Courses

0 Credits
TBA (S/U grade)

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

3 Credits
Section A: MWF 11:50 am-12:40 pm – Professor Gretchen Buggeln
Fulfills humanities: fine arts component of the general education requirements.

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

CC215 Section A:  The Christian Tradition
Credits 3
Section A: MW 2:40-3:55 pm – Professor Matthew Puffer
Fulfills theology 200 requirement only.

CC215 Section B and C: The Christian Tradition – WIC
Section B: TR 8:40-9:55 am – Professor Edward Upton (WIC)
Section C: TR 10:45 am–12:00 pm – Professor Edward Upton (WIC)
Fulfills theology 200 requirement and writing intensive course (WIC) requirement.

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

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

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

Credits 3
Section A: TR 12:15-1:30 pm – Professor Matthew Puffer
Section B: TR 1:45-3:00 pm – Professor Matthew Puffer
Fulfills 3 cr of social sciences requirement.

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

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

Credits 3
MW 4:10-5:25 pm – Professor Shirvel Stanislaus

‘Nuclear’ is a word that most people fear but very few understand and know the inner workings. This course will introduce students to the science (physics) behind nuclear weapons and nuclear power. Once the students become familiar with how nuclear weapons and nuclear power work, we will explore their effects on society. The discussions will be centered around nuclear disasters/accidents (Chernobyl, Fukushima etc.), nuclear war (Hiroshima and Nagasaki), nuclear waste, nations with nuclear weapons, nuclear disarmament etc. Students will also discuss other forms of energy and their impact on society. A question that will be raised and discussed is: “If a nuclear bomb is dropped on Chicago, how safe are we in Valparaiso?” Students will conduct two public debates towards the end of the semester, one on the use of nuclear weapons and the other on nuclear power. If safe and permitted, we will also make a field trip to the Oak Ridge National Laboratory in Tennessee, where some of the research leading to the building of the nuclear bombs dropped on Hiroshima and Nagasaki was carried out in secret. No prior knowledge of physics is required to take this course. Students in humanities, with no experience in the sciences, are encouraged and most welcome to join the class.

Credits 3
M 6:30-9:00 pm – Professor Thomas A. Howard
Cross-listed with THEO 339 BX
Fulfills upper-level theo requirement.

Hitler, Stalin, Mussolini, Pol Pot, Osama bin Laden … but also Martin Luther King, Gandhi, Dietrich Bonhoeffer, John Paul II, Mother Teresa.  The twentieth century witnessed dramatic contrasts with respect to what a human being is capable of–whether for good or evil.  This course aims to give students an overview of some of the century’s major events, beginning with the outbreak of World War I in 1914 until 9/11.  Particular attention, however, will be paid to the larger moral and theological issues raised by these events.  Questions pursued include the following: Can modern wars be just?  What is genocide? What exactly are human rights?  What are we to make of the century’s signature ideologies: socialism, nationalism, liberalism, capitalism? What is the legacy of Western colonialism? Has America been a force for good or not during the century?  How much hope should we place in technology to ameliorate the human condition?  The course is interdisciplinary in nature and will freely draw insights from history, ethics, theology, literature, and more.      

Credits 3
TR 12:15-1:30 pm – Professor Jennifer Prough
Fulfills cultural diversity requirement.

Over the past three decades, Japanese popular culture has become a global phenomenon; from Power Rangers to Pokémon, Sailor Moon to Spirited Away, a generation of children/young adults/adults have been shaped by images and narratives from Japan. This seminar aims at developing a visual literacy and historical understanding of several key elements of Japanese visual culture past and present. Throughout the semester we will examine moments in Japanese history, literature, and popular culture through texts as well as scroll paintings, woodblock prints, manga and anime, contemporary art, and video games. The class is divided into four units: Heian court romance, Edo period samurai culture, the visual narratives of manga and anime, and the immersive experience of JRPG (Japanese video games). In each of the thematic units we will think about the ways that literature and art shape each other, reflect and effect their cultural contexts, and evolve over time. Along the way, we will ask questions about the international reception of Japanese popular culture and the ways in which cultural styles, norms, and ideas are reconfigured and reinterpreted at sites of reception. Thus, this course addresses fundamental issues of how we take popular culture seriously through examples from Japan. Students will learn, not only about these particular artistic and cultural forms, but also about how to analyze visual media.  

