the kings initially of Ile de France, and
later of France writ large) as seen through its major artifacts and historical strategies,
including literary works, technologies, philosophies and sacred edifices. We will
examine how the Capetian kings (c. 987—the end of the Hundred-Years War) developed
authority and confidence in a time of chaos. We will use lectures, readings, scriptorium
experiences, a field trip and simulation games as ways of visualizing many of these
strategies. We will attempt to articulate and reconstruct a Capetian worldview, evaluate
that worldview and contrast it against the context of (earlier) Merovingian/Carolingian
worldviews and (contemporary/competing) Plantagenet dynasties. Finally, we will ask
ourselves, What is unique about the Capetian dynasty’s world(view)? How is this
worldview similar or dissimilar from a 21st century democratic worldview?
INQ 270-B1
INQ 270-B2
Myth, Philosophy and Nature
Dr. Zorn
Blk 11
Myth, Philosophy and Nature
Dr. Gantt
Blk 5
This course will look at different ways in which people have approached the natural
world, ranging from mythological accounts of the world and its origins to rationalistic
attempts to understand natural processes in early Greek philosophy and in the tradition
of thought it inspired. We will consider what mythological approaches to the world
have in common with more rationalistic approaches developed in the western world,
and how they differ, as well as ways in which contemporary understandings of the world
differ from views articulated in earlier modes of thought.
INQ 270-F
The Black Death
Dr. Minor
Blk 11
The cataclysmic plague of 1348-50 was a defining event for the late Middle Ages. The
questions of how medieval men and women dealt with the high death tolls, the
disruptions to trade and commerce, population dislocations, and the challenges to their
faith are still pertinent today, particularly in the light of twenty0first century concerns
with the spread of infectious diseases (e.g. AIDS, SARS, Avian Influenza). Using a variety
of primary source materials (e.g. archaeological evidence, chronicles, poetry, medical
reports, woodcuts), students will examine the following issues: geographical origins of
the plague, symptoms and transmission, medical responses, socioeconomic impact, as
well as religious, cultural, and artistic responses. With a strong emphasis upon
document analysis, this course will introduce students to rigorous inquiry in the liberal
arts while developing critical thinking and academic writing skills.
INQ 270-G1
INQ 270-G2
The Silk Road—GLOBAL
The Silk Road—GLOBAL
Dr. Xu
Dr. Xu
Blk 10
Blk 11
Did globalization exist in the pre-modern period? How did people travel, exchange
ideas, and manage business two thousand years ago? Can contemporary globalization
be traced back to the ancient and medieval period? We will approach these questions
through the examination of the Silk Road across Eurasia. The Silk Road was the first
transcontinental trading route between East and West, connecting the eastern end of
the Asian continent (China, Japan, and Korea) to the Roman Empire as it passed through
Mongolia, Central Asia, Middle East, India, Southeast Asia, and the Mediterranean area.
Through this long-lasting transportation channel, people not only traded luxury goods
and commodities, but also exchanged ideas, religious beliefs, artifacts, various
foodstuffs, and forms of entertainment.
INQ 270-G3
Ancient Royalty—GLOBAL
Dr. Warden
Blk 10
How do people write the history of ancient cultures, especially in Egypt or Mesopotamia
where the population was largely illiterate? Who goes down in history as important, and
why? Are the criteria fair or accurate? This course will examine the lives of several
ancient individuals, placing them in context of the art, archaeology, and sometimes even
text which define them. We shall see that the Egyptians, Assyrians, and Persians used
objects, architecture, and writing to consciously (and subconsciously!) create their niche
in society, make ideological statements, and assert cultural values. We shall also explore
how and why modern histories are written from these data and which artifacts and
ideologies are prized while others fall to the wayside.
