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The central question in this course is “Can machines think?” Or more specifically, we will be asking: Do we believe that machines could one day become sentient and develop consciousness? How could we tell? And how could or should the world change if and when this happens? To help us explore these questions, we will first establish a philosophical and mathematical background to better understand what it means to be conscious, what ethical considerations are required when considering sentient actors, what machines actually are, and how they work. With this background in hand, we will start grappling with our major questions, discussing them both in terms of modern events (ChatGPT and DALL-E), as well as from a historical perspective, reading works authored by the very people who designed the original computers. In particular, we will learn about Ada Lovelace, who famously believed computers could never originate thought, and Alan Turing, whose theories essentially treat humans as sentient machines. As we work through these questions, the background theory, and the historical context, we will interrogate the ideas we encounter by analyzing thought experiments from both real and fictional scenarios.

While censorship has long been part of U.S. history, the past few years have seen a rise in highly-coordinated efforts to curtail free expression. Concerts, films, art exhibits, and drag shows have all been sites of contention, but nowhere has freedom of expression been more challenged than in public libraries and schools. Censorship data collected by the American Library Association, documented 4,240 unique book titles targeted for censorship in 2023. This tutorial asks: What ideologies inform the rise in challenges to free expression? What tactics are deployed by challengers? How do those interested in protecting freedom resist? And what are the stakes of coordinated attacks on free expression for those living in a democracy?  

The course explores the ongoing movement of mindfulness in academic, religious, and secular contexts. Specific topics include what mindfulness is, why it is important, and how to apply research-based mindfulness to reflect upon liberal arts education and make meaningful changes in life. Students will learn skills to (1) analyze scholarly works and evaluate the credibility of website resources, (2) define the modern transformation of mindfulness in America, and (3) incorporate mindful practices into their academic performance and everyday life. 

Are we alone or is there other intelligent life out there? This question pulls at scientists, artists, and philosophers, and it is the motivator behind the creation of some of the most technologically advanced scientific instruments and some of the most popular art. We’ll explore this topic through the lens of astrobiology and through science fiction. Students will research what is necessary for a stellar system to evolve and sustain life. Along the way, we’ll grapple with questions such as what it means for something to be “alive” — or “intelligent” — and we’ll debate what first contact with an alien life form would look like and whether we should be seeking it. Finally, we’ll use works of science fiction to examine how the idea of aliens can be used to examine our own humanity. 

This tutorial will examine the history, politics, and culture of Russia and the Soviet Union between 1928 and 1953 –– the years when Joseph Stalin was the country’s leader. We will investigate the Great Terror, the rise of the dictatorship, the regime’s efforts to rapidly transform a peasant society into an industrialized economy, and the state of cultural life after the Russian Revolution while delving into a series of questions about Stalin and Stalinism. How did Stalin’s character shape Soviet politics? What was it like to live under a brutal dictatorship? What determined who lived and who died during Stalin’s purges? Did Soviet citizens really believe the outlandish claims made about Stalin as part of his personality cult? And what lessons do the evils of Stalinism offer us about politics today, both in Russia and around the world? 

If a persona is, as the Latin origin of the word suggests, a mask, a persona can be put on to reveal particular characteristics of ourselves and to hide others. This tutorial traces ideas about persona — how it can be invented, refashioned, discarded, loaned, and borrowed — across five continents from antiquity to today. We begin our study with ancient poets who created literary personas in their poetry (including the Sumerian priestess Enheduana and the Roman poet Catullus), and then we turn our attention to how modern works of art (from fiction and short essays to film and music) have further complicated ideas about what it means for anyone to adopt and adapt a persona. 

What is it to flourish? And how might each of us promote our own and others’ flourishing? Throughout the semester we will investigate various ways to answer these questions, testing ideas against our own experiences and empirical studies, revising along the way. We will engage with old and new ‘teachings’ (ancient, modern, and contemporary) and experiment with new practices of thought and everyday life. The aim of the course is to give you an opportunity to explore and take novel steps toward flourishing, becoming more aware of what enhances your engagement with life and what matters to you, even in the face of serious challenges and difficulties. We will pay attention to what promotes (for instance) your curiosity, connection, gratitude, mindfulness, play, creativity, and expression; raise questions about given modes of life, defamiliarizing the familiar; and work toward healthy practices of self-care and expansion as well as a deeper commitment to showing up for others in our shared and interconnected world. 

