Online Courses

This course surveys the art and architecture from the Paleolithic period through the Gothic period. Within a roughly chronological structure, we will explore the art of these periods in relation to their broader cultural, intellectual and historical contexts. In addition to emphasizing the developments that define each historical period, we will consider the aesthetic advances made with the painting materials and methods available at the time. Students must attend the first class or second class or lose their place. For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Soaring temperatures and increased aridity caused by climate change are predicted to make some parts of the globe virtually uninhabitable. What options remain available to policy makers, technical advisors, and citizens in the region? Carbon emissions have historically been produced by industrialized, ‘Northern’ societies, yet countries in the Global South are forced to bear the brunt, and asked to curb their emissions (affecting their economic development), is this fair? We will use anthropological perspectives and concepts with which to understand ethnocentric biases, power imbalances between ‘Northern’ and ‘Southern’ countries, and to explore Traditional Ecological Knowledge and its relationship to science. We will draw on Science Studies to analyze how scientific facts are constructed within cultural contexts, and explore how climate knowledge is constructed ordinary citizens (or not, in the case of climate change denial). Similarly, we will explore the limitations to technological progress and innovation in relation to paradigmatic behavioral change. Through ethnography, we will learn how to critique policy and development statements by taking local peoples' viewpoints seriously. Finally, as climate change is a global phenomenon, we will consider the ethical challenges associated with becoming a global citizen in an era of increasingly nationalist sentiments.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course examines how evolution generates biodiversity, the abundant diversity of life on earth, the interconnectivity of living organisms, the major threats to biological diversity, and the tools that are used in conservation. In doing so, we will build upon current scientific understanding of how our natural world works and explore conservation management in practice. Students will also develop practical skills analyzing data and communicating science. Approaches to better connect the practice of conservation with the needs and priorities of a growing human population are emphasized.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This class will provide an introduction to bioethics through the lens of disability studies. It will cover traditional bioethical topics such as reproductive ethics, end of life care, health resource allocation, health disparities, the ethics of enhancement and emerging technologies, and research ethics. Unlike traditional bioethics classes, it will approach these issues by centering disability, asking questions such as: What ethical issues are raised by prenatal testing for disability? Would legalizing physician assisted suicide be liberating, oppressive, or both for people with disabilities? Should we always ‘fix’ or prevent disability if possible? How do we set medical research priorities, and do our current priorities reflect ableism? The course will also cover fundamental questions in disability studies, such as: What is the nature of disability, what counts as a disability, and how is disability related to impairment? What does it mean for an environment to be appropriately accessible? How does being disabled constitute a social identity?

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Prerequisites: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA) Description: This course is an introduction to single variable calculus. It covers calculus of single variable functions, limits, continuity, derivatives, Mean Value Theorem, applications of the derivative, L’Hôpital’s Rule, antiderivatives, Riemann sums, the indefinite and definite integral, basic techniques of integration, and the Fundamental Theorem of Calculus. In this course, students review and extend their knowledge of the exponential, logarithmic, trigonometric and inverse trigonometric functions.

Prereq: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA).This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 18 - June 26, 2026.

This is the second course in the Calculus sequence and is a continuation of MATH-1350. Topics include techniques of integration, applications of the definite integral, improper integrals, sequences and series including Taylor's theorem and power series, and polar and parametric curves.

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session II, June 29 - August 7, 2026.

How do we become courageous but not reckless? Maintain hope in a world full of despair? Discover how discourse, habits and Christian virtues sustain courage, hope, and justice in its religious, psychological and social dimensions. We will explore physical, moral, and spiritual courage, hope, and justice through the lives of individuals, such as Colin Kaepernick, and communities, such as the protestors of the Dakota Access Pipeline. We will look at how courage and hope manifest in everyday life—in addiction, in financial stress, playgrounds, and in the context of a warming planet. While there is an emphasis on Christian ethics, readings and discussion are not limited to Christian approaches. This course is a Community Based Learning course. Student volunteer over the course of the semester with local community organizations as part of regular course work. Partnering opportunities include working with after school programming, people experiencing homelessness, or through existing CSJ programs. Bus/metro costs are covered. Questions? Please email Kerry.Danner@georgetown.edu

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 18 - June 26, 2026.