INQ 270-G4
INQ 270-G5
Gender and Literature—GLOBAL
Prof. Hill
Blk 2
Gender and Literature—GLOBAL
Prof. Hill
Blk 4
What is gender? How can it be used to help us understand human experience in early
societies? In this class we will explore how gender roles were articulated and reinforced,
how sexuality was related to gender or social position, and how deviations from the
norm were regarded. Using a Global Perspective, we will study literature (and some
visual art) from the Near East, China, Japan, India, Greece, and England (ranging from
1000 BCE to the 12th Century CE), in order to observe a wide range of gender
constructions and norms. We will also examine the role artistic expressions have played
in communicating, reinforcing, rejecting, or modifying understandings of gender, and
gain some insight into the construction of gender in our own time and place.
INQ 270-I
Classical Heroes & Heroines
Prof. Rosti
Blk 3
Achilles’ heel, Trojan horse, Oedipal complex, Lysistrata Project—figures from ancient
and classical literature continue to play an important role in our lives. Through reading
original tales of Mesopotamian, Greek, and Roman heroes and heroines together with
considering more modern treatments in film and literature, we will explore types of
heroism, the relationship of heroes and heroines to their societies, the personal costs of
heroism, and the reasons women so rarely were portrayed heroically. Who were these
heroes? What did they represent? Why were they admired by their producing
cultures? How do they compare to our modern ideas about heroes and heroines? How
and why do they constitute such a significant role in human cultures—including our
own? And why do their stories continue to engage, entertain, and even shock us?
INQ 271 Human Heritage II
INQ 271-A
Chicano Novel in Action
Dr. Flores-Silva
Blk 5
This course examines the relevance of historical events in the fusion of Mexican and
American culture and how this amalgamation created an entirely new cultural identity:
the Chicano. Using literary texts and historical documents, the course points out the
significance of Chicano culture in the United States and how it evolved to find its own
voice and place within the larger American society.
INQ 271-B
Golden Age in Spain
Dr. Kalinoski
Blk 2
Spain’s political power in the sixteenth and seventeenth centuries was accompanied by
an impressive cultural development in literature and in the arts, and is known as its
golden age, a term that attests to both high quality and innovation. We will study Spain
during this period principally through selected literary works of various genres observing
their formal literary aspects and studying their larger historical and cultural contexts.
Like all great writers, Cervantes, Lope de Vega, Tirso de Molina, Calderón de la Barca,
María de Zayas y Sotomayor, and others captured the spirit of their age, but also
created works whose characters and themes are always relevant regardless of time and
place. The literary expression of the golden age gives testimony to the vitality and
resilience of Spain as it experienced both triumph and failure during the Western early
modern period. The methodologies employed will consist of the basic elements of
literary criticism as applied to genre combined with historical and cultural contexts in
order to arrive at a fuller understanding of the works we will read.
INQ 271-D
Literary Responses to Technology
Dr. Hanstedt
Blk 9
How do science, technology, industry, and art and literature interact? Are artists and
writers more likely to fear changes in technology or embrace them? From Frankenstein
to science fiction, this course examines visual and literary art forms as they react to the
rapid change of the last three hundred years.
INQ 271-F
The Teenager in US History
Dr. Henold
Blk 5
In this course we will explore the history of American teenagers from the colonial period
through the present. We will ask, how have the diverse ways of experiencing
adolescence in America – that is, “growing up”- changed over time and space? Our
study of teenagers will touch on a variety of topics such as conflict and rebellion, work
and the discernment of vocation, slavery and violence, sexuality and sex education, pop
culture and advertising, and college life, among many others. We will read firsthand
accounts from and about children, adolescents, and youth as well as scholarly sources
from the field of family and childhood history. Along the way, we will learn to view the
traditional narrative of American history from a new perspective.