This tutorial examines the affinities between Russian and African-American literature in the development of cultural nationalism. It addresses the question of how national identities are constructed, and it draws attention to the similar manner in which 19th- and 20th-century Russian and African-American intellectuals such as Feodor Dostoevsky and W.E.B. DuBois defined their respective national identities. We will examine how social institutions, namely Russian serfdom and American slavery, impacted on the formation of these identities. We will also examine how and why the Soviet Union, as a communist state, increased its political and social appeal to many African-American intellectuals during the 20th century. 

During the 20th and into the early part of the 21st century, the growth of sport in American society created many opportunities for athletes to participate. In the early 1900s the group of professional athletes was racially comprised of whites.  Over time however, as barriers for black athletes were broken down, more black athletes slowly gained access to different sports.  At the same time American society underwent significant change which allowed for blacks to access civil rights which previously were only afforded whites. In this tutorial, students will explore the question whether participation by black athletes helped fuel 20th- and 21st-century societal change or whether societal change occurred first, thereby allowing access to sport for the black athlete. Students will be asked to employ concepts from the disciplines of sociology and history during course work. 

In this tutorial, we will explore numerous mathematical, psychological, and sociological aspects of gambling. Gambling is the wagering of something of value on a random event with the intent of winning something else of value. Probability plays a crucial role in designing betting games and in crafting strategies for those games. There is broad recognition that the expected value of gambling is negative (“the house always wins”). Gamblers may exhibit several cognitive and motivational biases that distort the perceived odds of events and that influence their choices. With the prevalence of online gambling and with the popularity of online sports betting being at an all-time high, we will explore negative effects of gambling on individuals and communities. We will also learn about the history and culture of gambling in various parts of the world as well as study the current regulations and policies surrounding gambling in the United States. 

Now that Jesse Armstrong’s Succession is complete, how do we understand the political, literary, and artistic allusions present in the HBO drama? From Greek mythology to Shakespeare’s tragedies, European cinema, and Renaissance art, Succession is replete with cultural references to the past while presenting a contemporary tale of corporate manipulation, incompetence, and greed. Together, we will make sense from Succession’s allusions and consider their importance to the narrative arc of the series. Finally, we will investigate Succession’s impact on contemporary culture: Is the series an elite, internet-fueled phenomenon, or does it have something more important to say about art and life? 

Are you more microbial or human? How has the pandemic altered your resiliency? In this tutorial, we will study how your microbiome and brain communicate and how alterations to your screen-focused life can be good for both you and your tiny friends. Microbiomes have been proposed to impact your mood, disease susceptibility, and overall happiness. After spending years in a highly sanitized world; how do we rebuild our microbiomes to ready ourselves for the next pandemic? We will explore the greater �鶹��ý community as we find local ways to enhance both your mood and microbiome. Our readings and discussions will include diverse viewpoints and explore the ways in which ethnicity, class, and gender influence our exposure to microorganisms. You will be challenged to objectively examine controversial topics and utilize credible sources to support your views in papers, oral presentations, and discussions. 

How is tradition malleable? What elements of creativity exist in affirming or dismissing tradition? Does the line between tradition and the contemporary even exist? What happens when a community fails? In this tutorial, we will explore the role sound and movement have in performing tradition. Interrogating ideas of noise, ritual, socialization, and adaptation, we will engage in creative projects that highlight place and challenge space. We will work together to engage in ethical activism, while remembering the whimsical characteristics of play. We will embody the ideas presented in academic prose and take our practices into nuanced future nostalgia. As we establish a temporary community using our imagination, creativity, and diverse ways of knowing, we might just lead to inventing new traditions that bind community beyond �鶹��ý. 

Water directly impacts our lives and is essential for our existence. In addition to being a key component to our survival, water’s history as a medium for health and well-being is ever present. What is it about water’s majestic quality, so commonly found in nature, music, and art? How can water help us feel happier, healthier, and more connected? Conversely, we will explore the darker side of water, the growing global issue of water scarcity, water pollution and the inherent dangers when humans and bodies of water intersect. We will explore the social history where division by race, class and gender excluded people from not only access to clean water, but the opportunities to safely engage with water. In this tutorial, we will use an interdisciplinary approach — including experiencing the water around us (pool, spa, local lake) — to “dive in” and examine the experiences humans have with water. 

The word “illustration” can refer to a picture or diagram that is meant to clarify or decorate a text. Or it can refer to an example that enhances our understanding. In this Tutorial, we will talk about the satisfactions and powers of illustration, and we will experiment broadly with incorporating illustration in our intellectual and creative work.  What do illustrations add to our experience of texts? How do they enlighten us?  How does illustration work in different majors or fields?  What do we want to illustrate and what forms might our illustrations take?  We will develop our abilities to discuss, research, analyze, present, write, and revise using illustration as both a topic and an approach.  Note: this Tutorial welcomes students of all artistic abilities. 