This course focuses on how chemistry controls the biological systems of the human body. Topics covered will include how the body gets energy, how memories are made, and what happens to the biology when the chemistry goes wrong. This is meant to be an interdisciplinary course that will cover introduction to biological systems and more in-depth chemical principles associated with those systems. Students do not need to have a strong background in chemistry or biology and all topics and background material will be introduced as needed. This course fulfills the requirement of Science for All.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Global Career Accelerator is a four-credit, virtual, asynchronous experiential learning program that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. For more information about this program and to register for this course, please visit globaltech.georgetown.edu. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).

Formerly titled "Global Tech Experience." This section is for the Coding for Data Track. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors *except* for students who have completed MATH 1505 and MATH 2620. Applications will open in April. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).The Georgetown Global Tech Experience is a virtual, asynchronous experiential learning course that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience.

The class will involve a deep dive into human-technology interfaces, with future ethics taking a central concern as technology develops exponentially. Can regulations keep up? Do we need to consider robot ethics? Can human biases embeddedness within machine learning algorithms be understood or do they constitute black boxes? These are some of the questions this course will explore. Students will: • Understand current and future trends in AI • Develop critical thinking around ethics and philosophy of human machine enhancement • Learn how bias is encoded into algorithms • Debate how to regulate AI • Explore potential futures through literature and film • Debate robot personhood

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Global Career Accelerator is a four-credit, virtual, asynchronous experiential learning program that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. For more information about this program and to register for this course, please visit globaltech.georgetown.edu. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).

Formerly titled "Global Tech Experience." This section is for the Data Analytics track. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors except MSB students and students who have taken MATH 1505 and MATH 2620. Applications will open in April. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).The Georgetown Global Tech Experience is a virtual, asynchronous experiential learning course that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience.

This course is designed as a second-year course for majors and minors. The main goals of the course are to present a variety of schemes for structuring data so that computer programs can efficiently insert, retrieve, modify, and remove information, to understand and express these operations as formal algorithms, and to analyze these algorithms formally. Using asymptotic analysis, the focus is on the analysis of worst-case running times of algorithms, although the course also covers the analysis of the average-case, amortized, and expected running times for selected algorithms. The data structures that the course surveys include unordered maps, hash tables, general trees, binary trees, ordered maps, search trees, self-balancing trees, multi-way trees, priority queues, heaps, sets, and graphs. Finally, the course reviews elementary sorting algorithms, presents heap-sort, and covers the formal analysis of their running times.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course surveys the history of documentary film (technological, stylistic, thematic, etc.), while taking up the theoretical debates around cinematic claims to truth and representations of reality. Students will examine how the documentary genre differs from other kinds of filmmaking, how documentaries make ‘truth claims’, and how these claims influence the ways in which these films are received and circulated. Beginning with the actualities of the Lumière Brothers, students will be exposed to multiple genres (e.g. ethnographic, cinéma vérité, experimental, self-reflexive) and filmmakers (e.g. Robert Flaherty, Frederick Wiseman, Albert Maysles, Errol Morris) while addressing the variety of arenas (e.g. scientific, civic, commercial) in which documentary has appeared.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

