Lecturing within the College of Arts and Humanities since 2019, DiLiberto is on a quest to show Â鶹ӳ»­´«Ã½ students how the timeless classic relates to their own journeys.

“The central premise of the Odyssey places the main character, Odysseus, on a journey home following the Trojan War. Along the way, he perseveres through personal tragedies, overcomes impossible odds, and grows as both a king and a human being,â€� DiLiberto says. “From personal growth to resilience to rising to the occasion, the core themes within the Odyssey are relevant to the lives of all Â鶹ӳ»­´«Ã½ students, regardless of their personal background or professional majors. It is a deep and thoughtful examination of all the things that makes us human.â€�

Â鶹ӳ»­´«Ã½ Courses Inspired by the Odyssey

DiLiberto and several faculty from the College of Arts and Humanities often consider new and innovative ways to integrate classics into coursework applicable to students across all majors.

• HUM 2020: Encountering the Humanities –ÌýMonsters & Mad Scientists

In 2023, DiLiberto was awarded the forHUM2020 which was partly inspired by characters and concepts found within the Odyssey. DiLiberto designed a “Monsters & Mad Scientists� theme within the general education course she teaches to analyze the unique relationship between science and the humanities as well as answer philosophical questions on human nature.

“Monsters —– whether they be imaginary creatures or bad actors throughout world history —– aren’t just born, they are created through unfortunate events and life circumstances,� says DiLiberto, who was also recognized with the College of Arts and Humanities’ 2025 Excellence in Undergraduate Teaching Award. “Using monsters as the launching point in these general education courses sets up philosophical discussions [for students studying many disciplines] on society, our culture, and how ‘monsters’ are created.�

• HUM 2020: Athleticism as an Aesthetic

Lecturer Terri Pyle ’92 ’95MA, who earned a doctorate in visual arts: philosophy, aesthetics, and art theory from the Institute for Doctoral Studies in the Visual Arts, explores how Odysseus maintains his physical prowess to endure his journey and ultimately uses sport — archery —Ìý to take back his kingdom. Nolan’s film as well as the 2024 film The ReturnÌýwith Ralph Fiennes as the lead, and pieces from the Louvre’s art collection are among several Odyssey-related reference materials covered in the semester.

• PHH 3800: Research Methods in Humanities and Cultural Studies

Senior Lecturer Jeanine Viau, who earned a doctorate in theology and ethics from Loyola University Chicago, prominently features the Odyssey in the course by incorporating selections from Emily Wilson’s 2017 translation of the Odyssey as well as Madeline Miller’s novel, Circe, to discuss some of the darker themes of the epic in relation to violence, power and social dynamics.

• PHH 3100: Ancient Philosophy

The Athenian philosopher Plato engaged deeply with the works of Homer and often refers to them in his dialogues. In this course taught by Brian Reese, an assistant professor and specialist in ancient philosophy, students read selections from Plato’s Republic, which can be understood as a reinterpretation of the Odyssey—one that presents the philosopher, rather than Odysseus, as the epic hero.

Â鶹ӳ»­´«Ã½ Study Abroad: The Odyssey in Real Life

In Summer A 2027, DiLiberto Ìý— Ìýa Â鶹ӳ»­´«Ã½ foreign languages (French and Italian) and texts and technology alum — will lead a group of Â鶹ӳ»­´«Ã½ students on an abroad experience in Rome. Utilizing a city-as-text approach, the experience will merge on-site visits to Roman monuments, museums and urban spaces with in-depth classroom discussion.

In addition to both historic and contemporary explorations of modern-day Rome, DiLiberto looks forward to philosophical conversations with her students centered on unique Italian locations referenced within the Odyssey.

In these discussions, DiLiberto will emphasize how the Italian regions west of Greece served as the “unknown� locations that Odysseus encountered throughout the text. She will also discuss the Odyssey’s relationship between place and storytelling. As one example, DiLiberto will focus on the Strait of Messina, the water channel that is home to the mythological sea monsters Scylla and Charybdis.

