Undergraduate Courses

This course is the first half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced I, the students explore the following two themes: • Germany after 1945: end of war, division of Germany, rebuilding the country • Two German states (1949-1989) Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. By the end of Level III, students will • have an understanding of post-war historical events and of contemporary life in Germany; • know how to approach authentic materials (television, news programs; videos) and use acquired knowledge to discuss and understand related issues; • produce paragraph-length dialogue, moving from the personal to the public narrative and to the formulation of argument and critical analysis in a formal setting; • possess knowledge of phrases necessary to engage in meaningful interactive discussion; • read non-fiction and literary texts independently; • improve their writing abilities through regular composition assignments • possess strategies for vocabulary building and reading.

Visiting students and students who have not taken German at Georgetown must take the placement test prior to registering. Please contact Director of Curriculum, Prof. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. This course is the first half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced I, the students explore the following two themes: • Germany after 1945: end of war, division of Germany, rebuilding the country • Two German states (1949-1989) Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction.

This course is the second half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced II, the students explore the following two themes: • Fall of the wall and its consequences • Germany: en route to a multi-cultural society Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. By the end of Level III, students will • have an understanding of post-war historical events and of contemporary life in Germany; • know how to approach authentic materials (television, news programs; videos) and use acquired knowledge to discuss and understand related issues; • produce paragraph-length dialogue, moving from the personal to the public narrative and to the formulation of argument and critical analysis in a formal setting; • possess knowledge of phrases necessary to engage in meaningful interactive discussion; • read non-fiction and literary texts independently; • improve their writing abilities through regular composition assignments • possess strategies for vocabulary building and reading.

Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. This course is the second half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced II, the students explore the following two themes: • Fall of the wall and its consequences • Germany: en route to a multi-cultural society Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction.

Following the end of the Civil War, freedpeople and their descendants remade and contended with new meanings of and contestations over “freedom.” This course examines these ongoing struggles, exploring how African-descended peoples in the United States lived, resisted, negotiated, and created in the face of disenfranchisement, segregation, and other forms of antiblack violence. This course continues to ask: what is progress and freedom for Black people in the United States? Is the state of “freedom” just no longer being enslaved, being a citizen, having political rights or something else? Through primary and secondary sources, students will cover topics including but not limited to emancipation, lynching and sexual violence, gendered politics, arts and culture, migration, labor organizing, and ecological violence. This course will also introduce students to the field of African American History as a discipline and its relationship to Black Studies.

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 explores the practice and creation of unique artist books. Multiple bindings, sewing, folds, cutting methods, and techniques are taught to prepare students for personal expression through hand made books.

This course explores the practice and creation of unique artist books. Multiple bindings, sewing, folds, cutting methods, and techniques are taught to prepare students for personal expression through handmade books.Must attend the first class or lose the place.For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses.This class is not available to audit.

The events and processes initiated by Christopher Columbus’s voyage in 1492 transformed the world of Columbus’s contemporaries and shaped the world we live in today. Drawing together the histories of four continents, Europe, Africa, North America and South America, this course explores the new Atlantic world created as a consequence of the Columbian encounter. History 106 examines the Atlantic world through the experiences of the people who inhabited it from the mid-fifteenth century through approximately 1900. The final two weeks explore the legacies of Atlantic history on Georgetown's own campus and beyond. A volatile mixture of people and pathogens, of labor systems and crops, of nations, empires, and subjects, contributed to the painful and unexpected emergence of this new Atlantic world. The unforeseen and, for many, tragic consequences of this process of cultural conflict and exchange lie at the heart of this class. Topics will include the destruction and reconfiguration of indigenous societies, the labor migrations of Europeans, Native Americans, and Africans, the new and transformed societies that developed in all four continents of the Atlantic world, independence movements, piracy, slavery, abolition, disease, commodities, and different strategies of accommodation, resistance, and rebellion.

In this 3-credit, algebra based course, we will study the basic principles used to describe and explain physical phenomena. We will cover topics in Classical Physics, which include Mechanics, Waves, Sound, Heat, Electricity, Magnetism, Light Waves, basic ideas in Quantum Physics, and time permitting, a brief introduction to Special Theory of Relativity. This course is appropriate for nonscience majors and for those who desire a more conceptual and less mathematical introduction to physics before taking a two semester physics course required for science majors, and for those interested in gaining insight into the physical laws that governs observed phenomena. We will emphasize the conceptual understanding of the laws of nature and their applications in explaining and predicting the way matter and energy interact.

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 course introduces students to contemporary philosophical issues in bioethics, a subject focused on ethical issues in health care, health policy, medical practice, medical and scientific research, and more. Students will engage with philosophical ethical theories and case studies to gain familiarity with foundational bioethical concepts and topics. Students will learn to use ethical concepts and normative theory to analyze and evaluate cases, to understand, articulate, and defend philosophically and ethically sound positions, and to engage with opposing views.

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.

This course discusses the structure and function of cells in molecular terms. The primary focus of the course will be: (1) protein conformation, dynamics, and function; (2) generation and storage of metabolic energy; and (3) molecular aspects of selected physiological processes. The course includes three lecture hours. The accompanying laboratory course (BIOL 1511: Biological Chemistry Laboratory) is required for all Biology, Neurobiology, Biology of Global Health, and Environmental Biology majors. Students taking this lecture course as a requirement for other majors or to fulfill pre-health requirements outside of major requirements should check with their advisors if the laboratory course is required for them. Enrollment in the laboratory course requires co-enrollment in or prior completion of this lecture course.

Biological Chemistry Laboratory immerses students in authentic inquiry-based biochemistry. Working in small teams, students investigate the function of hypothetical proteins using experimental and bioinformatics approaches, including protein expression, purification, enzyme assays, and data analysis. Emphasizing research skills, scientific communication, and collaboration, this course prepares students for advanced study in biochemistry and related fields. This laboratory course is required for all Biology, Neurobiology, Biology of Global Health, and Environmental Biology majors when taking BIOL 1510 as part of their major, but is optional for students of other majors. This course requires co-enrollment in or prior completion of BIOL 1510

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).

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.

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.

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.

This course introduces students to the diversity of views found in the history of Chinese philosophy, from the distinctive virtue ethical views of classical Confucians and the conceptions of a “state of nature” offered in the texts of the Mozi and the Xunzi to Daoist accounts of the inherent goodness of human nature and Chinese Buddhist views concerning the self. We will examine the profound ways in which the Confucian, Daoist, and Buddhist traditions influenced each other and were shaped by the critiques of competing schools of thought, particularly with the advent of Chinese Buddhism and Neo-Confucian philosophy. We will also evaluate the degree of influence that traditional Chinese philosophy has had on contemporary East Asian cultures, and the reasons why Confucianism, Daoism, and Buddhism seem to have more in common with (other) religious traditions than with Western philosophical schools or positions.

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.

How does the brain produce the mind? Answering this question is the goal of cognitive neuroscience, a rapidly growing discipline that represents the integration of cognitive psychology and neuroscience. The objective of this course is to introduce you to the methods and topics of cognitive neuroscience. We will consider evidence from functional brain imaging, neuro-genetics, studies of brain-damaged individuals, and studies of individuals with psychiatric conditions to arrive at an understanding of how complex cognitive functions such as perception, memory, language, emotion, and higher level thought are organized in the brain.

This one-credit, pass/fail elective is for College sophomores, juniors, and seniors in good standing who will be participating in an internship during the semester of enrollment or in the previous summer. The academic work of the course includes required readings and postings through Canvas that encourage the student to reflect on their internship experience and how it will shape their vocational aspirations and personal formation. In lieu of class meetings, students will participate by submitting assignments through Canvas, engaging in introspective activities, and completing a group project around career discernment and the world of work. The course concludes with the submission of an employer questionnaire that must be completed by the employer and returned to the instructor before the last day of classes. Enrollment is by instructor permission only. In order to gain permission to register for the course, please email the instructor with proof of internship. If a student is interviewing with an organization that requires academic credit (as a condition of participation), the College Dean’s Office can provide a letter of explanation. CASS-3925 may be taken more than once, but only one credit will count toward the 120 credits required for graduation.

This course offers a broad introduction to comparative politics, the subfield of political science concerned mainly with political ideas, institutions, and behavior within states. The course examines such themes as the origins and functions of states, formal institutions such as legislatures and executives, the variety and impact of electoral systems, the nature of democracy and autocracy, internal and external challenges to political order, and the impact of international and domestic factors on state performance. Discussions of theoretical and cross-regional issues will be accompanied by treatment of individual countries and contexts. This course counts for the Comparative Government distribution requirement. This course has been renumbered, effective Fall 2014. A student who earned credit for GOVT 121 Comparative Political Systems in a prior term should not enroll and cannot earn credit in this class.

