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-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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| AFAM-155-130 | Black Athletes on Being Human |
Horton-Stallings, Lamonda |
N/A | Cross Session | Click to read more about AFAM-155-130 |
This class will examine a cultural history and genealogy of black athletes who have been dominant and successful in three specific areas: sports, cultural arts, and politics. It will demonstrate how these athletes used each arena to create new knowledge about being human and black human being despite the dehumanizing histories of slavery, colonization, and segregation in the Americas This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| ANTH-203-130 | Cyborg: HumanMachine Interface |
Benessaiah, Nejm |
N/A | Cross Session | Click to read more about ANTH-203-130 |
The class will involve a deep dive into human-technology interfaces, with future ethics taking a central concern as technology develops exponentially. Can regulations keep up? Do we need to consider robot ethics? Can human biases embeddedness within machine learning algorithms be understood or do they constitute black boxes? These are some of the questions this course will explore. Students will: • Understand current and future trends in AI • Develop critical thinking around ethics and philosophy of human machine enhancement • Learn how bias is encoded into algorithms • Debate how to regulate AI • Explore potential futures through literature and film • Debate robot personhood This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| ANTH-205-10 | Justice and Media |
Ibrahim, Amrita |
PM | Main First Session | Click to read more about ANTH-205-10 |
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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 entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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-366-10 | Latin American Art & Arch. II |
Huezo, Andrea |
AM | Main First Session | Click to read more about ARTH-366-10 |
The course provides an in-depth analysis of Latin America through the art of Diego Rivera, Frida Kahlo, José Clemente Orozco, David Alfaro Siqueiros, Rufino Tamayo, Maria Izquierdo, Xul Solar, Antonio Berni, Wilfredo Lam, and Fernando Botero among others. By analyzing a wide variety of artistic production that includes painting, sculpture, performance, prints, manifestos, music, film and ephemera, the course considers the diversity of Latin America cultural and artistic production, emphasizing artists’ relationship to religion, tradition, race, gender, and politics. While considering Latin America’s enduring legacies and dynamic processes of change, it addresses several important art movements, such as modernism, surrealism, indigenism, social realism, muralism, and magical realism. Moreover, the course introduces students to the major artistic theoretical issues with an eye on the regional and global changes that defined, challenged, or helped shape Latin American art and culture. The course provides an in-depth analysis of Latin America through the art of Diego Rivera, Frida Kahlo, José Clemente Orozco, David Alfaro Siqueiros, Rufino Tamayo, Maria Izquierdo, Xul Solar, Antonio Berni, Wilfredo Lam, and Fernando Botero among others. By analyzing a wide variety of artistic production that includes painting, sculpture, performance, prints, manifestos, music, film, and ephemera, the course considers the diversity of Latin American cultural and artistic production, emphasizing artists’ relationship to religion, tradition, race, gender, and politics. While considering Latin America’s enduring legacies and dynamic processes of change, it addresses several important art movements, such as modernism, surrealism, indigenism, social realism, muralism, and magical realism. Moreover, the course introduces students to the major artistic theoretical issues with an eye on the regional and global changes that defined, challenged, or helped shape Latin American art and culture. |
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| ARTS-110-01 | Drawing I:Visual Language |
Anderson, Mark |
PM | Main Presession | Click to read more about ARTS-110-01 |
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 Traditional hand printing of relief images from Linoleum plates. Test plates in color and B&W.; Folds and simple bookmaking are presented as options. After learning safe cutting, registration, and printing methods, students are encouraged to pursue their own personal imagery. Critiques and view and the response of videos and online print-related sites is required. |
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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 (6/7/2021-7/30/2021). |
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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. 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 fine art. Class lectures, discussions, and digital assignments will deal with photographic composition, criticism, and history. Fundamental knowledge of computer programs such as Photoshop will be introduced in the semester to develop photographic imagery. |
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| ARTS-150-10 | Painting I: Oil |
Anderson, Mark |
PM | Main First Session | Click to read more about ARTS-150-10 |
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-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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| 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-010-10 | Knowing: Science as Narrative |
Choi, Youngeun |
AM | Main First Session | Click to read more about BIOL-010-10 |
Science is messy. Stories of scientific discoveries are never straightforward. Science is done by people whose judgements could be biased and limited by the tools available. Thus, scientific work is constantly re-evaluated and challenged. This course is designed to help students recognize that science is a method to investigate nature, not a collection of established facts. Students will learn some of the fundamental biological concepts and how they were derived and tested. Some chapters from the books such as Carl Sagan’s “The Demon-Haunted World: Science as a Candle in the Dark” will be assigned to discuss how scientific knowledge is obtained, subjected to scrutiny, and modified. In order to reinforce the understanding of the scientific method, the course includes a 3-week lab module in which students will identify microbes growing in their mouth using basic molecular biology techniques. This course satisfies the Science for All Core requirement and also part of the Liberal Arts Seminar program focusing on “ways of knowing.” It is open to freshmen only and students should register for Prof. Lu-Adler’s “Critical Thinking, Mindful Knowing” course in conjunction with this course. |
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| BIOL-100-20 | Principle&Practice; in Biology |
Elmendorf, Heidi |
PM | Main Second Session | Click to read more about BIOL-100-20 |
This is a hands-on, research-intensive course in which students undertake an authentic research project as part of a scientific team. The project focuses on the study of microbial communities (e.g., fungi and bacteria), specifically those living on or around grapes at a local vineyard. We begin by discussing the typical sorts of questions that are asked in this line of research and teaching students how to access and evaluate the relevant scientific literature. The students in the course function as a research team, defining their research questions and working collaboratively in conducting, analyzing, and sharing their research. Basic principles of ecology, molecular biology, and microbiology are taught alongside the analyses and experiments the students do in the pursuit of answers to their questions. We tour these various disciplines not only to provide a broad introduction to the life sciences but also because it is necessary to meet the challenge of these sorts of studies—namely, that to understand a community of organisms requires numerous approaches, and, further, that there is not just a single way to understand a community. |
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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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| BIOL-151-20 | Biological Chemistry |
Chapman, Dail |
PM | Main Second Session | Click to read more about BIOL-151-20 |
This course discusses the structure and function of cells in molecular terms. The primary focus of the course will be: (1) protein conformation, dynamics, and function; (2) generation and storage of metabolic energy; and (3) molecular aspects of selected physiological processes. The course includes three lecture hours and one four-hour laboratory. This course fulfills the "Molecules" distribution requirement and serves as an approved course towards a concentration in Biochemistry, Molecular and Cellular Biology for Biology majors. |
