All classes will be moving to a virtual format for the summer of 2020. Our faculty and program staff will ensure that the core and quality of each program will be maintained and that your courses will be interactive and engaging.
Whether you’re trying to catch up on credits, graduate early, or free up time to intern or study abroad, our summer courses offer an accelerated way to earn credit and get ahead. You’ll have the opportunity to learn in small, interactive classes and enjoy more time to focus on a single subject area.
We reserve the right to cancel courses at any time. Although we do our best to run every course that is listed, we do occasionally have to cancel classes due to low enrollment, instructor schedule changes, or other circumstances beyond our control.
Session Dates
View Courses
Courses subject to change.
| Number | Course Name | Faculty | Time | Session | |
|---|---|---|---|---|---|
| ACCT-101-10 | Accounting I |
Fairfield, Patricia |
AM | Main First Session | Click to read more about ACCT-101-10 |
This course is an introduction to financial accounting. Financial accounting is the process through which an organization reports financial information to interested parties. In other words, it is the language of business. The information is used for decision-making purposes by managers, investors, bankers, labor unions, suppliers, etc. In this class, you will learn how to prepare, analyze and use financial accounting information. |
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| ACCT-101-20 | Accounting I |
Fairfield, Patricia |
AM | Main Second Session | Click to read more about ACCT-101-20 |
This course is an introduction to financial accounting. Financial accounting is the process through which an organization reports financial information to interested parties. In other words, it is the language of business. The information is used for decision-making purposes by managers, investors, bankers, labor unions, suppliers, etc. In this class, you will learn how to prepare, analyze and use financial accounting information. |
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| ACCT-102-20 | Accounting II |
Mayer-Sommer, Alan |
PM | Main Second Session | Click to read more about ACCT-102-20 |
This course is designed to give you, as a manager in a non-accounting job, the fundamental vocabulary, concepts and procedures to work with management accountants in an informed way to answer questions like these: How effectively are my actions linked with corporate strategy? What activities of mine are differentiating and add value? What are my commodity activities that either destroy value or waste resources? How do I analyze the way a cost is accumulated to make sure it is relevant to a specific decision I must make? How do organizational control and incentive systems affect the motivation levels and actions of people who report to me? In short, understanding the fundamental vocabulary, concepts and procedures of management accounting will help you a. grow revenues and profits while planning and controlling related expenses b. manage risks c. understand, measure and drive performance |
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| ACCT-181-01 | Business Law |
Cooke, Thomas |
AM | Main Presession | Click to read more about ACCT-181-01 |
The Business Law 1 course is an introduction to the legal environment of business. The course begins with an examination of the historical roots of the American legal system with a critical analysis of the role and function of the US Supreme Court. The course will review the sources and applications of laws, the federal and state court system, contract law, tort law, product liability law and the Uniform Commercial Code – Article Sale of Goods. The intent of the course is to relate the relevant materials to real life business issues and problems. Emphasis is placed on problem solving and case analysis. An important component of the Business Law 1 course are visits to the Superior Court for the District of Columbia and the US District Court or the US Court of Appeals. Visits to the United States Supreme Court are encouraged. |
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| ANTH-205-01 | Justice and Media |
Ibrahim, Amrita |
PM | Main Presession | Click to read more about ANTH-205-01 |
How does anthropology think, write, imagine, debate, and depict social justice? This course introduces you to the spirit of social justice within anthropology, while acknowledging that anthropology’s commitment to social justice is also often contentious and problematic. Anthropologists continually challenge their discipline to be more ‘woke’ to its own politics and challenges. During this summer session, we will read a variety of anthropological texts and watch documentary films to analyze what social justice looks like from the perspective of anthropology. |
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| ANTH-279-20 | Police in Contemporary World |
Ibrahim, Amrita |
PM | Main Second Session | Click to read more about ANTH-279-20 |
Public protests against police brutality in the United States have renewed interest in questions of reform and oversight with respect to law enforcement. Numerous stakeholders, from the Department of Justice to scholars and civil rights activists have made police brutality necessary and urgent problem that needs immediate attention. Their attention has brought up again in public discussion the question of the policing function and its limits, what is the role of the police in a democratic society, what are the racial and class structures that produce the powerful inequalities between the powers of the police and the communities in which they are embedded. These important questions are not only salient in the U.S., as protests across the world in recent years have shown us. How then, are we to think about the police as a force of law and order at a time when so much of their own practices seem unlawful, or worse, unjust? In this course, we will study the police: as an institution, as a set of disciplinary practices, as an agent of state power and monopoly, and as a mode of surveillance. The course will introduce you to some foundational texts that explore the relationship of ‘police’ to notions of authority, legitimacy, violence, private property, and security. We will read texts that undertake in-depth and long-term research on the history, emergence, and contemporary role of the police; the relationship between police and race, class, and gender; and explore how activists and protesters are involved in projects of police reform and even police ban from around the world. Selected Texts: 1. Beatrice Jauregui. 2016. Provisional Authority: Police, Order, and Authority in India. University of Chicago Press. 2. Ilana Feldman. 2015. Police Encounters: Security and Surveillance in Gaza Under Egyptian Rule. Stanford University Press. 3. Ieva Jusionyte. 2015. Savage Frontier: Making News and Security on the Argentine Border. University of California Press. 4. Michelle Alexander. 2010. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The New Press. Public protests against police brutality in the US in recent years have renewed interest in longstanding questions about police as an institution and as a social force. What are the scope and limits, if any, of the policing function? What is the role of the police in a democratic society? How do racial and class structures produce powerful inequalities between police power and the communities they are part of? How are we to think about the police as a force of law and order at a time when so much of their own practices seem unlawful, or worse, unjust? |
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| ANTH-280-10 | Urban Anthropology |
King-Irani, Laurie |
PM | Main First Session | Click to read more about ANTH-280-10 |
This course explores the city as a product of, and a rich site for, humans’ negotiations over social and economic rights, identity, meaning, and community. Drawing on a variety of analytical, historical, geographic, and ethnographic studies, we will ask whether urban life is qualitatively distinct from rural life, and whether there are different types of urban life in different places and times. Debates over urban planning encompass moral, cultural, and personal concerns, not simply the planning schemes of economists, policymakers, and architects. Throughout the course, methodological questions regarding the city as an object of historical and ethnographic study are highlighted. This course explores the city as a product of, and a rich site for, humans’ negotiations over social and economic rights, identity, meaning, and community. Drawing on a variety of analytical, historical, geographic, and ethnographic studies, we will ask whether urban life is qualitatively distinct from rural life, and whether there are different types of urban life in different places and times. Debates over urban planning encompass moral, cultural, and personal concerns, not simply the planning schemes of economists, policymakers, and architects. Throughout the course, methodological questions regarding the city as an object of historical and ethnographic study are highlighted. |
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| ARTH-102-130 | Renaissance to Modern Art |
Tilney, Barrett |
N/A | Cross Session | Click to read more about ARTH-102-130 |
Major achievements in European and American pictorial art, sculpture, and architecture from the early Renaissance through the early twenty-first century. Emphasis is on functions, meanings, and styles of individual works within a historical context. Only in unusual circumstances and with the approval of the department may a student with AP credit (ARTH 01) be permitted to take ARTH 101 or 102 for credit. This course meets online during the Cross Session (6/1/2020-7/24/2020). |
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| ARTH-102-20 | Renaissance to Modern Art |
Tilney, Barrett |
AM | Main Second Session | Click to read more about ARTH-102-20 |
Major achievements in European and American pictorial art, sculpture, and architecture from the early Renaissance through the early twenty-first century. Emphasis is on functions, meanings, and styles of individual works within a historical context. Only in unusual circumstances and with the approval of the department may a student with AP credit (ARTH 01) be permitted to take ARTH 101 or 102 for credit. |
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| ARTH-365-10 | Latin Amer Art & Architecture |
Huezo, Andrea |
AM | Main First Session | Click to read more about ARTH-365-10 |
The course examines the art of Mesoamerican before the Conquest (ca. 10th century BCE) and up to the period of independence (early 19th century CE). Organized chronologically, the course studies the art of Mesoamerica, early contact between Europeans and Indigenous Americans, the introduction of European art in Latin America, and the innovative transformation of both native and European art as a result of the conquest. By analyzing a variety of materials and topics that include architecture, paintings, sculptures, codices, and prints, the course places particular emphasis on the interaction between native traditions and imported ideas in relationship to religion, race, gender, politics, rituals, and daily life. While considering several important art movements, the course introduces students to the major theoretical issues regarding Latin American art and its interpretation. The course examines the art of Latin America within the Spanish Viceroyalties of New Spain and Peru. Though concerned primarily with the Viceregal period (1521 - 1821), it also considers art from before Spanish conquest (ca. 10th century BCE) and up to the period of independence (early 19th century CE). The course focuses on Pre-Conquest art, early contact between Europeans and natives in Mesoamerican and the Andes, the introduction of European art in Latin America, and the innovative transformation of both native and European art as a result of the conquest. By analyzing a variety of materials and topics that include architecture, paintings, sculpture, codices, and prints, the course places particular emphasis on the interaction between native traditions and imported ideas in relationship to religion, race, gender, politics, rituals, and daily life. While considering several important art movements, the course introduces students to the major theoretical issues regarding Latin American art and its interpretation. Registration in this class requires permission of instructor. |
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| ARTS-110-20 | Drawing I:Visual Language |
Anderson, Mark |
AM | Main Second Session | Click to read more about ARTS-110-20 |
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. |
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| ARTS-120-01 | Intro to Printmaking |
Barnhart, Scip |
AM | Main Presession | Click to read more about ARTS-120-01 |
This course is designed for beginning to advanced students who wish to experience traditional “hands on” printmaking methods and materials. The course is excellent for studio and art history majors. The basic printmaking techniques covered include; Intaglio, the favorite of Rembrandt, which covers etching and drypoint on copper and zinc, Lithography on stone, as Whistler and Picasso practiced, and Relief on linoleum and wood in the manner of Rockwell Kent and Hiroshege. Students will do assigned test prints in each technique and develop their own personal imagery using the method of their choice. Museum and Gallery visits are required. No prerequisite |
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| ARTS-131-130 | Photo I: Digital |
Carr-Shaffer, Kelly |
N/A | Cross Session | Click to read more about ARTS-131-130 |
Photography I: Digital is a basic digital photography studio art course designed to develop the hands-on skills necessary to produce and identify the elements of a good photograph and to acquire a thorough working knowledge of digital equipment. Students will gain an understanding of the aesthetic and technical areas of photography as a fine art. Class lectures, discussions and digital lab assignments will deal with photographic composition, criticism and history, camera and paper types, and printer systems. Fundamental knowledge of computer programs such as Photoshop will be introduced in the semester to develop photographic imagery. 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. Fall and Spring. No prerequisite. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| ARTS-131-20 | Photo I: Digital |
Carr-Shaffer, Kelly |
PM | Main Second Session | Click to read more about ARTS-131-20 |
Photography I: Digital is a basic digital photography studio art course designed to develop the hands-on skills necessary to produce and identify the elements of a good photograph and to acquire a thorough working knowledge of digital equipment. Students will gain an understanding of the aesthetic and technical areas of photography as a fine art. Class lectures, discussions and digital lab assignments will deal with photographic composition, criticism and history, camera and paper types, and printer systems. Fundamental knowledge of computer programs such as Photoshop will be introduced in the semester to develop photographic imagery. 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. Fall and Spring. No prerequisite. |
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| ARTS-150-20 | Painting I: Oil |
Xenakis, T |
PM | Main Second Session | Click to read more about ARTS-150-20 |
This course is an introduction to the materials and techniques used in painting, with an emphasis on oils. It will cover mastery of technique, composition and color as vehicles for individual expression. Fall and Spring. No prerequisite. |
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| ARTS-170-10 | Art of the Book |
Barnhart, Scip |
PM | Main First Session | Click to read more about ARTS-170-10 |
This is an introduction to the Art of Handmade books. Students will create unique books utilizing printmaking, letterpress, fine papers and found objects. Craftsmanship, creativity, patience and neatness will be keys to a successful completion of this course. Students will be required to complete 5-7 projects depending on complexity. Everyone is required to participate in the first project, an book relevant to Georgetown University. A copy of this first project goes to the University Library. There will be demos by instructor, videos, and required visits galleries and museums and private collections to assist student project selections. |
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| BADM-305-10 | Applied Valuation Practicum |
Pinkowitz, Lee |
PM | Main First Session | Click to read more about BADM-305-10 |
This practicum focuses on core principles of how to value a business enterprise. Valuation helps address some of the fundamental questions faced by both investors as well as managers of a firm. For example, a security analyst typically wants to answer the question “Is this stock a good buy at the current price?”; an investment banker wants to answer the questions “What price should we set for the firm’s IPO?” or “How much should be paid to acquire this firm”; a management consultant may ask “How does my client compare with its industry peers in terms of past performance and future prospects?”; a corporate manager may ask “is my firm valued properly by the investors?” The bulk of the course will involve the detailed mechanics of how to measure firm value through multiple hands-on exercises. Through learning those mechanics, students should gain an understanding of the ways a corporate enterprise can be valued. The primary goal of this practicum is to provide you with a good grasp of the basic drivers of value creation through exercises in Discounted Cash Flow (DCF) valuation and to gain understanding of how these drivers manifest themselves in Multiples based valuation. Through these exercises, you should gain a solid understanding of the ways in which the value of an enterprise can be estimated. The second major goal of this practicum is to develop tools which will help you conduct and communicate your analyses. Specifically, this course will require frequent use of spreadsheet modeling. This method involves examining an actual company, for which you are expected to use your knowledge (from class lectures, assigned readings, etc.) to estimate the value of the enterprise. This method is designed to help you relate the subject knowledge to a practical situation. |
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| BADM-307-10 | Digital Marketing Practicum |
Blanchard, Simon |
PM | Main First Session | Click to read more about BADM-307-10 |
Digital advertising (display advertising and search engine optimization and marketing, desktop or mobile) represents more than 50% of total advertising spend in the US. In this course, we will provide an introduction to the digital advertising industry, with a focus on its metrics: to evaluate whether real digital marketing strategies are effective (i.e., provide incremental returns). The main deliverable will be focused on the implementation of the project, a real-life app-install advertising campaign for a personal-finance app startup. For students interested in a career in marketing, this course provides a foundation from which they can explore how (and why) companies can benefit from online advertising: as a way to attract and retain profitable customers. It also provides hands-on experience with running an ad campaign. For students interested in other business disciplines, this course is intended to help understand the business objectives, lexicon and tools of marketers and scientists with whom they will interact professionally – about their online channels. |
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| BIOL-008-10 | Ecology & the Environment |
Fox, Jennifer |
PM | Main First Session | Click to read more about BIOL-008-10 |
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. |
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| BIOL-105-20 | Found in Biology I |
Chan, Mun |
AM | Main Second Session | Click to read more about BIOL-105-20 |
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. |
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| BIOL-106-10 | Found in Biology II |
Fox, Jennifer |
AM | Main First Session | Click to read more about BIOL-106-10 |
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 106/116 is the equivalent of BIOL 104/114 offered during the academic year. Majors in the Georgetown University Biology department must co-enroll in the lab, BIOL 116. |
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| BIOL-115-20 | Found in Biology I-Lab |
Chan, Mun |
PM | Main Second Session | Click to read more about BIOL-115-20 |
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 105-20. |
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| BIOL-116-10 | Found in Biology II-Lab |
Fox, Jennifer |
AM | Main First Session | Click to read more about BIOL-116-10 |
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. Students must co-enroll in Biol 106 (Foundations in Biology II) or have taken an equivalent college or university course. Students must also register for BIOL 106-10. |
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| CHEM-001-10 | General Chemistry Lecture I |
Glick, Diana |
AM | Main First Session | Click to read more about CHEM-001-10 |
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. This course must be taken with CHEM-009. Please e-mail Professor Glick at glickdc@georgetownd.edu to inquire about being waitlisted for any closed lab section. |
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| CHEM-002-20 | General Chemistry Lec II |
Glick, Diana |
AM | Main Second Session | Click to read more about CHEM-002-20 |
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-010. Please e-mail Professor Glick at glickdc@georgetown.edu to inquire about being waitlisted for any closed lab section. |
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| CHEM-009-10 | General Chemistry Lab I |
Glick, Diana |
PM | Main First Session | Click to read more about CHEM-009-10 |
Coherent with the lecture course, this class aims to provide a foundation in Chemistry, specific to the laboratory experience. Where the lecture introduces, explores, and expands concepts, through a dialogue with the lecture professor; the laboratory is where the students are the active participant: performing experiments, collecting data, analyzing data, and conveying their findings through written reports. The lecture and the lab act in concert, in synergy, where the student achieves a holistic understanding of Chemistry, of science. This is the scientific process – idea, testing, refinement, and understanding/discovery. This is what scientists do, this is what professors do. All these aspects embody the knowledge and the skills students are expected to learn and master on finishing a year of Gen Chem. A few examples of what students attain in this course: • Knowledge, understanding, command of introductory concepts & pinnacles of chemistry (reactions, stoichiometry, thermodynamics, atomic theory, etc.) • Skills: problem-solving, writing science reports, math, working/interacting in groups… • Acquire and develop common lab techniques, practices, and safety requirements • Relating chemical concepts to the real world • Applying & innovating learned material to new or unseen situations • Ability to utilize and transfer learned ideas and techniques to upper division science courses Chem-009 is composed of two parts: lab and recitation. Students will be in the lab performing an experiment on a weekly basis. The first lab period focuses on check-in and safety, which is first and foremost the most important. Recitation is a time where students can ask questions pertaining to the lecture portion of General Chemistry and about previous and upcoming lab experiments. Recitation meets twice a week, with one preceding the lab. Concurrent: 001. Fall. This course must be taken with CHEM-001. |