For College students, HIST 111 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. This course is a general survey and explores the rich history of people living in Africa from very early times through the 19th century. We will focus our attention on several regional case studies, including the early urbanism and medieval states of the West African Sahel, equatorial societies and kingdoms of the southern savannas, the Swahili coast and its hinterland in eastern and central Africa, and the Kongo Kingdom and Atlantic slave trade. We seek to understand transformations common to early human histories, such as the emergence of food production or the rise of centralized states, as well as the situational and contingent nature of ethnicity, slavery, gender, and wealth and poverty in the African context. We will also consider social achievements particular to Africans’ history, such as the multiple inventions of heterarchical forms of governance. We will study how persistent ideas from western cultures shaped what outsiders thought they knew about Africans and their histories at the same time that we try to understand what Africans themselves thought about their own actions and those of their ancestors. We will access these histories by analyzing a range of primary historical sources: archaeological artifacts and site reports, travelers’ accounts, art, oral traditions, photographs, the reconstructed vocabulary of dead languages, and many others.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

The United Nations has developed 17 goals in achieving sustainable development, many of them aiming to mitigate anthropogenic pollution to air, water, climate, and other Earth systems. This course guides students to understand the underlying science principles, often integrating basic chemistry, physics, and biology, for interrelated Earth systems, and how Earth systems science informs environmental policymaking. Topics include stratospheric ozone depletion and Montreal Protocol, climate change science, and Paris Agreement, air/water pollution and EPA regulations (including the first-ever National Drinking Water Standard for PFAS), chemical contamination and Stockholm/Basel Conventions, as well as biogeochemical cycles. For each topic, the transdisciplinary science is demonstrated by combining key concepts, data analysis, and case studies, followed by discussions on formulating science-based policies. In addition, knowledge gaps and future developments in Earth systems science are discussed.

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 18 - June 26, 2026. General Chemistry I (CHEM-1100), or AP Chemistry (for pre-college students), is strongly recommended before enrolling in this course.

Welcome to Ecology: Theory and Practice! In this asynchronous online summer course, we will study the interactions between organisms and their environment across multiple ecological scales, including populations, communities, and ecosystems. In the first two modules, we’ll focus on the Physical Environment by surveying Earth’s terrestrial and aquatic environments, the physical forces that shape them, and the dynamics of energy and nutrient flow. In the next two modules, we’ll focus on Population Dynamics through qualitative and quantitative examination of population growth and fluctuations, with detailed consideration of interspecies interactions. In the final two modules, we’ll focus on Communities and Ecosystems by quantifying species diversity and community structure, considering community change through time, and brainstorming ways to address contemporary ecological challenges through collaboration. Throughout each module, we will explore numerous case studies of interest, practice communicating science to diverse audiences, and engage with the natural world by spending time in local natural spaces. Each of these activities is central to exploration and discovery in ecology and will provide opportunities for students to observe, understand, and ultimately protect the natural world and its marvelously diverse array of habitats and species. Restrictions: This course CANNOT be taken with the 4-credit Ecology (BIOL 1800) lab course. Further, this course does NOT count towards the Environmental Biology major “Ecology” requirement, nor the Biology major “Populations” requirement. This course DOES count as a Biology of Global Health elective in the “Ecology and Evolution” cluster. Students in non-Biology majors are also welcome to register.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course is Online. In a globalized and networked world, the linkages between social and environmental issues are becoming increasingly evident. From climate change and sustainability to resources and economics, scholars and practitioners alike have been bridging the divide between society and ecology. This connection has yielded an emerging perspective suggesting that environmental issues need not primarily be a source of conflict, but rather can offer a basis for promoting cooperation and peace. Environmental Peacebuilding is at the forefront of this transition, constituting both the ecological realm of peace and the peacemaking potential of ecology. Through various theoretical lenses, real-time case studies, and interactive experiences, we will explore this integrative paradigm in terms of its history, its present relevance in concrete settings, and its prospects for transforming the future.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course will treat climate change as an ethical issue. Topics covered may include: the moral relationship between humans and non-human nature, obligations to humans that exist now and those that will likely exist in the future, cost benefit analyses, and different types of responsibility. Specific topics and readings will vary by semester and instructor. Consult the relevant semester’s syllabus for more information.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