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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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| CHIN-111-10 | Intens Second Lev Chinese I |
Huang, Lihong |
PM | Main First Session | Click to read more about CHIN-111-10 |
As the first part of Intensive Second Level Chinese, this course is designed to train students in all four language skills: listening, speaking, reading, and writing. Emphasis will be given to the acquisition of a substantial range of vocabulary and grammatical conventions. Six hours of classroom instruction including one hour of drill each week are required. |
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| CHIN-112-20 | Intens Second Lev Chinese II |
Huang, Lihong |
PM | Main Second Session | Click to read more about CHIN-112-20 |
Continuation of Chin-111. As the second part of Intensive Second Level Chinese, this course is designed to train students in all four language skills: listening, speaking, reading, and writing. Emphasis will be given to the acquisition of a substantial range of vocabulary and grammatical conventions. Six hours of classroom instruction including one hour of drill each week are required. |
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| CHIN-311-10 | Integrated Advanced Chinese I |
Ren, Fei |
PM | Main First Session | Click to read more about CHIN-311-10 |
For students who have completed Chinese 212 or equivalent, this course is designed as the first half of a year-long fourth-level Chinese course. It provides integrated, proficiency-oriented language instruction that aims at improving students’ comprehensive Chinese language skills, including speaking, listening, reading and writing at a relatively advanced level. The broad range of reading material includes reports and analyses of Chinese society, news and popular culture in a variety of media, and short literary works. Students will learn colloquial and formal Chinese expressions and grammatical structures, and better understand Chinese political and cultural events. In addition to regular quizzes and short essay assignments, students are expected to prepare group projects, give classroom presentations, and engage in classroom discussions. This course has both mid-term and final exams. |
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| CHIN-312-20 | Integrated Advanced Chinese II |
Ren, Fei |
PM | Main Second Session | Click to read more about CHIN-312-20 |
For students who have completed Chinese 212 or equivalent, this course is designed as the second half of a year-long fourth-level Chinese course. It provides integrated, proficiency-oriented language instruction that aims at improving students’ comprehensive Chinese language skills, including speaking, listening, reading and writing at a relatively advanced level. The broad range of reading material includes reports and analyses of Chinese society, news and popular culture in a variety of media, and short literary works. Students will learn colloquial and formal Chinese expressions and grammatical structures, and better understand Chinese political and cultural events. In addition to regular quizzes and short essay assignments, students are expected to prepare group projects, give classroom presentations, and engage in classroom discussions. This course has both mid-term and final exams. |
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| CLSG-101-01 | Intermediate Greek |
Catenaccio, Claire |
PM | Main Presession | Click to read more about CLSG-101-01 |
This course will consolidate students' knowledge of Ancient Greek grammar and syntax, as well as introducing them to Attic literature through two of its most brilliant and influential authors, Plato and Euripides. We will read the entirety of Plato’s Crito and Euripides’ Medea in Ancient Greek. This course is suitable for students who have taken two semesters of Ancient Greek at the college level, or have permission of the instructor. Satisfies COL language requirement. Satisfies COL language requirement. This course will meet from May 24 to June 11. |
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| CLSL-101-01 | Intermediate Latin |
McNelis, Charles |
PM | 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 24 to June 11. |
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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-010-20 | Intro to Comp Science: Python |
Buffum, Philip |
PM | Main Second Session | Click to read more about COSC-010-20 |
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-051-20 | 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-052-20 | 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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| COSC-160-20 | Data Structures |
Buffum, Philip |
AM | Main Second Session | Click to read more about COSC-160-20 |
This course is designed as a second year course for majors and minors and covers basic data structures and algorithm analysis. Starting with the art and science of analyzing algorithms, the main goal of this course is to learn various techniques for organizing data so that computer programs can access, modify, and delete data efficiently. Topics covered include basic data structures (for example, lists, stacks and queues), trees, hashing, heaps, disjoint sets, and graphs, self-adjusting data structures; worst-case, average-case, and amortized analysis; and basic problem solving techniques. The topics are theoretical in nature but have dramatic impact in practice. |
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| ECON-001-10 | Econ Principles Micro | 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 | 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. Some seats in this class are reserved. |
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| ECON-002-10 | Econ Principles Macro | 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 | 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. Some seats in this class are reserved. |
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| ECON-101-10 | Intermediate Micro |
Concha-Arriagada, Carolina |
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 | 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 | 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 | 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 | 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 |
Valderrama-Gonzalez, Daniel |
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-092-10 | Hist of Lit Media Culture II |
Rifkin, Libbie |
PM | Main First Session | Click to read more about ENGL-092-10 |
A two-semester survey of Anglophone literary and cultural history. Literary History I focuses on texts from the medieval period through the eighteenth century; Literary History II focuses on texts from the nineteenth century to the present. These courses will highlight a number of critical and / or representative texts, debates, developments, and crises illustrative of the time periods studied. (These courses will NOT fulfill the HALC requirement). This introductory course explores U.S., British, and global Anglophone literature from the late 18th century to the present. It is not a comprehensive chronological survey, though we will be interested in the dynamics of influence. Instead, we will organize our journey through time and place around the notion that literature performs significant acts or functions in its historical moment, even as it participates in conversations with texts committed to similar projects at different historical and geographical junctures. Specifically, we will examine works across a range of genres (with a special emphasis on poetry) that: 1.) Make history, 2.) Fashion selfhood 3.) Mourn losses, 4.) Instigate political change. Our close readings will focus on how texts perform these primary functions and on the relationships among them—for instance, we’ll look at the politics of mourning, or consider how writers forge subjectivity through a consideration of their place in history or within a particular political struggle. Throughout, we will interrogate the primary terms of the course, examining how the meanings of “the literary” and “history” have evolved individually and in relation to each other over the last two hundred plus years and throughout a range of cultural contexts. |
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| ENGL-119-01 | Shakespeare |
Collins, Michael |
AM | Main Presession | Click to read more about ENGL-119-01 |