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| CHEM-009-11 | General Chemistry Lab I |
Shahu, Milena |
PM | Main First Session | Click to read more about CHEM-009-11 |
Coherent with the lecture course, this class aims to provide a foundation in Chemistry, specific to the laboratory experience. Where the lecture introduces, explores, and expands concepts, through a dialogue with the lecture professor; the laboratory is where the students are the active participant: performing experiments, collecting data, analyzing data, and conveying their findings through written reports. The lecture and the lab act in concert, in synergy, where the student achieves a holistic understanding of Chemistry, of science. This is the scientific process – idea, testing, refinement, and understanding/discovery. This is what scientists do, this is what professors do. All these aspects embody the knowledge and the skills students are expected to learn and master on finishing a year of Gen Chem. A few examples of what students attain in this course: • Knowledge, understanding, command of introductory concepts & pinnacles of chemistry (reactions, stoichiometry, thermodynamics, atomic theory, etc.) • Skills: problem-solving, writing science reports, math, working/interacting in groups… • Acquire and develop common lab techniques, practices, and safety requirements • Relating chemical concepts to the real world • Applying & innovating learned material to new or unseen situations • Ability to utilize and transfer learned ideas and techniques to upper division science courses Chem-009 is composed of two parts: lab and recitation. Students will be in the lab performing an experiment on a weekly basis. The first lab period focuses on check-in and safety, which is first and foremost the most important. Recitation is a time where students can ask questions pertaining to the lecture portion of General Chemistry and about previous and upcoming lab experiments. Recitation meets twice a week, with one preceding the lab. Concurrent: 001. Fall. This course must be taken with CHEM-001. |
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| CHEM-010-20 | General Chemistry Lab II |
Glick, Diana |
PM | Main Second Session | Click to read more about CHEM-010-20 |
: Prior lab experience helped students in gaining familiarity with the tools and instruments utilized in the lab. In this current lab course, students hone and refine their skills and techniques. Much like the first semester in Gen Chem, working safely in the laboratory is paramount. Gen Chem lab II delves into important topics such as equilibria. The first semester introduced students to different types of chemical reactions. In the second semester, students gain a better understanding as to the determinants of reaction type. More importantly, students will gain insights into the extent (equilibria) with which reactants progress to products. The remainder of the laboratory experiments provides students with background in solid structures, electrochemistry, coordination chemistry, etc. A few examples of what students attain in this course: • Knowledge, understanding, command of introductory concepts & pinnacles of chemistry (reactions, stoichiometry, thermodynamics, kinetics, equilibria, solid structures, electrochemistry, coordination chemistry, etc.) • Skills: problem-solving, writing science reports, math, working/interacting in groups… • Hone and refine common lab techniques, practices, and safety requirements • Relating chemical concepts to the real world • Applying & innovating learned material to new or unseen situations • Ability to utilize and transfer learned ideas and techniques to upper division science courses Chem-010 is composed of two parts: lab and recitation. Students will be in the lab performing an experiment on a weekly basis. Recitation is a time where students can ask questions pertaining to the lecture portion of General Chemistry and about previous and upcoming lab experiments. Recitation meets twice a week, with one preceding the lab. Concurrent: -002. Spring. Perquisites: CHEM 001 and CHEM 009 This course must be taken with CHEM-002. |
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| CHEM-010-21 | General Chemistry Lab II |
Shahu, Milena |
PM | Main Second Session | Click to read more about CHEM-010-21 |
: Prior lab experience helped students in gaining familiarity with the tools and instruments utilized in the lab. In this current lab course, students hone and refine their skills and techniques. Much like the first semester in Gen Chem, working safely in the laboratory is paramount. Gen Chem lab II delves into important topics such as equilibria. The first semester introduced students to different types of chemical reactions. In the second semester, students gain a better understanding as to the determinants of reaction type. More importantly, students will gain insights into the extent (equilibria) with which reactants progress to products. The remainder of the laboratory experiments provides students with background in solid structures, electrochemistry, coordination chemistry, etc. A few examples of what students attain in this course: • Knowledge, understanding, command of introductory concepts & pinnacles of chemistry (reactions, stoichiometry, thermodynamics, kinetics, equilibria, solid structures, electrochemistry, coordination chemistry, etc.) • Skills: problem-solving, writing science reports, math, working/interacting in groups… • Hone and refine common lab techniques, practices, and safety requirements • Relating chemical concepts to the real world • Applying & innovating learned material to new or unseen situations • Ability to utilize and transfer learned ideas and techniques to upper division science courses Chem-010 is composed of two parts: lab and recitation. Students will be in the lab performing an experiment on a weekly basis. Recitation is a time where students can ask questions pertaining to the lecture portion of General Chemistry and about previous and upcoming lab experiments. Recitation meets twice a week, with one preceding the lab. Concurrent: -002. Spring. Perquisites: CHEM 001 and CHEM 009 This course must be taken with CHEM-002. |
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| CHEM-025-20 | Intro to Forensic Chemistry |
Itani, Mohammad |
PM | Main Second Session | Click to read more about CHEM-025-20 |
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. |
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| CHEM-115-10 | Organic Chemistry I |
Zimerman, Oscar |
PM | Main First Session | Click to read more about CHEM-115-10 |
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: -002, -010. Three lectures plus evening sessions for exams. Fall. |
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| CHEM-116-20 | Organic Chemistry II |
Zimerman, Oscar |
PM | Main Second Session | Click to read more about CHEM-116-20 |
Continues and presupposes -115. Compounds studied include aromatic compounds, amines, carbonyl-containing compounds, conjugated and difunctional compounds, heterocyclics, and the biologically important amino acids, peptides, and carbohydrates. Prerequisite: -115. Three lectures plus evening sessions for exams. Spring. |
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| CHEM-117-10 | Organic Chemistry I Lab |
Davis, Ronald |
AM | Main First Session | Click to read more about CHEM-117-10 |
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: 002, 010. Concurrent: 115. One four-hour laboratory and one one-hour recitation. Fall. |
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| CHEM-117-11 | Organic Chemistry I Lab |
Davis, Ronald |
PM | Main First Session | Click to read more about CHEM-117-11 |
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: 002, 010. Concurrent: 115. One four-hour laboratory and one one-hour recitation. Fall. |
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| CHEM-117-12 | Organic Chemistry I Lab |
Davis, Ronald |
AM | Main First Session | Click to read more about CHEM-117-12 |
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: 002, 010. Concurrent: 115. One four-hour laboratory and one one-hour recitation. Fall. |
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| CHEM-118-20 | Organic Chemistry II Lab |
Davis, Ronald |
AM | Main Second Session | Click to read more about CHEM-118-20 |
Continues and presupposes -117. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: 115 and -117. Concurrent: -116. One four-hour laboratory and one one-hour recitation. Spring. |
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| CHEM-118-21 | Organic Chemistry II Lab |
Davis, Ronald |
PM | Main Second Session | Click to read more about CHEM-118-21 |
Continues and presupposes -117. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: 115 and -117. Concurrent: -116. One four-hour laboratory and one one-hour recitation. Spring. |
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| CHEM-118-22 | Organic Chemistry II Lab |
Davis, Ronald |
AM | Main Second Session | Click to read more about CHEM-118-22 |
Continues and presupposes -117. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: 115 and -117. Concurrent: -116. One four-hour laboratory and one one-hour recitation. Spring. |
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| CLSG-101-01 | Intermediate Greek |
Catenaccio, Claire |
PM | Main Presession | Click to read more about CLSG-101-01 |
In this course students read Plato’s Apology, Socrates’ speech at his trial for impiety and corruption of young men. This text introduces the concentrated prose of philosophic argument in the novel setting of a forensic speech. Students also study the historical context of the trial itself: the defeat of Athens, the reign and fall of the Thirty, and the restoration of democracy. Students also read the poetry of Attic tragedy in Euripides’ Medea, and become familiar with the structures of ancient tragedy as well as the dramatic festivals of Athens as the setting for tragic productions. By the end of this course students will: • Demonstrate control of Greek morphology and syntax; • Acquire vocabulary necessary to read canonical poetic and prose texts; • Develop proficiency in translating at sight Greek poetry and prose; • Learn about Greek prosody and understand Greek verse structures, including the iambic trimeter. Satisfies COL language requirement. This course will meet from May 18 to June 5. |
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| CLSL-101-01 | Intermediate Latin |
McNelis, Charles |
AM | Main Presession | Click to read more about CLSL-101-01 |
Intermediate Latin is intended for students who have successfully completed Latin I 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. Intermediate Latin fulfills the language requirement in the College. Satisfies COL language requirement. This course will meet from May 18 to June 5. |
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| COSC-010-10 | Intro to Comp Science: Python |
Velauthapillai, Mahendran |
PM | Main First Session | Click to read more about COSC-010-10 |
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 may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. |
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| COSC-018-20 | Networks, Crowds, and Markets |
Essick, Raymond |
PM | Main Second Session | Click to read more about COSC-018-20 |
This course explores the impact of "connecteness'" of modern society. Social, technological and natural interactions can be represented using links in a network formed by people and other entities. This network impacts many phenomenon, including the manner in which opinions and epidemics spread through society. This course will explore topics such as spread of opinions, the small-world phenomenon, robustness and fragility of financial markets, and the structure of the Web. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. |
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| COSC-030-10 | Math Methods for Comp Sci |
Velauthapillai, Mahendran |
PM | Main First Session | Click to read more about COSC-030-10 |
This course, designed to be taken concurrently with COSC-052, 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. |
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| COSC-051-10 | Computer Science I |
Montgomery, Jami |
PM | Main First Session | Click to read more about COSC-051-10 |
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: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic 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, 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. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. |
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| COSC-051-130 | Computer Science I |
Bolton, Jeremy |
N/A | Summer 6-Week Session I | Click to read more about COSC-051-130 |
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: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic 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, 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. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. This course meets entirely online during the 6 Week Session I (5/18/2020-6/26/2020) |
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| COSC-051-20 | Computer Science I |
Woods, W. |
PM | Main Second Session | Click to read more about COSC-051-20 |
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: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic 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, 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. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. |
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| COSC-052-10 | Computer Science II |
Montgomery, Jami |
AM | Main First Session | Click to read more about COSC-052-10 |
COSC-052 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 organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, abstract base classes, virtual methods, polymorphism, template classes, exception handling, C-style arrays, bit operations, random file access, basic algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for Math/Science. This course can also be used to fulfill the math/computer science portion of the General Education Math/Science requirement. |
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| COSC-052-130 | Computer Science II |
Bolton, Jeremy |
N/A | Summer 6-Week Session II | Click to read more about COSC-052-130 |
COSC-052 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 organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, abstract base classes, virtual methods, polymorphism, template classes, exception handling, C-style arrays, bit operations, random file access, basic algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for Math/Science. This course can also be used to fulfill the math/computer science portion of the General Education Math/Science requirement. This course meets entirely online during the 6 Week Session II (6/292020-8/7/2020) |
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| COSC-052-20 | Computer Science II |
Woods, W. |
PM | Main Second Session | Click to read more about COSC-052-20 |
COSC-052 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 organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, abstract base classes, virtual methods, polymorphism, template classes, exception handling, C-style arrays, bit operations, random file access, basic algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for Math/Science. This course can also be used to fulfill the math/computer science portion of the General Education Math/Science requirement. |
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| CULP-220-20 | Diplomacy and Culture |
Schneider, Cynthia |
PM | Main Second Session | Click to read more about CULP-220-20 |
The course will explore the changing relationship between different kinds of "power" (coercion, military, economic - and the power of the arts as intervention, reflection, moral framework etc.) Thinking of cultural diplomacy as a way to understand the people, societies and politics of countries and regions, the course will look at the specific ways performances, films and different types of media help us to do that, through theoretical frameworks and a wide range of case studies, screenings, guest speakers etc. As Revolutions spread throughout the Arab world, and the 24-hour news cycle, social media, and citizen journalism upend traditional power structures, cultural diplomacy and “soft power” play increasingly important roles in diplomacy and foreign policy. At the same time, performance, film, and media increasingly engage international issues and/or topics of concern around the world and, in some cases have an impact on shaping those issues. This course will study the intersection of culture and politics from the perspectives of diplomacy and international relations, as well as global performance, film, and media studies. We will look at a range of films, media events/ broadcasts (i.e. The Presidential Election and its Coverage as Performance, I Am Cuba, Homeland), and performances that have, purposefully or not, played explicit roles in the shaping of policy, or are reflections of them. Topics to be studied include how creative expression foresaw the Arab Revolutions, how Idol programs are changing the world, examples of a wide range performance practices as documented in Acting Together on the World Stage text and documentary film, and the role of cultural history in shaping identity and countering extremism. We will look at numerous case studies, draw on the rich resources of campus arts programming as well as on Washington’s Embassies, arts institutions, NGOs, government agencies and associations. We will study both “high” and “popular” culture, from ballet to hip hop, and traditional to “digital” diplomacy. We will compare the U.S. strategy for cultural diplomacy with the approaches of other countries. Special attention will be paid to the challenge of cultural diplomacy between the United States (and the West) and the Arab and Muslim worlds. Guest speakers, who will be both American and international, will include artists, representatives from various institutions and Embassies in Washington, the State Department and Foreign Service, as well as from the private sector and NGOs. Soliya Program This course also will offer students an opportunity to experience cultural diplomacy in action through the Soliya program (http://www.soliya.net/). Beginning in October, some students in this class will have a weekly-facilitated discussion about current events with students in universities from different regions in the US, Europe, and the Arab/Muslim world. Students will be divided into g |
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| ECON-001-10 | Econ Principles Micro |
Pkhakadze, Nikoloz |
AM | Main First Session | Click to read more about ECON-001-10 |
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. |
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| ECON-001-20 | Econ Principles Micro |
Concha-Arriagada, Carolina Feldman, Rachel |
PM | Main Second Session | Click to read more about ECON-001-20 |
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. |
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| ECON-002-10 | Econ Principles Macro |
Fu, Yihui |
PM | Main First Session | Click to read more about ECON-002-10 |
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. |
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| ECON-002-20 | Econ Principles Macro |
Judson, Adrienne |
PM | Main Second Session | Click to read more about ECON-002-20 |
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. |
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| ECON-101-10 | Intermediate Micro |
Romero Yanez, Arturo |
PM | Main First Session | Click to read more about ECON-101-10 |
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. |
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| ECON-102-20 | Intermediate Macro |
Xu, Yingqi |
PM | Main Second Session | Click to read more about ECON-102-20 |
This course covers the measurement of output and prices, theory of economic growth, business cycle theory, fiscal policy, monetary policy. Fall and Spring. |
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| ECON-121-10 | Economic Statistics |
Hernandez de Benito, Maria |
PM | Main First Session | Click to read more about ECON-121-10 |
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. |
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| ECON-122-20 | Intro to Econometrics |
Chen, Jiadi |
PM | Main Second Session | Click to read more about ECON-122-20 |
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. Fall and Spring. |
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| ECON-243-10 | International Trade |
Valderrama-Gonzalez, Daniel |
AM | Main First Session | Click to read more about ECON-243-10 |
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. |
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| ECON-243-20 | International Trade |
Zhang, Weipeng |
PM | Main Second Session | Click to read more about ECON-243-20 |
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. |
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| ECON-244-20 | International Finance |
Sankaran, Subhadhra |
AM | Main Second Session | Click to read more about ECON-244-20 |
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. |
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| ENGL-119-01 | Shakespeare |
Collins, Michael |
AM | Main Presession | Click to read more about ENGL-119-01 |
The course will look closely at four of Shakespeare’s plays, two comedies (Much Ado about Nothing and The Merchant of Venice) and two tragedies (Macbeth and Hamlet). It will focus largely (but not exclusively) on two significant questions: how might these plays have been brought to life by actors on a stage in Shakespeare’s time and how might they continue to be brought to life by actors in our own time. Through the process of seeking answers to those questions, the course will hope also to discover what these plays of Shakespeare, on the page and on the stage, might say to us now, some four hundred years after they were written. |
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| ENGL-159-20 | American Gothic Fiction |
Tomlinson, Brett |
AM | Main Second Session | Click to read more about ENGL-159-20 |