The basic aim of this course is to provide a foundation in the cultural, political, and social history of Europe since the Middle ages, but its broader focus is to demonstrate how such a course is necessary for understanding what constitutes modernity. To that end it will emphasize the decisive role played by the West in creating the modern world and its ongoing influence in determining the nature of modernization wherever it occurs. Accordingly, a knowledge of Europe's changing perceptions of itself and the nature of the world is essential to an understanding of what modernity is about. The lectures and readings, therefore, will be organized around major themes that contribute to this understanding, such as the meaning of authority and the concepts of change and continuity.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course introduces students to a variety of theoretical perspectives and empirical processes linking gender to the dynamics of security and armed conflict, both at the domestic and international levels. After reviewing historical connections between gender, war and peace, it focuses on a comparative analysis of gender integration in the armed forces of western democracies. Major topics to be discussed are: the military as a gendered organization; gender equality, citizenship and military participation; women in combat; sexuality, sexual orientation and the military; masculinity and military culture; patterns and policies of gender integration. A final block is then devoted to analyzing the implications and challenges of a new gender regime in international security which has been developing since the approval of UNSC Resolution 1325 in 2000. This includes examining and discussing issues such as the participation of women in international operations; gender, crisis management and the security sector reform; and gender-based violence in armed conflicts.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology. PSYC-001. GENERAL PSYCHOLOGY IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Sex for Sale: Prostitution in Comparative Perspective What Is This Course About? How can we write a history of prostitution and what are some of the major themes academics have explored when writing about prostitution? This seminar offers a historiographical overview of the topic of prostitution in history since Judith Walkowitz's interpretation of prostitution as labor. We will explore the differences and similarities in the history of prostitution over time, class, and space. We will also look at why and how prostitution is stigmatized in most societies, and address where to find sources to write a history of prostitution. Some of the questions we will explore include: where does the history of prostitution fit into the history of sexuality? How can we write about a stigmatized topic without stigmatizing its protagonists? How should scholars navigate the boundary between consent and violence in historical contexts? Why do some topics such as trafficking and the plight of Muslim women mobilize and carry considerable currency? Our main focus will be on 19th and 20th century United States, Europe, and the Middle East, but we will also explore cases in East Asia and Latin America. This course is not a lecture course. Rather, it is reliant upon discussion and debate. Class meetings will be largely focused on actively using what we have read or learned through varies sources, sharing it with others, thinking on the spot, brainstorming, speculating, and figuring out how it all fits together. Assignments are designed with a digital component. You should be comfortable with some digital tools beyond Microsoft Word or willing to make the effort to familiarize yourself with these tools (Wordpress, Omeka, VoiceThread, Podbean). What Will Students Learn by the End of the Term? By the conclusion of the course, students will be able to answer the following questions: • How would you characterize and evaluate the various strategies that have been used across the world in the 19th and 20th century to address prostitution? • Historically, what have been the consequences of making prostitution illegal for women and girls? • How have race, gender, and class shaped the politics and lived-experience of prostitution? • What does comparing histories of prostitution across the world tell us about the state of the scholarship? By the end of the course students will improve on the following skills: • Thinking skills: The ability to read, analyze, and respond to our course materials • Communication skills: The ability to communicate ideas clearly and efficiently • Information success and Retrieval: The ability to know where to look for and gather information concerning our topic • Ethical reasoning: The ability to recognize multiple perspectives and examine connections between beliefs and actions

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

The Graduate Internship and Professional Development course offers graduate students from across the university access to real-world skills building while interning at an established company, non-profit, or government agency where they can apply those skills. The course encourages whole person learning through our holistic pedagogy combining experiential, formal, and program specific learning. Students set professional SMART goals at the start of their internship. They complete weekly asynchronous training modules and skills workshops to build core professional skills such as cross-cultural communication, working remotely, networking, emotional intelligence, sales, presentations, navigating bureaucracy, and more. Students produce bi-weekly written reflections on how they have and/or will apply what they learn in the course to their graduate program specific professional development, internship, and future career pathways. This facilitates cross-discipline learning with their classmates from diverse graduate programs. Each graduate program assigns a liaison who will deepen the grad program specific professional development experiences for students, including student attendance at in-person professional development mentoring, training, and networking events specifically as they relate to their graduate program’s career pathways. Students join LinkedIn groups with alumni from their program and direct message them to conduct informational interviews. At the end of the course, students design an Individual Career Development Plan to direct their career trajectory after completing the graduate program.