This Shakespeare course will ask how it is that some of Shakespeare’s most memorable “others”—his stigmatized and unruly women; his Goth “barbarians”; two Moors, one savage and revenging; a money-lending Jew; and a New World cannibal—speak themselves so powerfully from the stage of an essentially conservative society. It asks students to consider whether these voices are silenced or otherwise contained when the texts conclude. In addition, we will observe to what extent and in what way the choices made by actors and directors about how to handle language and character change our understanding of these “others,” their motives, and their social identities. These wonderful plays present human experience both in its most particular and its most enduring form—in Shakespeare’s plays, “all the world’s a stage, and the stage is a world. Students will view several performances or portions of performances on the screen and with some Covid-luck, perhaps on the stage, depending on what’s available in Washington over the course of the semester. The main menu? The most likely list would consist of The Taming of the Shrew, Antony and Cleopatra, Titus Andronicus, Merchant of Venice, Othello, and The Tempest. The course will look closely at five of Shakespeare’s best known plays: three tragedies (Macbeth, Hamlet and King Lear) and two comedies (As You Like It and The Merchant of Venice). While it will consider some of the contemporary critical approaches to Shakespeare, it will focus largely 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 |
PM | 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. 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 America |
Mitchell, Angelyn |
PM | Main Presession | Click to read more about ENGL-173-01 |
The aim of the contemporary cultural studies investigator is not to generate another good theory, but to give a better theorized account of concrete historical reality. --Stuart Hall How do we read race? What interpretive protocols do we use, knowingly and unknowingly? What is the language, grammar and praxis of race? In this course, we will examine race in American culture, specifically as constructed in texts by Anglo-American and African American writers from 1845 to the present in our quest to understand better the cultural, social and political significance of race in American society. In 1903, W.E.B. DuBois wrote that the problem of the twentieth century in the United States would be race, or as he put it, “the color line.” This metaphor of linearity ironically represents the demarcating nature of race as constructed, employed, and deployed in the US. We will be particularly interested in how the symbiotic binary of black and white signifies, symbolizes and reifies social and cultural aspirations, interests and conflicts as depicted in the fiction and film. In many ways, the history of the United States and the history of race are mutually constitutive. We will be concerned with how American writers on both sides of the historic color line construct and represent race. By pairing representative texts from nineteenth, twentieth and twenty-first centuries, we will explore how thematically, stylistically, politically, and culturally the narratives speak to each other in their construction of race. We will follow an arc that takes us, in Anglo-American literature, from the seemingly expressive authority in terms of race as encoded in The Scarlet Letter to the lack thereof in Light in August, the stereotypes of race in Crash and the hybridity of race in The Human Stain. Of the African American texts, from Douglass's Narrative to Morrison's A Mercy, we will explore a move from codified physical bondage to the afterlives of bondage as well as liberatory resilience. Our primary tools of inquiry will be critical race theory (CRT), Black feminist theory, and performance theories. Readings/viewings may include works by F. Douglass, N. Hawthrone, F.S. Fitzgerald, N. Larsen, T. Morrison, L. Hansberry, J. Baldwin, P. Roth, and Jordan Peele. The aim of the contemporary cultural studies investigator is not to generate another good theory, but to give a better theorized account of concrete historical reality. --Stuart Hall How do we read race? What interpretive protocols do we use, knowingly and unknowingly? What is the language, grammar and praxis of race? In this course, we will examine race in American culture, specifically as constructed in texts by Anglo-American and African American writers from 1845 to the present in our quest to understand better the cultural, social and political significance of race in American society. In 1903, W.E.B. DuBois wrote that the problem of the twentieth century in the United States would be race, or as he put it, “the color line.” This metaphor of linearity ironically represents the demarcating nature of race as constructed, employed, and deployed in the US. We will be particularly interested in how the symbiotic binary of black and white signifies, symbolizes and reifies social and cultural aspirations, interests and conflicts as depicted in the fiction and film. In many ways, the history of the United States and the history of race are mutually constitutive. We will be concerned with how American writers on both sides of the historic color line construct and represent race. By pairing representative texts from nineteenth, twentieth and twenty-first centuries, we will explore how thematically, stylistically, politically, and culturally the narratives speak to each other in their construction of race. We will follow an arc that takes us, in Anglo-American literature, from the seemingly expressive authority in terms of race as encoded in The Scarlet Letter to the lack thereof in Light in August, the stereotypes of race in Crash and the hybridity of race in The Human Stain. Of the African American texts, from Douglass's Narrative to Morrison's A Mercy, we will explore a move from codified physical bondage to the afterlives of bondage as well as liberatory resilience. Our primary tools of inquiry will be critical race theory (CRT), Black feminist theory, and performance theories. Readings/viewings may include works by F. Douglass, N. Hawthrone, F.S. Fitzgerald, N. Larsen, T. Morrison, L. Hansberry, J. Baldwin, P. Roth, and Jordan Peele. |
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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 This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). Race, Rap, Power: Hip Hop in Lyric, Literature, and Film. 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, Margaret Atwood and J. K. Rowling. 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, Margaret Atwood 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.. 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 (6/7/2021-7/30/2021). |
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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. 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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| ENST-409-130 | Enviromental Peacebuilding |
Amster, Randall |
N/A | Cross Session | Click to read more about ENST-409-130 |
This course is Online. In a globalized and networked world, the linkages between social and environmental issues are becoming increasingly evident. From climate change and sustainability to resources and economics, scholars and practitioners alike have been bridging the divide between society and ecology. This connection has yielded an emerging perspective suggesting that environmental issues need not primarily be a source of conflict, but rather can offer a basis for promoting cooperation and peace. Environmental Peacebuilding is at the forefront of this transition, constituting both the ecological realm of peace and the peacemaking potential of ecology. Through various theoretical lenses, real-time case studies, and interactive experiences, we will explore this integrative paradigm in terms of its history, its present relevance in concrete settings, and its prospects for transforming the future. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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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| FMST-181-20 | Intro to Filmmaking |
Bruno, Melissa |
PM | 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-161-130 | Topics French Oral Proficiency |
Simonnet, Geraldine |
N/A | Summer 6-Week Session I | Click to read more about FREN-161-130 |
Guided conversations, discussions, and student presentations based on contemporary material from the French media. Does NOT count toward major or minor. This course meets entirely online during the 6-Week Session I (5/24/2021-7/2/2021). Does not count toward French major or minor. |
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| FREN-181-10 | French for Study Abroad |
Cohen-Scali, Stella |
AM | Main First Session | Click to read more about FREN-181-10 |
This course is designed to accommodate students of varying levels of French language proficiency to improve their language skill areas in preparation for direct matriculation study abroad programs. This course is designed to accommodate students of varying levels of French language proficiency to improve all their language skills, in particular through the exploration of various techniques of expression in a number of writing forms, both toward pursuit of the French minor, and, if applicable, toward possible future overseas study in a French or Francophone program. |