In this course we will explore the haunted houses, woods, and cities of the American imagination. Through our study of mid-19th-Century American Gothic writers, we will engage the persistent question of why a country that values clarity, freedom, religious purity, inclusion, and progress, produces literature so often characterized by darkness, claustrophobia, madness, monstrosity, and haunting. Specifically, we will look at dialogues between the American dream and madness, between “normal” communities and maniacal individuals, between “The City on the Hill” and the “wilderness” beneath. Then, as we move into the late 19th Century and 20th Century, we will focus on specific contexts of Gothic fiction—namely, the female Gothic, African-American Gothic, Southern Gothic, urban Gothic—and we will consider what these novels and short stories reveal about alternative narratives (especially narratives of otherness) that confront the dominant story of a “self-evident” culture. Among many questions we will address: What is the relationship between the distinctly interior notion of America as an idea (a dream) and the psychological nightmares expressed in many of these texts? What are the distinct forms of dominant culture paranoia that issue from nature spaces and urban spaces? Why might the American South be a repository for the Gothic and the grotesque? Major works to be discussed may include: Hawthorne’s Young Goodman Brown and Other Tales, Poe’s Great Tales and Poems, Bloch's Psycho, Gilman’s “The Yellow Wallpaper,” Wright’s Native Son, O’Connor’s Selected Short Stories, Jackson’s The Haunting of Hill House, and Selby Jr’s Requiem for a Dream. |
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| ENGL-173-01 | Reading Race in American Lit |
Mitchell, Angelyn |
PM | Main Presession | Click to read more about ENGL-173-01 |
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| ENGL-189-130 | Race, Rap, Power |
Gorman, Ellen |
N/A | Cross Session | Click to read more about ENGL-189-130 |
A special topics course for sections on American Cultural Studies Race, Rap, Power: Hip Hop in Lyric, Literature, and Film. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020). What relationship does the political power of the Hip Hop movement have to the corporatization of rap as a genre, and how has that affected racial politics in America in the last thirty years? We will look at a wide variety of texts in this course, including literature, film, lyrics and video in order to discuss Hip Hop and Rap as aesthetic movements and genres, and how they are viewed as both empowering and marginalizing in their commodification in the US. In this course you will be asked to read and then to think critically about what you have read. You will also be asked to articulate and make claims about your interpretations in your writing, and participate in collaborative discussions, class debates and a one-on-one discussion with the instructor during the eight week period. |
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| ENGL-237-10 | Pulp Fiction |
Shinn, Christopher |
PM | Main First Session | Click to read more about ENGL-237-10 |
This course will investigate the highly stylized world of popular fiction, including the literary genres of the western, the adventure story, hard-boiled detective fiction, true crime, the historical romance, the suspense thriller, sci-fi and fantasy. We will observe the beginnings of pulp fiction from the dime novels and the penny dreadfuls in the 19th century to the literary boom of pulp fiction in the 1920s and 1930s. We will be connecting major themes in popular fiction to the growth of old time radio programs and to the study of manga, media, television and film and will be watching a series of documentaries and analyzing pulp magazine jackets. Pulp fiction writers may include Edgar Rice Burroughs, Zane Grey, Dashiell Hammett, Mickey Spillane, Ted Chiang, Koushun Takami, Truman Capote, Laura Esquivel and J. K. Rowling. |
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| ENGL-246-20 | War & Terrorism in Pop Culture |
Gorman, Ellen |
PM | Main Second Session | Click to read more about ENGL-246-20 |
How are war and terrorism reimagined and imbricated into popular culture? What are the affects of aestheticizing violence? This course will examine the proliferation of artistic forms, which seek to address the issue of war and the attendant concern about terrorism in America by looking at contemporary conflicts and their impact on texts including literature, film, television, video song lyrics and poetry.. |
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| ENGL-249-130 | Literature and Technology |
Shaup, Karen |
N/A | Cross Session | Click to read more about ENGL-249-130 |
THIS IS AN ONLINE COURSE. In this course, we will not only explore how digital technology affects reading, but we will also examine technologies of reading, such as close reading, distant reading, and data mining, as strategies for literary interpretation. Our readings will be focused on literary texts that feature machines and artificial intelligence as part of an investigation of what it means to be human. Reading texts like Mary Shelley’s Frankenstein, Oscar Wilde’s The Picture of Dorian Gray, and Kazou Ishiguro’s Never Let Me Go, we will pursue the following questions: What does it mean to read? What does it mean to be human? How do writers represent the relationship between reading and humanity? Can literary texts be treated as data, and, if so, what are the implications of such an approach? This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| ENGL-265-10 | Intro to Cultural Studies |
Hartmann, Laura |
PM | Main First Session | Click to read more about ENGL-265-10 |
Why is Hamilton such a hit? How does Lemonade capture the movement for black lives? We will try to answer some of these questions using the critical method of Cultural Studies. As developed since the early 1960s, Cultural Studies is the critical study of contemporary culture with the goal of changing it. We will explore generally how intellectuals, artists and writers have effected social change. This course focuses on the great books and cultural events that have shaped the modern world. We will see how certain key books gave rise to social movements beyond private reading, and how these movements in turn inspired cultural shifts. Our goal will be to understand and engage the process of cultural transformation, and to participate in it. We will analyze how cultural objects interlace categories of class, race, gender, nation and sexuality to produce a “cultural ensemble of power” that performs actual work in the world. Our job will be to understand how this works and how to use it to produce non-violent but revolutionary change. We will cover the history and theory of the field from the formation of the Birmingham Center for the Study of Contemporary Culture in the 1960s to the present, charting its main interaction with contemporary social movements such as civil rights, women’s liberation, LGBTQ equality, and third world decolonization. We will explore the older historical genealogies of Marxism, feminism, anti-slavery, sexual equality, deconstruction, postcolonialism, postmodernism and media literacy to see how this works. We will also look at activism on campus and at large, such as the fossil fuel divestment campaign and 350.org, LGBTQ demands and the diversity drive, Black Lives Matter and the Occupy Movement, United Students Against Sweatshops, and criminal justice reform. Students will develop independent research projects. The teaching approach to this course will be heavily influenced by methods developed in the Doyle and ITEL programs, which seek to foster active student engagement with difference and the diversity of human experience. Section Title: Lit & Visual Culture 1910–1945 Suffragettes. World War One. Surrealism. Jazz. Downton Abbey. Telegrams. The Easter Rising. The Great Depression. Paris. Fascism. Picasso. World War Two. The course will survey modernist literature from a transatlantic approach, representing the modernist writers, artists, and influences in England, Ireland, New Zealand, the Caribbean (Jamaica), Japan, China, the US (and its Native American cultures), and the Pacific. We will read short stories, poetry, memoir, essays, and novels. We will view different examples of visual culture, as well, like photographs and newsreels, tracing the innovations and experiments of modernism across different types of texts. Loosely confined to the years between 1910-1945, the modernist period is defined by its experimentation with language and the visual, but also by locations like Paris, London, and New York, and literary movements such as the Harlem Renaissance or Surrealism. This period produced some of the “Greats” of both American and British literature – like Langston Hughes, Gertrude Stein, and W.B. Yeats. With two World Wars and the Great Depression occurring within this time frame, the modernist period experienced tremendous violence and political upheaval. Writers, many of them soldiers or war volunteers, responded to these historical events by experimenting with new techniques that would reflect the psychological trauma of these modern wars. As this period brought increased mobility and communication technologies, the authors we study in this course will also be more mobile, with Americans regularly visiting and living in Europe, and artists from other countries coming to the Americas. We will pay special attention to how the periphery (such as colonized spaces) and marginalized voices (such as women of different races and origins, and the American black person) transform and respond to the cultural moment of modernism. In spite of the varied, even protean definitions of modernism throughout the twentieth century, today we note a movement from the margins of literary power to the center that enables formerly disenfranchised subjects to find their voice – and their place – in the canon. We will regularly explore photographs, propaganda posters, sculpture, newsreels, and paintings from the modernist period in digital archives such as the Imperial War Museum. We will also explore pamphlets and other historical visual culture items from the Spanish Civil War (1936-1939) in the classroom. |
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| FINC-211-10 | Business Financial Management |
Schwartz, Eric |
AM | Main First Session | Click to read more about FINC-211-10 |
This foundational course in finance covers the functions of financial managers, financial markets, and financial analysis tools, and corporate financial decision making. It provides an introduction to cost of capital, investment analysis, capital budgeting and the valuation of securities. |
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| FINC-220-10 | Real Estate Finance |
Cypher, Matthew |
PM | Main First Session | Click to read more about FINC-220-10 |
The course is structured to give the student an introduction to the principles of real estate with an emphasis in finance. Topics include real estate and the economy, financing residential properties, sales contracts, leases, appraisal, land use controls, and the real estate development process. |
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| FMST-181-20 | Intro to Filmmaking |
Bruno, Melissa |
AM | Main Second Session | Click to read more about FMST-181-20 |
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. |
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| FREN-001-10 | Introductory French I |
Erradi, Nezha |
AM | Main First Session | Click to read more about FREN-001-10 |
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. |
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| FREN-002-20 | Introductory French II |
Erradi, Nezha |
AM | Main Second Session | Click to read more about FREN-002-20 |
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. |
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| FREN-021-10 | Intermediate French I |
Cohen-Scali, Stella |
AM | Main First Session | Click to read more about FREN-021-10 |
Non-Intensive Intermediate French I (FREN 021) 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 021 and 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 (FREN 021) is the successful completion of Introductory II (FREN 002) or Intensive Basic (FREN 011) or French for Spanish Speakers (FREN 009) 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. |
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| FREN-022-20 | Intermediate French II |
Mirsharif, Zohreh |
AM | Main Second Session | Click to read more about FREN-022-20 |
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. |
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| FREN-101-10 | Advanced French I |
Erradi, Nezha |
PM | Main First Session | Click to read more about FREN-101-10 |
A general survey of French civilization is integrated with continued work on mastery of all requisite language skills. Readings and compositions focus on material from the French media. |
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| FREN-102-20 | Adv Fren II:Contemp Civilizatn |
Erradi, Nezha |
PM | Main Second Session | Click to read more about FREN-102-20 |
A general survey of French civilization is integrated with continued work on mastery of all requisite language skills. Readings and compositions focus on material from the French media. |
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| FREN-102-21 | Adv Fren II:Contemp Civilizatn |
Erradi, Nezha |
PM | Main Second Session | Click to read more about FREN-102-21 |
A general survey of French civilization is integrated with continued work on mastery of all requisite language skills. Readings and compositions focus on material from the French media. |
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| FREN-161-10 | Topics French Oral Proficiency |
Simonnet, Geraldine |
AM | Main First Session | Click to read more about FREN-161-10 |
Guided conversations, discussions, and student presentations based on contemporary material from the French media. Does NOT count toward major or minor. Does not count toward French major or minor. |
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| GERM-001-10 | Intro Germ I: Exper Germany |
Salibasic, Maja |
PM | Main First Session | Click to read more about GERM-001-10 |
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. |
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| GERM-002-20 | Intro German II:Exper Germany |
Soloveva, Ekaterina |
PM | Main Second Session | Click to read more about GERM-002-20 |
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. |
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| GERM-021-10 | Interm German I |
Finch, John |
PM | Main First Session | Click to read more about GERM-021-10 |
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. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. |
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| GERM-022-20 | Interm German II |
Hardy, Michelle |
PM | Main Second Session | Click to read more about GERM-022-20 |
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. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. |
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| GERM-101-10 | Adv Germ I:Stories & Histories |
Starcevic, Aleksandra |
PM | Main First Session | Click to read more about GERM-101-10 |
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 placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. |
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| GERM-102-20 | Adv Germ II:Stories/Histories |
Kuhn, Kerstin |
PM | Main Second Session | Click to read more about GERM-102-20 |
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. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. |
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| GERM-152-10 | Text in Context:Readng Germany |
Cunningham, Joe |
AM | Main First Session | Click to read more about GERM-152-10 |
This course aims to familiarize students with academic forms of discourse in all modalities, particularly reading, writing, and speaking. It is a required course for German majors and strongly recommended for students who are planning to study abroad or are otherwise interested in using German in a professional environment (e.g., the business world, banking, non-governmental agencies, think tanks). Themes addressed in the course include some of the following topics: the role of German past in the German society today, the higher education scene in the German-speaking countries, the role of Germany in the European Union, environmental protection, issues of migration and identity, political movements, etc. Students will be guided to attain a level of accuracy, fluency, and complexity in German that should enable them to interact competently and comfortably in private as well as some public settings where they begin to address a range of issues in contemporary German public life. Accordingly, the course places particular emphasis on language use in public settings, referring to various socio-cultural and political issues or addressing how historical events and interpretations shape contemporary sensibilities and policies. Its particular focus is on language use in academic settings, so that students can perform the kinds of tasks that define academic work, in listening, reading, writing, and speaking. It emphasizes individual progress since students are likely to have different language and learner profiles and therefore different needs. Advanced levels of ability in German mean that a non-native user is able to use different discourse styles with their respective register requirements and ways of structuring texts. The course facilitates acquiring that ability level by a focus on public genres, in spoken and in written language (e.g., narratives, reports, journalistic treatments of issues, political speeches, institutional self-representation in catalogs). In each case we will examine the relationship between meaning/content and linguistic forms, from the organization of whole texts all the way down to specific choices in vocabulary and grammar. A variety of individual and group/ partner tasks should enable learners to become aware of the necessary genre conventions and to make the kind of choices that will enable them to present themselves as competent and credible non-native users of German in public settings. Increasing accuracy, fluency, and complexity of language use, along with an expanded vocabulary range, are part of that desired level of ability. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. |
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| GOVT-020-10 | US Political Systems |
Potolicchio, Samuel |
PM | Main First Session | Click to read more about GOVT-020-10 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections. |
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| GOVT-020-130 | US Political Systems |
Rom, Mark |
N/A | Cross Session | Click to read more about GOVT-020-130 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020). This course has been re-numbered, effective Fall 2014. A student who earned credit for GOVT 008 US Political Systems should not enroll and cannot earn credit in this class. |
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| GOVT-020-20 | US Political Systems |
Hartman, Joseph |
PM | Main Second Session | Click to read more about GOVT-020-20 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections. |
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| GOVT-040-10 | Comparative Political Systems |
Langenbacher, Eric |
PM | Main First Session | Click to read more about GOVT-040-10 |
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. 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. |
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| GOVT-040-20 | Comparative Political Systems |
Brumberg, Daniel |
PM | Main Second Session | Click to read more about GOVT-040-20 |
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. This course has been renumbered, effective Fall 2014. A studeht who earned credif for GOVT 121 Comparative Political Systems in a prior term should not enroll and cannot earn credit in this class. |
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| GOVT-060-10 | International Relations |
Szarejko, Andrew |
AM | Main First Session | Click to read more about GOVT-060-10 |
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 has been renumbered, effective Fall 2014. A student who earned credit in GOVT 006 International Relations in a prior term should not enroll and cannot earn credit in this class. |
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| GOVT-060-20 | International Relations |
Kroenig, Matthew |
PM | Main Second Session | Click to read more about GOVT-060-20 |
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 has been renumbered, effective Fall 2014. A student who earned credit in GOVT 006 International Relations in a prior term should not enroll and cannot earn credit in this class. |
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| GOVT-060-21 | International Relations |
Szarejko, Andrew |
PM | Main Second Session | Click to read more about GOVT-060-21 |
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 has been renumbered, effective Fall 2014. A student who has earned credit in GOVT 006 International Relations in a prior term should not enroll and cannot earn credits in this class. |
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| GOVT-080-10 | Elements of Political Theory |
Boyd, Richard |
AM | Main First Session | Click to read more about GOVT-080-10 |
The principal aim of this course is to provide an introduction to the field of political philosophy. The texts to be read are among the most important works in the field covering a period of twenty-four hundred years. In order to give a comprehensive overview of the history of political thought, we will be studying works written by Plato, Aristotle, Machiavelli, Locke, the authors of the Federalist Essays, and Marx. Each of these thinkers presents a different perspective concerning the best manner in which politics ought to be practiced. It is hoped that a thorough reading and comprehension of these works will (1) familiarize the student with the general concerns of political thought, (2) demonstrate that political thought is an ongoing dialogue among thinkers from various times and historical circumstances, and (3) suggest that some of the concerns that confronted philosophers centuries ago are still relevant to the problems of today. This course has been renumbered, effective Fall 2014. A student who earned credit for GOVT 117 Elements of Political Theory in a prior term should not enroll and cannot earn credit in this class. This course has been renumbered, effective Fall 2014. A student who has earned credit in GOVT 117 Elements of Political Theory should not enroll and cannot earn credit in this class. |
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| GOVT-080-20 | Elements of Political Theory |
Hartman, Joseph |
AM | Main Second Session | Click to read more about GOVT-080-20 |
The principal aim of this course is to provide an introduction to the field of political philosophy. The texts to be read are among the most important works in the field covering a period of twenty-four hundred years. In order to give a comprehensive overview of the history of political thought, we will be studying works written by Plato, Aristotle, Machiavelli, Locke, the authors of the Federalist Essays, and Marx. Each of these thinkers presents a different perspective concerning the best manner in which politics ought to be practiced. It is hoped that a thorough reading and comprehension of these works will (1) familiarize the student with the general concerns of political thought, (2) demonstrate that political thought is an ongoing dialogue among thinkers from various times and historical circumstances, and (3) suggest that some of the concerns that confronted philosophers centuries ago are still relevant to the problems of today. This course has been renumbered, effective Fall 2014. A student who earned credit for GOVT 117 Elements of Political Theory in a prior term should not enroll and cannot earn credit in this class. |