This class meets asynchronously. In addition to enrolling via MyAccess, be sure to visit to apply via the GSI website: https://eship.georgetown.edu/apply-to-gsi/. Contact Professor Mike Malloy with any questions.The Graduate Professional Development Seminar offers graduate students from across the university access to real-world skills building while interning at an established company, non-profit, or government agency where they can apply those skills. The seminar encourages whole-person learning through our holistic pedagogy combining experiential, formal, and program-specific learning. Students set professional SMART goals at the start of their internship. They complete weekly asynchronous training modules and skills workshops to build core professional skills such as cross-cultural communication, working remotely, networking, emotional intelligence, sales, presentations, navigating bureaucracy, and more. Students produce bi-weekly written reflections on how they have and/or will apply what they learn in the course to their graduate program-specific professional development, internship, and future career pathways. This facilitates cross-discipline learning with their classmates from diverse graduate programs. Each graduate program assigns a liaison who will deepen the program-specific professional development experiences for students, including the design of synchronous professional development training and discussions specifically as they relate to their graduate program’s career pathways. At the end of the course, students design an Individual Career Development Plan to direct their career trajectory after completing the graduate program.

The Georgetown Startup Internship (GSI) Seminar is designed to offer students access to real-world skills building while working as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy, which combines formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students can self-enroll in the course today before securing an internship. Students must apply to internships and receive an offer before the add/drop period ends to be eligible for this class. Students can visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship. If you want to bring your own internship for the course, please email Prof Mike Malloy at mike.malloy@georgetown.edu for approval.

This class meets asynchronously. Students can self-enroll in the course today before securing an internship. Students must apply to internships and receive an offer before the add/drop period ends to be eligible for this class. Students can visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship. If you want to bring your own internship for the course, please email Prof Mike Malloy at mike.malloy@georgetown.edu for approval.

Students will learn the formal, aesthetic, and communicative aspects of creating effective graphic images. Projects include logos, typography, and digital arts that promote mastery of techniques, methods, and materials. In order to foster creativity, we start with breathing meditation at the start of class, followed by discussions about design and learn the Adobe software and the foundation of design principles. The goal of this class is to strengthen students’ visual literacy and communication skills as part of their liberal arts education.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Hip-Hop, a cultural movement that has influenced everything from music, clothes, to the words we speak, has become one of the largest and furthest-reaching movements in modern history. This course seeks to explore and contest the socio-political aspects of hip-hop’s main elements (MCing, DJing, Graffiti, and B boying/B girling) using a feminist lens. This course explores the relationship of hip-hop, gender, race, class, and sexuality through literature, film, music, and new media. This course is designed to examine the formation of hip-hop and its expansion into a discourse of resistance to its mainstream and global commodification

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Intermediate Latin is intended for students who have successfully completed Latin II at Georgetown or have otherwise acquired the ability to read Latin texts in the original, with a good basic knowledge of vocabulary and grammar. While these same elements (vocabulary, morphology, syntax) will be constantly reviewed and constitute an essential part of home and class work, a new stress will be increasingly posed on matters related to literary genres, poetic diction, rhetoric, meter, etc. In fact, students will be introduced to handling Latin literature directly, and especially through the study of those very authors that represent the basis for virtually all grammatical notions and abstractions so far learned, i.e. Cicero and Virgil. Satisfies COL language requirement.

This course meets entirely online with both live, synchronous sessions and asynchronous modules during the Main Presession, May 18 - June 12, 2026. Note the course meeting days and times listed for the required live sessions.