Some seats in this course are reserved.

This course is intended for computer science majors and minors, and other students with a serious interest in learning C++ programming. The course covers the following topics: fundamental data types, the C++ string class, variables and constants, and their declaration, console input/output (cin/cout), assignment operators, arithmetic, relational, and Boolean operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, the Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. COSC-1020 followed by COSC-1110 and COSC-1030 is the introductory sequence for the major and minor programs.

This course is intended for computer science majors and minors, and other students with a serious interest in learning C++ programming. The course covers the following topics: fundamental data types, the C++ string class, variables and constants, and their declaration, console input/output (cin/cout), assignment operators, arithmetic, relational, and Boolean operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, the Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. COSC-1020 followed by COSC-1110 and COSC-1030 is the introductory sequence for the major and minor programs.

COSC-1030 surveys advanced topics of C++ programming and introductory concepts of data structures. It is intended for computer science majors, minors, and other students with a serious interest in learning C++ programming. The course covers program design, organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, virtual methods, polymorphism, template classes and functions, exception handling, C-style arrays, bit operations, elementary algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC 1020 followed by COSC 1110 and COSC 1030 is the introductory sequence for CS majors, CS minors, and other students with a strong interest in computer science.

COSC-1030 surveys advanced topics of C++ programming and introductory concepts of data structures. It is intended for computer science majors, minors, and other students with a serious interest in learning C++ programming. The course covers program design, organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, virtual methods, polymorphism, template classes and functions, exception handling, C-style arrays, bit operations, elementary algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC 1020 followed by COSC 1110 and COSC 1030 is the introductory sequence for CS majors, CS minors, and other students with a strong interest in computer science.

A study of the American Constitution in light of judicial interpretation. After a brief examination of the judicial process and contemporary Supreme Court procedures, this course employs the case law approach to analyze major Court decisions. The focus will be on the Supreme Court’s evolving interpretation of how governmental power is distributed and checked based on the principles of separation of powers, federalism, and individual rights.

This course covers the origins, protections, and jurisprudence about the individual liberties of citizens enshrined in the Constitution and the limits on governmental power over citizens. Our focus will be on the First, Second, Fifth, Ninth, and Fourteenth Amendments (religion clauses, free speech, association, due process, and equal protection). Attention will be paid to the development of theories of individual liberties at the founding and in Constitutional jurisprudence, including more recent debates in the Court and scholarly literature. Special attention will be paid to the role of the Court and lower courts in Constitutional interpretation, including various methods of interpretation. In the first part of the course, we will track the evolution of Court doctrine about individual liberties. In the latter part of the course, we will examine modern doctrine within particular areas like freedom of speech, race discrimination, gun control, freedom of religion and the establishment clause, and freedom of the press.

This course explores how the Bill of Rights has shaped U.S. criminal procedure law.

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 will explore death from an anthropological perspective. We will discuss mortuary ritual (including non-normative funerary treatment), the science of decomposition, spirituality and concepts of the soul and afterlife in cross-cultural perspective, and how these intersect with folkloric beliefs of vampires, zombies, and other revenants. Through reading and discussion, we will explore how the idea of the "undead" reflects our enduring fascination with--and anxieties surrounding--our own mortality.

The independence of African countries from colonial rule remains one of the pivotal events in the making of the modern world. Before and after the imperial flags were lowered in countries such as Ghana and Tanzania, many people of African descent questioned the extent to which decolonization equated liberation. This course invites students to examine how different segments of African society across age, class, gender, and ethnic backgrounds struggled for economic, gendered, social, and political freedom from the Second World War until the present. How did these actors define, experience, and imagine decolonization? What impact did their ideas have on their societies and the African diaspora? How can we apply their theories and practices of decolonization? The answers to these questions and more will help to shape students’ understanding of this pivotal period in world history.

Disability Narratives will explore what a “disability narrative” is, has been, and could be. To contextualize this journey, students will consider how the category of disability operates culturally and politically. The course asks about the ways in which gender, race, and sexuality are co-constitutive with disability and political invisibility and/or invalidation. That is to say, the class interrogates how the mark and category of disability appears in intersectional oppression and in relation to the category of citizen and human within cultural discourse, particularly in the context of the United States. Following this broad introduction, the course considers the politics and processes of self-writing, and asks about the politics and ethics of disability disclosure and narratives as they emerge from lives and experiences within the category of disability.

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.

The various disciplines, techniques, and theories of drawing will be studied as the student learns to train his or her hand, eye and imagination in the assigned practical problems of drawing. Students enrolled in Studio courses must devote a minimum of 4 - 6 hours per week outside of class to develop and complete assignments. These times are flexible and can be rearranged with the instructor. No prerequisite. Fall and Spring.

This course engages students in a critical examination of the interdisciplinary literature on early child development from the prenatal period up to school entry. The central debate about the role of early experience in development will provide a unifying theme for the course. The traditional domains of development (social, emotional, language, cognitive) will be addressed in the context of debates about nature-nurture, parenting and the role of the family, child care and early intervention, the influence of culture and the community, and the role of public policies. Research on children displaying both typical and atypical development, as well as those who experience environmental insults such as toxic exposures and child abuse, will be included.

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.

At a time when we face a number of serious environmental challenges, an understanding of ecology is important. The objectives of this course are to provide nonscience majors with an introduction to ecologic concepts and to discuss several important environmental issues. Includes a survey of mechanisms and processes at work in the environment, with a focus on current understanding of environmental issues such as climate change, population growth, pollution, agriculture, and emerging diseases. The course explores environmental sustainability and the connection between individual actions and global processes.

5 seats are reserved for high school students

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 provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring.

This course provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring.

This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met.

This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met.

After overviewing descriptive statistics, and the theory of probability and random variables, this course covers statistical inference in detail. Students receive the firm foundation needed for Introduction to Econometrics. Regression analysis, the primary tool for empirical work in economics, is introduced. Electronic data acquisition and computer applications receive hands-on treatment. Lab sessions meet weekly to discuss homework and the use of computer software. Fall and Spring.

Who should rule? This is, in many ways, the fundamental question of politics that has been animating political thought to this day. Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? In the course of considering this fundamental question of politics, we will come upon others: Do you have to obey an unjust law? Where does the legitimacy of the modern state come from? Are we tied to one another through a social contract? Who is included in such a social contract, who is excluded? What would true emancipation require? In pursuing these thematic questions, we will proceed both conceptually and in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. Throughout the course we will explore key concepts such as the social contract, sovereignty, violence, freedom, and equality; we will address the relation between politics and language; and investigate the foundations and meaning of the quest for freedom and equality. Finally, throughout the course we will link these discussions to larger questions of liberalism and democracy. The course will ask you to read difficult texts, but it does not presume any prior experience with political science, political theory, history, or philosophy.

Who should rule? This is, in many ways, the fundamental question of politics that has been animating political thought to this day. Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? In the course of considering this fundamental question of politics, we will come upon others: Do you have to obey an unjust law? Where does the legitimacy of the modern state come from? Are we tied to one another through a social contract? Who is included in such a social contract, who is excluded? What would true emancipation require? In pursuing these thematic questions, we will proceed both conceptually and in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. Throughout the course we will explore key concepts such as the social contract, sovereignty, violence, freedom, and equality; we will address the relation between politics and language; and investigate the foundations and meaning of the quest for freedom and equality. Finally, throughout the course we will link these discussions to larger questions of liberalism and democracy. The course will ask you to read difficult texts, but it does not presume any prior experience with political science, political theory, history, or philosophy.

The connection between security and oil use can be traced to the early 20th century when the world’s naval fleets shifted to oil power. Yet today’s concept of ‘Energy Security’ has moved far beyond its historical definition, which traditionally focused on the security of energy for consuming countries. Unlike its historical definition, which focused mostly on oil security, this concept has expanded from security of oil flow to the uninterrupted flow and access to other sources of energy in today’s complex energy systems and baskets. Today, the elements of energy security include a much longer list: uninterrupted supply of oil and other sources of energy, affordable prices, security of demand, support for renewable energy resources, security of investment and overall energy facilities. The concept of ‘Energy Diplomacy’ critically examines the interplay between energy, international relations, and the emerging challenges in cybersecurity and irregular warfare within the energy sector. This Energy Security & Diplomacy course charts the transformation of energy security, and expands our understanding of today’s concept of ‘energy security’ and ‘geopolitics of energy’ This course also aims to provide students with a deep understanding of global energy dynamics, how they influence diplomacy and geopolitics, and the modern challenges posed by the digitalization of energy infrastructure and the transition to sustainable energy sources.

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 survey the science, economics and politics of the environment.