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| GERM-001-10 | Intro Germ I: Exper Germany | 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 | 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 | 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 | 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-043-20 | Witches | PM | Main Second Session | Click to read more about GERM-043-20 | |
Course Content and Goals: The course investigates what is clearly one of the most disturbing and inexplicable occurrences in human history. Unlike the Holocaust, to which the witch hunts are frequently compared, the persecution of witches cannot be viewed as a relatively brief and unusually violent historical anomaly, since it continued over several hundred years; they cannot be explained in the context of national specificity since they spanned almost the entire European continent and migrated to early America; nor can these events be blamed on any single "madman". As such then, witch persecution defies simplistic explanations and thus lends itself particularly well to the kinds of investigation this course intends. Students will 1. critically engage, in discussions and in writing, four issues that can be seen as central to a Humanities course, particularly one at Georgetown University: o interdisciplinarity (history, literature, film) o contextualization in history o Catholic/Jesuit identity o and the "human experience." 2. hone their critical reading and interpretive skills through a variety of materials (primary historical, sources, literary works, and scholarly secondary sources) 3. improve their style and fluency in writing, with an emphasis on academic genres. The course investigates what is clearly one of the most disturbing and inexplicable occurrences in human history. Unlike the Holocaust, to which the witch hunts are frequently compared, the persecution of witches cannot be viewed as a relatively brief and unusually violent historical anomaly, since it continued over several hundred years; they cannot be explained in the context of national specificity since they spanned almost the entire European continent and migrated to early America; nor can these events be blamed on any single "madman". As such then, witch persecution defies simplistic explanations and thus lends itself particularly well to the kinds of investigation this course intends. Students will 1. critically engage, in discussions and in writing, four issues that can be seen as central to a Humanities course, particularly one at Georgetown University: - interdisciplinarity (history, literature, film) - contextualization in history - Catholic/Jesuit identity - and the "human experience." 2. hone their critical reading and interpretive skills through a variety of materials (primary historical, sources, literary works, and scholarly secondary sources) 3. improve their style and fluency in writing, with an emphasis on academic genres. |
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| GERM-101-10 | Adv Germ I:Stories & Histories | 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 | 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-161-10 | Issues and Trends | PM | Main First Session | Click to read more about GERM-161-10 | |
This three-credit Level IV course aims to develop the advanced literacy abilities of summarizing, interpreting and questioning, and presenting and substantiating arguments in professional and academic settings, primarily in speaking but also in writing, through the in-depth exploration of current political, social, and cultural issues in Germany as they are portrayed and discussed in major media outlets. This semester the course will focus on the following three contemporary issues (with possible adjustments): - Nationale Identität und Fußballpatriotismus: Redefinition of national identity in the post-war period and its expression in the context of soccer. - Demographischer Wandel: The changing demographics in Germany, particularly the ongoing debate regarding the declining birth rate; - Die Stationierung deutscher Streitkräfte im Ausland: Controversy concerning the role of German armed forces abroad, with particular focus on Afghanistan. In order to develop students’ ability to discuss these issues at an advanced level, the language used in public to debate the issues will be examined and will serve as a model for student appropriation and eventual production. As with all Level IV courses in the Georgetown German Department, students’ language production moves from a primarily narrative focus to a more analytical and interpretive focus. Because of this framework and its emphases, this course in particular is seen as helpful preparation for the SFS oral proficiency exam. 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. This three-credit Level IV course aims to develop the advanced literacy abilities of summarizing, interpreting and questioning, and presenting and substantiating arguments in professional and academic settings, primarily in speaking but also in writing, through the in-depth exploration of current political, social, and cultural issues in Germany as they are portrayed and discussed in major media outlets. This semester the course will focus on the following three contemporary issues (with possible adjustments): - Nationale Identität und Fußballpatriotismus: Redefinition of national identity in the post-war period and its expression in the context of soccer. - Demographischer Wandel: The changing demographics in Germany, particularly the ongoing debate regarding the declining birth rate; - Die Stationierung deutscher Streitkräfte im Ausland: Controversy concerning the role of German armed forces abroad, with particular focus on Afghanistan. In order to develop students’ ability to discuss these issues at an advanced level, the language used in public to debate the issues will be examined and will serve as a model for student appropriation and eventual production. As with all Level IV courses in the Georgetown German Department, students’ language production moves from a primarily narrative focus to a more analytical and interpretive focus. Because of this framework and its emphases, this course in particular is seen as helpful preparation for the SFS oral proficiency exam. |
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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 (6/7/2021-7/30/2021). |
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| GOVT-020-20 | US Political Systems |
Hartman, Joseph |
AM | 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. Some seats in this class are reserved. |
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| GOVT-060-21 | International Relations |
Kacowicz, Arie |
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 |
Who should rule? Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? This is, in many ways, the fundamental question of politics that has been animating political philosophy to this day. In the course of considering this fundamental question, we will come upon others: How should one live as an individual, as a citizen, as a politician? Is politics a science? Can it be taught? Where does the legitimacy of states and laws come from? What goals should rulers pursue? Is liberal, representative democracy the end of history? In pursuing these thematic questions, we will proceed in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. The objectives for the course are three-fold. First, and most fundamentally, the course is intended as an introduction to political theory as seen through a close examination of some of the most formative and influential texts and thinkers of the Western political tradition. Second, the course will help you develop your analytical, interpretive, and writing skills by reading and critically engaging the arguments of some of the most interesting minds from the past. Finally, the course aims to prepare you to become an engaged citizen of your respective country and the world by allowing you to think about the foundations of political institutions and their claims to our obedience. 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-213-10 | The Politics of Plagues |
Berg, Ross |
PM | Main First Session | Click to read more about GOVT-213-10 |