INQ 271-G1
Cultural Difference-GLOBAL
Dr. Mallavarapu
Blk 7A
This section of INQ 271 explores the representation of difference in ethnography (a
branch of anthropology dealing with the study and description of specific cultures) and
fiction. How does one attempt to understand and represent people from different
cultures around the globe? This is a question that fiction writers and anthropologists
grapple with in different ways. In this course, we will examine how difference is
performed in a variety of 20th century texts ranging from ethnographic studies to
science fiction. By juxtaposing fiction with ethnography, we will examine the claims that
different texts make to represent reality and the “Other.” We will also explore how
these claims are linked to writing styles.
INQ 271-I
Women Playwrights
Dr. Warren
Blk 10
This class will examine select works of female playwrights from different eras and
analyze the characters, plots, themes, and concerns to see if there are any patterns in
these that represent a standpoint that is uniquely a woman’s. We will ask if the
playwright’s experiences as a woman offer us a perspective of the world that is
somehow different than a male playwright might show us. The course introduces work
from the first known female playwright and then focuses on select plays from the 17th,
18th, 19th, 20th, and 21st centuries.
INQ 271-J
Henry VIII
Dr. Gibbs
Blk 3
This course is about Henry VIII, his wives, ministers, and the rest of the people in his
kingdom(s). The course is about us too. It is also about some Victorian authors; and
about some twentieth-century authors; and even some twenty-first-century authors.
We will examine how texts have represented different events from Henry’s reign.
Historians writing in the late Victorian period, the modern era, and the postmodern era
have presented the period and the main historical figures in strikingly different fashions.
In order to comment upon how contemporary concerns have influenced the “image” or
“construction” of Henry VIII, his wives, and ministers, we will compare and contrast
these representations in our search for a wiser understanding of historical methodology.
INQ 300 Contemporary Issues
Note that ALL 100- and 200-level INQ requirements must be complete before taking INQ 300.
INQ 300-A
Violence in America
Dr. Wilson
Blk 10
Violence in the United States takes many forms and can be explored from numerous
perspectives. Violent crime has been declining for decades, yet the U.S. remains more
violent than most other developed nations. Students in this course will be able to
choose from a variety of topics and research perspectives to explore one aspect of this
multi-faceted problem. Given the multi-faceted nature of the issue, what strategies can
we adopt to reduce violence at what cost? How successful is your strategy likely to be
INQ 300-C
Science Reporting
Dr. Robbins
Blk 6
From the announcement of a new cancer drug to arguments for and against genetically
modified foods, the news is full of stories about science. How can the science in these
news stories be protected from cultural, political and financial pressures? How can
reporters compensate for readers' lack of interest or scientific background without
sensationalizing their stories? As science plays an increasingly large role in our modern
lives, we need to develop ways for scientific information to be conveyed accurately to
the public by the media. In this course we will examine the problems with how science is
presented in the news, and work toward a solution to a specific aspect of these
problems within the context of a related news story.
INQ 300-D
Winning, Money, and 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-E1
Issues in Education
Dr. Whitt
W 5:45-8:45
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-F1
INQ 300-F2
Headline Literature
Dr. Kuchar
Blk 7A
Headline Literature
Dr. Kuchar
Blk 10
The course looks at contemporary issues through the lens of literature. It is not a
literature course but a course that uses literature to talk about issues of immediate
concern to all of us. While we use novels to help identify current issues, the approach in
the course will be interdisciplinary, drawing on each student’s training and interests in
culture, history, political affairs, science, psychology, and human relations. The reading
list includes novels set in countries across the globe such as Cuba, Nigeria, Ukraine,
Pakistan, China, and the U.S. Each book is a response to a set of specific social and
political events, which we will explore. In so doing, we will see how history and current
events shape lives in relation to family, social standing, community values, and
traditions.
INQ 300-I1
INQ 300-I2
Sex and Storytelling
Dr. Rosenthal
Blk 11
Sex and Storytelling
Dr. Rosenthal
Blk 12
If there is one thing people have trouble talking about in public, it is sex. Sex is
considered taboo, risqué, or just plain awkward. But if we talk more openly and candidly
about sex and sexuality in public, we just might create a safer and more celebratory
world for people of all gender identities, sexual orientations, and relationship styles.