In this tutorial, we will explore the rich diversity of people and ideas found in Iowa’s literature, art, and history. We will begin by considering popular and celebrated representations of the state, such as Grant Wood’s American Gothic, often referred to as our nation’s most famous painting, and Marilynne Robinson’s Pulitzer Prize–winning novel, Gilead. We will then attend to some of the voices and communities marginalized across the state’s history, including Buxton, an African American–majority mining town founded in southern Iowa in the early 20th century; Republican Governor Robert Ray’s welcoming of 1,400 refugees from Southeast Asia to Iowa in the mid-1970s; prose and poetry by Meskwaki writer Ray Young Bear; Varnum v. Brien, the 2009 unanimous Iowa Supreme Court decision legalizing marriage for same-sex couples; and Chuy Renteria’s memoir of growing up first-generation Mexican American in West Liberty, Iowa. We will conclude our semester’s work of reading, discussing, researching, and writing on these topics by curating an exhibit that pairs work from �鶹��ý College Museum of Art with materials from �鶹��ý College Special Collections and Archives to document, celebrate, and envision difference in Iowa. 

Every society has its ghosts and many families their ghost stories.  What do ghosts mean in literature, science, and the arts? Do such fantasies provide an escape from an oppressive reality into a wish-fulfilling world, or do they present an exaggerated or distorted version of the “real” world? Victorian ideas of the ‘occult,’ and ‘the supernatural’ created ghostly shadows in the imagination and in written texts. Developing ideas of the unconscious gave us concepts to study literary ghosts.  Readings for the course will include Edgar Allan Poe’s “The Black Cat,” The Turn of the Screw by Henry James, Salman Rushdie’s “The Prophet’s Hair” Toni Morrison’s Beloved, Shehan Karunatilaka’s The Ghosts of Maali Almeida, Louise Erdrich’s The Sentence and Bram Stoker’s Dracula. 

Taylor Swift is a generational talent, a creative powerhouse, a songwriting superstar, and a business mastermind. Throughout the nearly two decades of her music career, she has set records — only to break them again herself — and remained capable of writing lyrics that speak to the very personal experiences of millions. While this course may not be a sold-out global stadium tour, we will use Taylor’s journey to think about growing up, breaking down, and setting a new path forward. In this tutorial, we will use the lens of Taylor’s career, public persona, and artistic work to view interdisciplinary topics including law, reputation, symbolism, gender and identity, and human emotion. Students will read academic and media articles about various aspects of her life and career and analyze lyrics, videos, and imagery for recurrent themes and subtle messaging. 

How do places shape us? In turn, how do we influence the contours of places we inhabit? We, as human beings, are impacted by place: the food we eat, the languages we hear, the clothes we wear, the animals that we see (or don’t see) roaming our neighborhoods, and the dominant forms of daily transportation are manifestations of places framing our lives. The bridges that traverse rivers and bays, the walls and fences that keep certain people in and others out, our domestic dwellings, and the public spaces that either discourage or encourage social gatherings are embodiments of human beings as architects of the places that we inhabit. The scale of this tutorial ranges in size from a college dorm room to the planet Earth’s place within its galaxy. We will pay special attention to how places and human relationships to place have changed over time. Every action and thought throughout all of human history happened in specific places. Together, we will introduce ourselves to the implications of this fact. 

If you are a student enrolling at a private liberal arts college such as �鶹��ý, you likely expect to feel more “engaged” in your classes than if you were at a large public university. How do students’ expectations for “engagement” align with those that �鶹��ý faculty might have for their students, and how are those expectations similar or different across the field of higher education in the US? How has student engagement tended to cross over the boundaries of campuses and impact the societies where they are found? This tutorial explores student engagement from the level of classroom interactions to the level of larger social impact, particularly how it has been studied with the benefit of some historical distance. We will outline some features of what might count as a “hidden curriculum” to being a successful student at �鶹��ý and examine some examples from different countries in the past century to evaluate the roles that student engagement as activism might play in the present. 