The course will survey the science, economics and politics of Climate Change. Sources and resources will be provided regarding the scientific consensus on climate change as an accelerating and perhaps irreversible threat to human civilization.The solution to Climate Change is not mysterious: Decarbonization, i.e. reducing to zero Greenhouse Gas (GHG) emissions into the atmosphere and removing from the atmosphere GHGs already stored there. What is involved in decarbonization – and why is it so incredibly hard? To answer this, the analysis and the estimates of the economics and politics of climate change will be reviewed.The climate is a global public good, and Climate Change – to which countries and people contribute unequally, and by which they are affected asymmetrically – a textbook case of a problem without borders that can be solved only through international cooperation. National efforts are essential, yet insufficient. The history of multilateral prevention efforts will be retraced and their promise and problems explored.The scope of technical solutions to decarbonization – energy efficiency, renewable energy sources, carbon capture and sequestration, geoengineering – will be surveyed. The consequences of inadequate policy responses to climate change will be explored.

The course will cover mathematical concepts that will be used in economics courses at the intermediate and advanced levels. The concepts will be applied to economic questions, and in-class problem-solving will be emphasized. The course begins with a review of functions in economics (e.g., demand and supply). It then turns to calculus, with a focus on optimization (e.g., choosing the amount of output to maximize your profit). The next topic is optimization of functions of two variables (e.g., choosing the quantities of two inputs to maximize your profit). The course subsequently considers optimization subject to one or more constraints as when you maximize your well-being (i.e., utility) while facing a budget constraint. The course concludes with an introduction to linear algebra, which studies linear equations of several variables. ECON 1357 satisfies the corollary math requirement for ECON/PECO/IECO/IPEC majors.

For all its benefits, technology often complicates our moral world. This course will attempt to understand the moral terrain, both personally and socially, in advance of and in the wake of new technological developments. To do so, we will look at technological incursions into a range of domains of moral concern including: medicine (e.g., reproductive technology, genetic engineering), property and ownership (e.g., piracy), privacy (e.g., surveillance and big data), the environment (e.g., geoengineering, GMOs), social media (e.g., identity construction, bullying), warfare (e.g., drones, cyberwar). We will approach these topics by drawing from multiple and conflicting normative frameworks to illuminate key ethical concepts such as harm, beneficence, autonomy, rights, respect, etc. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail.

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.

How does fairness—or ‘just-ness’—define the peace we experience daily, and could it matter more than the traditional notion of justice, which often feels distant? This course invites students to investigate these questions through the lens of the everyday. We start with normative ideas of peace and then explore ‘everyday justice,’ examining how just-ness is lived, perceived, and debated in daily life. Through debates, quizzes, and a brief research project, students tackle contemporary issues such as education, health, housing, communication, the economy, the environment, and spirituality. By the end of the summer, they are able to apply the concepts of ‘justice,’ ‘just-ness,’ and ‘fairness’ across a wide range of everyday settings—on campus, at home, in workplaces, marketplaces, and other social and civic arenas.

To register, please contact the instructor. The course introduces students to the cultural and utilitarian contexts of justice as it relates to everyday experiences, encouraging students to rethink issues such as education, health, housing, the economy, communication, and the environment, including the concept of justice itself. We will explore classic and contemporary works on justice and engage deeply with the idea of ‘just-ness.’ By the end of the course, students will be able to apply the framework of justice and just-ness in things they do on campus, at home, in the workplace, in marketplaces, and within other social and civil arenas."

Existentialism is an intellectual movement that spans philosophy, theology, literature, and film. As a philosophical movement, it is best understood as defined by a set of concerns, rather than doctrines. Existentialists worried about a crisis in meaning caused by disenchantment with and alienation from the community, other individuals, and oneself. They worried about threats to individuality posed by modern mass society and modern scientific rationalism. They worried about threats to the individual’s freedom of choice. Different existentialist authors offered different sorts of responses to these threats, ranging from the assertion of the individual’s radical capacity to choose the meaning of their own life to the need to find the meaning of one’s life in a divine source. Different instructors and sections of this course will emphasize different themes and authors drawn from the existentialist movement. Consult each section’s syllabus for more detail.

his course examines anthropological theories of race and ethnicity, starting with approaches developed in the late 19th century and tracing them through to the present-day. It approaches race and ethnicity as culturally-constructed phenomena that articulate with historical, political, and economic forces at local, national, and international scales. In addition to examining race and ethnicity in the United States, the course emphasizes scholars and case studies from around the world to broaden students understanding of and assumptions about this complex domain of social life. The course strives to teach students practical skills to help build dialogue and community across racial and ethnic divides.

This seminar is a feminist exploration of the interdisciplinary field of disability studies. Throughout the class, we use historical and critical methods to make disability apparent as a category of analysis. Finding disability means finding power and privilege and the task requires us to question what disability is and who constitutes the category. We will examine and critique a range of imagined futures that exclude disability, that construct narrow visions of “the good life,” and promote limited rhetorics of self-improvement. To do this, we will use a variety of productions from various genres—including but not limited to theory texts, accounts of personal experience, visual culture, legal studies, and materials produced by activists involved in direct action strategies.

This seminar is a feminist exploration of the interdisciplinary field of disability studies. Throughout the class, we use historical and critical methods to make disability apparent as a category of analysis. Finding disability means finding power and privilege and the task requires us to question what disability is and who constitutes the category. We will examine and critique a range of imagined futures that exclude disability, that construct narrow visions of “the good life,” and promote limited rhetorics of self-improvement. To do this, we will use a variety of productions from various genres—including but not limited to theory texts, accounts of personal experience, visual culture, legal studies, and materials produced by activists involved in direct action strategies.

This first semester of an integrated two semester course focuses upon central concepts in biological chemistry, cell biology, molecular biology, genetics, and development. The relevance of these concepts to the physiology of mammalian systems provides a synthesis opportunity in the last module of the course. Foundations in Biology I and II are prerequisites for higher level biology courses. Students should co-enroll in the laboratory portion of this course (BIOL-115). This course is required for pre-meds and many other pre-health programs.

BIOL-1205 and BIOL-1206 can be taken in any order.

The lab for Foundations I. Inquiry-based Introductory labs in Biochemistry, Cell Biology, Molecular Biology, Development, Data Analysis and Dissection. Foundations in Biology I and II are prerequisites for higher level biology courses. Students should co-enroll in the lecture portion of this course (BIOL-105). This course is required for pre-meds and many other pre-health programs.

Students must also register for BIOL-1205-20.

In Foundations in Biology II we begin with a detailed look at evolution, the central unifying theme of biology. We next survey the extraordinary diversity of organisms that evolution has produced. In the third section of the course, we examine the science of ecology, as we look at how these organisms interact with one another and with their environment. Foundations in Biology I is not a pre-requisite for this course. BIOL 1206/1216 is the equivalent of BIOL 1204/1214 offered during the academic year. Majors in the Georgetown University Biology department must co-enroll in the lab, BIOL 1216.

BIOL-1205 and BIOL-1206 can be taken in any order.

In Foundations in Biology II lab we will explore evolution, diversity, and ecology through hands-on experiments, demonstrations, simulations, and field studies. The laboratory builds on concepts from Foundations in Biology II lectures and emphasizes writing in the sciences and quantitative reasoning. Students must co-enroll in Biol 1206 (Foundations in Biology II) or have taken an equivalent college or university course (AP or IB Biology does not meet this requirement).

Students must also register for BIOL-1206-10.

The course will present an overview of gender and development policies worldwide, including the introduction to gender analysis as the central aspect to understanding patterns of land use and conservation strategies, both individual and collective and how male and female farmers contribute differently to conservation and agricultural production efforts. Students will be presented with real case studies from all regions (Latin America, Asia and Africa) documenting gender gaps in relation to access to land, agricultural and natural resources (water, soil), extension services, farm labor, forest, livestock, credit/microcredit, etc. Current international trends and research streams on gender and agriculture and natural resource management (NRM) will be discussed and analyzed with the aim to influence policy to reach lasting change. The course is an interactive experience and students are expected to actively contribute to the class through their involvement in field studies, analysis of particular case studies and innovative presentations skills (videos, posters, maps, etc.) An independent module on participatory action research (PAR) theory and methodologies will be part of the course, in order to provide students with some qualitative research skills and tools to conduct first hand research on a variety of topics that include gender, livelihoods strategies, and resources allocation in relation to development challenges in various world regions. Learning Objectives: Understand Gender perspectives and its implications in Agriculture/Environment fields Understand global, regional and household trends of sustainable development Understand frameworks of sustainable livelihoods and gender Understand gender responsive participatory research theory and practice Students will be familiar with the literature and interventions carried out by government, international agencies and bilateral/multilateral bodies that advocate for equity and the recognition of important fields of social stratification (ethnicity, race, class, age, etc.). At the completion of the course, students should be prepared to understand basic elements of gender analysis and its implications for project/program design. Students should be able to conduct qualitative gender analysis and independently develop frameworks for fieldwork and academic research.