This course considers the political and economic effects of plagues and pandemics, from the classical to the modern world. Debates about the political and economic effects of infectious disease have never been more conspicuous. Yet, the study of plagues and pandemics within political science is far from new. For centuries, political scientists, political historians, and others have attempted to account for the impact of plagues on political order, institutional development, and international affairs, to mention only a few topics. This course is an attempt to consider these collective reflections on the politics of plagues historically and thematically. Beginning with Thucydides and his account of the plague of Athens and continuing up to the present outbreak of Zika, we will consider political, economic, and social theories which attempt to understand the near and long-term consequences of plagues for politics. Attention will be given to such topics as political order, religious intolerance and violence, aesthetics, institutional development and political economy, demography, as well as sexuality, race, and gender. The goal of this course is not to merely examine central texts in the history of political thought but also to discuss the study of plagues within political science broadly conceived. Its conclusion will be to interrogate the effects of plagues on present issues of social justice. |
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| GOVT-218-130 | Misinformation in Pol. & Soc'y |
Bode, Leticia |
N/A | Cross Session | Click to read more about GOVT-218-130 |
This course covers the concept of true and false information, why it matters, what effects it has, and different approaches to mitigating it. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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 (6/7/2021-7/30/2021). |
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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-421-130 | Data Visualization for Politic |
Rom, Mark |
N/A | Cross Session | Click to read more about GOVT-421-130 |
This course introduces students to the tools, methods, and skills necessary for making compelling quantitative graphics for politics (and other social behavior). Students are introduced to the elements of visual design. Students are trained to use the Tableau software to clean, analyze, and visualize data so that they can make both static and interactive portfolios. Students are required to create an aesthetically compelling and analytically sound graphic portfolio containing multiple graphs in a cohesive format. This is an ‘active learning’ course. Lectures will be minimal. Students will work individually and collaboratively to develop their skills in data manipulation and analysis, software programming, and graphical design. Graphical design and software training will emphasize creative problem solving. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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-437-130 | Politics, Morality & Policy |
Rom, Mark |
N/A | Cross Session | Click to read more about GOVT-437-130 |
Americans disagree about guns, taxes, welfare, immigration, affirmative action, health care, foreign policy, the environment, and virtually every other political issue one can imagine. In this course, we examine these disagreements from moral and political perspectives to better understand why we have adopted the policies we have, while rejecting alternatives. From the moral position, we seek to discern the philosophical rationales for supporting or opposing various policy options. Politically, we strive to learn how political actors attempt to turn their philosophical preferences into actual policies. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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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| GOVT-472-20 | Negotiating MIddle East Peace |
Kacowicz, Arie |
AM | Main Second Session | Click to read more about GOVT-472-20 |
Many people have the intuition that distributive justice requires a presumption in favor of equality in the distribution of economic goods. Others disagree, and insist that the link between justice and equality has been much exaggerated. But even those who share the intuition often disagree about the sort of equality that is required. This seminar explores these debates, with particular attention to the work of such theorists as Hayek, Rawls, Frankfurt, Nozick, Dworkin, and G.A. Cohen. This course has been renumbered, effective Fall 2014. A student who has earned credit for GOVT 448 Negotiating Middle East Peace in a prior term should not enroll and cannot earn credit for this class. |
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| GOVT-490-20 | Gender, Intl Peace & Security | PM | Main Second Session | Click to read more about GOVT-490-20 | |
Concepts of Constitution – Ancient, Modern, and Contemporary themes and problematics This is an exploratory seminar in political theory and jurisprudence. We consider the question: “What is a constitution, and how might we conceptualize it?” In considering this question, we will also consider others, both normative and empirical: What purposes should (or do) constitutions serve? How are they (or should they) be crafted, maintained, enforced or changed? How do they (or should they) incorporate cultural differences and/or protect cosmopolitan or universalist conceptions of human/individual rights? How are they to be interpreted and by whom? Of course, none of these are new questions, and the literature exploring them is large, and of variable quality. A principal focus of the course will be the contemporary American constitution, but our approach will be comparative across both time and political (national) context. We will read Aristotle and Polybius to consider both ancient Greek and Roman considerations of this important and politically contested concept. We will consider two competing understandings of how constitutions ought to be crafted in the early modern period. We will consider the universalist and contextualist claims for and against constitutionalism, and for constitutional change in the contemporary world. The second half of the course turns to interpretive debates on the nature and substance of the American Constitution among thinkers such as Ronald Dworkin, Antonin Scalia, Cass Sunstein and Jeremy Waldron. We will read selected books and articles and very few, if any, American Supreme Court cases [although case analysis might feature in the paper project as a vehicle in developing one or more of the contested concepts of constitution]. Hanna Pitkin has argued: “[T]o understand what a constitution is, one must look not for some crystalline core or essence of unambiguous meaning but precisely at the ambiguities, the specific oppositions that this specific concept helps us to hold in tension.” Without making claims for either the truth or persuasiveness of this claim, it is perhaps an interesting place to begin. Requirements: a short reading note (2-3 pages) in selected weeks in preparation for the seminar; a ten page paper due at the completion of the course. |
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| HIST-007-10 | Intro Early Hist: Europe I |
Stephens, Leigh |
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: |
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. |
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| HIST-099-10 | Rio de Janeiro |
Broadus, Victoria |
PM | 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. History of Rio de Janeiro - is a History focus course on the social and cultural history of Rio de Janeiro, Brazil, in the 19th, 20th, and early 21st centuries. The course focuses especially on the African and Afro-descended populations of Rio from the 19th century to today. We work with music, paintings, photography, short stories, documentary films, and translated primary documents like letters and court cases to identify continuities and change over time in the richly diverse yet dramatically unequal city. 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 | HistFocus:Disease African Hist |
Proctor, Dylan |
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. Disease and Society in African History: In this course, we will focus on building critical skillsets to unpack and reconstruct the societal and demographic impacts of major disease events in African history. From zoonotic transfers of ancient pathogens to the global pandemic of HIV/AIDS, we will survey the ways in which Africans and others on the continent understood and coped with illness and infection. The course will equip undergraduates with a solid foundation in the methods and history of disease, health, and healing in the African context. 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 | HistFocus: Slavery in Am North |
Young, Cory |
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. Students in this course will examine the establishment, operation, and eradication of slavery in the American North between colonization and civil war. As with all sections of HIST099, our topic of study, while vital in its own right, serves primarily as a setting for grappling with the historical method: how to formulate meaningful questions, to read complex sources, to identify competing perspectives, and to develop persuasive arguments like a historian. In our examination of northern slavery, we will necessarily engage in frank, often difficult discussions about settler colonialism, violence and exploitation, and racial segregation. At the same time, our readings and conversations will confront issues pertaining to the dignity of labor, the challenges of political organizing, the formation of Black communities, and freedom’s promises. In all places, slavery and freedom coexisted in desperate tension. Please note: HIST 099 is one of the required core classes in History. Although all sections of HIST 099 fulfill the same role, each instructor will develop a specific topic. If you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. HIST 099 must be taken at GU and cannot be transferred. Some seats in this class are reserved. |