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| GOVT-205-20 | Minority Politics in the U.S. |
Banks, Antoine |
AM | Main Second Session | Click to read more about GOVT-205-20 |
This course is taught by Antoine Banks, an Associate Professor in the Department of Government and Politics at the University of Maryland, where he is also the Director of the Government and Politics Research Lab. In 2008 Americans witnessed a historical moment, Barack Obama, an African American, was elected the 44th president of the United States of America. Some pundits and scholars argue that we have truly entered a new “post-racial” era, in which the color of one’s skin is no longer an impediment to one’s opportunities or success in life. This course seeks to understand minority politics via the significance of Barack Obama as the first African American president. The course examines the extent to which the United States of America has entered into a post-racial society. We also examine the policy challenges Obama has faced as the first African American president. One example is the passing of comprehensive health care reform. We discuss whether opposition to health care is driven by people’s racial attitudes or their different views about the role of government. Others topics that the course will examine are: how Obama became the first African American president; the strategies his campaign used to motivate citizens to the voting booth; the public’s reaction to Obama’s election; racial group identity during the Obama era; Trump’s victory as a response to Obama. |
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| GOVT-231-10 | Constitutional Law I |
Hartman, Joseph |
AM | Main First Session | Click to read more about GOVT-231-10 |
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. |
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| GOVT-260-130 | International Security |
Dresden, Jennifer |
N/A | Cross Session | Click to read more about GOVT-260-130 |
This course provides an overview of the most pressing issues in international security today. The course is divided into three roughly chronological parts. Part 1: the Cold War and issues of bipolarity and nuclear deterrence; part 2: the end of the Cold War, and the themes of civil wars, peacekeeping, soft power, and gender and war; and part 3: the current post-9/11 era. The focus of the course is on part three, and in it we will examine such issues as terrorism, the rise of china, security in Africa, the human security debate, the doctrine of the “responsibility to protect,” peace enforcement, problems of children in war, resources and war, psychological insecurity, cyber security, and environmental security. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020). |
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| GOVT-311-10 | Preparing to be President |
Potolicchio, Samuel |
PM | Main First Session | Click to read more about GOVT-311-10 |
Are democracies less violent than other forms of political organization? It is frequently believed that democracy is positively related to respect for human rights, peaceful management of social conflicts, and limitations on the state’s use of its monopoly on legitimate violence. Yet both classic and contemporary research in political science has shown that the relationship between democracy and political violence is complicated. This course will explore that relationship from multiple angles, considering the circumstances under which democracy may be a solution to violence, as well as those under which democracy creates incentives for violence. It will ask students to grapple with such questions as: when do democratic institutions promote stable politics in divided societies? Is violent rhetoric or action a good campaign strategy? Does democracy promote stability after civil war? Course readings will cover major theoretical works in the field, as well as studies of cases from multiple regions. This course is uniquely designed to engage aspiring leaders in a dynamically integrative approach that equips leaders with a suite of tools necessary to work in a volatile, uncertain, complex, and ambiguous world. This course is specifically designed to deliver applied skills, as the curriculum marries rigorous theory with proven strategies for effective practice. Using the study of the US Presidency and electoral politics as a lens of inquiry, this course will spotlight three important topics for global leadership in the 21st Century. 1) Applying lessons from the most powerful and capable world leaders, how can a global leader cultivate the mindset for effective executive performance, forecasting, and creativity? How can leaders learn lessons from the world of politics to communicate their vision? 2) Studying the contours of the geopolitical landscape and understanding the importance of institutional forces, how can leaders develop a far-sighted analytical approach in understanding the complex tectonics of the political economy? 3) Global leaders must stay on the cutting edge of pressing issues. What do global leaders need to know in this kinetic world and what regimen will be needed for them to stay on top? The course will place a considered emphasis on the application of the principals to real-time situations and will use the deep study of the US Presidency to examine how best to prepare for global leadership positions. |
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| GOVT-332-20 | Campaigns and Elections |
Bolin, Cammie |
AM | Main Second Session | Click to read more about GOVT-332-20 |
Campaigns and elections are the cornerstones of our democracy. Formally, they are the way we select our elected officials; informally they tell us a lot about the American ethos, the preferences of particular demographics, and the future direction of our country. This year’s elections will be no different. This class will examine American campaigns and elections through three lenses: the candidates and voters that participate in them, the consultants that conduct them, and the political scientists that study them. Special emphasis will be placed on the 2016 elections, particularly how it compares to previous campaigns and fits into the canonical political science theories that attempt to explain them. |
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| GOVT-432-10 | Politics & Film |
Boyd, Richard |
PM | Main First Session | Click to read more about GOVT-432-10 |
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. |
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| GOVT-452-20 | Dept Sem:Third World Politics |
Brumberg, Daniel |
PM | Main Second Session | Click to read more about GOVT-452-20 |
This course engages four major themes in “Third World” Politics. For historical perspective on current concerns we begin with the literature on colonialism and the state. The second part of the course addresses democracy and democratization. The third part of the course explores persistent authoritarianism in the Middle East and North Africa in light of the concepts, theories, and propositions in the democratization literature. Part four turns to socioeconomic development in the Third World. The major focus is on the role of the state in Late Developers. In conclusion, we turn to student research on the Politics of the Third World. This course has been renumbered, effective Fall 2014. A student who has earned credit in GOVT 404 Third World Politics in a prior term should not enroll and cannot earn credit in this class. |
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| HIST-007-10 | Intro Early Hist: World I |
McDonnell, Brent |
PM | Main First Session | Click to read more about HIST-007-10 |
HIST 007 Intro Early History: World I or Europe I For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 007 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World I sections examine the history of the human experience from a global perspective. The bulk of the semester concerns societies and states from the time of ancient civilizations to about 1500 AD. The course pays particular attention to political, economic, and social changes, but also considers cultural, technological, and ecological history. The evolving relationship between human identities and their social and material environments forms one of the major points of analytical focus for this course. The overarching goal is to provide a general framework for the history of the world to help students understand the big picture, and to help them to contextualize what they will later study about history, politics, religion--in short, about the human experience. The Europe I sections offer an analysis of the major political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization to 1789. The core requirement in History for COLLEGE students is as follows: 1 HIST Focus course: HIST 099, any section. 1 introductory History survey: 007, 008, 106, 107, 111, 112, 128, 129, 158, 159, 160, or 161. Note that students who receive AP or IB credit for History CANNOT take HIST 007, 008, or 099 for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. |
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| HIST-007-130 | Intro Early Hist: Europe I |
Polczynski, Michael |
N/A | Cross Session | Click to read more about HIST-007-130 |
HIST 007 Intro Early History: World I or Europe I For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 007 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World I sections examine the history of the human experience from a global perspective. The bulk of the semester concerns societies and states from the time of ancient civilizations to about 1500 AD. The course pays particular attention to political, economic, and social changes, but also considers cultural, technological, and ecological history. The evolving relationship between human identities and their social and material environments forms one of the major points of analytical focus for this course. The overarching goal is to provide a general framework for the history of the world to help students understand the big picture, and to help them to contextualize what they will later study about history, politics, religion--in short, about the human experience. The Europe I sections offer an analysis of the major political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization to 1789. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| HIST-007-131 | Intro Early Hist: Europe 1 |
Polczynski, Michael |
N/A | Cross Session | Click to read more about HIST-007-131 |
HIST 007 Intro Early History: World I or Europe I For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 007 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World I sections examine the history of the human experience from a global perspective. The bulk of the semester concerns societies and states from the time of ancient civilizations to about 1500 AD. The course pays particular attention to political, economic, and social changes, but also considers cultural, technological, and ecological history. The evolving relationship between human identities and their social and material environments forms one of the major points of analytical focus for this course. The overarching goal is to provide a general framework for the history of the world to help students understand the big picture, and to help them to contextualize what they will later study about history, politics, religion--in short, about the human experience. The Europe I sections offer an analysis of the major political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization to 1789. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| HIST-008-10 | Intro Late Hist: World II |
Akgul, Onder |
AM | Main First Session | Click to read more about HIST-008-10 |
HIST 008 Intro Late History: Europe II or World II For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 008 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World II sections consider human history since about 1500 AD, focusing on the dynamics of global interaction. The class seeks to familiarize students with, and help them contextualize, historical processes and phenomena such as colonialism and imperialism, industrialization, modern population growth, nationalism and the rise of the nation-state, great power politics, and the emergence of modern science. Its goal is to explain how the world got to be the way it is, with a particular focus on how social and ethno-cultural identities have been shaped--and have in turn shaped--political, economic, and physical environments. The Europe II sections offer an analysis of the significant political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization since the eruption of the French Revolution. Special attention is also paid to issues of class, gender, marginality, and the relationship of Europe to non-Western cultures. The core requirement in History for COLLEGE students is as follows: 1 HIST Focus course: HIST 099, any section. 1 introductory History survey: 007, 008, 106, 107, 111, 112, 128, 129, 158, 159, 160, or 161. Note that students who receive AP or IB credit for History CANNOT take HIST 007, 008, or 099 for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. |
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| HIST-099-10 | Hist Focus:The Global 1960s |
Frazier, Chad |
AM | Main First Session | Click to read more about HIST-099-10 |
HIST 099 is one of the required core classes in History. All sections of HIST 099 fulfill the same role, though each instructor will develop a specific topic. Students are urged to consult syllabi available on line or at the History Department. Please note that if you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. The general aim of HIST 099 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 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. The core requirement in History for COLLEGE students is as follows: 1 HIST Focus course: HIST 099, any section. 1 introductory History survey: 007, 008, 106, 107, 111, 112, 128, 129, 158, 159, 160, or 161. Note that students who receive AP or IB credit for History CANNOT take HIST 007, 008, or 099 for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. |
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| HIST-099-20 | Rio de Janeiro |
Broadus, Victoria |
PM | Main Second Session | Click to read more about HIST-099-20 |
HIST 099 is one of the required core classes in History. All sections of HIST 099 fulfill the same role, though each instructor will develop a specific topic. Students are urged to consult syllabi available on line or at the History Department. Please note that if you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. The general aim of HIST 099 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 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. The core requirement in History for COLLEGE students is as follows: 1 HIST Focus course: HIST 099, any section. 1 introductory History survey: 007, 008, 106, 107, 111, 112, 128, 129, 158, 159, 160, or 161. Note that students who receive AP or IB credit for History CANNOT take HIST 007, 008, or 099 for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. |
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| HIST-099-21 | Hist Focus:Coping w/Env Change |
Perry, Jackson |
PM | Main Second Session | Click to read more about HIST-099-21 |
HIST 099 is one of the required core classes in History. All sections of HIST 099 fulfill the same role, though each instructor will develop a specific topic. Students are urged to consult syllabi available on line or at the History Department. Please note that if you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. The general aim of HIST 099 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 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. |
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| HIST-107-10 | Pacific World |
Wall, Michael |
AM | Main First Session | Click to read more about HIST-107-10 |
For College students all sections of HIST 107 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Pacific World focuses on the Pacific Ocean world, which has historically been regarded as a vast and prohibitive void rather than an avenue for integration. Yet over the last five centuries motions of people, commodities, and capital have created important relationships between the diverse societies situated on the "Pacific Rim." This course examines the history of trans-Pacific interactions from 1500 to the present. It takes the ocean itself as the principal framework of analysis in order to bring into focus large-scale processes--migration, imperial expansion, cross-cultural trade, transfers of technology, cultural and religious exchange, and warfare and diplomacy. This "oceans connect" approach to world history brings these processes into sharp relief while also allowing for attention to the extraordinary diversity of cultures located within and around the Pacific. |
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| HIST-109-10 | The Islamic World |
Ali, Ibrahim |
PM | Main First Session | Click to read more about HIST-109-10 |
From humble beginnings nearly 1500 years ago, to enormous power and prestige in the Middle Ages, to political decline and foreign occupation in the modern era, Islam has developed into a highly diverse, global tradition representing nearly one quarter of the world's population. Yet it is most widely known through caricatures of terrorists and despots. This course examines that phenomenon. It focuses on the historical development of Muslim communities and their interactions with European and other powers. It emphasizes the impact of those interactions on Islam’s ideological and political developments. The interaction between religion and politics is a major sub-theme of the course. |
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| HIST-112-10 | Africa II |
Patel, Trishula |
AM | Main First Session | Click to read more about HIST-112-10 |
Nineteenth century Africa was the site of continued and intensifying engagement with both the East and the West as well as a host of in situ changes and episodes. For example, towards the middle of that century, the Sultan of Muscat and Oman moved his capital from the Middle East to the East African coast to expand and consolidate his control over the region’s commercial activities. France, Britain, Portugal, Belgium, Italy and Spain intensified their activities on the continent which by the end of the century they had formalised at a conference in Berlin (1884 – 1885). It was also the site of internal events of great socio-political and economic repercussions. In Southern Africa, a variety of environmental and socio-political pressures combined to produce a period of upheaval whose repercussions were felt as far north as the Great Lakes region of East Central Africa, the gradual abolition of the slave trade was changing socio-economics and politics along huge swathes of the continent while in West Africa the revival of Islam in the western Sudan was accompanied by jihads. In this course, we shall delve into these events in different parts of the continent. As we do so we shall also have the opportunity to analyse critically related primary sources. Amongst other things, we shall study the authors, query their motivations and the circumstances in which they wrote Summer 2020 - This course is a survey of modern African history from the late 19th century to the present. We will explore the period of European colonialism and its postcolonial legacy, focusing on the experiences of Africans during this time. One of the goals of this course will be to counter Western-centric ideas of Africa, both through the lens of the colonial encounter and the continent’s postcolonial relationship with the rest of the world. With that in mind, students will be guided toward a more critical view of these depictions, drawing them towards African perspectives that have become more centered in the field of African history in recent decades to explore the relationship between narratives of African history and the historical contexts in which they were produced. The course will take a chronological and thematic trajectory, addressing major themes in African history from the end of the slave trade, to colonialism and nationalist movements, to independence and postcolonialism in the African context. Themes addressed in the class will include gender, age, class, race and ethnicity, and the historical legacies of both the precolonial and colonial eras to the construction of the postcolonial nation-state. By the end of the course, students will be able to challenge the meanings and boundaries of terms such as “European” or “African,” “modern” or “traditional,” with an understanding that the interaction between Europe and Africa was one of mutual historical entanglement, rather than a single narrative defined by Western understandings of the continent." |
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| HIST-123-20 | History of China II |
Spendelow, Howard |
AM | Main Second Session | Click to read more about HIST-123-20 |
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 do |
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| HIST-159-20 | Latin America II |
McRae, Douglas |
AM | Main Second Session | Click to read more about HIST-159-20 |
For College students, HIST 159 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. This course explores the period from independence to the present. The course is divided into three sections. First, it discusses some of the salient issues of the nineteenth century in a thematic format, such as frontier societies, the role of the peasants, and the phenomenon of caudillismo. The second section provides an overview of the national political histories of most Latin American countries, whereas the third section returns to a thematic forma, providing analysis of important topics such as the role of women, U.S.-Latin American relations, structural adjustment policies, and the drug trade. The course uses as examples the lives of ordinary and extraordinary Latin Americans to illustrate the analysis. |
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| HIST-160-01 | Middle East I |
Agoston, Gabor |
AM | Main Presession | Click to read more about HIST-160-01 |
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. For College students, HIST 160 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. |
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| HIST-161-20 | Middle East II |
Grams, Benan |
PM | Main Second Session | Click to read more about HIST-161-20 |