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 course focuses on theoretical, filmic, and dramatic works that highlight the political potential of gender and performance. “A woman’s place is in the home” and its counter, “A Woman’s Place is in the House,” speak to a contentious history in the United States of gendered spaces, roles, and careers. By locating women in particular space, these statements seek to define the role of women in the labor market, their relation to public space, the presence or absence of political power. Rather than abide the limiting binary of a sexist remark of a patriarchal past and a demand for inclusion in an egalitarian future, this course aims to expose students to the aperture betwixt the private space of the home and public nature of the House of Representatives; namely, the stage, screen, and street. Students will explore strategies and methods for thinking about gender’s double existence as a fleeting ephemeral performance before a live audience and as a documented text available for reading and interpreting. The course will consider histories of political organizing, contemporary political theater, and the rich counterpublics of everyday living as a backdrop for students to critically and imaginatively engage with the rapidly changing cultural landscape of 21st century America. Throughout, students will attend to the ways race, sexuality, and ability undergird our understanding of gender, politics, and performance.

This course conveys a cohesive narrative starting with electrons, atoms and the periodic table and progresses to molecules, gases, and condensed phases of matter. The emphasis in the first semester is to lay a strong, albeit introductory, foundation in quantum mechanics and the laws of thermodynamics. Topics include: electronic structure of atoms, periodic trends, chemical bonding, molecular geometry, molecular orbital theory, gases, intermolecular forces, liquids, solid state materials, enthalpy, entropy, Gibbs free energy, physical equilibria and phase diagrams.

Must be taken with CHEM 1105.

The focus of the second course of the two-semester sequence is on chemical reactions and their significance in environmental and biochemical contexts. Concepts covered in the first semester are applied to explain and predict chemical change both qualitatively and quantitatively. Topics include: chemical equilibria, acid base reactions, oxidation-reduction chemistry, kinetics, coordination chemistry, nuclear decay processes and nuclear energy.

This course must be taken with CHEM 1205.

General Chemistry Lab is designed to introduce students to the knowledge and skills necessary to become an experimental scientist. The hands-on lab sessions are designed to teach students necessary techniques including safe handling of materials and effective use of instrumentation. A range of skills are developed: proper methods for mass and volume measurement, reagent transfer, careful observations, collecting and recording data, graphing and analyzing data. Special attention is given to laying a strong foundation in evaluating accuracy and precision of collected data, applying the stoichiometric calculations, and utilizing UV-Vis spectroscopy. Some labs involve guided inquiry/discovery-based protocols. Students discover the gas laws, measure reaction enthalpies and enthalpy of vaporization, and use different model kits to build and predict molecular and solid-state structures. Students are introduced to writing formal lab reports. Recitation is a critical part of the course experience. During recitations students have the opportunity to engage with lecture material in small class setting, ask questions and learn about the experiment of the week. There are weekly quizzes and assignments submitted during recitation. Two hours of recitation and one three-hour laboratory per week. Concurrent: -CHEM 1100. Fall.

This course must be taken with CHEM 1100.

General Chemistry Lab is designed to introduce students to the knowledge and skills necessary to become an experimental scientist. The hands-on lab sessions are designed to teach students necessary techniques including safe handling of materials and effective use of instrumentation. A range of skills are developed: proper methods for mass and volume measurement, reagent transfer, careful observations, collecting and recording data, graphing and analyzing data. Special attention is given to laying a strong foundation in evaluating accuracy and precision of collected data, applying the stoichiometric calculations, and utilizing UV-Vis spectroscopy. Some labs involve guided inquiry/discovery-based protocols. Students discover the gas laws, measure reaction enthalpies and enthalpy of vaporization, and use different model kits to build and predict molecular and solid-state structures. Students are introduced to writing formal lab reports. Recitation is a critical part of the course experience. During recitations students have the opportunity to engage with lecture material in small class setting, ask questions and learn about the experiment of the week. There are weekly quizzes and assignments submitted during recitation. Two hours of recitation and one three-hour laboratory per week. Concurrent: -CHEM 1100. Fall.

This course must be taken with CHEM 1100. Registration in this class is restricted. Interested students are encouraged to enroll in CHEM 1105-11.

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.

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.

Some seats in this course are reserved.

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.

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.

The Health Professions Seminar is a pass/fail seminar that runs over the 10-week cross- session. Weekly sessions will introduce students to the methods and meaning behind a career in the health professions with a focus on building a strong postgraduate application. Meetings will include classroom and experiential components aiming to help students develop strong applications, exercise genuine reflective career discernment, and interact with current medical/dental students, alumni, and health professionals from diverse fields across the medical field. This course is only open to students in the Summer Institute in Health Professions (“Club Med”).

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 semester, students will apply the historian’s skills and habits of inquiry to the study of the American Revolution. We will begin with the movement of people, commodities, and ideas across the Atlantic Ocean, examine the cultural, political, social, and economic forces that shaped the North American Colonies and led to the War for Independence, and assess the impact of the Revolution on institutions, ideas, and individuals. Students will take on key questions including: When did the American Revolution begin and end? What were its causes and effects? Who were the "winners" and "losers" of the Revolution? How did new forms of freedom and oppression create one another? What difference did it make to the rest of the world and what difference did the rest of the world make to it? What kind of revolution was it -- was it all that "revolutionary" at all? As the American public celebrates the 250th anniversary of many of the events discussed in this class, there is no better time to revisit what we think we know about the past and explain how it is we know it.

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.

HIST 123 History of China II This course continues from the first part of the Chinese history survey. It is taught with a somewhat different time frame on the main campus and in Doha at SFSQ. On the main campus: The course is introductory, has no prerequisites, and assumes no prior knowledge of China or its language. The organization of the course is basically chronological, but within that framework we will be approaching China from a wide range of viewpoints, taking up political, economic, social, religious, philosophical, and artistic developments. In the fall semester, we covered the formation of China's social, political, and philosophical culture(s), going as far as the consolidation of imperial autocracy in the Ming dynasty (14th-16th centuries). This term we will cover roughly four centuries: 1580-1990. We start with both the resilience and weaknesses of China's imperial system during its final quarter-millennium, including the tensions between a "Middle Kingdom" vision of China as a unitary, advanced, and self-sufficient civilization and the realities of the Manchu Qing state as a multi-ethnic empire in growing competition with others. We then take up the challenge to China's traditions and stability posed by internal developments as well as external economic and cultural penetration by a number of "outsiders" in the 19th century. We conclude with China's 20th century experiments in forms of government and search for new directions in social and cultural development, so as to survive, and later thrive, in an increasingly interconnected global environment. At the Doha campus: China II: Twentieth Century China The first two decades of the twentieth century shattered all assumptions about what it meant to be “Chinese” and to live in the “Central Kingdom.” The collapse of the imperial system in 1911 brought an end to over two thousand years of successive emperors and dynasties, but little consensus about what the new “Republic of China” would be and do. Was this new “China” an empire or nation? Would it include or exclude Tibet, Mongolia, and the Muslim regions of eastern Turkestan—territories that had become part of the multi-cultural Qing empire (1636-1911). Having abandoned the Confucian education system, what would replace it? What ideology should motivate and discipline the people? Who should serve the state? Who should the state serve? And above all, how would China extricate itself from the hostile international forces that pressed in from all sides? There were no easy answers to these questions. The result was a century of fierce conflicts—a chain of explosions, both metaphorical and real—that tore apart the fabric of society and then rewove it into new patterns. This course will examine the last century of Chinese history by focusing on individual and everyday human experiences as revealed by a variety of primary sources—journals, works of art, poetry, novels and memoirs, music, and government documents. We will discuss major polit