Journalist and Professor Dr. Steven Thrasher has said that “racism can give Black Americans the impression that in the past we were only slaves who did not rebel; that in the present, we are a passive people beaten by police who cannot fight back; and that in the future, we simply do not exist.” Afrofuturism illustrates the possibility of abundant futures in which Black people do not simply exist, we thrive. Synthesizing Curator Ingrid LaFleur and author Ytasha Womack’s definitions, Afrofuturism can be defined as “using imagination, technology, and desire for liberation to conjure possible futures through a Black cultural lens." In this class we will name and discuss the creative ways that African-descended people have fought against seemingly indestructible foes: racial capitalism, white supremacy, globally institutionalized human trafficking (enslavement) and centuries of continued disenfranchisement in order to make the world a more just place. During the course of this tutorial, we will center Black art in several forms such as music (Janelle Monae, Erykah Badu, Outkast, Missy Elliott, Clipping, THEESatisfaction, etc.) film (Space is the Place, Black Panther, The Brother from Another Planet, Pumzi) and short stories by Octavia Butler, Nalo Hopkinson, Sheree Thomas, Derrick Bell, and W.E.B. Du Bois to analyze how Black innovators use artistic expression to maintain joy and community while creating freedom dreams. 

Research, experience, and instinct all tell us that, under the right circumstances, time spent alone, and time spent in nature, can be beneficial to our minds, bodies, and spirits. Periods of solitude (whether a place or a state of being) increase productivity, inspire creativity, and offer a level of self-reflection and relaxation that can otherwise be difficult to achieve. “Solitude,” observes one author, “is a resource we can either nurture or allow to be depleted.” How, though, do we do this? Is it enough to simply be alone, or out in the woods, or off our phones? Is there such a thing as too much solitude? In this tutorial, we will explore the scientific, social, and spiritual meanings of solitude. We will consider the stories of people who have gone to great lengths to retreat into nature as well as the ways that solitude, in the form of isolation, has been used as a form of punishment. This interdisciplinary tutorial encourages students to establish effective wellness habits as well as to improve their reading, listening, writing, and discussion skills. 

Music is an essential part of almost all modern movies, but most audience members are probably unaware of the elaborate processes, artistic decisions, and philosophical considerations that shape our experience in the world of a film through music. This course invites us to pursue a deeper appreciation and understanding of the way film music is created, how it functions, and how it works together with the visual components to affect the viewer. Our inquiry will include a range of scholarly perspectives as we focus on a small body of examples from a variety of films and composers. By the time we are finished, students may never watch (or listen to) a movie in quite the same way as they had before. Music reading ability and previous experience with formal music study are not necessary for participation in this course. 

Before the 1960s, cinema in France was not an art form but rather a form of entertainment. If it did have artistic pretensions, they were usually to replicate literature or theater — many films were adaptation of masterpieces, while others employed traditional narrative structures. Between 1958 and 1973, the French New Wave revolutionized the way we look at cinema. Young directors, critics turned directors, such as Truffaut, Godard, Chabrol, Resnais, and many others, transformed cinema into an art form in its own right, not only by using new montage, sound, and lighting techniques, but also in its self-referentiality. That is, this New Wave no longer referred to great works of literature but to cinema itself; this was an enormous cultural revolution. This tutorial will explore this revolution examining films from before and during the New Wave. 

Chinese diasporas across time have contributed to the establishment of Chinese communities around the world. From Southeast Asia to Europe to the Americas, these communities were often referred to as “Chinatowns” by outsiders and created through policies that sought to exclude Chinese immigrants. Through a multidisciplinary lens that draws from anthropology, history, and Asian American studies, we will study and research contemporary Chinatowns as well as non-extant Chinese communities from the 19th- to early 20th-century. Scholarly texts, graphic novels, films, guest speakers, artifacts, and cooking in the Global Kitchen will allow us to examine a range of topics that will include archaeology, immigration, labor, food, tourism, gentrification, violence, and protest. 

“Whenever I see an adult on a bicycle, I have hope for the human race.” -H. G. Wells 

In 1817, Karl Freiherr von Drais invented the Laufmaschine (“running machine”), the first bicycle.  In time, this 19th century invention would evolve to become the most ingenious, efficient human-powered machine and the world’s most popular form of transportation.  In this course, we will explore the history of the bicycle and how it has influenced and shaped our society.  Some areas and topics of discussion include bicycle policy and legislation, environmental impact, competitive and recreational cycling, and the role of the bicycle in shaping race/class relations, and the women’s rights movement. 