For College students, HIST 161 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. The course outlines the factors that have shaped the political and social features of the modern Middle East from 1500 to the present. Its geographic scope comprises the central provinces and territories of the former Ottoman and Safavid empires: Turkey, Iraq, Syria, Palestine, Egypt, Arabia, and Iran. The syllabus emphasizes three analytical themes: first, the historical evolution of "Middle Eastern" polities from dynastic and religious empires in the 16th century to modern "nation-states" in the 20th; second, the impact of industrial capitalism and European imperial expansion on local societies and their modes of production; and third, the socio-cultural and ideological dimensions of these large-scale transformations, specifically the rise of mass ideologies of liberation and development (nationalism, socialism, rights movements, political Islam), and the emergence of structural and social imbalances (economic polarization, cultural/ethnic conflicts, demographic growth, urbanization). The core requirement in History for COLLEGE students is as follows: 1 HIST Focus course: HIST 099, any section. 1 introductory History survey: 007, 008, 106, 107, 111, 112, 128, 129, 158, 159, 160, or 161. Note that students who receive AP or IB credit for History CANNOT take HIST 007, 008, or 099 for credit. Please note that HIST 099 must be taken at GU and cannot be transfered. |
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| HIST-298-10 | US Environmental History |
Johnson, Matthew |
PM | Main First Session | Click to read more about HIST-298-10 |
In this course, we will explore the history of the United States with the premise that the nonhuman world is essential to understanding the human past. From mosquitoes to oil fields, the nonhuman environment will feature as a protagonist alongside the human actors that traditionally dominate the discipline of history. Three themes will guide our learning: how the natural environment affected human affairs, how humans have, in turn, impacted the environment, and how people have thought about the nonhuman world. Over the past two centuries, people in the United States altered the natural environment in profound ways that both raised standards of living and unleashed a host of damaging ecological consequences. Learning the history of these dramatic environmental changes is a necessary starting point for understanding climate change and other contemporary environmental problems. |
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| HIST-304-20 | Topic: Slavery and Capitalism |
Douma, Michael |
PM | Main Second Session | Click to read more about HIST-304-20 |
History, Novels and Cinema are imaginative dialogues with one’s present and at times our past. Each creates, retrieves and invents the past – a past that serendipitously seeps into the present. This course explores the intersections, dissimilarities and shared aspects of these different narrative genres that seek to convey the past for the present. The course material is woven around the conceptual and methodological issues that historians encounter while crafting their narratives – time, spatial imagination, memory and narrative distance; and the choices that a historian makes while mapping forgotten pasts, using personal testimonies as historical evidence, unearthing historical silences and taking ethical positions while writing histories of violence. Course material is divided into two parts. Part I consists of a piece of historical writing, a novel and a movie on particular themes. We will read works of history alongside novels of Gabriel Garcia Marquez, Indira Goswami, Julian Barnes, Bama, Baburao Bagul and Abdulrazzak Gurnah and watch Truman Show, Rashomon, Eternal Sunshine of a Spotless Mind, Judgment at Nuremberg, Amistad and The Motorcycle Diaries. Part II consists of analysis of different kinds of historical sources – oral, visual, institutional records and material objects that historians use to construct the past. In this course, students will explore the economic history of American slavery and question its relationship with capitalism. They will learn how historians have approached the study of slavery through an economic lens, and how they have balanced this with normative concerns. This is a seminar course, so it is largely organized around readings and discussion. No prerequisite in economics is required. |
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| INAF-180-01 | Sci of Sustainable FoodSystems |
Hahn, William |
PM | Main Presession | Click to read more about INAF-180-01 |
The SFS INAF180 science courses are designed to teach students science that is relevant to international affairs. The sections consist of a series of courses that will focus on learning the science that is necessary to understand global, societal challenges such as climate change, emerging infectious disease, and food security, among many others. To facilitate active learning and hands-on opportunities, as well as to ensure an interactive experience, enrollment will be limited to 20 students per section. Additionally, to build a sense of community among incoming freshmen, some sections will be limited to freshmen only. |
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| INAF-180-10 | Climate and Climate Change |
Schoonover, Rod |
PM | Main First Session | Click to read more about INAF-180-10 |
The SFS INAF180 science courses are designed to teach students science that is relevant to international affairs. The sections consist of a series of courses that will focus on learning the science that is necessary to understand global, societal challenges such as climate change, emerging infectious disease, and food security, among many others. To facilitate active learning and hands-on opportunities, as well as to ensure an interactive experience, enrollment will be limited to 20 students per section. Additionally, to build a sense of community among incoming freshmen, some sections will be limited to freshmen only. |
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| INAF-320-20 | Quant Methods:Intrnl Affairs |
Patel, Parina |
PM | Main Second Session | Click to read more about INAF-320-20 |
The study of social and political phenomena is a vast endeavor and this class will serve as an introduction to quantitative methods for social science research. We will discuss the use of quantitative research methods as a tool to further aid you as researchers of - and participants - in social science research. The progression of this course will address scientific research design and statistics and consider many examples of such research. Students can expect to be introduced to not only the means for conducting rigorous research in social science fields but also the theory that guides the accumulation of knowledge about these phenomena. Its format will be lecture, discussion, active practice, and include formal written submissions. This course will provide students with the analytic tools necessary to understand and perform fundamental quantitative social science research, to identify its limitations and abilities, and to approach quantitative research critically. |
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| ITAL-011-130 | Intensive Basic Italian |
Musti, Fulvia |
N/A | Summer 6-Week Session I | Click to read more about ITAL-011-130 |
This course devotes attention to the four skills of speaking, understanding, reading, and writing with a progression from greater emphasis on listening and speaking to a balance of all skills as the semester progresses. 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 other web 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 during the 6 Week Session I (5/18/2020-6/26/2020) |
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| ITAL-032-130 | Intens Intermediate Italian |
Melucci, Donatella |
N/A | Summer 6-Week Session II | Click to read more about ITAL-032-130 |
This intensive course is designed to further develop language ability and knowledge of the Italian culture for students who have completed Basic Intensive Italian or have already had some exposure to the language. As in the case of Intensive Basic Italian, 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 other web 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 during the 6 Week Session II (6/29/2020-8/7/2020) |
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| JOUR-363-20 | Covering a Pandemic |
Peterson, Britt |
PM | Main Second Session | Click to read more about JOUR-363-20 |
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| JUPS-123-130 | Intro to Justice & Peace |
Atashi, Elham |
N/A | Cross Session | Click to read more about JUPS-123-130 |
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 during the Cross Session (6/1/2020-7/24/2020) |
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| LING-401-20 | General Linguistics |
Schilling, Natalie |
PM | Main Second Session | Click to read more about LING-401-20 |
LING 401 This course is designed to provide students with a general graduate-level introduction to the scientific study of language. It is also open to advanced undergraduates. Our main goals include familiarizing you with core concepts and terminology in linguistics and with key methods and approaches to language study and how to apply them (to English and to other languages, including languages that you might know, and languages that you don’t know). We also discuss theories and research on how both first and other languages are learned by children and adults, as well as how computers are ‘taught’ to use and respond to human language. In addition, we explore how language shapes and is shaped by social, political, historical contexts, as well as personal and group identity and interpersonal relations. Throughout the course, we consider various applications of the scientific study of language, including in corporate, government, educational and legal arenas. If you are entering (or considering) a graduate program in linguistics or related field, this course will provide you with the foundation you need to succeed. If you are studying a non-native language, this course will provide you with additional tools to facilitate the learning process. Linguistics, the scientific study of language, interfaces with a wide variety of other fields (e.g., anthropology, sociology, psychology, cognitive neuroscience, computer science, philosophy, politics, legal studies, and public policy), so you should be able to make important and exciting connections whatever your background and interests. |
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| MARK-220-20 | Principles of Marketing |
Easwar, Karthikeya |
PM | Main Second Session | Click to read more about MARK-220-20 |
A first course on tools and approaches for making marketing decisions. Marketing is viewed as a broad technology for influencing behavior, beyond functions like selling and advertising. Topics covered include consumer behavior, marketing research, and marketing planning, with emphasis on marketing mix decisions: product strategy, communications, pricing, and distribution. |
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| MATH-001-20 | Pre-Calculus |
Dagen, Sarah |
PM | Main Second Session | Click to read more about MATH-001-20 |
This course is designed to assist students whose high school mathematics background is insufficient for the standard first-year mathematics courses. It is primarily intended as a preparation for MATH-035. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, and the logarithmic and exponential functions. Graphing and word problems will be stressed. This course is not intended to complete the math/science requirement in the College. Fall. Prerequisite Algebra II. |
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| MATH-035-01 | Calculus I |
Mehmetaj, Erblin |
PM | Main Presession | Click to read more about MATH-035-01 |
This is the first part of the four semester calculus sequence (Math-035-036 and 137-150) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. A student who hasn't taken MATH 029 prior to MATH 035 will need to take the Calculus Readiness test and be able to show their MATH 035 professor their results at the start of the semester. |
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| MATH-035-10 | Calculus I |
Pancorbo, Ines |
PM | Main First Session | Click to read more about MATH-035-10 |
This is the first part of the four semester calculus sequence (Math-035-036 and 137-150) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. A student who hasn't taken MATH 029 prior to MATH 035 will need to take the Calculus Readiness test and be able to show their MATH 035 professor their results at the start of the semester. |
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| MATH-035-20 | Calculus I |
Gharahbeigi, Sara |
PM | Main Second Session | Click to read more about MATH-035-20 |
This is the first part of the four semester calculus sequence (Math-035-036 and 137-150) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. A student who hasn't taken MATH 029 prior to MATH 035 will need to take the Calculus Readiness test and be able to show their MATH 035 professor their results at the start of the semester. |
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| MATH-036-20 | Calculus II |
Mehmetaj, Erblin |
PM | Main Second Session | Click to read more about MATH-036-20 |
A continuation of MATH-035. Topics include techniques of integration, applications of the definite integral, improper integrals, Newton's method and numerical integration, sequences and series including Taylor's theorem and power series, and elementary separable and first and second order linear differential equations. Fall and Spring. Prerequisite Calculus I. |
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| MATH-040-10 | Probability and Statistics |
Meyer, Oded |
AM | Main First Session | Click to read more about MATH-040-10 |
This course will introduce students to the basic concepts, logic, and issues involved in statistical reasoning, as well as basic statistical methods used to analyze data and evaluate studies. The major topics to be covered include methods for exploratory data analysis, an introduction to sampling and experimental design, elementary probability theory and random variables, and methods for statistical inference including simple linear regression. The objectives of this course are to help students develop a critical approach to the evaluation of study designs, data and results, and to develop skills in the application of basic statistical methods in empirical research. An important feature of the course will be the use of statistical software to facilitate the understanding of important statistical ideas and for the implementation of data analysis. The course has two lectures and one lab section. Cannot be taken for credit if the student has already taken ECON 121, Gov 201, OPIM 173, IPOL 320 or MATH 140. College Economics and Political Economy majors should enroll in ECON 121, rather than MATH 040. This course does NOT satisfy the Mathematics minor or majors requirement for a Statistics class--these students should enroll in MATH 140. Seniors and Post Baccalaureate Pre-Medical students must get special permission to enroll in this course. Cannot be taken for credit if the student has already taken ECON 121, OPIM 173, IPOL 320 or MATH 140. |
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| MATH-040-130 | Probability and Statistics |
Meyer, Nicole |
N/A | Cross Session | Click to read more about MATH-040-130 |
This course will introduce students to the basic concepts, logic, and issues involved in statistical reasoning, as well as basic statistical methods used to analyze data and evaluate studies. The major topics to be covered include methods for exploratory data analysis, an introduction to sampling and experimental design, elementary probability theory and random variables, and methods for statistical inference including simple linear regression. The objectives of this course are to help students develop a critical approach to the evaluation of study designs, data and results, and to develop skills in the application of basic statistical methods in empirical research. An important feature of the course will be the use of statistical software to facilitate the understanding of important statistical ideas and for the implementation of data analysis. The course has two lectures and one lab section. Cannot be taken for credit if the student has already taken ECON 121, Gov 201, OPIM 173, IPOL 320 or MATH 140. College Economics and Political Economy majors should enroll in ECON 121, rather than MATH 040. This course does NOT satisfy the Mathematics minor or majors requirement for a Statistics class--these students should enroll in MATH 140. Seniors and Post Baccalaureate Pre-Medical students must get special permission to enroll in this course. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| MATH-040-20 | Probability and Statistics |
Rantou, Eleni |
PM | Main Second Session | Click to read more about MATH-040-20 |
This course will introduce students to the basic concepts, logic, and issues involved in statistical reasoning, as well as basic statistical methods used to analyze data and evaluate studies. The major topics to be covered include methods for exploratory data analysis, an introduction to sampling and experimental design, elementary probability theory and random variables, and methods for statistical inference including simple linear regression. The objectives of this course are to help students develop a critical approach to the evaluation of study designs, data and results, and to develop skills in the application of basic statistical methods in empirical research. An important feature of the course will be the use of statistical software to facilitate the understanding of important statistical ideas and for the implementation of data analysis. The course has two lectures and one lab section. Cannot be taken for credit if the student has already taken ECON 121, Gov 201, OPIM 173, IPOL 320 or MATH 140. College Economics and Political Economy majors should enroll in ECON 121, rather than MATH 040. This course does NOT satisfy the Mathematics minor or majors requirement for a Statistics class--these students should enroll in MATH 140. Seniors and Post Baccalaureate Pre-Medical students must get special permission to enroll in this course. |
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| MATH-137-10 | Multivariable Calculus |
Gharahbeigi, Sara |
PM | Main First Session | Click to read more about MATH-137-10 |
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. Further topics include 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, double and triple integrals, and the change of variables formula in multiple integrals. This course consists of two 75-minute lectures and one 50-minute recitation section. Prerequisite Calculus II |
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| MATH-140-20 | Intro Math Statistics |
Meyer, Nicole |
AM | Main Second Session | Click to read more about MATH-140-20 |
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. |
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| MATH-150-20 | Linear Algebra |
Extejt, John |
AM | Main Second Session | Click to read more about MATH-150-20 |
Normally taken after MATH-137. 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; eigenvalues, eigenvectors, diagonalization of symmetric matrices, positive definite matrices. Fall and Spring. Prerequisite calculus II |
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| PERS-011-10 | Intensive 1st Level Persian I |
Sadigh-Mostowfi, Farima |
AM | Main First Session | Click to read more about PERS-011-10 |
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 use a real-time hybrid format with students on site and a limited number of students online (per the Institute's approval). Online students will participate in the class using Zoom. Only visiting students may be eligible to participate remotely on a case by case basis. Please contact Farima Sadigh-Mostowfi at fsm7@georgetown.edu for more information. All students, on site and online, are expected to attend and participate in the class at the same times and at the same level of engagement. Course materials, activities and assessments will be the same for on-site and online students. for more information. All students, on site and online, are expected to attend and participate in the class at the same times and at the same level of engagement. Course materials, activities and assessments will be the same for on-site and online students. |
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| PERS-012-20 | Intensive 1st Level Persian II |
Sadigh-Mostowfi, Farima |
AM | Main Second Session | Click to read more about PERS-012-20 |
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 use a real-time hybrid format with students on site and a limited number of students online (per the Institute's approval). Online students will participate in the class using Zoom. Only visiting students may be eligible to participate remotely on a case by case basis. Please contact Farima Sadigh-Mostowfi at fsm7@georgetown.edu for more information. All students, on site and online, are expected to attend and participate in the class at the same times and at the same level of engagement. Course materials, activities and assessments will be the same for on-site and online students. for more information. All students, on site and online, are expected to attend and participate in the class at the same times and at the same level of engagement. Course materials, activities and assessments will be the same for on-site and online students. |
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| PERS-021-10 | Intensive 2nd Level Pers I |
Behzadi, Azin |
AM | Main First Session | Click to read more about PERS-021-10 |
Permission needed from Instructor. This intensive intermediate level I course is designed to continue developing the student's communicative skills (reading, writing, listening, and speaking). This course is conducted in the target language. Initially, it affords students a view of basic Persian, then an introduction to more complex syntactic grammatical forms. Aspects of Persian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films, and through the use of language technologies (web tools). The students will also be given practice in reading aloud and giving oral presentations of materials taken from the web, media, and television broadcast. As a final project, students will write a composition of 200-350 words (Intermed. I), 400-500 words (Intermed.II). Requires successful completion of PERS 012 or permission of instructor. There is no pass/fail option for this course. Visiting students must take a placement test prior to registering for this course. Please contact Farima Sadigh Mostowfi at fsm7@georgetown.edu for more information. |
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| PHIL-010-01 | Intro to Ethics |
Kolmes, Sara |
AM | Main Presession | Click to read more about PHIL-010-01 |
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. |
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| PHIL-010-10 | Intro to Ethics |
Táíwò, Olúfmi |
AM | Main First Session | Click to read more about PHIL-010-10 |
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. |
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| PHIL-010-130 | Intro to Ethics |
Olsen, James |
N/A | Cross Session | Click to read more about PHIL-010-130 |
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. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| PHIL-010-20 | Intro to Ethics |
Elzinga, Benjamin |
AM | Main Second Session | Click to read more about PHIL-010-20 |
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. |