“Odysseus faced a lesser-of-two-evils decision between losing a handful of his soldiers to the six-headed monster, Scylla, or possibly losing his entire ship to the whirlpool, Charybdis,� DiLiberto says. “Like Odysseus, we are often faced with difficult decisions with no good options. How we navigate those decisions speaks to our morals, our character and who we are as people. These are the type of philosophical conversations I look forward to having with my students, and the types of discussions I hope they are having amongst themselves.�

Students interested in HUM 2210: Studies in Culture: Ancient World to the 17^th Century as part of the Study Abroad opportunity can learn more information and apply at the . The deadline to apply is Feb. 15, 2027, but please note space is limited and DiLiberto encourages students to apply as soon as possible.

Department Chair and Professor of Philosophy Nancy Stanlick emphasizes that understanding AI requires more than technical knowledge; it demands a deep exploration of ethics.

“As science and technology begin to shape more aspects of our lives, fundamental philosophical questions lie at the center of the ethical issues we face, especially with the rise of AI,� Stanlick says. “Perhaps the central [concern] is that it pulls us away from the essence of our humanity.�

Steve Fiore, a philosophy professor whose work is in the cognitive sciences program, investigates how humans interact socially with technology. In 2023, he co-authored a International Journal of Human-Computer Interaction study, titled “Six Human-Centered Artificial Intelligence Grand Challenges,� that serves as a call to the scientific community to design AI systems that prioritize human values and ethical considerations. Fiore also collaborates with the U.S. Department of Defense to explore how emerging technologies may shape national security.

Professor Jonathan Beever played a key role in developing Â鶹ӳ»­´«Ã½â€™s artificial intelligence, big data and human impacts undergraduate certificate. The interdisciplinary program equips students with the tools to critically assess and advocate for the ethical development of data-driven technologies, particularly AI and big data.

Associate Lecturer Stacey DiLiberto brings a unique perspective through her work in digital humanities, a field that merges traditional humanities with digital tools. Her research and teaching encourage students to view AI as a tool, while critically examining its impact on identity and creativity. In her classes, she challenges students with questions like “What does it mean to be human when humans can mimic our creativity?� DiLiberto argues that while AI can generate art, it lacks the lived experience and emotional depth that define human expression. Machines cannot replace lived experiences or memories, often lacking pathos when generating art.

While artificial intelligence has made remarkable progress, it does not replicate the depth of human connection or the ethical and moral reasoning inherent to human judgment. Department of Philosophy faculty like Stanlick, Fiore, Beever and DiLiberto provide frameworks for developing technology in ways that uphold ethical standards and preserve human values.

Visit the for more information about undergraduate and graduate programs, courses and opportunities to collaborate with the department’s faculty and students.

Theme: Monsters and Mad Scientists

Instructor and creator: Stacy DiLiberto, lecturer of in the .

When the class is offered: Every semester

Number of students in a class: Class section sizes have ranged from 45 to 300

Prerequisites: None, HUM 2020 is a part of the cultural and historical foundations requirement within the General Education Program (GEP).

From the Instructor

Stacey DiLiberto,

How would you describe the theme of your course?
The “Monsters and Mad Scientists� theme allows for an interdisciplinary study of the humanities, specifically how science has influenced the humanities and vice versa. We explore these connections by studying various monsters and manifestations of monstrosity throughout world societies.

Since HUM 2020 is an introductory humanities course, we cover various types of humanistic disciplines and cultural productions such as literature, film, art, myth, music and philosophy from various periods in history (ancient to contemporary). Monsters are a great case study for all these approaches since they’ve existed throughout human history in various forms and they often reflect our anxieties about ourselves, the natural world and science.