Credits 3
MWF 9:05-9:55 am – Professor Martin Buinicki
Cross-listed with ENGL 313

Explore how American writers reimagined their art, communities, and identities in the face of multiple wars, rapidly changing technology, and struggles for social and environmental justice. American Dreaming: 1865-Present surveys works by authors ranging from Walt Whitman and Emily Dickinson, writing in the aftermath of the Civil War, to Don DeLillo and Jhumpa Lahiri, interpreting the postmodern American landscape at the turn of the millennium and beyond. Select works of criticism will aid our reading, articles that consider these authors in relation to their context and the larger field of literary study.

Work for the course includes three reading responses, two formal essay assignments, and a mid-term and final exam.

Credits 3
TR 8:40-9:55 am – Professor Nicholas Denysenko
Cross-listed with THEO 348
Fulfills upper-level theo requirement.

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

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

In Fall 2024, this course examines Christian responses to illness, death, wealth and poverty, religion and politics, war, racism, and climate change.

Credits 3
TR 1:45-3:00 pm – Professor Edward Upton

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

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

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

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

Do you believe in science? Does medicine make people healthy? This course will examine alternative cultures of health in the United States, diverse traditions and experience with medicine, including that of African Americans, Native peoples, and immigrants to the United States. Minority cultures have shaped their own views of the body and institutions devoted to its care. Approaches offered by these communities have helped to shape mainstream medicine and also have offered critiques to it. With its historical focus, this course will examine each culture during a period–primarily the19th and 20th centuries–when the scope of professional, Western medicine expanded over a greater breadth. Students will pursue particular interests in an interdisciplinary research paper with a presentation.

Credits 3
Professor Samuel Graber
Meeting time TBA

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

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

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

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

Credit 1
Associate Dean Zachary King

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

0 Credits
TBA

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

3 Credits 

Section A: TR 8:40-9:55 am    Professor Edward Upton
Section B: TR 10:45 am-12:00 pm    Professor Edward Upton
Fulfills humanities fine arts requirement.

What is representation and how do words and images communicate?
What makes a representation “true”?
Can words claim legitimacy that images may not, or vice-versa?
What do makers of representations owe their viewers/readers?

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

Credits 3
Section A: TR 1:45-3:00 pm – Professor Ludwig Noya
Section B: TR 3:15-4:30 pm – Professor Ludwig Noya
Fulfills theology 100 requirement.

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

3 Credits 
M  6:30-9:00 pm     Professor Amanda Ruud

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

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

Students should expect some additional meetings for ensemble building and role auditions early in the semester and a brief intensive period of rehearsal and performance in the last weeks of the semester. Our performances will take place April 24-27 in the Valparaiso University Black Box Theatre.

3 Credits 
MWF   11:50 am-12:40 pm     Professor Catrina De Rivera
Cross-listed with GER 300 AX
Fulfills cultural diversity requirement.

Why study horror? In the modern world, we no longer need monsters or the supernatural to make sense of our surroundings (or so we tell ourselves). Yet vampires, the walking dead, and even internet trolls are everywhere. To help explain our continued fascination with all things horrifying, this course begins by looking backwards to nineteenth century English gothic literature and German “dark romanticism,” as well as the horror cinema that took up its mantle. Our goal is to study not only the politics but also the aesthetics of horror. The experiments with point of view and handling of narrative time that inform earlier fictions as well as the montage, stop-motion, and parallel editing strategies we find in early film teach us about the creation of uncanny effects. We will conclude the semester with more recent recapitulations and transformations of these modern narratives that give the dead a new lease on life. The premise of this course is that by taking the staying power of horror seriously, we can learn about the way the horror tradition has informed our own cultural identity as well as cultural identity in Germany. Monster stories address the failures built into our systems of categorization and notions of normality, and they make vivid the potential for violence in the notions of cultural purity and cultural inheritance used to organize accounts of identity and community.