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| PHIL-020-10 | Intro to Philosophy |
Ward, Katherine |
AM | Main First Session | Click to read more about PHIL-020-10 |
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. |
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| PHIL-020-130 | Intro to Philosophy |
Olsen, James |
N/A | Cross Session | Click to read more about PHIL-020-130 |
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 during the Cross Session (6/1/2020-7/24/2020) |
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| PHIL-020-131 | IntrotoPhil.viaBoJackHorseman |
Kukla, Rebecca |
N/A | Cross Session | Click to read more about PHIL-020-131 |
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 during the Cross Session (6/1/2020-7/24/2020). This course is Intro to Philosophy using the innovative and popular animated Netflix show, Bojack Horseman, as our platform for covering a wide range of philosophical questions typically examined in Introduction to Philosophy courses. There will also be accompanying philosophical readings from authors such as Sartre, Aristotle, and Camus; contemporary bioethicists and feminist ethicists; philosophers of mind and psychiatry; and philosophers of free will and responsibility. We will also read some interdisciplinary work on topics such as embodied identity, sexual orientation, disability theory, and gender and race identity. Please Note: that many of the episodes deal with incredibly emotionally intense and socially fraught topics (addiction, rape, depression, death, eating disorders, etc.) Please note this course is for mature audiences. Netflix account is required. |
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| PHIL-020-132 | IntrotoPhil.viaBoJackHorseman |
Kukla, Rebecca |
N/A | Cross Session | Click to read more about PHIL-020-132 |
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 during the Cross Session (6/1/2020-7/24/2020). This course is Intro to Philosophy using the innovative and popular animated Netflix show, Bojack Horseman, as our platform for covering a wide range of philosophical questions typically examined in Introduction to Philosophy courses. There will also be accompanying philosophical readings from authors such as Sartre, Aristotle, and Camus; contemporary bioethicists and feminist ethicists; philosophers of mind and psychiatry; and philosophers of free will and responsibility. We will also read some interdisciplinary work on topics such as embodied identity, sexual orientation, disability theory, and gender and race identity. Please Note: that many of the episodes deal with incredibly emotionally intense and socially fraught topics (addiction, rape, depression, death, eating disorders, etc.) Please note this course is for mature audiences. Netflix account is required. |
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| PHIL-020-133 | IntrotoPhil.viaBoJackHorseman |
Kukla, Rebecca |
N/A | Cross Session | Click to read more about PHIL-020-133 |
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 during the Cross Session (6/1/2020-7/24/2020). This course is Intro to Philosophy using the innovative and popular animated Netflix show, Bojack Horseman, as our platform for covering a wide range of philosophical questions typically examined in Introduction to Philosophy courses. There will also be accompanying philosophical readings from authors such as Sartre, Aristotle, and Camus; contemporary bioethicists and feminist ethicists; philosophers of mind and psychiatry; and philosophers of free will and responsibility. We will also read some interdisciplinary work on topics such as embodied identity, sexual orientation, disability theory, and gender and race identity. Please Note: that many of the episodes deal with incredibly emotionally intense and socially fraught topics (addiction, rape, depression, death, eating disorders, etc.) Please note this course is for mature audiences. Netflix account is required. |
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| PHIL-020-134 | IntrotoPhil.viaBoJackHorseman |
Kukla, Rebecca |
N/A | Cross Session | Click to read more about PHIL-020-134 |
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 during the Cross Session (6/1/2020-7/24/2020). This course is Intro to Philosophy using the innovative and popular animated Netflix show, Bojack Horseman, as our platform for covering a wide range of philosophical questions typically examined in Introduction to Philosophy courses. There will also be accompanying philosophical readings from authors such as Sartre, Aristotle, and Camus; contemporary bioethicists and feminist ethicists; philosophers of mind and psychiatry; and philosophers of free will and responsibility. We will also read some interdisciplinary work on topics such as embodied identity, sexual orientation, disability theory, and gender and race identity. Please Note: that many of the episodes deal with incredibly emotionally intense and socially fraught topics (addiction, rape, depression, death, eating disorders, etc.) Please note this course is for mature audiences. Netflix account is required. |
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| PHIL-020-20 | Intro to Philosophy |
Eller, Madeline |
PM | Main Second Session | Click to read more about PHIL-020-20 |
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. |
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| PHIL-124-20 | Ethics and the Environment |
Nelms, Deidre |
PM | Main Second Session | Click to read more about PHIL-124-20 |
From the melting of Greenland’s glaciers, to the air pollution crisis in Beijing, to Australia’s dying Great Barrier Reef, to the trillion-ton iceberg that broke off Antarctica in July 2017, the ecological impact of human activity on the planet is among the most pressing and prominent issues of our time. In response, world leaders, scientists, environmentalists, universities, corporations, non-profits and private citizens have launched ‘green’ initiatives in an effort to protect and restore the health and stability of the environment. However, as evidenced by the withdrawal of the United States from the Paris Climate Accords, widespread disagreement still exists concerning the extent of our responsibility for the declining state of the ecosystem and, as such, our moral obligation towards the natural world. With these contemporary environmental issues in mind, this course will examine the moral dimensions of our relationships with other living beings and the natural world. In doing, so we will be concerned with questions such as: how exactly should humans relate to the natural world? What is our moral obligation, if any, to plants, non-human animals and the environment? What, if anything, do we owe other humans, including future generations, with respect to the environment? Topics discussed will include: overpopulation, resource consumption, food ethics, animal rights, pollution, climate change, technology and the environment, environmental racism, ecofeminism, globalization, consumerism and capitalism, and sustainability. |
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| PHIL-151-10 | Introduction to Logic |
Jebari, Joseph |
PM | Main First Session | Click to read more about PHIL-151-10 |
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. |
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| PHIL-166-10 | Feminist Philosophy |
Shafiei, Keyvan |
PM | Main First Session | Click to read more about PHIL-166-10 |
This course introduces students to feminist approaches to philosophical subfields such as philosophy of language, epistemology, philosophy of science, and political philosophy. It also explores philosophical dimensions of concepts such as misogyny, gender, oppression, and intersectionality. Topics will vary each time the course is offered and students should consult section descriptions for more information. |
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| PHYS-007-20 | Basic Physics |
Esrick, Mark |
PM | Main Second Session | Click to read more about PHYS-007-20 |
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. |
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| PHYS-101-10 | Principles of Physics |
Doughty, Leanne |
AM | Main First Session | Click to read more about PHYS-101-10 |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. This is the lecture and recitation only. The lab section must be registered for separately. |
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| PHYS-101-11 | Principles of Physics |
Doughty, Leanne |
AM | Main First Session | Click to read more about PHYS-101-11 |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. This is the lecture and recitation only. The lab section must be registered for separately. |
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| PHYS-101-12 | Principles of Physics |
Doughty, Leanne |
AM | Main First Session | Click to read more about PHYS-101-12 |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. |
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| PHYS-102-20 | Principles of Physics II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-102-20 |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. This is the lecture and recitation only. The lab section must be registered for separately. |
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| PHYS-102-21 | Principles of Physics II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-102-21 |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. This is the lecture and recitation only. The lab section must be registered for separately. |
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| PHYS-102-22 | Principles of Physics II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-102-22 |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. This is the lecture and recitation only. The lab section must be registered for separately. |
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| PHYS-103-10 | Prin of Physics I Lab |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-103-10 |
PHYS-103 is the lab section for Principles of Physics I (PHYS-101). |
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| PHYS-103-11 | Prin of Physics I Lab |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-103-11 |
PHYS-103 is the lab section for Principles of Physics I (PHYS-101). |
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| PHYS-103-12 | Prin of Physics I Lab |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-103-12 |
PHYS-103 is the lab section for Principles of Physics I (PHYS-101). |
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| PHYS-104-20 | Prin of Physics Lab II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-104-20 |
PHYS-104 is the lab section for Principles of Physics II (PHYS-102). |
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| PHYS-104-21 | Prin of Physics Lab II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-104-21 |
PHYS-104 is the lab section for Principles of Physics II (PHYS-102). |
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| PHYS-104-22 | Prin of Physics Lab II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-104-22 |
PHYS-104 is the lab section for Principles of Physics II (PHYS-102). |
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| PORT-050-10 | Accelerated Portuguese |
Lucena, Sarah |
PM | Main First Session | Click to read more about PORT-050-10 |
This course helps students quickly gain skills in spoken and written Portuguese by building on their prior working knowledge of another Romance language (Spanish, French, Catalan or Italian). By relying on the many similarities with other Romance languages, students can focus on mastering the different aspects of Portuguese, allowing them to develop their abilities for further study. This is a blended accelerated class, which meets twice a week in the classroom and requires preparation and homework activities online. During the semester, students also participate in teletandem activities outside the classroom, using Zoom, which are one-hour interactions with Brazilian students, 30 minutes in English or Spanish and 30 minutes in Portuguese. In this class format, the success of the students relies on preparation, homework and participation in class. This class covers content from Basic and Intermediate Intensive Portuguese. Pre-requisite: Completion of Advanced level of a Romance Language, or a heritage/native speaker of another Romance Language, or instructor’s consent. |
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| PORT-101-10 | Advanced Portuguese I |
Ferreira, Michael |
PM | Main First Session | Click to read more about PORT-101-10 |
This is an advanced 3-credit course for students who have already taken the basic and intermediate levels of Portuguese, or their equivalent. The main objective of the class is to complement the students knowledge of the basic structure of the language, as needed, while s/he practices the language by reading, speaking and writing about a series of contemporary texts, movies and music with emphasis on cultural aspects of the Portuguese-speaking world and language use. |
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| PSPK-080-130 | Public Speaking |
Al-Shamma, Kate |
N/A | Cross Session | Click to read more about PSPK-080-130 |
A performance course designed to introduce basic principles of communication and the classical roots from which they were derived. Students will prepare and present speeches in both formal platform settings and informal group discussions. While attention will be given to extemporaneous delivery, the emphasis of the course is on work behind-the-scenes: organizing ideas, structuring messages, and adapting messages for specific audiences. Attention will also be given to methods for evaluating oral discourse. Students who experience anxiety in public speaking situations are encouraged to enroll. Fall and Spring.. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| PSPK-105-20 | The Art of Comm. and Pres. |
Jansen, Robert |
PM | Main Second Session | Click to read more about PSPK-105-20 |
This course is an introduction to the fundamental practice and theory of public speaking and oral communication using theatrical techniques of both performance and the craft of storytelling. Students will investigate communication through the lens of the performer and apply performance techniques to enhance communication and presentation skills. The class will explore how to speak authentically to a group of people, use body language to express ideas, develop a more dynamic vocal presence, and engage more deeply with an audience. This class focuses particularly on how presence can be utilized to awaken powerful, persuasive and connected communication. Some of the performance techniques used in class include skills and exercises for voice, breath, body awareness, listening, relaxation, collaboration and improvisation. Emphasis will also be given to ways in which a performer uses language and text analysis to convey complex thoughts and emotions to an audience. Approaches to communication will be practiced in one-on-one conversations, small group work as well as speaking to large groups of people. Class topics will increase awareness of artful communication in daily social engagement, individual presentations, business practices, leadership roles and global citizenship. Cross listed with TPST-121 |
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| PSPK-107-10 | Improvisational Speaking |
Jansen, Robert |
PM | Main First Session | Click to read more about PSPK-107-10 |
This course is an introduction to the theory and practice of improvisation in connection with public speaking. Over the semester, we will learn the basic techniques of improvisation and how to apply them to communication and collaboration in a variety of settings. Through participatory exercises and group activities students will explore tools for improvisation in relation to ensemble building, listening, playfulness, creativity, and leadership skills. Based on the foundational “Yes, and...” principle of improvisation and approaches to storytelling, the course is designed to develop the ability to respond to unexpected speaking situations in clear, impactful, and engaging ways. Additionally, we will examine specific case studies demonstrating how improvisation has been utilized to affect the way people and organizations work in areas as diverse as business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply improvisational approaches to their own areas of study and personal interests through course readings, workshops, discussions, assignments, and class presentations. |
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| PSYC-001-130 | General Psychology |
Parrott, W |
N/A | Cross Session | Click to read more about PSYC-001-130 |
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 during the Cross Session (6/1/2020-7/24/2020) |
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| PSYC-001-20 | General Psychology |
Pelham, Brett |
PM | Main Second Session | Click to read more about PSYC-001-20 |
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. |
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| PSYC-130-130 | Cognition |
Merritt, Paul |
N/A | Cross Session | Click to read more about PSYC-130-130 |
Perception, memory, thinking, language, learning, and decision-making: in this course we’ll examine the latest cognitive science research and theories. We’ll also work to understand how each of us can best learn and make decisions -- using our individual cognitive processes to advantage. This course meets entirely online during the Cross Session (6/12020-7/24/2020) |
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| PSYC-130-131 | Cognition |
Merritt, Paul |
N/A | Cross Session | Click to read more about PSYC-130-131 |
Perception, memory, thinking, language, learning, and decision-making: in this course we’ll examine the latest cognitive science research and theories. We’ll also work to understand how each of us can best learn and make decisions -- using our individual cognitive processes to advantage. This course meets entirely online during the Cross Session (6/12020-7/24/2020) |
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| SOCI-001-10 | Introduction to Sociology |
Pathania, Gaurav |
AM | Main First Session | Click to read more about SOCI-001-10 |
Sections: SOCI 001-01: INTRODUCTION TO SOCIOLOGY Professor Sarah Stiles MW 8:00am - 9:15am Healy 104 SOCI 001-02: INTRODUCTION TO SOCIOLOGY Professor Sarah Stiles MW 9:30am - 10:45am Healy 104 Sociology is the study of social life, social change, and the social causes and consequences of human behavior. Sociologists investigate the structure of groups, organizations, and societies, and how people interact within these contexts. (American Sociological Association, 2005) In this course students will learn the basics of sociology through a variety of readings and film clips and "do" sociology with regular data workshops where they will test theories and recognize the social construction we all experience. By the end of the semester, students will be able to understand and explain: • Basic concepts, generalizations, theories, and methods used in the study of sociology; • The sociological focus and the influence the study of sociology has on identifying, explaining, and solving (or causing) social policy issues; and • How sociology is used in everyday life to explain the social behavior of people, and even predict what they will do. Credits: 3 Prerequisites: None SOCI-001-03: INTRODUCTION TO SOCIOLOGY Professor Becky Hsu MW 11:00 am - 12:15 pm Walsh 499 This course is an introduction to the field of sociology, the study of people in groups both small and large (or very large). How does being a flight attendant require the “selling” of one’s emotions? Rather than being a timeless institution of knowledge and technical expertise, how does the form and field of American medicine reflect historical and social power struggles? What kinds of organizational forms do urban gangs use? How does our environment change how likely we are to help someone else? These are some of the questions that we will explore as we look at a range of topics that engage sociologists today: social change, social networks, urban life, health and medicine, religion, emotions, sex and gender, the economy, and social inequality. Credits: 3 Prerequisites: None SOCI-001-04: INTRODUCTION TO SOCIOLOGY Professor Christine Schiwietz TR 12:30 pm – 1:45 pm Car Barn 202 SOCI-001-05: INTRODUCTION TO SOCIOLOGY Professor Christine Schiwietz TR 2:00 pm - 3:15 pm Car Barn 201 To communicate the importance and excitement of the study of the social world! This course is designed to introduce students to the field of sociology, the exploration of society and how it operates. Sociology broadens social insights, fosters critical thinking, trains students in methods of gathering and analyzing data, and helps students develop their writing skills. By thinking actively about the issues facing contemporary society, students will learn to examine life situations and the influence of society and groups on people’s lives and the basic processes that shape social life. The course will introduce sociological perspective Sociology is the study of social life, social change, and the social causes and consequences of human behavior. Sociologists investigate the structure of groups, organizations, and societies, and how people interact within these contexts. (American Sociological Association, 2005) In this course students will learn the basics of sociology through a variety of readings and film clips and "do" sociology with regular data workshops where they will test theories and recognize the social construction we all experience. By the end of the semester, students will be able to understand and explain: • Basic concepts, generalizations, theories, and methods used in the study of sociology; • The sociological focus and the influence the study of sociology has on identifying, explaining, and solving (or causing) social policy issues; and • How sociology is used in everyday life to explain the social behavior of people, and even predict what they will do. |
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| SOCI-001-130 | Introduction to Sociology |
Andaç-Jones, Elif |
N/A | Cross Session | Click to read more about SOCI-001-130 |