HIST 123 History of China II This course continues from the first part of the Chinese history survey. It is taught with a somewhat different time frame on the main campus and in Doha at SFSQ. On the main campus: The course is introductory, has no prerequisites, and assumes no prior knowledge of China or its language. The organization of the course is basically chronological, but within that framework we will be approaching China from a wide range of viewpoints, taking up political, economic, social, religious, philosophical, and artistic developments. In the fall semester, we covered the formation of China's social, political, and philosophical culture(s), going as far as the consolidation of imperial autocracy in the Ming dynasty (14th-16th centuries). This term we will cover roughly four centuries: 1580-1990. We start with both the resilience and weaknesses of China's imperial system during its final quarter-millennium, including the tensions between a "Middle Kingdom" vision of China as a unitary, advanced, and self-sufficient civilization and the realities of the Manchu Qing state as a multi-ethnic empire in growing competition with others. We then take up the challenge to China's traditions and stability posed by internal developments as well as external economic and cultural penetration by a number of "outsiders" in the 19th century. We conclude with China's 20th century experiments in forms of government and search for new directions in social and cultural development, so as to survive, and later thrive, in an increasingly interconnected global environment. At the Doha campus: China II: Twentieth Century China The first two decades of the twentieth century shattered all assumptions about what it meant to be “Chinese” and to live in the “Central Kingdom.” The collapse of the imperial system in 1911 brought an end to over two thousand years of successive emperors and dynasties, but little consensus about what the new “Republic of China” would be and do. Was this new “China” an empire or nation? Would it include or exclude Tibet, Mongolia, and the Muslim regions of eastern Turkestan—territories that had become part of the multi-cultural Qing empire (1636-1911). Having abandoned the Confucian education system, what would replace it? What ideology should motivate and discipline the people? Who should serve the state? Who should the state serve? And above all, how would China extricate itself from the hostile international forces that pressed in from all sides? There were no easy answers to these questions. The result was a century of fierce conflicts—a chain of explosions, both metaphorical and real—that tore apart the fabric of society and then rewove it into new patterns. This course will examine the last century of Chinese history by focusing on individual and everyday human experiences as revealed by a variety of primary sources—journals, works of art, poetry, novels and memoirs, music, and government documents. We will discuss major political figures such as Mao Zedong and Deng Xiaoping, but also explore the lives of the educated elite—the intellectuals and officials who carried out their policies. This course will also pay particular attention to the history of women and minority groups such as Tibetans and Muslims.

According to American writer, Pearl S. Buck, “If you want to understand today you have to search yesterday.” This course is a vibrant, comprehensive journey through history that uses a multi-disciplinary approach to bring to life the people, movements and events, that shaped the Jewish nation and left a lasting impact on the world at large. Using documentaries, films and autobiographical works of literature which communicate a people’s lived-experience, the course will comprehensively cover the history of the Jewish people, in detail from ancient to contemporary times. As a result, students will gain a thorough understanding of important movements and events which continue to be of worldwide importance today: the birth of Judaism, the creation of the Hebrew Bible, the ideology of Zionism, the experience of the Holocaust, the establishment of a Jewish state and the development of the Middle East conflict. Comprehensive coverage will make accessible these complex events and issues, endowing students with both thorough historical knowledge and the ability to navigate media coverage of these issues in the news today. No prior knowledge of Jewish history or culture is necessary. Two documentaries and four films will be screened as part of the course, which fulfills the HALC requirement

According to American writer, Pearl S. Buck, “If you want to understand today you have to search yesterday.” This course is a vibrant, comprehensive journey through history that uses a multi-disciplinary approach to bring to life the people, movements and events, that shaped the Jewish nation and left a lasting impact on the world at large. Using documentaries, films and autobiographical works of literature which communicate a people’s lived-experience, the course will comprehensively cover the history of the Jewish people, in detail from ancient to contemporary times. As a result, students will gain a thorough understanding of important movements and events which continue to be of worldwide importance today: the birth of Judaism, the creation of the Hebrew Bible, the ideology of Zionism, the experience of the Holocaust, the establishment of a Jewish state and the development of the Middle East conflict. Comprehensive coverage will make accessible these complex events and issues, endowing students with both thorough historical knowledge and the ability to navigate media coverage of these issues in the news today. No prior knowledge of Jewish history or culture is necessary. Two documentaries and four films will be screened as part of the course, which fulfills the HALC requirement.

What does modern physics do for you? What possibilities has it opened up for us? What limits does it constrain us to? While physicists continue to develop our understanding of general relativity and quantum mechanics, the ideas presented in these two areas inspire many. Science fiction creators imagine worlds based on our current understanding and gaps in that understanding. Engineers and innovators are provided with the seeds to develop new technologies. In this course, we will examine the fundamentals of both relativity and quantum mechanics and how this science has led to the development of technologies like GPS and MRI. Our first exploration will be into Einstein’s theory of relativity. We will pay particular attention to how motion and gravity alter time and its role in GPS. We will look at some of the ways that science fiction has presented time travel and discuss both the alignment with general relativity and the constraints physics places on travel in space and time. Our second exploration in quantum mechanics will examine the properties of magnets, how atomic nuclei behave in magnetic fields and how that behavior is utilized in magnetic resonance imaging. We will connect physics and philosophy to discuss quantum interpretations and their possible implications. This course will provide opportunities to practice science process skills (e.g. by engaging in hands-on experiments and reading scientific articles), to learn about the nature of science, and to connect physics ideas to your life. The course assumes no prior experience with physics and will be conceptually focused.

This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc.

This course will run as a tutorial for Summer 2025. To register, please contact the instructor. Information about tutorials can be found here: https://registrar.georgetown.edu/tutorial-information/.

This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc.

Along with Intensive Intermediate Spanish, this course was originally developed for FLL students and therefore assumes a certain level of motivation to learn languages. The course aims to develop students' ability to communicate in Spanish and to help them acquire the skills necessary to understand oral and written texts. Different aspects of Hispanic culture will be introduced in reading passages and videos. Grading criteria are based on lexical breadth, grammatical accuracy, reading and listening comprehension skills, and a basic knowledge of Spanish-speaking areas.

Continuing from Intensive Basic Spanish, and designed for highly motivated students who seek daily contact with the language, this course is designed to further develop students' ability to communicate satisfactorily in Spanish in everyday situations and to help you acquire skills necessary for effective speaking and writing in Spanish. A second goal is to develop your cross-cultural competence and awareness, i.e., your ability to critically understand, analyze, and reflect on a broad spectrum of narratives (biographies, news, interviews and reports, historical narratives, music) in written and visual forms (television news, newspaper articles, interviews and reports, and cinema) with Spanish as the primary communication tool. Class time is devoted to active and constant communication with your classmates and the instructor. Prior to every class meeting, you are expected to complete independent work, either to consolidate the knowledge and linguistic skills developed during class time or to prepare for in-class discussions. Independent work includes active reading and listening to multimedia materials as well as a number of computer-based assignments; in the classroom, personal computer/cell phone use is reduced to a minimum. Our third goal is to promote awareness of questions of normativity and deviance, stigma and power, and specifically how Spanish-speaking communities grapple with physical and mental differences. This course counts towards the minor in Disability Studies. Assessment: three written tests, one cumulative final exam, compositions, oral exams, and daily tasks.

Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course.The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test.

This course will examine works of literature and film, from the early 20th century to the present day, which focus on the controversial subject and increasingly prevalent reality of interfaith and intercultural relationships and marriages. The course will begin with a view toward the Jewish perspective on this issue (from Biblical to Israeli) covered in the first three weeks, with the remainder of the semester devoted to the navigation of this complex terrain by different religious and national groups in international literature and film, among them: Christians and Muslims, Arabs, Africans and African-Americans, Asians and Asian-Americans, Indians and Pakistanis, Hispanics and Latinx, the LGBTQ community, and Native Americans. Texts will include primary works of fiction and cinema, and secondary works by literature and film critics, sociologists and anthropologists. Inquiry will focus on ways in which the concerns of each group have intersected, reflecting communal pressures as well as changing realities and norms. The multiplicity of perspectives across all groups, bely both the need to marry within the fold to preserve communal, religious-cultural values, along with a growing admission of the reality of increasing diversity in modern, pluralistic societies and the benefits these bring.

This course will examine works of literature and film, from the early 20th century to the present day, which focus on the controversial subject and increasingly prevalent reality of interfaith and intercultural relationships and marriages. The course will begin with a view toward the Jewish perspective on this issue (from Biblical to Israeli) covered in the first three weeks, with the remainder of the semester devoted to the navigation of this complex terrain by different religious and national groups in international literature and film, among them: Christians and Muslims, Arabs, Africans and African-Americans, Asians and Asian-Americans, Indians and Pakistanis, Hispanics and Latinx, the LGBTQ community, and Native Americans. Texts will include primary works of fiction and cinema, and secondary works by literature and film critics, sociologists and anthropologists. Inquiry will focus on ways in which the concerns of each group have intersected, reflecting communal pressures as well as changing realities and norms. The multiplicity of perspectives across all groups, bely both the need to marry within the fold to preserve communal, religious-cultural values, along with a growing admission of the reality of increasing diversity in modern, pluralistic societies and the benefits these bring.

This course is the first half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intermediate I, students explore the following themes: • Where home is: What does “Heimat” mean? • National pride – a German debate • From art to kitsch: the cultural city of Vienna The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials ( video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity.

Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. This course is the first half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intermediate I, students explore the following themes: • Where home is: What does “Heimat” mean? • National pride – a German debate • From art to kitsch: the cultural city of Vienna The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III.