3 Credits 
TR     3:15-4:30 pm     Professor Ann Marie Jakubowski

Pain is at once a universal human phenomenon and also a highly alienating experience: if you are in pain, how can you convey what it’s like to others, and how do you expect them to respond? In the medical field, since there is no objective way to directly measure pain, health professionals rely on subjective reports. Patients are typically asked to rank their pain on a scale of 1-10, and children are asked to choose from a set of faces the expression that best reflects their current experience of pain. But the idea and the experience of pain is far more complex than these necessarily simplified scales can reflect. In this course, we will explore a variety of literary and film works alongside scientific discussions of pain, anesthesia, and clinical practice. What strategies do literary writers use to depict the supposedly incommunicable experience of pain? How have modern medical technologies like anesthesia changed cultural attitudes about pain and suffering? How does the experience of pain create and disrupt interpersonal relationships? How does pain shape our ideas about God, suffering, and redemption? We will explore these questions and more through the lens of the medical humanities, putting matters of pharmacology and medical technology in conversation with ideas of gender, class, and society. Over the course of the semester, our readings will include an array of historical, literary, and philosophical texts, including work by Susan Sontag, William James, Leslie Jamison, Amitav Ghosh, Barbara Kingsolver, and C. S. Lewis, among others. 

3 Credits
Cross-listed with SPAN 300 AX
MWF   12:55-1:45 pm     Professor Alberto Lopez Martin
Fulfills cultural diversity requirement.

How does the cultural production of the Hispanic world represent the effects of climate change and recent environmental crises? What solutions or alternatives to our unsustainable ways of life are explored in the literature and art of Latin America, Spain, and Equatorial Guinea? In this course, students will analyze and discuss short stories and narratives from the so-called climate fiction (or cli-fi), as well as films, comics, and graphic novels that address present and future ecosocial challenges such as the phenomenon of climate refugees. Although the class will cover some dystopian works, we will not give in to pessimism and eco-anxiety! There will also be room for utopias, and we will ask ourselves what specific cultural aspects of Hispanic countries, like the Quechua notion of ‘buen vivir’ or ‘sumak kawsay,’ shape literary and artistic responses to the aforementioned crises. To examine the representation of possible and desirable worlds, we will use conceptual tools from ecocriticism, such as the concept of post-growth imaginaries, coined by Spanish scholar Luis I. Prádanos, where economic growth as an end in itself or unlimited productive expansion are called into question. The class will be taught in English and does not require any prior knowledge of the history and cultures of the global Spanish-speaking world.

3 Credits
Off Campus Study, December 2024       Professor Thomas Albert Howard

This course takes as its theme moral inquiry or “ethics” in the classical and Christian traditions, with a focus on their co-mingling in late medieval and early modern Europe (ca. 1200-1600). Participants will have an opportunity to read various classical authors, such as Aristotle and Cicero, and then later medieval/Renaissance authors such as Thomas Aquinas, Catherine of Siena, and Dante.  Some key questions that will be explored include (but are not limited to): What is a good life? What is a good society? What is virtue and how does one acquire it? What is vice and how can one avoid it? What is the relationship between the pursuit of virtue and the pursuit of salvation? What is the relationship between individual virtue and public/social responsibility? We shall also ask to what extent medieval and early modern moral philosophy might still be relevant to church, society, and government today? In addition to readings and discussions, field trips will be taken within the city of Orvieto and to Rome, Siena, and Florence. Throughout, we shall attempt to make connections between the past and the present as well as between the writings discussed and on-site art and architecture.

3 Credits
MW  2:40-3:55 pm     Professor Ludwig Noya

Both for positive and also negative reasons, the Christian Bible (the so-called “Old” and “New” Testaments) is undoubtedly among the most influential works ever written and has been interpreted in different contexts and different ways for millennia. Unfortunately, certain communities’ interpretations have dominated the center stage, while others have been sidelined and marginalized—sometimes literally written into the margins of the paper—sidenotes/footnotes)—and others have even been deemed heretical. “Readers on the Margins” will explore these marginalized and underrepresented interpretative communities in North America and beyond. This seminar will delve into how these communities have interpreted (and challenged) biblical texts as they engage and cope with their various struggles. The communities considered in this seminar include but are not limited to African Americans, Asian Americans, Hispanic Americans, Native Americans, Islanders, Feminists, Womanists, LGBTQIA+ individuals, Persons with Disabilities, Environmentalists/Posthumanists, as well as various formerly and currently colonized persons in the Global South (Africa, Asia, Australia, Central and South America). In addition to discussing their interpretations, this seminar will also learn the particular struggles experienced by each of these communities. Students will learn how the texts have been meaningful for these communities amidst their life’s struggles or how the texts themselves become a site of struggle—with the hope of inspiring students to participate in future efforts to help these communities thrive.