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| HIST-106-20 | Atlantic World |
MacKinlay, Hillary |
AM | Main Second Session | Click to read more about HIST-106-20 |
For College students all sections of HIST 106 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Atlantic World draws together the histories of four continents, Europe, Africa, North America, and South America, to investigate the new Atlantic world created as a consequence of the Columbian encounter in 1492. The class traces the creation of this world from the first European forays in the Atlantic and on the coast of Africa in the fifteenth century to the first wars for colonial independence and the abolition of slavery. Topics include the destruction and reconfiguration of indigenous societies; the crucial labor migrations of Europeans, Native Americans, and Africans; and the various strategies of accommodation, resistance, and rebellion demonstrated by the many different inhabitants of the Americas. |
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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-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 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-123-01 | History of China II |
Spendelow, Howard |
AM | Main Presession | Click to read more about HIST-123-01 |
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-158-20 | Latin America I |
De Vasconcellos Otoya, Natascha |
PM | Main Second Session | Click to read more about HIST-158-20 |
Beginning with a survey of the diverse societies of the Americas before 1500, this classes focuses on the coming of Europeans, the deadly impact of the disease they brought, and the integration of the hemisphere into European empires and a new global economy during three subsequent centuries. We will emphasize how the long state-organized peoples of regions subjected to Spanish rule adapted socially and culturally to sustain silver as a key global commodity; we will explore how Africans were dragged in bondage to Atlantic America to labor in booming sugar economies ruled by every European power: Portugal, Britain, France, Spain, and more. The interactions among Europeans and the diverse peoples who produced everything focus much of the analysis—culminating in the rising resistance that challenged Europeans in regions from the Andes to Haiti in the late eighteenth century. For College students, HIST 158 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-159-10 | Latin America II |
Cameron, Calla |
AM | Main First Session | Click to read more about HIST-159-10 |
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-161-10 | Middle East II |
Perry, Jackson |
PM | Main First Session | Click to read more about HIST-161-10 |
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-161-20 | Middle East II |
Akgul, Onder |
AM | 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). |
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| HIST-226-10 | Hist of Korea in NE Asia |
Nanavati, Abhishek |
PM | Main First Session | Click to read more about HIST-226-10 |
The aim of this course is to introduce Korean history to those students with little or no exposure to Korea and to challenge commonly held assumptions by those who do. The course will explore the cultural, political, and social impact of Korea’s internationalization from early modern times to the contemporary period. The first part of the course will explore the turbulent interplay between Chos?n Korea, dynastic overthrow in China, civil war in Japan, and the threat of Western imperialism. The second part of the course will focus on twentieth century Korea – the colonial experience, division, war, and relations between the two Koreas, Japan, China, Russia, and the United States. |
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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-304-10 | Topic: Slavery and Capitalism |
Douma, Michael |
PM | Main First Session | Click to read more about HIST-304-10 |
Topic Course 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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| HSCO-113-130 | Anatomy & Physiology I |
Nelson, Theodore |
N/A | Summer 6-Week Session I | Click to read more about HSCO-113-130 |
Anatomy & Physiology I is the first of a two-semester course sequence that covers general biological principles, human anatomy, and human physiology. These courses provide students with a foundation for each major organ system’s structure and function; requiring study of these systems from both a gross and detailed perspective. In this first installment students will be required to master topics in cell structure and function, gross anatomy, and histology. This foundation allows progression to more complex topics in the areas of integumentary, skeletal, muscle, and nervous physiology later in the semester. Note that the remaining organ systems (endocrine, cardiovascular, respiratory, gastrointestinal, renal, and reproductive) will be covered in Anatomy & Physiology II. This course meets entirely online during the 6-Week Session I (5/24/2021-7/2/2021). HSCI majors may enroll with permission of the HSCI department chair. |
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| HSCO-113-131 | Anatomy & Physiology I |
Nelson, Theodore |
N/A | Summer 6-Week Session I | Click to read more about HSCO-113-131 |
Anatomy & Physiology I is the first of a two-semester course sequence that covers general biological principles, human anatomy, and human physiology. These courses provide students with a foundation for each major organ system’s structure and function; requiring study of these systems from both a gross and detailed perspective. In this first installment students will be required to master topics in cell structure and function, gross anatomy, and histology. This foundation allows progression to more complex topics in the areas of integumentary, skeletal, muscle, and nervous physiology later in the semester. Note that the remaining organ systems (endocrine, cardiovascular, respiratory, gastrointestinal, renal, and reproductive) will be covered in Anatomy & Physiology II. This course meets entirely online during the 6-Week Session I (5/24/2021-7/2/2021). HSCI majors may enroll with permission of the HSCI department chair. |
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| HSCO-114-130 | Anatomy & Physiology II |
Tilan, Jason |
N/A | Summer 6-Week Session II | Click to read more about HSCO-114-130 |
Human Anatomy & Physiology II comprises a series of lectures and laboratory experiences devoted to the physiology of the human. The circulatory, respiratory, digestive, excretory, and reproductive systems are studied in detail. The laboratory experience is primarily centered around a course-long cat dissection. This course meets entirely online during the 6-Week Session II (7/6/2021-8/13/2021). HSCI majors may enroll with permission of the HSCI department chair. |
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| INAF-180-01 | Sci of Sustainable FoodSystems |
Hahn, William |
AM | 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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| ITAL-011-130 | Italian Lang. & Cult. Beginner |
Musti, Fulvia |
N/A | Summer 6-Week Session I | Click to read more about ITAL-011-130 |
Italian Language and Culture: Beginner is a first-year intensive course that meets Monday thru Thursday with asynchronous learning online on Fridays. It provides a first approach to the Italian language for absolute beginners. Attention is devoted to the four skills of speaking, understanding, reading and writing. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (such as Canvas and other digital tools). The general objectives are to provide students with basic tools for oral and written communication in Italian, but also to offer them the opportunity to learn about Italian culture and life and to reflect about intercultural differences and similarities. This course meets entirely online during the 6-Week Session I (5/24/2021-7/2/2021). |
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| ITAL-032-130 | Ital Lang & Cult: Interm. |
Melucci, Donatella |
N/A | Summer 6-Week Session II | Click to read more about ITAL-032-130 |