This course is the second half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intensive Intermediate, students explore the following themes: • Nature, people, environment • Fairy tales • The German-speaking world from a view of a foreigner The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials (video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity.

Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. This course is the second half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intensive Intermediate, students explore the following themes: • Nature, people, environment • Fairy tales • The German-speaking world from a view of a foreigner The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III.

Chem 1205 is designed to build upon prior lab experience in Chem 1105. In this Intermediate Chemistry Lab course, students hone and refine their lab skills and technique. Higher standards are set as students are expected to be more independent in the lab and utilize previously learned concepts and techniques. This course delves into important topics such as chemical equilibria and reaction properties. Experiments in this course include colligative properties, electrochemistry, kinetics, and coordination chemistry. Students build upon their scientific writing skills from CHEM 1105 and complete formal reports. Recitation is a critical part of the course experience. During recitations students have the opportunity to engage with lecture material in a small class setting, ask questions and learn about the experiment of the week. There are weekly quizzes and assignments submitted during recitation. Two hours of recitation and one three-hour laboratory per week. Concurrent: -CHEM 1200. Spring. Pre-requisites: Chem 1105 and Chem 1100

This course must be taken with CHEM 1200.

Chem 1205 is designed to build upon prior lab experience in Chem 1105. In this Intermediate Chemistry Lab course, students hone and refine their lab skills and technique. Higher standards are set as students are expected to be more independent in the lab and utilize previously learned concepts and techniques. This course delves into important topics such as chemical equilibria and reaction properties. Experiments in this course include colligative properties, electrochemistry, kinetics, and coordination chemistry. Students build upon their scientific writing skills from CHEM 1105 and complete formal reports. Recitation is a critical part of the course experience. During recitations students have the opportunity to engage with lecture material in a small class setting, ask questions and learn about the experiment of the week. There are weekly quizzes and assignments submitted during recitation. Two hours of recitation and one three-hour laboratory per week. Concurrent: -CHEM 1200. Spring. Pre-requisites: Chem 1105 and Chem 1100

This course must be taken with CHEM-1200.

Non-Intensive Intermediate French I (FREN 1501) builds on the Introductory sequence (Introductory French I and II) and its initial presentation of French and Francophone cultures, the study and practice of basic and functional vocabulary, and essential grammatical structures. The Intermediate sequence (FREN 1501 and FREN 1502) provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 2001 or FREN 2011). The prerequisite for this course (FREN 1501) is the successful completion of Introductory II (FREN 1502) or Intensive Basic (FREN 1011) or French for Spanish Speakers (FREN 1009) at Georgetown U., a score of 41-55 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor.

Non-Intensive Intermediate French II (FREN 022) builds on Non-Intensive Intermediate French I (FREN 021) and its presentation of French and Francophone cultures through various themes, the study and practice of fundamental vocabulary to explore these themes, and essential grammatical structures. FREN 022 provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 101 or FREN 111). The prerequisite for this course is the successful completion of Intermediate French I (FREN 021) at Georgetown, a score of 56-65 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor.

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 course covers the measurement of output and prices, theory of economic growth, business cycle theory, fiscal policy, monetary policy. Fall and Spring.

This course covers the basic elements of microeconomic theory including consumer choice, the impact on resource allocation of different market structures ranging from competition to monopoly, game theory, general equilibrium analysis, and asymmetric information. We will focus on equilibrium and optimization throughout.

In this intermediate course, students will reinforce their knowledge of the first year courses and further develop their ability to 1) communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) continue acquiring some of the skills necessary for effective reading in Spanish, and 3) write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture and literature via movies and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation. Some seats in this class are reserved.

Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course.The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test.

This course is a continuation of SPAN 021 that further develops students’ ability to 1) communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) continue acquiring some of the skills necessary for effective reading in Spanish, and 3) write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture and literature via movies and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation.

Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course.The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test.

A first course in the theory and practice of international business. After building a foundation of international trade, foreign direct investment, exchange rates, and government policy, the course emphasis is on the application of concepts to the solution of international business problems. It focuses on areas such as international market entry, the internationalization of the marketing, finance and management functions within the firm, and the development of global business strategies.

This course deals with the theory and practice of international macroeconomics and finance. Concepts of balance of payments and exchange rates are developed, followed by macroeconomic tools in an open economy. Balance of payments adjustments will be analyzed under fixed and flexible exchange rate systems. Macroeconomic topics -- such as inflation, growth, unemployment, the roles of monetary and fiscal policies -- will be discussed using examples from developed and/or developing countries.

This course seeks to explore the theory and practice of international law against the background of the realities of international relations. The course seeks to improve students’ ability to engage in critical thinking, analysis, and independent learning. To that end, reading, discussing, and writing about the assigned material will be the central activities of the course. The goal is to improve students’ analytical ability and capacity for effective oral presentation through the use of a modified form of the “case method” followed in law schools and to prepare students for professional discussions of public international law that occur in the public, private, and non-profit sectors of international affairs.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

International relations, as a field of political science and a discipline in the social sciences, attempts to explain and understand in a systematic fashion relationships among human beings and institutions in the global arena, such as international (inter-state) relations and relations including non-state actors, such as international organizations and non-governmental organizations. This course will introduce the student to the basic theoretical concepts, historical material, and problems and issues that affect contemporary foreign affairs and international relations, especially since the end of the Cold War twenty years ago. In doing this, a number of aspects will be examined: international political economy, foreign policy, international ethics, the use of force, human rights, international organizations, globalization, and the relationship between the industrialized states and the developing countries. The course is divided into three parts. The first part introduces the study of international relations in general, including theories of international relations as well as the major actors: nation-states, great powers, non-state actors, and the international system and society. The second part refers to international security (war and peace) and to international political economy. Finally, the third part refers to globalization and to global issues (such as environment, demography, and human rights), suggesting avenues for future research and alternative futures for global politics.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

This course covers the theory and practice of international trade. The first part of the course develops the classical and modern theories of the determination of the pattern of commodity trade between nations. The second part of the course covers trade policy and the role of institutions in managing world trade. Fall and Spring.

The Internship in Business course permits MSB students to gain practical work experience in the business environment. Students select a specific area within the field of business and explore it in greater depth outside the normal classroom situation. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the real world of business. Interested candidates must meet with and obtain approval from the instructor and the MSB Undergraduate Dean’s Office.

The Internship in Business course permits the student to gain practical work experience in a business environment. Students select a specific area within the field of business and explore the area in greater depth outside the normal classroom setting. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the business world. The internship course is a one-credit (Pass/Fail) course available to students with prior approval from the MSB Undergraduate Dean’s Office. To be approved, the proposed internship must provide a significant learning experience for the applicant. The internship course is available to sophomores, juniors, and seniors with a minimum GPA of 2.00.

The Internship in Business course permits the student to gain practical work experience in a business environment. Students select a specific area within the field of business and explore the area in greater depth outside the normal classroom setting. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the business world. The internship course is a one-credit (Pass/Fail) course available to students with prior approval from the MSB Undergraduate Dean’s Office. To be approved, the proposed internship must provide a significant learning experience for the applicant. The internship course is available to sophomores, juniors, and seniors with a minimum GPA of 2.00.

The Internship in Business course permits the student to gain practical work experience in a business environment. Students select a specific area within the field of business and explore the area in greater depth outside the normal classroom setting. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the business world. The internship course is a one-credit (Pass/Fail) course available to students with prior approval from the MSB Undergraduate Dean’s Office. To be approved, the proposed internship must provide a significant learning experience for the applicant. The internship course is available to sophomores, juniors, and seniors with a minimum GPA of 2.00.

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The course is designed to provide an academic framework to support students in setting goals for their internship and in reflecting upon the experience as it relates to their academic and career goals. This one-credit pass/fail course is intended for SFS juniors, seniors and sophomores by approval who have secured an internship. The one credit earned in this course counts toward the 120 credit total for the degree. It does not count toward the 40 courses required for the degree. Students must be working in an internship for a minimum total of 75 hours during the same academic term as the course enrollment. The course offers academic credit for students who require it to participate in an internship. This includes international students who must receive academic credit to remain in compliance with US immigration regulations Students will be provided directed readings and assignments to help them develop and refine their professional goals and skills. Students will participate in guided reflection exercises to assist them in working with the internship provider to ensure that the experience provides meaningful opportunities to explore the intersection of international affairs and their work. In lieu of class meetings, students will participate by submitting assignments through Canvas.

Part I of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning.

Part 2 of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning.

Visiting students and students who have not taken German at Georgetown must take the placement test prior to registering. Please contact Director of Curriculum, Prof. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. Part 2 of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning.