This is the contemporary issue we tackle in “Sex and Storytelling”: how to craft engaging
and effective narratives about gender, sex, and our bodies. This type of storytelling will
involve research and data analysis in the health sciences, social sciences, and
humanities. Students will work in groups, and partner with LGBT+, reproductive health,
and sexual health organizations in the Roanoke Valley to research and disseminate
narratives about sex and sexuality. Final presentations will include an oral defense as
well as the production of a deliverable to share with partnering community
organizations.
INQ 300-J
Advocating for the Arts through Community Engagement
Dr. Marsh
Blk 7A
Do we need the arts? If so, why? What kind of support is required? Who is
responsible? Is it the government? What about schools…businesses, corporations? Are
we all responsible? Or should support for the arts be left to the free market? What can
we do to advocate for the arts? Where can we go for help? This course asks students
from all disciplines to work in teams as “arts organizations” formed to produce a
“community engagement” event. This event will effectively promote arts and culture in
the Roanoke valley and/or on the RC campus. As they develop their projects, students
will mirror the artistic process in a collaborative environment, using each other’s
strengths, ideas, and imagination to “think out of the box.”
INQ 300-K
Making Life Count
Dr. S. Gibbs
Blk 2
What makes life fulfilling? Do you need material wealth? How does personal attitude
contribute to a successful life? This course will explore how to make our life count by
examining the relationship of attitude and our perception of living a meaningful life. Do
we have to be an effective member of the community to make our life count? We will
discuss the very real issues of poverty, homelessness, and people with physical
disabilities in our nation and around the world and examine the question “Can everyone
live a life with purpose?” This course requires a service learning component. The service
learning experience will allow students to work with underprivileged community
members in the Roanoke Valley and gain a deeper understanding of their situation.
INQ 300-M
Contemporary Science Problems
Dr. Collins
Blk 3
You are about to complete your college education and enter the workforce, create your
own business, run for political office, develop the next invention, or enter a graduatelevel program. You have been exposed to facts and theories, but you will soon be
engaged in life as an actively participating person in the human community. How did
you learn college-level material best? What do you really remember from your
classes? Can you act upon or really make critical decisions about what you have
learned? How did you learn information in the sciences? Could you explain solutions to
scientific problems to someone else? How will you become informed about difficult or
controversial topics outside the classroom and help others learn about that topic? In
this course you will learn about learning and use those skills to help solve a
contemporary problem in the sciences.
INQ 300-O
Pseudoscience & the Real World
Dr. Osterman
Blk 12
What distinguishes a true science from a pseudoscience? How do pseudoscientific
claims negatively impact individuals and society, and how can such impacts be
minimized? Many of the claims made in advertisements, news articles, and our social
media feeds sound plausible, intuitive, and even scientific, but how do we distinguish
claims that are sound from those that are not, and what harms can come from being
unable to make these distinctions? In this course, students will enhance their skills in
distinguishing scientific from pseudoscientific claims, investigate a particular
pseudoscientific claim in depth, and present critical evidence regarding the veracity and
consequences of that claim, and propose a solution to ameliorate its harms. Topics
covered in this class may include: alternative medicine, cryptozoology, ufology (the
study of UFOs), psychics and mediums, ghost-hunting, vaccination, (modern) flat Earth
theory, polygraphs (“lie detectors”), and others
INQ 300-P
Applying Nonviolence
Dr. Heller
Blk 11
We live in a violent world. We can point to violence on many levels and in many
situations. We will examine the reasons why violence is used as a way to respond to
conflict in the world today and ways in which nonviolence might be applied instead. We
will explore questions such as these: What do we mean by nonviolence (or
violence)? How effective has nonviolence been in the past and what can we learn from
historical examples? What are contemporary examples of people working to bring
about nonviolent solutions to today's problems? Students will work in groups to
propose nonviolent solutions to a particular problem.