In line with the diversity of voices covered in the seminar, students will have the chance to choose from a range of projects to work on—from the traditional research paper to other comprehensive/innovative projects pertaining to students’ self-expressions and learning approaches upon consultation with the instructor.

3 Credits
MWF 11:50 am-12:40 pm        Professor Gretchen Buggeln

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

Students will take a midterm exam and complete a term project analyzing one museum of their choice, requiring both a fifteen-page paper and a final PowerPoint presentation. They will attend three Saturday field trips to Chicago and Indianapolis. Major texts include Edward P. Alexander, Museums in Motion: An Introduction to the History and Function of Museums; James Cuno, Museums Matter: In Praise of the Encyclopedic Museum; and Lawrence Weschler, Mr. Wilson’s Cabinet of Wonder: Pronged Ants, Horned Humans, Mice on Toast and Other Marvels of Jurassic Technology.

3 Credits
TR   1:45-3:00 pm     Professor Edward Upton
Fulfills humanities-literature requirement.

Virginia Woolf was no stranger to tragedy: sexually abused as a girl, denied a formal university education, afflicted with mental illness for much of her life, witnessing two catastrophic world wars, and as a writer oppressed by a culture that by and large believed that women either could not or ought not write. Her novels unsurprisingly reflect on tragic alienation, of human beings separated from one another by sexism, individualism, illness, violence, and the vicissitudes of nature. Nevertheless, in a career of stunning courage and innovation, Woolf gradually made the case for the genre of the novel as a potential path out of this alienation. The novel for Woolf not only grappled with the complex web of human relationships and perspectives, it also became a possible site for the emergence of “moments of being,” moments when reality suddenly erupts for a reader, revealing great truth, goodness, or beauty. These moments contained the potential of revealing new types of community that could ameliorate the tragic alienation of one human being from another. These new visions of community could be radical, but they promised greater degrees of healing and solidarity in the midst of an ever-present threat of tragic disruption.

This class will examine five classic texts by Woolf: The Waves, To the Lighthouse, Mrs. Dalloway, Between the Acts, and Three Guineas. Even if you’ve read one of these before, why wouldn’t you want to read it again? Don’t you want to flourish? All of these books are amazing. See you in class.

3 Credits
T   6:30-9:00 pm     Professor Matthew Puffer
Fulfills upper-level theology requirement.

Dietrich Bonhoeffer was delivering lectures on the Genesis creation account and theological anthropology at the University of Berlin when on January 30, 1933, he witnessed large crowds gathering to celebrate the dawn of the Third Reich and the appointment of the Nazi Führer [leader] Adolf Hitler as Chancellor of Germany. On February 1, Bonhoeffer delivered a radio address criticizing the populist fascination with leadership and their Führerprinzip (leader principle). He had by that time disavowed views he previously held as a student which resembled many of Hitler’s apologists, and he had instead become an avowed pacifist through his studies, experiences, and conversations abroad in Rome, Spain, and America. In 1940 however, after a decade of advocating a variety of forms of nonviolent resistance—academic, ecclesial, and political—Bonhoeffer once again entertained the possibility of embracing violent resistance. Bonhoeffer was arrested on April 5, 1943, after ten years of resistance to Hitler—through teaching in the academy and an illegal seminary, pastoring in Germany and in London, and finally participating in a conspiracy and failed assassination attempt as part of the military intelligence. He was killed on Hitler’s orders on April 9, 1945.

In this seminar, we’ll examine Bonhoeffer’s biography, theology, and ethics of peace and resistance, as his thought and practice develop from his years as a university student, to a theology lecturer, and then as a young pastor during the Third Reich, including works on Christian life and community (The Cost of Discipleship and Life Together), Christian ethics and public life (Ethics), and other occasional writings.

1 Credits
TBD             Professor Amanda Ruud

This internship is designed to provide credit for upper-level students who would like to coach a debate team for CC-115L Debate Lab. Students enrolled in CC-487 will work with the Debate Coordinator to gain experience organizing debate teams, shepherding research, and speech writing. S/U Grade Only.

Prerequisite(s): consent of the dean.

1 Credit
Section A: Online Asynchronous        Associate Dean Zachary King

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