This course provides an introduction to probability theory and statistical inference. The first half of the course introduces fundamentals in probability. Topics to be covered include basic probability principles, enumeration methods, properties of random variables, common discrete and continuous distribution functions, and expected values. The second half of the course focuses on the core of statistical inference and deals with the central limit theorem, maximum likelihood estimation, confidence intervals, hypothesis testing, and the linear regression model. Statistical software will be used to illustrate concepts and to perform data analysis.

Prerequisite of MATH-1360 or equivalent; cannot be taken if student has already taken ECON-2110.

This course introduces students to the fundamental principles of acting without working with a formal script. Through structured exercise and games, students study Concentration, Observation, Given Circumstances, and Stage Awareness. Students will create their own performance material, exploring the physical self, space/staging, working with props, and ensemble and interplay with fellow actors. The coursework is very physical and creative. The work is focused on understanding the art of acting through games, exercises, reading, discussions, and evaluations of one’s own work and the work of fellow classmates. No acting experience is required.

Students must attend first class or lose their seat in the course.

This course is intended for non-majors seeking an introduction to computer science and Python programming. The course covers the following topics: basic data types in Python, variables and constants, input and output, Python reserved words and built-in functions, operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value parameters, lists, scope rules, importing packages, elementary data processing and visualization, and elementary software engineering principles.

This course is intended for non-majors seeking an introduction to computer science and Python programming. The course covers the following topics: basic data types in Python, variables and constants, input and output, Python reserved words and built-in functions, operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value parameters, lists, scope rules, importing packages, elementary data processing and visualization, and elementary software engineering principles.

In this course, we’ll study and produce four genres of creative writing: poetry, fiction, personal prose, and dialogue. We will explore and discuss great models of each of these forms; we will try our hand at composing our own poems, stories, personal essays, and dialogue (for radio); and we’ll write short analyses on our texts. We’ll also hear craft lectures from the great writers in our Department who produce these works. The authors under study include Semezdin Mehmedinovic, Stephen Crane, D.H. Lawrence, Michael Ondaatje, Anna Deavere Smith, and a number of poets. We’ll follow Ondaatje through the genres. Our course is designed for those who have some experience in studying and writing in at least one of these genres. Please be prepared for intensive research in how each form of writing happens, how it renders human experience, voice, plot, statement, vision, and more. Be prepared both to produce your own texts, and to share your draft work with others.

This course develops the theory and applications of regression analysis, which is the primary tool for empirical work in economics. Emphasis is placed on techniques for estimating economic relationships and testing economic hypotheses. Electronic data acquisition and computer applications receive hands-on treatment. Lab sessions meet weekly to discuss homework and the use of computer software. Fall and Spring.

Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail.

Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail.

Some seats in this course are reserved.

FMST 181-20: This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre.

This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre.

FMST 181-20: This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre.

This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre.

This course is an introduction to financial accounting as the “language of business.” Financial accounting provides information to stakeholders of the firm, including customers, suppliers, managers, investors, creditors, regulatory agencies, and local communities. The course covers fundamental financial accounting concepts, the structure of financial statements, and the analysis of significant business transactions. Most of the skills acquired in the class will be taught through real-world examples from company financial statements to understand how accounting information is presented to and used by stakeholders. The skills acquired in the course are foundational for various careers, including general management, financial services, consulting, and those thinking of starting their own business or joining not-for-profit or government entities.

This course is designed for the non-science major students to stimulate their interest in the forensic chemistry and help them appreciate and understand the basic fundamental concepts of chemistry. In each chapter, chemical concepts related to a forensic topic are introduced in addition to a brief description of an analytical instrumentation or methodology used in crime investigation lab and a case study. The main purpose of this course is to deliver the chemistry concepts to students without going into great details.

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.

Some seats in this course are reserved.

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 designed to help students transition from the computational concepts covered in 1000-level courses to the more theoretical concepts covered in 3000-level courses. Students learn to manipulate abstract definitions, determine whether statements are true or not, and prove or disprove statements. Special emphasis is placed on learning to read, write, and critique proofs. The different techniques covered are backward/forward proof, proof by contradiction, proof by contraposition, and proof by induction. Students will apply these methods to a variety of problems involving numbers, functions, sets, relations, and cardinality. This course is a prerequisite for many upper level mathematics courses.

Prerequisites: MATH-1360 with a minimum grade of B.

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.

Some seats in this course are reserved.

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.

Introductory French I (FREN 001) is the first course in the non-intensive Introductory French sequence and is intended for students with little to no previous background in French. This course covers the basics of French grammar and conversation through lectures, cultural readings, pronunciation drills, oral and written exercises, and conversational practice. Course materials include the Introductory French textbook, En Avant (Third Edition) as well as various French-language audio, visual, and written materials.

Introductory French II (FREN 002) is the continuation of Introductory French I (FREN 001) and is aimed at preparing students for the Intermediate French sequence. Students who enroll in this course have typically taken Introductory French I (FREN 001) or have placed into this course by means of the Department of French & Francophone Studies' online French Placement Exam. This course continues with the basics of French grammar and conversation through lectures, cultural readings, pronunciation drills, oral and written exercises, and conversational practice. Course materials include the Introductory French textbook, En Avant (Third Edition) as well as various French-language audio, visual, and written materials.

This course is for students with some prior high school knowledge of Spanish. Students will fulfill their needs to 1) develop their ability to communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) to acquire some of the skills necessary for effective reading in Spanish, and 3) to write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture via videos and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation.

This course is a continuation of SPAN 001/003 in which students will further fulfill their needs to 1) develop their ability to communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) to acquire some of the skills necessary for effective reading in Spanish, and 3) to write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture via videos and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation.

This course explores the interaction of religion and politics in majority Muslim countries. From this course, students will attain a general understanding of this interaction as well as relatively specialized knowledge about various aspects of the topic. The course provides knowledge about Islam, political Islam (the politicization of Islam by Islamist movements and groups, activists, and intellectuals) and democracy and democratization in countries with strong Islamist social movements and political parties. Our perspective will be historical, doctrinal, ideological, and based in contemporary political analysis. The first half of the course provides historical context for the case studies we will compare and contrast in the second half of the course.

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.

How have societies across time and in different places developed and practiced law? What can cross-cultural comparison and the use of ethnographic methods reveal about law, legality, and notions of justice? And how might these insights inform contemporary debates around criminal justice reform, freedom of speech, or attempts to address global economic inequality? In this course, students will embark on a critical introduction to legal anthropology. Course readings will immerse students in the ways different cultures have devised legal systems to resolve social conflict, prosecute and punish crime, create categories to organize social relations such as across gender or race, and to secure and maintain political legitimacy. We will also examine contemporary approaches to the anthropological study of law by looking at cutting-edge research underway including indigenous rights, international criminal law enforcement, transnational financial and economic regulation, migration, and the role of contemporary social movements in the United States, like Black Lives Matter, and globally, like climate change activism, to bring law closer to justice.

Some seats in this course are reserved.

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 explores the biological, cognitive, emotional and social changes that humans experience across the lifespan from birth through old age. It addresses questions such as: “Is development continuous or discontinuous?” “Are we the product of our nature or our nurture?” “Do all people follow a similar trajectory or is human development marked by diversity?” The broad aim is to answer, in different ways, the fundamental question: “How do we become who we are?” Drawing on developmental, social, and cognitive psychology, and an understanding of developmental milestones of each age period, the course investigates the development of language, intelligence, morality, personality, close relationships, and identity. Special attention is paid to the parts parents, peers, schools, and socioeconomic contexts play in those processes.

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 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.

In this course we will explore the themes of love, sex, and friendship in ancient Greek philosophy. Texts may include: Plato's Lysis, Symposium, and Phaedrus; Aristotle's Nicomachean Ethics and Politics. We will consider questions such as the following: What is it to be a friend? What is the best or ideal form of friendship? What is the role of friendship in the development of moral and intellectual virtue? What is the role of love and sex in friendship? What roles do love, sex, and friendship play in moral and political life?

This course, designed to be taken concurrently with COSC-1030, covers mathematical tools and principles that are valuable to the computer scientist. Topics include: propositional and predicate logic; mathematical proofs, including induction; counting and basic probability theory; logarithmic and exponential functions; elementary graph theory; and "Big-O" notation and asymptotics.

This course, designed to be taken concurrently with COSC-1030, covers mathematical tools and principles that are valuable to the computer scientist. Topics include: propositional and predicate logic; mathematical proofs, including induction; counting and basic probability theory; logarithmic and exponential functions; elementary graph theory; and "Big-O" notation and asymptotics.