The continued existence of a species requires successful reproduction among its members.  Humans are unique in that they can think about, plan, and use technology to support their reproductive efforts.  Assisted reproductive technology (ART) — including techniques such as in vitro fertilization, nuclear transplantation, and pre-implantation genetic diagnosis — have generated hope for some but anxiety for others.  What is really possible with ART?  Sex selection?  Yes.  Trait selection?  To some extent.  Cloning?  Perhaps.  This tutorial will explore both the technical details of ART and the moral, ethical, and legal frameworks that govern our reproductive decisions. What are the arguments for and against choosing the sex or other traits of children?  Being able to select traits raises questions such as: What traits are desirable? and What is “normal”?  We will also consider the interaction between science and society.  What should scientists be allowed to do while investigating how reproduction works?  How should scientists respond to political uses and misuses of ARTistic knowledge?  In this tutorial you will explore such questions about ART, develop your scholarly skills, and engage with your new academic community.

Here, we are dedicated to the respectful and open exploration of the cultural treasures of each community. We begin with an ancient maxim: “When you judge a fish by its ability to climb a tree, it will be automatically disqualified.” This traditional Manding wisdom guides our approach to speech, which we consider sacred, a source of growth and understanding. 

Tell me about your home. What stories, what myths animate your culture? Which topics are approached fervently, and which are avoided? Which practices are valued or neglected, and why? How do these dynamics manifest in your daily life? These questions are not meant to judge, but to awaken critical reflection and foster deeper understanding. Ma-ya-Blon, the vestibule of humanity, embodies the space where enriching and nourishing exchanges precede access to knowledge. In our tutorial, we explore a variety of media — audio, podcasts, stories, films — to address each topic with depth and nuance. Our goal is simple: to share our traditions, learn from each other, and broaden our collective understanding of the world around us. 

Textiles were some of the most valued objects produced in the premodern world. Lightweight and resilient, they were traded and exchanged by people from all social levels. The ease of transporting textiles made them perfect for conveying motifs and specific textile types (most famously, silk) across large geographic distances. Studying textiles in their historical contexts thus allows us to trace types of cultural exchange that might otherwise be invisible. This class investigates the historical origins of different types of textiles and weave structures, as well as looking into the role that textiles and dress played in premodern global trade, in ritual contexts, and in the establishment of “fashion.” 

Embark on a transformative journey with “I Want to Translate the Globe,” a course that introduces first-year students to global cultures through world literature and translation theory. This course focuses on primary materials in China and German studies, featuring works from prominent authors such as Goethe, Lu Xun, Eileen Chang, and Gerhardt Hauptmann. Students will engage with critical global issues, exploring themes like environmental humanities, gender and sexuality, migration, and memory politics. Through engaging translation workshops, guest lectures from various fields, and community-building activities — including culinary sessions at the Global Kitchen — students will delve into the translation process as both a medium and a cornerstone. This course prepares students to navigate and appreciate our interconnected world, fostering a deep sense of community and scholarship. No prior language training is needed. 

Michelangelo’s frescoes on the Sistine Chapel ceiling depict the Book of Genesis in nine vibrant panels. The frescoes were unveiled on November 1, 1512; however, centuries of smoke, incense, and grime from papal services in the chapel darkened and clouded the great work. Completed in 1990, the cleaning and restoration returned the Sistine frescoes to their original brilliant colors.  Some art historians, however, have vociferously argued that the Vatican conservators ruined the frescoes. 

Leonardo da Vinci finished his fresco The Last Supper depicting Jesus with his 12 disciples in 1498.  da Vinci’s unconventional technique of applying a mixture of oil and paints to the plaster wall, however, resulted in fast deterioration, first observed in 1517. After multiple failed attempts, the restoration of da Vinci’s The Last Supper took 21 years to complete and was revealed in 1999. 

In this tutorial, we will first explore the historical and religious significance of the frescoes painted by Michelangelo and da Vinci. We will then focus on how the frescoes were created and how the restorers used their chemical understanding to clean and restore them. Finally, we will explore the controversy behind each fresco and its restoration. No prior art or science expertise is required for this course. 

The study of statistics provides a collection of methods to analyze, understand, and explain the data that permeate our lives. But this tutorial is not just about statistics. Instead, it is about issues of economic, political, and social justice in the application of statistics. JUST statistics. In this tutorial, we will investigate both contemporary and historical sources of inequity in the collection, analysis and use of data, from the sordid origins of the statistical discipline in the late 19th and early 20th centuries, to the ascendancy today of algorithms and statistical models that reinforce discriminatory and oppressive practices. Throughout the semester, we will explore principles of data ethics to discuss responsible uses of data and statistics, which can not only redress current harms, but also bring about a more equitable and just world.