This gateway course surveys the histories, theories, concepts, actors, and pedagogies that compose the growing transdisciplinary field of justice and peace studies. We will familiarize ourselves with current issues in the field, as well as the movements and structures that both contribute to and provide obstacles to the creation and sustainability of a more just and peaceful world. The course presents a wide range of theoretical and practical perspectives on peace and social justice, including: poverty, hunger, and homelessness; racism, sexism, and homophobia; violence, oppression, slavery, and colonization; and complex issues of sustainable development and humanitarian aid. Through historical and contemporary analyses, the course addresses critical issues of militarism, inequality, and injustice, emphasizing the development of viable alternatives. This course is highly recommended for first-year students and sophomores interested in pursuing the JUPS major or minor. As an introductory course, it requires permission for seniors.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course is an introduction to the theory and practice of storytelling in connection with public speaking. One of the most important skills in the 21st century is the ability to authentically tell the story of who you are, what matters to you, and the change you want to see in the world. Since humans gathered around the campfire stories have been used to bring people together, tell our collective history, relay critical information, and inspire social change. In this course, we will examine approaches to structuring stories to engage specific audiences and performance techniques to deliver a message with confidence and authenticity. A particular focus of the course will be how stories are a critical communication tool in business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply storytelling to their own areas of study and personal interests through course readings, discussions, assignments, and presentations. Students will develop a portfolio demonstrating the ability to use stories to share knowledge, pitch a new idea or product, spark social change, connect to an audience using humor, lead people into the future, and communicate who you are for a job interview.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

What distinguishes good arguments from bad ones? Logic is the study of arguments, and answering this question is one of its chief aims. In this logic course, we begin by studying informal logical reasoning — the main patterns used in everyday arguments. But the majority of the course will focus on formal logic — the study of the abstract form of deductive arguments using symbolization. You will learn (1) how to translate sentences from ordinary English into sentences of symbolic logic, and (2) how to construct valid arguments using basic rules of inference. Once we have a handle on how to symbolize English sentences and how to construct valid proofs, we will move on to the first-order predicate calculus, in which simple propositions will be further analyzed in terms of their parts. We will learn how to prove arguments in a rule-governed system. This course satisfies the logic requirement for philosophy majors.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Required course for Sociology majors and minors. Introduction to Sociology is the systematic study of human society, social life, and behavior. The purpose of this course is to offer an overview of the major concepts, theories, and methodologies of sociology that will enable you to think sociologically. We will examine important issues and institutions of contemporary society, including culture, socialization, stratification, social class, gender, race, ethnicity, education, religion, family, and social movements in order to develop an awareness of the connection between personal experiences and the larger society. Some seats are reserved.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Italian Language and Culture Intermediate is a first-year intensive course that meets Monday thru Thursday with asynchronous learning online on Fridays. It is designed to further develop language ability and knowledge of Italian culture for students who have completed ITAL 1011 or have already had some exposure to the language. As in the case of ITAL 1011, the four skills of speaking, understanding, reading and writing are developed in a balanced way. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (like Canvas and digital tools). The general objective is to provide students with basic tools for oral and written communication in Italian and to offer them the opportunity to learn about Italian culture and life, but also to reflect about intercultural differences and similarities.

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session II, June 29 - August 7, 2026.

Italian Language and Culture: Beginner is a first-year intensive course that meets Monday thru Thursday with asynchronous learning online on Fridays. It provides a first approach to the Italian language for absolute beginners. Attention is devoted to the four skills of speaking, understanding, reading and writing. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (such as Canvas and other digital tools). The general objectives are to provide students with basic tools for oral and written communication in Italian, but also to offer them the opportunity to learn about Italian culture and life and to reflect about intercultural differences and similarities.

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 18 - June 26, 2026.