Sections: SOCI 001-01: INTRODUCTION TO SOCIOLOGY Professor Sarah Stiles MW 8:00am - 9:15am Healy 104 SOCI 001-02: INTRODUCTION TO SOCIOLOGY Professor Sarah Stiles MW 9:30am - 10:45am Healy 104 Sociology is the study of social life, social change, and the social causes and consequences of human behavior. Sociologists investigate the structure of groups, organizations, and societies, and how people interact within these contexts. (American Sociological Association, 2005) In this course students will learn the basics of sociology through a variety of readings and film clips and "do" sociology with regular data workshops where they will test theories and recognize the social construction we all experience. By the end of the semester, students will be able to understand and explain: • Basic concepts, generalizations, theories, and methods used in the study of sociology; • The sociological focus and the influence the study of sociology has on identifying, explaining, and solving (or causing) social policy issues; and • How sociology is used in everyday life to explain the social behavior of people, and even predict what they will do. Credits: 3 Prerequisites: None SOCI-001-03: INTRODUCTION TO SOCIOLOGY Professor Becky Hsu MW 11:00 am - 12:15 pm Walsh 499 This course is an introduction to the field of sociology, the study of people in groups both small and large (or very large). How does being a flight attendant require the “selling” of one’s emotions? Rather than being a timeless institution of knowledge and technical expertise, how does the form and field of American medicine reflect historical and social power struggles? What kinds of organizational forms do urban gangs use? How does our environment change how likely we are to help someone else? These are some of the questions that we will explore as we look at a range of topics that engage sociologists today: social change, social networks, urban life, health and medicine, religion, emotions, sex and gender, the economy, and social inequality. Credits: 3 Prerequisites: None SOCI-001-04: INTRODUCTION TO SOCIOLOGY Professor Christine Schiwietz TR 12:30 pm – 1:45 pm Car Barn 202 SOCI-001-05: INTRODUCTION TO SOCIOLOGY Professor Christine Schiwietz TR 2:00 pm - 3:15 pm Car Barn 201 To communicate the importance and excitement of the study of the social world! This course is designed to introduce students to the field of sociology, the exploration of society and how it operates. Sociology broadens social insights, fosters critical thinking, trains students in methods of gathering and analyzing data, and helps students develop their writing skills. By thinking actively about the issues facing contemporary society, students will learn to examine life situations and the influence of society and groups on people’s lives and the basic processes that shape social life. The course will introduce sociological perspective This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| SOCI-001-20 | Introduction to Sociology |
Guidroz, Kathleen |
AM | Main Second Session | Click to read more about SOCI-001-20 |
Sections: SOCI 001-01: INTRODUCTION TO SOCIOLOGY Professor Sarah Stiles MW 8:00am - 9:15am Healy 104 SOCI 001-02: INTRODUCTION TO SOCIOLOGY Professor Sarah Stiles MW 9:30am - 10:45am Healy 104 Sociology is the study of social life, social change, and the social causes and consequences of human behavior. Sociologists investigate the structure of groups, organizations, and societies, and how people interact within these contexts. (American Sociological Association, 2005) In this course students will learn the basics of sociology through a variety of readings and film clips and "do" sociology with regular data workshops where they will test theories and recognize the social construction we all experience. By the end of the semester, students will be able to understand and explain: • Basic concepts, generalizations, theories, and methods used in the study of sociology; • The sociological focus and the influence the study of sociology has on identifying, explaining, and solving (or causing) social policy issues; and • How sociology is used in everyday life to explain the social behavior of people, and even predict what they will do. Credits: 3 Prerequisites: None SOCI-001-03: INTRODUCTION TO SOCIOLOGY Professor Becky Hsu MW 11:00 am - 12:15 pm Walsh 499 This course is an introduction to the field of sociology, the study of people in groups both small and large (or very large). How does being a flight attendant require the “selling” of one’s emotions? Rather than being a timeless institution of knowledge and technical expertise, how does the form and field of American medicine reflect historical and social power struggles? What kinds of organizational forms do urban gangs use? How does our environment change how likely we are to help someone else? These are some of the questions that we will explore as we look at a range of topics that engage sociologists today: social change, social networks, urban life, health and medicine, religion, emotions, sex and gender, the economy, and social inequality. Credits: 3 Prerequisites: None SOCI-001-04: INTRODUCTION TO SOCIOLOGY Professor Christine Schiwietz TR 12:30 pm – 1:45 pm Car Barn 202 SOCI-001-05: INTRODUCTION TO SOCIOLOGY Professor Christine Schiwietz TR 2:00 pm - 3:15 pm Car Barn 201 To communicate the importance and excitement of the study of the social world! This course is designed to introduce students to the field of sociology, the exploration of society and how it operates. Sociology broadens social insights, fosters critical thinking, trains students in methods of gathering and analyzing data, and helps students develop their writing skills. By thinking actively about the issues facing contemporary society, students will learn to examine life situations and the influence of society and groups on people’s lives and the basic processes that shape social life. The course will introduce sociological perspective |
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| SOCI-207-130 | Social Justice & Technology |
Amster, Randall |
N/A | Cross Session | Click to read more about SOCI-207-130 |
A technological explosion has reformulated every aspect of human life, from healthcare and commerce to education and entertainment. This course will engage queries on: if technology was produced, consumed and utilized with justice infused; values of access, mobility, collaboration, and equity; and how movements for justice using technology through an array of texts and activities for mapping the ethical implications of our interactions with technology. The aim is to deeply interrogate core issues of justice embedded within modern technology. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| SPAN-003-10 | Introductory Spanish I |
Arrieta Fernandez, Nohora |
PM | Main First Session | Click to read more about SPAN-003-10 |
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. |
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| SPAN-004-20 | Introductory Spanish II |
Thorne, Martina |
PM | Main Second Session | Click to read more about SPAN-004-20 |
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. |
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| SPAN-011-10 | Intensive Basic Spanish |
Leow, Ronald |
AM | Main First Session | Click to read more about SPAN-011-10 |
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. Please contact the Summer and Special Programs Office at (202) 687-8700 for more information. |
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| SPAN-021-10 | Intermediate Spanish I |
Ramirez, Sara |
PM | Main First Session | Click to read more about SPAN-021-10 |
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. Student 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 BlackBoard. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-022-20 | Intermediate Spanish II |
Maggi, Diego |
PM | Main Second Session | Click to read more about SPAN-022-20 |
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. Student 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 BlackBoard. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-022-21 | Intermediate Spanish II |
Carvajal, Leonardo |
PM | Main Second Session | Click to read more about SPAN-022-21 |
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. Student 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 BlackBoard. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-032-20 | Intensive Intermediate Spanish |
Morales-Front, Alfonso |
AM | Main Second Session | Click to read more about SPAN-032-20 |
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 them acquire skills necessary for effective speaking and writing in Spanish. Taking readings, documentaries and films as point of departure, the cultural component of the course grows significantly to include current issues encompassing the economy, politics, and culture of the Spanish-speaking areas on both sides of the Atlantic. Student 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 BlackBoard. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-161-20 | Oral Review |
Sanz, Cristina |
PM | Main Second Session | Click to read more about SPAN-161-20 |
This course develops speaking and listening skills through discussion of the interdisciplinary study of Hispanic cultures and civilizations as manifested through historical, literary, and everyday discourses of culture (film, television, journalism). The course addresses key changes occurred during the 20th century in Spain, Latin America, and the U.S., and it is designed for students who have a fair command of Spanish grammar and have completed advanced 2. The overall goals are to achieve greater fluency in a variety of contexts and to learn to express oneself with greater ease and accuracy. Consistent oral participation in the course is essential. The course will round out the linguistic and thematic preparation needed to take the SFS Oral Proficiency Exam in Spanish. Open to SFS students, others require instructor's permission. |
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| STIA-334-20 | Emerging Tech Policy |
Turekian, Vaughn |
PM | Main Second Session | Click to read more about STIA-334-20 |
The course would cover some of the critical developments in emerging technologies and their applications to some of the key international policy issues, including development, economic trade and growth, environment and security. The course will look at specific technologies, such as Artificial Intelligence and Machine Learning, Synthetic Biology and Gene Editing, Advanced Computing, Additive Manufacturing, Energy Technologies, Good and Agricultural Technology and Blockchain. In addition, it will examine the different institutional arrangements that have responsibility for understanding the implications for these technologies on society. The course will look at the role of governments, international institutions, non-governmental actors and the private sector. Learning will take place through readings of specific cases, linking emerging technologies to real-world policy deliberations and the demonstration of specific technologies. Students will develop a better understanding of specific technologies, the innovation ecosystem that underpins such discovery and the major political, economic and ethical issues related to the different technologies. Students will participate in active debates and prepare recommendations for actions in the spaces encompassing emerging technology and decision making. |
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| STRT-230-20 | Ethical Values of Business |
Jaworski, Peter |
PM | Main Second Session | Click to read more about STRT-230-20 |
Each section of Ethical Values of Business asks and answers the following questions: What makes business practices good or bad? How does business and how do business people serve society and others? Why do normal people of good will sometimes act badly, and what can we do to improve their (and our own) behavior? While all Ethical Values of Business courses share this common core, specific classes will explore a particular theme in depth. |
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| STRT-261-20 | International Business |
O'Connor, Craig |
PM | Main Second Session | Click to read more about STRT-261-20 |
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. |
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| STRT-283-20 | Strategic Management |
Lovegrove, Nicholas |
PM | Main Second Session | Click to read more about STRT-283-20 |
Strategic management deals fundamentally with the ways in which firms build and sustain superior competitive positions and profitability. Successful strategy design and implementation requires a holistic understanding of the firm’s external environment and its internal resources and capabilities. Although we will draw on your prior studies in finance, marketing, accounting, and operations for insights to analysis of firms and their environments, strategy is a stage-setting activity that should drive—rather than be driven by—functional area decisions and actions. The primary objectives of the course are to improve your ability to: • Evaluate strategic opportunities in a firm’s external environment and assess the resources and capabilities that a firm can bring to taking advantage of opportunities. • Develop superior strategies that will promote sustainable profitability. Determine the appropriate scope of a firm’s activities for expansion and growth. |
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| THEO-001-10 | The Problem of God |
Sayilgan, Mehmet |
PM | Main First Session | Click to read more about THEO-001-10 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. This course engages with the problem of evil and suffering which has been one of the most challenging issues facing both religious and non-religious. On the one hand, it is believed that faith in God provides the best explanation to the question of evil and comforts those who suffer because of various reasons such as losing loved ones to death, sickness or natural disasters. On the other hand, many philosophers have been pointing out that the idea of a powerful, just and loving God cannot be reconciled with the evil and suffering that exist in the world. We will examine various perspectives developed by world religions and put both religious and non-religious views in conversation. The course does not claim to solve the problem, but will engage with the issue creatively and critically. |
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| THEO-001-20 | The Problem of God |
Ray, Jonathan |
PM | Main Second Session | Click to read more about THEO-001-20 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. |
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| THEO-001-21 | The Problem of God |
Saville, Alphonso |
PM | Main Second Session | Click to read more about THEO-001-21 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. |
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| THEO-011-130 | Intro to Biblical Literature |
Linafelt, Tod |
N/A | Cross Session | Click to read more about THEO-011-130 |
Introduction to Biblical Literature promotes the close reading of ancient texts, first on their own terms and then in relation to how they have been interpreted over time and may be interpreted today. As such, IBL teaches students to think critically about what a text is, and how it functions for those who value it. Learning to read texts in context challenges students to question the assumptions they bring to biblical texts and to enter into an adventure of discovery of the Bible, its origins and significance over time. IBL asks students to become “strangers in a strange land” as they confront the various “distances” they experience when reading biblical texts. Meeting unfamiliar language, cultures, customs, mores, and ideas requires that students suspend their judgment about what they think they know and asks them to learn how to expect the unexpected, as they delve deeper and deeper into biblical literature and the worlds from which it emerged. In this way, IBL can be a very liberating experience for students and lays a foundation that they can rely on in other courses they will take in during their undergraduate years. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| THEO-011-20 | Intro to Biblical Literature |
Rasmussen, Adam |
PM | Main Second Session | Click to read more about THEO-011-20 |
Introduction to Biblical Literature promotes the close reading of ancient texts, first on their own terms and then in relation to how they have been interpreted over time and may be interpreted today. As such, IBL teaches students to think critically about what a text is, and how it functions for those who value it. Learning to read texts in context challenges students to question the assumptions they bring to biblical texts and to enter into an adventure of discovery of the Bible, its origins and significance over time. IBL asks students to become “strangers in a strange land” as they confront the various “distances” they experience when reading biblical texts. Meeting unfamiliar language, cultures, customs, mores, and ideas requires that students suspend their judgment about what they think they know and asks them to learn how to expect the unexpected, as they delve deeper and deeper into biblical literature and the worlds from which it emerged. In this way, IBL can be a very liberating experience for students and lays a foundation that they can rely on in other courses they will take in during their undergraduate years. |
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| THEO-110-10 | Martyrdom and Meaning |
Morici, Rosanne |
AM | Main First Session | Click to read more about THEO-110-10 |
The term “martyrdom” appears widely in contemporary religious and political cultures. While it is such a recognizable facet of Western discourse, it is also a concept whose precise definition and appropriate deployment feel impossible to pin down. Martyrdom is never simply a single act, but a cultural system forming and being formed by an audience or community of interpreters. This course traces the development and use of martyrdom as a theological discourse for generating meaning out of suffering. We begin with classical and early Jewish, Christian, and Muslim sources, and then end with modern uses of the concept in various phenomena. |
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| THEO-133-01 | Religion and Cults in America |
Steenhuisen, Lauve |
AM | Main Presession | Click to read more about THEO-133-01 |
This course will ONLY examine cults in America. Religious extremism is a reaction to the perceived chaos and loneliness of modern life, and understanding why people join and how people leave is crucial. This course will take a socio-psychological approach to understanding how cults in America originate, who is attracted to joining, and the legal issues cults generate. |
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| THEO-160-130 | Courage, Hope, Justice |
Danner-McDonald, Kerry |
N/A | Cross Session | Click to read more about THEO-160-130 |
How do we become courageous but not reckless? Maintain hope in a world full of despair? This course addresses the virtues of courage, hope, and justice and 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, and even on playgrounds and Healy Lawn. Special attention will be given to how religious practices and music sustain courage, hope, and justice. While there is an emphasis on Christian ethics, readings and discussion are not limited to Christian approaches. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| TPST-107-10 | Improvisational Speaking |
Jansen, Robert |
PM | Main First Session | Click to read more about TPST-107-10 |
This course is an introduction to the theory and practice of improvisation in connection with public speaking. Over the semester, we will learn the basic techniques of improvisation and how to apply them to communication and collaboration in a variety of settings. Through participatory exercises and group activities students will explore tools for improvisation in relation to ensemble building, listening, playfulness, creativity, and leadership skills. Based on the foundational “Yes, and...” principle of improvisation and approaches to storytelling, the course is designed to develop the ability to respond to unexpected speaking situations in clear, impactful, and engaging ways. Additionally, we will examine specific case studies demonstrating how improvisation has been utilized to affect the way people and organizations work in areas as diverse as business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply improvisational approaches to their own areas of study and personal interests through course readings, workshops, discussions, assignments, and class presentations. |
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| TPST-121-20 | The Art of Comm. and Pres. |
Jansen, Robert |
PM | Main Second Session | Click to read more about TPST-121-20 |
This course is an introduction to the fundamental practice and theory of public speaking and oral communication using theatrical techniques of both performance and the craft of storytelling. Students will investigate communication through the lens of the performer and apply performance techniques to enhance communication and presentation skills. The class will explore how to speak authentically to a group of people, use body language to express ideas, develop a more dynamic vocal presence, and engage more deeply with an audience. This class focuses particularly on how presence can be utilized to awaken powerful, persuasive and connected communication. Some of the performance techniques used in class include skills and exercises for voice, breath, body awareness, listening, relaxation, collaboration and improvisation. Emphasis will also be given to ways in which a performer uses language and text analysis to convey complex thoughts and emotions to an audience. Approaches to communication will be practiced in one-on-one conversations, small group work as well as speaking to large groups of people. Class topics will increase awareness of artful communication in daily social engagement, individual presentations, business practices, leadership roles and global citizenship. cross listed with PSPK-105 |
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| UNXD-002-10 | CoLab: Digital Mapping |
Martinsen, Megan |
PM | Main First Session | Click to read more about UNXD-002-10 |
This short course will start with an overview of how mapping and spatial analysis are used in real world business, government, and non-profit contexts. Next we’ll cover the basics of digital maps, including file types and map projections as well as best practices for mapping with regards to technology, accessibility, and social responsibility. We will then make choropleth maps, point distribution maps, and heat maps in Tableau, followed by the same in ArcGIS Online, comparing the advantages and disadvantages of each. We’ll publish maps in both tools and explore the best ways to share maps in a variety of contexts. Then we'll explore some of the more advanced mapping options in Tableau, like flow maps and spider maps, and discuss their use cases. Finally, we'll use ArcGIS Online to learn how to do basic spatial analysis tasks, such as summarizing data, choosing best facilities, finding hot spots, and creating distance and drive time buffers, and we'll discuss the business and government questions we could answer with those methods. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. This short online course will explore the basics of creating and sharing maps in ArcGIS Online and Tableau and cover using ArcGIS Online to do basic spatial analysis. |
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| UNXD-003-10 | CoLab: Creative Web Design |
Undeen, Don |
AM | Main First Session | Click to read more about UNXD-003-10 |