Describe your thought process behind creating this course. What inspired you to explore both science and the humanities together?
When designing classes, I try to imagine what students might like to learn about. I think about what I would want to learn about if I were a student again now, too! I taught a variation of this course at a previous institution, but it was limited, and I knew that I wanted to expand what I already had into a fully developed class. Â鶹ӳ»­´«Ã½ students seemed like a great audience for what I wanted to do, especially since a majority of them are non-humanities majors.

HUM 2020 is a course that offers a lot of flexibility. I’d say no two courses are the same — my colleagues and I approach it differently, which is great. I thought, “If this is a GEP course (it’s required), there will be reluctant students; students who question, ‘Why do I have to take this, especially if I’m a STEM major?’ How, then, can I best reach those students and maybe, just maybe, show them that the humanities are ‘cool’ and relevant to their studies by making that science-humanities connection?â€� It’s not either, or: science or humanities. The two are connected.

An interdisciplinary course that centers around monsters seemed to, therefore, become appealing. These are subjects I enjoy and feel comfortable teaching and will give me the ability to draw from all sorts of humanities topics and contemporary culture. Plus, who doesn’t want to talk about monsters?

How can students benefit from this course in their future classes or careers?
The skills that students learn in the humanities — to think critically and creatively, to develop cultural literacy, to build empathy for others and their experiences, to look within and outside of themselves — are skills that are useful in any career. For instance, ethics are an important component to medicine or business, and the humanities can help instill that.

What does the coursework entail and what is unique about it?
In every module, we examine a different type of monster, their purpose and function in history and culture, and we make conclusions on what they represent. We start out with monsters from ancient myth and then move to more “popular� monsters such as Frankenstein’s Creature, vampires (including Dracula), and zombies, to more contemporary monstrous representations like Godzilla and artificial intelligence (AI). As a result, we do somewhat of a historical survey of culture, science and humanity.

Depending on the size of the class, assignments range from traditional tests and quizzes to creative projects and presentations. In all sections, we discuss and write about topics in new and interesting ways.

Why is the theme of this course especially important for today and the future?
By the end of the semester, students realize that monsters are representations of our faults and our anxieties. By the last unit, it’s difficult to distinguish between monsters and humans: we can be monsters, too. So, with that lesson, we end with how NOT to be monstrous: how can we do better and be better? That lesson is important today and in the future.

Variations of the same monsters, like vampires or zombies, feature in cultures across time and space and continue to endure in modern popular culture. What do you think this says about human nature?
We humans are always looking for ways to explain ourselves and the world, and to make sense of it all. Monsters have always helped us do that. We find that monsters reflect our fears and anxieties at any given time. Whether it is monsters such as Frankenstein’s Creature to keep us from going too far with science, or zombies reflecting our loss of individuality and even societal collapse, monsters help us exorcise our fears and find meaning.

Who is your favorite science fiction monster and why?
I like so many monsters for different reasons (hence the class), but I always come back to Frankenstein’s Creature. He is such a sympathetic monster. I love Mary Shelley and her work; it’s one of my all-time favorite books to read and teach, and it’s a core part of the class. I learn something new from it every semester, and I always love when students realize that the Creature is not the grunting hulk of a monster we see in the classic Hollywood film, but a thinking, feeling, misunderstood creation created by an individual whose downfall is hubris. Knowing Shelley’s backstory makes me appreciate him even more.

From a Student

Aniqa Sikder ’22, Ìýhealth sciences alum with a pre-clinical track

Why did you decide to take this course?
I decided to take HUM2020 because as a pre-medical student, I had never gotten the chance to learn about philosophy and ancient history at the college level.

What do you think is the most challenging aspect of the course?
I initially had a difficult time with historical text analysis, but as I progressed through the course, I improved my critical thinking skills and found myself wanting to learn more about the humanities.

What have you enjoyed most about the course?
I really enjoyed learning about monsters and how they can teach us so much about human nature. This interdisciplinary course has allowed me to truly understand the strong relationship between science and the humanities.