This course has been designed to provide non-science majors with a understanding of the chemistry reactions that can be found within cooking. Students are not expected to have a strong background in chemistry and introductory material necessary for the lecture will be presented.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Sociology Core Topics Course: Law & Society, focuses on detailed examination of some of contemporary society's most salient legal issues. Students learn legal history, socio-political influences, and Supreme Court decisions on issues including abortion, affirmative action, discrimination against same-sex couples, federal elections, gun rights/regulations, and voting rights, among others. Students read primary sources and journal articles, watch documentaries, do simulations, and keep up with current events. Of particular interest are cases before the Supreme Court currently whose decisions will be announced in the summer.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course presents the basic theory and methods of finite dimensional vector spaces and linear transformations on them. Topics include: matrices and systems of linear equations; vector spaces, bases, and dimension; linear transformations, kernel, image, matrix representation, basis change, and rank; scalar products and orthogonality; determinants, inverse matrices; eigenvalues, eigenvectors, diagonalization of symmetric matrices, positive definite matrices, spectral theorem for Hermitian matrices; linear discrete dynamical systems via matrix iteration.

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 18 - June 26, 2026.

Literature and Controversy: This class looks at controversial works of art and literature, weighing the various arguments surrounding the texts and considering the motivations of different participants. We will focus on 3 cultural “case studies”: the rise of the public sphere in Romantic-era Britain, race the American South in the late 19th and early 20th centuries, and sex and violence in contemporary literature and film. In doing so we will think about the relationship between art and society, the way that texts both participate in and transform social dialogue. How have race, class, gender, sexuality, and nationality historically factored in critical reception? Why is art a continual site of cultural contestation? How do aesthetic controversies reflect fundamental beliefs that structure society?

This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 18 - June 26, 2026.

The media is all around us. It influences how we think, feel, vote, and how we live our lives. This interdisciplinary course will explore representations of gender, race, class, and sexuality through an intersectional and intertextual investigation of television, film, popular music, advertisement, and social media. We will explore how representations as objects, consumers, subjects, creators, challengers, and critics both reflect and produce socio-cultural phenomena and ideas about the proper role of women and men in society. Our goal is to understand how cultural meaning is created, contested, and regulated. This course will aim in illuminating the ways in which we are passive consumers of media and empower individuals to become critical participants.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

In this course, we will study biology in the context of three types of diseases: a multifactorial disease, a genetic disease, and an infectious disease. We will consider the biology from a human perspective, including research approaches and consequences—both the good and the problematic. From another angle, we will discuss the role that society plays in the progress of medical science. This course will help students to gain a deeper understanding of biology from proteins to cells to the cardiovascular system, while practicing scientific inquiry, strengthening their communication and critical thinking skills, and placing biology knowledge into a broader context.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This course covers the concept of true and false information, why it matters, what effects it has, and different approaches to mitigating it.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Prerequisite: MATH 1360 or equivalent Description: This is a first course in differential and integral calculus of functions of several variables. After the introduction of vectors and the 2 and 3-dimensional Euclidean space, functions of several variables are discussed. Functions of two variables will be visualized by surfaces in the three-dimensional space. Partial derivatives and the total derivative of real-valued and vector-valued functions, the chain rule, directional derivatives, extrema of real-valued functions, constrained extrema and Lagrange multipliers, and double and triple integrals will be covered. Time permitting, the course will conclude with fundamental theorems of vector calculus, including Green’s, Gauss’s, and Stokes’s theorems.

This course meets entirely online with both live, synchronous sessions and asynchronous modules during 6-week Session I, May 18 - June 26, 2026. Note the course meeting days and times listed for the required live sessions.

Photography plays a predominant role in how we explore and express ourselves, how we connect. Even after the pandemic, that will still be true. This class explores how the craft challenges, the cultural framework, and the photographer’s perspective are potential tools to help be better at making and understanding photographs.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026. Please note, due to the nature of this subject matter, five 45-minute synchronous sessions will be scheduled with students during the course for students to review their camera setup with the faculty.