Italian Language and Culture Intermediate is a first-year intensive course that meets Monday thru Thursday with asynchronous learning online on Fridays. It is designed to further develop language ability and knowledge of the Italian culture for students who have completed ITAL 011 or have already had some exposure to the language. As in the case of ITAL 011, the four skills of speaking, understanding, reading and writing are developed in a balanced way. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (like Canvas and digital tools). The general objective is to provide students with basic tools for oral and written communication in Italian and to offer them the opportunity to learn about Italian culture and life, but also to reflect about intercultural differences and similarities. This course meets entirely online during the 6-Week Session II (7/6/2021-8/13/2021). |
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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 (6/7/2021-7/30/2021). |
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| LING-401-20 | General Linguistics |
Schilling, Natalie |
AM | 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 |
AM | 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 |
Raney, Michael |
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-035-130 | Calculus I |
Gharahbeigi, Sara |
N/A | Summer 6-Week Session II | Click to read more about MATH-035-130 |
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. This course meets entirely online during the 6-Week Session II (7/6/2021-8/13/2021). |
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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-040-01 | Probability and Statistics |
Arab, Ali |
AM | Main Presession | Click to read more about MATH-040-01 |
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-040-20 | Probability and Statistics |
Extejt, John |
AM | 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. 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-137-20 | Multivariable Calculus |
Gharahbeigi, Sara |
AM | Main Second Session | Click to read more about MATH-137-20 |
This is a first course in differential and integral calculus of functions of several variables. After the introduction of vectors and the 2 and 3-dimensional Euclidean space, functions of several variables are discussed. Functions of two variables will be visualized by surfaces in the three-dimensional space. Partial derivatives and the total derivative of real-valued and vector-valued functions, the chain rule, directional derivatives, extrema of real-valued functions, constrained extrema and Lagrange multipliers, double and triple integrals, and the change of variables formula in multiple integrals will be covered. The course will conclude with Green’s, Gauss’s and Stokes’s theorems. Prerequisite Calculus II |
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| MATH-150-10 | Linear Algebra |
Raney, Michael |
AM | Main First Session | Click to read more about MATH-150-10 |
This course presents the basic theory and methods of finite dimensional vector spaces and linear transformations on them. Topics include: matrices and systems of linear equations; vector spaces, bases, and dimension; linear transformations, kernel, image, matrix representation, basis change, and rank; scalar products and orthogonality; determinants, inverse matrices; eigenvalues, eigenvectors, diagonalization of symmetric matrices, positive definite matrices, spectral theorem for Hermitian matrices; linear discrete dynamical systems via matrix iteration. Prerequisite calculus II |
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| PHIL-010-01 | Intro to Ethics |
Brueck, MaryKatherine |
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 |
Ritz, Megan |
PM | 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 (6/7/2021-7/30/2021). |
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| PHIL-010-20 | Intro to Ethics |
Watson, Ari |
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 |
Eller, Madeline |
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 (6/7/2021-7/30/2021). |
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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 (6/7/2021-7/30/2021). 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 |
Kochevar, Christopher |
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-106-130 | Bioethics and Disability |
Reynolds, Joel |
N/A | Cross Session | Click to read more about PHIL-106-130 |
This class will provide an introduction to bioethics through the lens of disability studies. It will cover traditional bioethical topics such as reproductive ethics, end of life care, health resource allocation, health disparities, the ethics of enhancement and emerging technologies, and research ethics. Unlike traditional bioethics classes, it will approach these issues by centering disability, asking questions such as: What ethical issues are raised by prenatal testing for disability? Would legalizing physician assisted suicide be liberating, oppressive, or both for people with disabilities? Should we always ‘fix’ or prevent disability if possible? How do we set medical research priorities, and do our current priorities reflect ableism? The course will also cover fundamental questions in disability studies, such as: What is the nature of disability, what counts as a disability, and how is disability related to impairment? What does it mean for an environment to be appropriately accessible? How does being disabled constitute a social identity? This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| PHIL-110-20 | Social Media and Democracy |
Farr, Jason |
PM | Main Second Session | Click to read more about PHIL-110-20 |
This course will examine questions of truth, democracy, and politics in the age of social media by drawing on contemporary case studies and philosophical tools from ethics, political philosophy, and epistemology. Specific topics and readings will vary by semester and instructor. Consult the relevant semester’s syllabus for more information. |
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| PHIL-124-10 | Ethics and the Environment |
Cibralic, Beba |
PM | Main First Session | Click to read more about PHIL-124-10 |
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-159-20 | Existentialism |
Sullivan, Andrew |
PM | Main Second Session | Click to read more about PHIL-159-20 |
Existentialism was a twentieth-century philosophical and literary movement that diagnosed and responded to a cultural crisis in meaning. It emerged in a historical moment when faith in traditional sources of orientation and value in life – whether in nature, God, or human reason – was fading. In response, existentialists proposed that human beings have no pre-given nature or purpose, and that this is a fact from which humans unconsciously flee. But, through intimate and vivid descriptions of everyday human existence, they argued that meaning in life is something that human life can create. This semester, we will trace the historical origins of Existentialism and the crises of meaning it responds to. Then, we will explore descriptions of existential experiences, such as confrontations with anxiety, death, and the absurd. Finally, we will explore various existentialist’s own accounts of meaningful living. Class texts will be drawn from authors including José Ortega y Gasset, Fyodor Dostoevsky, Albert Camus, Søren Kierkegaard, Friedrich Nietzsche, Jean-Paul Sartre, Ralph Ellison, Franz Fanon, and Simone de Beauvoir. We will also watch and discuss several existentialist films. Students will be assessed on the basis of three six-page formal papers, regular, informal reading reflections, and class participation |
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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-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-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-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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| 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 (6/7/2021-7/30/2021). |
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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. |
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| PSPK-107-130 | Improvisational Speaking |
Jansen, Robert |
N/A | Cross Session | Click to read more about PSPK-107-130 |
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. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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 (6/7/2021-7/30/2021). |
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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. Some seats in this class are reserved. |
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| PSYC-130-130 | Information in the Brain |
Merritt, Paul |
N/A | Cross Session | Click to read more about PSYC-130-130 |