This course will cover the basics of the internet and the fundamentals of web design. Students will each build their own basic web page, and add new features to it as they learn new skills. Rather than creating generic pages that could easily be built with cookie-cutter tools, we will go beyond the ordinary by incorporating advanced creative coding techniques into our individual designs. By the end of the course participants will have created their own unique web-based art, using the same tools and skills required to make any web page from scratch. These skills will help you stand apart from the crowd with unique, eye-catching designs. Based on curriculum developed for CCTP-702 Creative Web Development, this course will emphasize skills that empower participants to be life-long-learners, understanding that programming is a practice of problem identification, research, and experimentation. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. Currently a time has not been set for this class. Once minimal registration has been achieved, all participants will be surveyed to identify a time slot or slots that work for everyone. This short online course will emphasize programming skills as a practice of problem identification, research, and experimentation. |
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| UNXD-004-10 | CoLab: Professional Writing |
Goodman, Katy |
AM | Main First Session | Click to read more about UNXD-004-10 |
This brief course will delve into the basics of writing and communicating in a professional space, exploring the rhetorical foundations, best practices, and research skills necessary to turn writing and language into a proactive tool that can be used for ethical action in a multitude of situations. Beginning with a broad perspective, we'll develop an understanding of the rhetorical foundations of writing in a public space. We'll learn about common audiences and contexts in professional settings, discuss how professional writing differs from academic writing, and analyze how empathy can be applied to effective document creation. This will culminate in an overarching understanding of how you can use effective professional writing, and even simple shifts in language, to not only apply for jobs but also create change in whatever professional space you may find yourself in. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. This short online course will cover the common best practices in professional writing, from larger items such as resumes, cover letters, and proposals to smaller documents like emails, memos, and newsletters, all while researching the effects of plain language, syntax, and design. |
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| UNXD-005-10 | CoLab: Data Visualization |
Schwabish, Jonathan |
AM | Main First Session | Click to read more about UNXD-005-10 |
This course will explore the theoretical and practical issues related to the design and presentation of complex and multivariate information. Students will learn design elements related to presenting information, which will include design theory, aesthetics, and principles of visual communication. Students will use a variety of tools to process data and to create compelling and effective graphics such as Microsoft Excel, Microsoft PowerPoint, Datawrapper, and Flourish. The course will introduce students to the design process: finding, collecting, and exploring data; constructing compelling stories with data; and using design to bring those elements together. Students will be required to identify and critique examples of information design and to create simple and complex graphics. Additional details: Students may be required to conduct online learning so as to maximize contact with the course instructor. Discussion forums through Canvas will also be a part of this course You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. This short online course will introduce students to the theoretical and practical issues of creating effective data visualizations: finding, collecting, and exploring data; constructing compelling stories with data; and using design to bring those elements together. |
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| UNXD-006-10 | CoLab: Personal Finance |
Wardzala, Karen |
PM | Main First Session | Click to read more about UNXD-006-10 |
The primary objective of the course will be to help students develop their own unique financial philosophy and learn some basic principles of personal finance that will help them navigate through the various choices that their future selves may face. - Some of the concepts covered will include: - Value and worth, - Cash management/ expense tracking, - Budgeting, - Investing (short-term goals, medium-term and long-term) - Debt management (credit cards, student loans, car purchase/lease, mortgage), - Credit (credit scores - how to get one and what it is used for), - Taxes (income, property and future tax considerations); etc. Some of the financial principles and terms that students will learn include the time value of money, dollar-cost averaging, net worth, the Rule of 72, diversification, interest (simple, compound), debt-to-income ratio, etc. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. This short online course will emphasize financial planning strategies and money management skills using real-world examples taken from both academic disciplines and scenarios that young graduates may likely encounter. |
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| UNXD-007-10 | CoLab: AI & BusinessOperations |
Schloetzer, Jason |
PM | Main First Session | Click to read more about UNXD-007-10 |
We will begin with an overview of what is AI, traditional programming vs AI programming, how accurate is AI, AI vs ML vs NLP, what can AI do for business and government organizations with real-world examples of how it's already being used (in banking, transportation, and weather forecasting for example). Then we'll turn to the role of the cloud and what vendors like AWS do. Thereafter, we'll cover bots, what they can do, how they know what we're asking them to do, anatomy of a typical lexical bot, and the bare minimum of python code you'd need to know to be able to build your own simple bot using tools like Amazon Lex Bot. Faculty Co-Lab Facilitator: Prof. Jason Schloetzer Corporate Co-Lab Partner: Nilanjan Sengupta (MSB alum). Nilanjan leads Accenture's AI work and internal AI training You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. MEETS on June 5, 12, 19, and 26 from 3:30-5 PM. This short CoLab course will cover the basics of AI, examples of its application in business and government, and high-level instruction to develop simple AI tools. |
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| UNXD-008-10 | CoLab: ROI Return on Inclusion |
Washington, Ella |
AM | Main First Session | Click to read more about UNXD-008-10 |
(ROI): Return on Inclusion in Today’s Workforce Diversity is a reality in our society and workplaces today. Yet, even the most well-intentioned teams can often struggle with managing all types of diversity and maximizing the benefits of such diversity. Inclusion is the way we manage the individual, group and cultural differences that can make our teams stronger. In this course students will learn the fundamentals about how diversity and inclusion can lead to positive outcomes for teams and organizations. The course will also explore challenges felt by diverse teams and how individuals can manage challenges such as unconscious biases. Course activities will focus on leveraging diversity and inclusive practices for higher team performance. Students will also develop communication skills for how to talk about differences and contribute to inclusive team environments. Corporate Co-Lab Partner: PwC Partners Faculty Co-Lab Facilitator: Professor Ella Washington You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. MEETS June 5 & 12 from 10 AM - 1 PM EST. This short course will cover the fundamental concepts of diversity, inclusion and exclusion, in-groups and out-groups, biases and stereotypes, in a positive and engaging way. Students will leave the course with practical tools they can use to foster diversity and inclusion in their lives today and in the future. |
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| UNXD-009-10 | CoLab: BusinessAnalytics & NLP |
Schloetzer, Jason |
PM | Main First Session | Click to read more about UNXD-009-10 |
Business Analytics, NLP, and Textual Data. Companies and many federal agencies have collected a significant amount of unstructured data (documents, images, etc) and they need to digitize all of it to be able to use it and connect it datasets within their environment. This co-lab will provide a foundation in Natural Language Processing (NLP) techniques to analyze and extract text from a variety of documents to address practical business and organizational problems. There will be four 90-minute sessions to learn (one per week), time in between for teams to create using what they learn, and a fifth 90-minute session for teams to share what they create with a "Shark Tank"-like panel. Day 1: Text Summarization techniques – create small abstracts for each document in the corpus Day 2: Sentiment Analysis - Identify opinions/emotions on sentences/documents/tweets Day 3: Skill extraction - extract skills with years of experience from corpus of resumes Day 4: Use AWS Textract to extract useful documents form PDFs Corporate Partners: Damon Griggs, CEO of Dovel Technologies and Georgetown MBA alumnus; and Rod Fontecilla, Ph.D. | SVP, Chief Innovation Officer, and Chief Data Scientist, Dovel Technologies. Dovel is a 2000+ employee firm headquartered in Northern Virginia and serving a variety of public and private clients, especially in health IT and life sciences. Their work involves advanced data analytics and AI. Faculty Partner: Prof. Jason Schloetzer, McDonough School of Business You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. MEETS: 4:40-6:00pm EDT Mondays, June 1, 8, 15, 22, and 29 Day 1: Text Summarization techniques – create small abstracts for each document in the corpus Day 2: Sentiment Analysis - Identify opinions/emotions on sentences/documents/tweets Day 3: Skill extraction - extract skills with years of experience from corpus of resumes Day 4: Use AWS Textract to extract useful documents form PDFs |
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| UNXD-190-10 | Personal Narrative & Prof Disc |
Friday, Amanda Moesel, Allison |
PM | Main First Session | Click to read more about UNXD-190-10 |
Connected to the university’s Jesuit value of Contemplation in Action and based on the Cognitive Information Processing model, this course engages students first in self-reflection and exploration. By developing and articulating self-knowledge students can create a narrative related to their values, skills, interests, and personality. Once this narrative is formed, students learn how to share their story verbally, in writing, and how this connects to vocational options and career-specific strategies such as writing resumes, interviewing, and networking. This course allows students to think critically about how identity connects with life during and after Georgetown in a way that will equip them for transitions as a student, a young alumnus, and beyond. The course is geared toward sophomores. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. (for rising sophomores and rising juniors; seniors, see 351) Students learn how to share their story verbally, in writing, and how this connects to vocational options and career strategies such as writing resumes, interviewing, and networking. This course prepares students for life after Georgetown including pathways leading to employment, graduate school, fellowships, or service. |
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| UNXD-190-11 | Personal Narrative & Prof Disc |
Friday, Amanda Hurley, Katherine |
PM | Main First Session | Click to read more about UNXD-190-11 |
Connected to the university’s Jesuit value of Contemplation in Action and based on the Cognitive Information Processing model, this course engages students first in self-reflection and exploration. By developing and articulating self-knowledge students can create a narrative related to their values, skills, interests, and personality. Once this narrative is formed, students learn how to share their story verbally, in writing, and how this connects to vocational options and career-specific strategies such as writing resumes, interviewing, and networking. This course allows students to think critically about how identity connects with life during and after Georgetown in a way that will equip them for transitions as a student, a young alumnus, and beyond. The course is geared toward sophomores. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. (for rising sophomores and rising juniors; seniors, see 351) Students learn how to share their story verbally, in writing, and how this connects to vocational options and career strategies such as writing resumes, interviewing, and networking. This course prepares students for life after Georgetown including pathways leading to employment, graduate school, fellowships, or service. |
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| UNXD-190-12 | Personal Narrative & Prof Disc |
Friday, Amanda Moesel, Allison |
PM | Main First Session | Click to read more about UNXD-190-12 |
Connected to the university’s Jesuit value of Contemplation in Action and based on the Cognitive Information Processing model, this course engages students first in self-reflection and exploration. By developing and articulating self-knowledge students can create a narrative related to their values, skills, interests, and personality. Once this narrative is formed, students learn how to share their story verbally, in writing, and how this connects to vocational options and career-specific strategies such as writing resumes, interviewing, and networking. This course allows students to think critically about how identity connects with life during and after Georgetown in a way that will equip them for transitions as a student, a young alumnus, and beyond. The course is geared toward sophomores. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. (for rising sophomores and rising juniors; seniors see UNXD351) Students learn how to share their story verbally, in writing, and how this connects to vocational options and career strategies such as writing resumes, interviewing, and networking. This course prepares students for life after Georgetown including pathways leading to employment, graduate school, fellowships, or service. |
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| UNXD-351-11 | What's My Story? |
Friday, Amanda Orozco, Julio |
PM | Main First Session | Click to read more about UNXD-351-11 |
“By the time they graduate from college, most students still have not achieved the kind of self-authorship that would allow them to think independently, make choices, and pursue their dreams.” - Marcia B. Baxter Magolda This course will offer space and structure for seniors to develop, integrate, and express a personal narrative that helps them move forward into the world. Through a critical examination of constructs such as Social Cognitive Career Theory (Lent, Brown, & Hackett), Chaos Theory of Careers (Pryor & Bright), and Self-Authorship (Baxter Magolda), students will identify a framework to guide their reflection process. Readings, written assignments, group discussion among students, and conversations with participating alumni will facilitate the development of stories related to beliefs about life and work, values, strengths, and relationships with others. Students will create and present a living digital, oral, or written project that can be refined in the years to come. Exercises will be drawn from Stanford University’s Life Design Lab, Florida State University’s Center for the Study of Technology in Counseling and Career Development, and other sources. There are no prerequisites for this course. You will see a charge, but as long as you are registered for other Summer 2020 courses, a credit will be placed to offset the charge no later than June 1. (for rising and graduating seniors; sophomores and juniors see 190) How do you tell an authentic and compelling story during a time of significant transition and uncertainty? Students will develop, integrate, and express personal and professional narratives to help them navigate transition and move forward. |
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| WGST-140-130 | Intro Women's/Gender Studies |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-140-130 |
Introduction to Women's and Gender Studies explores the broadly and critically defined “genealogies” of women’s and gender studies, investigating key concepts, theoretical debates, ideologies, and historical significance of the discipline of Women's and Gender Studies. Drawing from multidisciplinary perspectives and materials, we attempt to construct a theoretical framework that will be helpful and challenging to our pursuit of a just world in which both women and men can celebrate themselves and each other. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| WGST-141-130 | Intro to Sexuality Studies |
Ohnona, Michelle |
N/A | Cross Session | Click to read more about WGST-141-130 |
This course provides an introduction to the vibrant and interdisciplinary field of sexuality studies. Sexuality studies examines the social construction of sexual desires, practices, and identities, and investigates the ways in which sexuality is connected to power and inequality. We will begin the course by exploring some key theories and concepts within the field, and situate them alongside the history of LGBTQ activism in the United States and elsewhere. We will then consider how these concepts can be applied to a variety of contemporary issues such as sexual identity and the state, same-sex marriage, representations of sexuality in popular culture and the media, transnational sexualities and sexual identities and consumerism. Throughout the course, we will examine how sexuality intersects with other social categories such as gender, race, class, nationality, age and ability/disability. This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| WGST-234-20 | Feminist Disability Studies |
Forrest, Brady |
PM | Main Second Session | Click to read more about WGST-234-20 |
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. |
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| WGST-236-130 | Media, Race & Gender |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-236-130 |
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 during the Cross Session (6/1/2020-7/24/2020) |
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| WGST-239-10 | Culture, Medicine, and Gender |
Danylevich, Theodora |
PM | Main First Session | Click to read more about WGST-239-10 |
In this course we will interrogate the many and varied intersections and frictions between the medical and the cultural portrayals of health, illness, pain, & pleasure. Focusing on the gendering of medical knowledge and authority, we will explore the following topics: the gendering of the medical ‘gaze,’ race and disability, medical experimentation in relation to chronic pain and illness, and neurodiversity. We will engage the history of medicine and popular culture in the US as they shape and respond to the institution of slavery, patriarchy, segregation, and racism. |
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| WGST-251-130 | Gender and the Law |
Collina, Sara |
N/A | Cross Session | Click to read more about WGST-251-130 |
This course explores how concepts of masculinity and femininity shape the U.S. legal system. We will also examine other factors that influence how individuals view and encounter the law (race, religion, political outlook, sexual orientation, gender identity, socio-economic status, etc.). Specific topics include sex harassment in the workplace and educational institutions, single-sex education, gender and military combat, intimate partner violence, same-sex marriage, and reproductive rights and responsibilities. Our academic focus will be on legal analysis, public policy writing and respectful dialogue about emotionally complex topics. There will be many opportunities to practice these skills during the semester. No prior legal knowledge is required. PREREQUISITES None. The course does not assume prior knowledge of the law. TEXT Women and the Law Stories, S. Wildman & E. Schneider, Foundation Press, 2011. All supplemental materials will be available online or provided. Credits: 3 Prerequisites: None This course meets entirely online during the Cross Session (6/1/2020-7/24/2020) |
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| WRIT-015-20 | Writing and Culture |
Hoskins, John |
AM | Main Second Session | Click to read more about WRIT-015-20 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. |
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| WRIT-015-21 | Writing and Culture |
Fuisz, Lisbeth |
AM | Main Second Session | Click to read more about WRIT-015-21 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. This course is intended to equip students with resources to help navigate writing situations they may encounter during their academic careers and beyond. Students will explore four key ideas about writing: it is an iterative process of planning, drafting, and revising; a social practice of responding, engaging, informing, and persuading; a rhetorical strategy for analyzing, designing, and communicating; and a reflective method for exploring, inquiring, and learning. These four ideas about writing, once internalized, help writers to become more effective, as well as capable of understanding how and why writing works (and sometimes does not). To put many of these rhetorical practices into action, students will write for a public audience, editing existing content in - and making new contributions to - Wikipedia. Wikipedia will become both our object of study and our medium for writing. Students will learn the conventions of Wikipedia as a discourse community and explore issues about information access and privilege, the production and consumption of knowledge, and their role as literacy sponsors in sharing research with a wider audience through their contributions to Wikipedia. Working with Wikipedia will allow us to consider both philosophical and practical questions about writing. Questions include: What does it mean to have information privilege, as we do here at the university, and what obligations, if any, do we have as a community to share this access with others through a medium like Wikipedia? What counts as knowledge on Wikipedia? For example, how do normative understandings of race, gender, and sexuality impact what topics get covered in Wikipedia? What are the differences between writing to persuade (when, for example, you make an argument for or against something) and writing to inform (what Wikipedia requires of us as contributors)? How do the various audiences for our writing impact what we create? In the case of Wikipedia, we will have multiple audiences including your classmates, your professor, and Wikipedian editors (human and computerized), as well as a general audience of readers. On a more practical level, how will we navigate the different citation systems, ones that help us to avoid plagiarism, that are required by the two discourse communities in which you will participate, that of the classroom, which requires MLA, and that of Wikipedia, which has its own rules? These questions and others will be explored as we work our way through the course. My hope is that, through our explorations, we will gain further insight into our writing practice, insight that will transfer to other writing situations. Ultimately, the Georgetown University Writing Program works to help students become more agile writers, able to adapt to new writing situations throughout their lives. |
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