The course provides an overview of mathematical concepts as they relate to various disciplines. Topics will be chosen from set theory, logic, combinatorics, probability, statistics, and voting theory. It is a course for students who require a general overview of mathematics, especially those majoring in liberal arts, the social sciences, business, nursing and allied health fields. This course is not designed to prepare students for any specific future mathematics course. This course meets the Quantitative Reasoning and Data Literacy (QRDL) core requirement.

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.

Through lectures, readings, class discussion and audio-visual material, this course examines the history of the Middle East from the late sixth to the late seventeenth centuries. The lectures focus on broader topics, such as the emergence of Islam; the history of major Middle Eastern empires; changing geo-strategic and cultural conditions; and the evolution and functioning of classical and medieval Muslim institutions. Discussion sections will enable students to deepen their knowledge regarding local diversities within the unifying systems of Muslim beliefs, law, and administration; the material and intellectual exchanges and interactions between the Muslim world and non-Muslim communities and polities; and Muslim reactions to the Crusades and the Mongol invasions.

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.

Modern Ireland: cultural Americana, Britannica, or Europeana? This course surveys the comparative transnational influences on the cultural development of modern Ireland, from the American Revolution to the European Union. It charts the social developments of ‘greater Ireland’ through an exploration of ‘island’ and ‘migrant’ cultures; examines Ireland’s relationship with political violence from enlistment in nineteenth-century British colonial campaigns in Egypt to the late twentieth-century IRA’s anti-colonial alliance with Libya; and evaluates the economic impacts of constitutional and cultural (dis)integration with America, Britain, and Europe, from the Act of Union to Brexit.

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.

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 focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present.

This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. The course is divided into four parts. First, we will present the general theoretical framework for explaining and understanding negotiations in international relations. Second, we will refer in general terms to the history of the Arab-Israeli conflict and the main issues and patterns of negotiations. Third, we will address several case-studies of successes and failures of negotiations between Israel and its several Arab neighbors – Egypt, Syria, Lebanon, Jordan, the Palestinians, and most recently, the Abraham Accords of September 2020. In this context, we will attempt to understand the failure of the peace process between Israelis and Palestinians, including the assessment of the Israel-Hamas War. Finally, in the last part of the course we will play a simulation and students will present their short papers.

This course provides an introduction to the theory, techniques, and applications of ordinary differential equations. Topics include first order equations, second order linear equations, series solutions, the method of Laplace transforms, systems of equations, Euler’s Method, some bifurcation theory, an introduction to nonlinear equations and stability theory.

Prerequisites: MATH-2370 or permission of the instructor,

Principles and theories of organic chemistry, including structural changes as studied by spectroscopy (IR, NMR, and mass spectra). Preparations, reactions, mechanisms, stereochemistry, and properties of alkanes, alkenes, alkyl halides, alcohols, ethers, aldehydes, ketones, and organometallic compounds are studied in detail. Prerequisites: -CHEM 1200, -CHEM 1205. Three lectures plus evening sessions for exams. Fall

Introduction to experimental organic chemistry. Fundamental techniques of organic synthesis, including separation, purification, and characterization of organic compounds. Introduction to spectroscopic and chromatographic methods. Prerequisites: CHEM 1200, CHEM 1205. Concurrent: CHEM 2100. One four-hour laboratory and one one-hour recitation. Fall.

Course must be taken with CHEM 2100.

Introduction to experimental organic chemistry. Fundamental techniques of organic synthesis, including separation, purification, and characterization of organic compounds. Introduction to spectroscopic and chromatographic methods. Prerequisites: CHEM 1200, CHEM 1205. Concurrent: CHEM 2100. One four-hour laboratory and one one-hour recitation. Fall.

This course must be taken with CHEM 2100.

Continues and presupposes -CHEM 2100. Compounds studied include aromatic compounds, amines, carbonyl-containing compounds, conjugated and difunctional compounds, heterocyclics, and the biologically important amino acids, peptides, and carbohydrates. Prerequisite: -CHEM 2100. Three lectures plus evening sessions for exams. Spring.

Continues and presupposes -CHEM 2105. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: CHEM 2100 and -CHEM 2105. Concurrent: -CHEM 2200. One four-hour laboratory and one one-hour recitation. Spring.

Must be taken with CHEM 2200.

Continues and presupposes -CHEM 2105. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: CHEM 2100 and -CHEM 2105. Concurrent: -CHEM 2200. One four-hour laboratory and one one-hour recitation. Spring.

Course must be taken with CHEM 2200.

This is an introductory painting course that teaches the basic techniques of painting. Students learn to paint from observation, in a manner that results in a realistic depiction of the subject. However, the goal of this course is not to make copies, but to strike a balance between an art historical approach to painting with a contemporary one – fostering an environment that encourages students to think creatively and to experiment with the paint and the subject. This is achieved through live demonstrations, artist slide lectures, group, and individual critiques.

Must attend the first class or lose the place. For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses.This class is not available to audit.

Law structures our lives and the world we inhabit in myriad ways. It regulates how we interact with others, how we treat our bodies, what kinds of things we can own and sell, and how we can be sanctioned if we act outside the law. In this course we will consider a variety of philosophical questions raised by life within a legal system. The first portion of the course will consider questions in “analytical jurisprudence” about the nature of law and its relation to morality. In the second portion we will consider philosophical questions in “normative jurisprudence,” which asks not “what is law?” but “what should the law be?” We will look at real life cases and the philosophical questions raised by them within substantive areas of law in both private law (property law, tort law, and contract law) and public law (constitutional law, criminal law, and administrative law). In the final portion, we will look at the ethics of actors in the legal and political sphere and how their individual everyday ethical decisions shape the character of law

This course is an introduction to the philosophy of film. Readings will be primarily drawn from philosophy, but we will also make use of resources from film criticism and film theory. Issues to be considered include: (1) The nature of film. What distinguishes film from other forms of art, such as the theater? Must film be realistic? And is film a narrative or a dramatic art form? Finally, do films have authors? (2) The experience of film. Is our engagement with film primarily cognitive or emotional? What is the appropriate approach to film as a viewer? Why do we watch films--such as horror films--that arouse unpleasant emotions? (3) The politics of film. Is film inherently ideological, or can film be critical? If film can perform a critical function, how would it do so? Time permitting, we may also consider questions about the possibility of philosophizing in a cinematic medium and the nature and prospects of film theory. In addition to readings, students should expect to watch between 10 and 15 films throughout the semester, to be drawn from the work of directors including Pedro Almodóvar, Charlie Chaplin, John Ford, Sergei Eisenstein, Jean-Luc Godard, Alfred Hitchcock, Spike Lee, Akira Kurosawa, Jean Renoir, Leni Riefenstahl, Quentin Tarantino, and Orson Welles.

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.

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.

TBA

The important and long-standing interplay between politics and film is the focus of this course. Three general questions characterize this examination. First, what ideological, chronological, or cultural differences mark different films focusing on a common political object, such as the American Dream or war? What accounts for these differences? Second, how political is an individual movie? How expansive should the definition of political content be? Third, how effective is the specific genre in conveying the intended political message? Are propaganda films really more effective than the indirect messages found in mainstream blockbusters? We begin with a general overview of the film-politics relationship and a brief discussion of the various perspectives and theories that illuminate the connection. Next, we look at the most obvious political films: the propaganda movies Triumph of the Will and Birth of a Nation. Next we look at the documentary genre through a contemporary production Paragraph 175 and a classic, Wiseman’s Titicut Follies. A discussion of political satire follows, focused on Chaplin’s Great Dictator and South Park: Bigger, Longer and Uncut. The next section delves into Hollywood’s image of America and American politics. The first two films revolve around the presentation of the American Dream, exemplified by Citizen Kane, and Forrest Gump, movies separated by 50 years. Then we look at the more focused theme of the image of Washington politics through Capra’s classic Mr. Smith Goes to Washington and Wag the Dog. On a different note, we discuss one of the most unexpectedly political films, Dangerous Liaisons, a study in political personality, power maximization and unadulterated competition. The last section thematizes war and genocide. In contrast to typical heroic representations of WWII, we look at a Japanese animated feature, Grave of the Fireflies, which reveals a substantially different cultural and political sensibility, as well as the Oscar-winning glimpse of Hitler’s last days, Downfall. For the Cold War we will analyze The Manchurian Candidate and From Russia with Love. Next comes The Deer Hunter, a masterpiece that best captures the pervasive malaise of the Vietnam War period, both at home and at the front. The final films delve into an historical theme with great contemporary political and ethical relevance: the Holocaust as depicted in Spielberg’s Schindler’s List and Holland’s Europa, Europa.

This course is intended as a preparation for MATH-1350: Calculus I. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, inverse trigonometric functions, and the logarithmic and exponential functions.

This course is intended as a preparation for MATH-1350: Calculus I. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, inverse trigonometric functions, and the logarithmic and exponential functions.