A performance course designed to introduce basic principles of communication and the classical roots from which they were derived. Students will prepare and present speeches in both formal platform settings and informal group discussions. While attention will be given to extemporaneous delivery, the emphasis of the course is on work behind-the-scenes: organizing ideas, structuring messages, and adapting messages for specific audiences. Attention will also be given to methods for evaluating oral discourse. Students who experience anxiety in public speaking situations are encouraged to enroll. Fall and Spring..

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

This topics course in American cultural studies offers a focused investigation into a particular domain of American culture. Focus and approach varies from term to term; please see section description for details.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

The Georgetown Startup Internship (GSI) Seminar is designed to offer students from across the university access to real-world skills building while working part-time as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy combining formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, managing up, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students must apply to internships and receive an offer before the semester begins to be eligible to register for this class. Students must visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship to enroll in this class.

This class meets online asynchronously. You may self-enroll today in UNXD 590 Startup Internship Seminar. Please note the following requirements to stay enrolled in the course: You are required to seek approval from your DGS and secure an internship with a startup or growth-stage company (1-499 employees) before the course starts to be eligible to complete the course. Please follow the steps recommended by the Georgetown Startup Interns (GSI) program (https://eship.georgetown.edu/gsi/). You can apply to any of the GSI internship postings or bring your own internship. If you want to know if a potential internship will be approved for the course, please email the position description and company's website to mike.malloy@georgetown.edu for pre-approval. When you receive your internship offer letter, you must complete the Finalize Your Internship with Georgetown Startup Interns Form (https://airtable.com/shrVKj3Q2e0QFGbZC) to be approved for the course. If you do not finalize your internship and receive approval from Prof Malloy before the end of drop/add period, you will be removed from the course.

The Georgetown Startup Internship (GSI) Seminar is designed to offer students from across the university access to real-world skills building while working part-time as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy combining formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, managing up, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students must apply to internships and receive an offer before the semester begins to be eligible to register for this class. Students must visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship to enroll in this class.

This class meets online asynchronously. Note section 02 is for 0 credits while section 01 offers 3 credits. You may self-enroll today in UNXD 590 Startup Internship Seminar. Please note the following requirements to stay enrolled in the course: You are required to seek approval from your DGS and secure an internship with a startup or growth-stage company (1-499 employees) before the course starts to be eligible to complete the course. Please follow the steps recommended by the Georgetown Startup Interns (GSI) program (https://eship.georgetown.edu/gsi/). You can apply to any of the GSI internship postings or bring your own internship. If you want to know if a potential internship will be approved for the course, please email the position description and company's website to mike.malloy@georgetown.edu for pre-approval. When you receive your internship offer letter, you must complete the Finalize Your Internship with Georgetown Startup Interns Form (https://airtable.com/shrVKj3Q2e0QFGbZC) to be approved for the course. If you do not finalize your internship and receive approval from Prof Malloy before the end of drop/add period, you will be removed from the course.

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.

Global Career Accelerator is a four-credit, virtual, asynchronous experiential learning program that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. For more information about this program and to register for this course, please visit globaltech.georgetown.edu. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).

Formerly titled "Global Tech Experience." This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. Applications will open in April. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).The Georgetown Global Career Accelerator (formerly Global Tech Experience) is a virtual, asynchronous experiential learning course that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered as a collaboration between the Red House, Podium Education LLC, and the Cawley Career Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience.

Would you like to cultivate a deeper understanding of the relationship between the West and the Middle East? This course is an introduction to late medieval and early modern interactions between Europe and the Islamic world through historical travel narratives. Students engage with the shared histories of daily interaction between these regions and are exposed to the methodologies and paradigms driving scholarship on Europe’s pre-modern relationship with portions of Asia and the Middle East. Texts are used to explore episodes of conflict, mediation, reconciliation, trade, patronage, pilgrimage, captivity, conversion, apostasy and intellectual exchange. The course is of interest to students exploring the history of science, gender, sexuality, warfare, geography, economics, art history and Area Studies.

This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 1 - July 24, 2026.