Viewing the mind/brain as an information processing or computational system has revolutionized the study and understanding of how both the human mind and brain work. This course introduces the theory, methods, and empirical results that underlie the assumptions that information is biologically real, and that the human brain is the consummate information processing device. Specific topics include philosophy and methodology, perception, attention, cognitive and motor control, knowledge and learning, problem solving and reasoning, emotion, language and mathematics. Effort will be made to integrate evidence from multiple levels of analysis and methodological sources, including neuroscience, computing, cognitive science and psychology. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| PSYC-403-20 | Rsrch Experience-Based Lrng 3 |
Barr, Rachel |
PM | Main Second Session | Click to read more about PSYC-403-20 |
The REBL (Research Experience-Based Learning) Bootcamp class will provide students firsthand experience research in a lab setting to learn about the methods psychologists use for generating knowledge. Each specific research experience will also impart Foundational Knowledge about the area of scientific inquiry in which you are participating, the skills and perspectives necessary to apply the knowledge to everyday life, and the Values in Psychology involved in the ethical practice of research. The class will meet to discuss these concepts, go to rotations in different labs and then have an indepth experience in one lab as a lab member. Labs in psychology research diverse topics, ranging from early learning,, technology use, bilingualism, preschool education and poverty and cultural differences and mental health. Each year these options will vary depending on availability within labs. See https://psychology.georgetown.edu/people/faculty/ for more information. Some seats in this class are reserved. |
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| SOCI-001-10 | Introduction to Sociology |
Guidroz, Kathleen |
AM | Main First Session | Click to read more about SOCI-001-10 |
In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. Sociology Required Course for Majors/Minors: We live in an increasingly complex world today. To what extent are things that seem natural socially constructed? Does the individual matter? Can sociology make our lives better? In this course we will learn the introduction to the development of sociology as a discipline, its methodologies and theories. Students will explore how sociology can help us understand contemporary globalized society, family, culture, identities, socialization, education, inequality, social change and social mobility. The focus of the course will be on the Sociological Imagination, everyday experiences of race & ethnicity, gender, global inequalities and social movements (civil rights, feminism and gay rights, digital activism), and democracy. |
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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 |
In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| SOCI-001-20 | Introduction to Sociology |
Pathania, Gaurav |
AM | Main Second Session | Click to read more about SOCI-001-20 |
In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. Sociology Required Course for Majors/Minors: In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. |
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| SOCI-267-130 | Globalization & Soc Change |
Andaç-Jones, Elif |
N/A | Cross Session | Click to read more about SOCI-267-130 |
The main purpose of this course is to familiarize the students with historical, theoretical, and empirical discussion of the globalization process in the developing countries (“Third World”), particularly during the last few decades. The concept of “globalization” came into public attention in the 1990’s and was defined by one theorist as “a social process in which the constraints of geography on social and cultural arrangements recede and in which people become increasingly aware that they are receding.” Globalization process is typically traced through three arenas of social life, namely: the economy, the polity, and the culture. The focus of the course is on the latter two, specifically in countries of Africa, Asia, and Latin America. Globalization has created a more unified and systematic place, however that does not imply a more harmonious world. Alongside other forces of “homogenization’, one also finds the forces of “differentiation” an resistance. This resistance to globalization, or at times to its western-orientation, has taken diverse forms: nationalism, environmentalism, religious revivalism/fundamentalism, movements against the World Bank and the I.M.F. and even radical democratic movements. The real goal of this course is, therefore, to critically examine various definitions, characterizations, and evaluations of the globalization process. The course is divided into three main sections: A) General theoretical framework for analyzing “Third World,” B) Conceptualizing globalization; and C) Middle Eastern Politics in the age of globalization. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| SPAN-003-10 | Introductory Spanish I | 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 | 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. |
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| SPAN-021-10 | Intermediate Spanish I | 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 Canvas. 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 | 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 Canvas. 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 Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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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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| THEO-001-130 | The Problem of God |
Sayilgan, Mehmet |
N/A | Cross Session | Click to read more about THEO-001-130 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). 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. Some seats in this class are reserved. |
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| THEO-011-01 | Intro to Biblical Literature |
Rasmussen, Adam |
PM | Main Presession | Click to read more about THEO-011-01 |
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-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 (6/7/2021-7/30/2021). |
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| THEO-012-20 | Blacks and Jews in America |
Johnson, Terrence |
PM | Main Second Session | Click to read more about THEO-012-20 |
The purpose of this course is to introduce you to the complex history of Jewish American and African American relations in the United States. Our inquiry will begin by exploring the historical roots of each group’s discreet experiences in this country. Then we will focus on how they have coalesced sometimes in friendship, sometimes in antagonism, in the past century. Some of the questions we seek to explore are: Do there exist similarities between Blacks and Jews that account for the gravitational pull they exert upon one another? Are there differences between them that explain the unique texture of their interaction? How are both related to mainstream White Anglo-Saxon culture in the United States? How do issues of gender and sexual orientation refract the nature of their interaction? |
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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-133-20 | Religion and Cults in America |
Steenhuisen, Lauve |
AM | Main Second Session | Click to read more about THEO-133-20 |
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 (6/7/2021-7/30/2021). |
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| TPST-107-130 | Improvisational Speaking |
Jansen, Robert |
N/A | Cross Session | Click to read more about TPST-107-130 |
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. This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| TPST-120-20 | Acting I |
Marshall, Sarah |
PM | Main Second Session | Click to read more about TPST-120-20 |
Taught by experts in the field, Acting I provides an experiential introduction to the study of acting for the stage based in psychological and physical realism. Emphasis is placed on the critical and creative theories and techniques to cultivate imagination, focus, embodied creativity, self-awareness, vocal range, collaboration, and script analysis. Acting projects include scenes, monologues, and acting exercises. Students will fulfill readings (e.g. by Stanislavski and Uta Hagen), writing assignments, and performance projects. Suitable for students with considerable performance experience but without college coursework in acting, and for complete beginners. Must attend first and second class or lose your seat in the course. |
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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. |
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| UNXD-030-130 | Intersections: Social Justice |
Bernard, Melissa Hanlon, Kyra Wisler, Andria |
N/A | Cross Session | Click to read more about UNXD-030-130 |
This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). Students will need to submit an application for this course. Please complete an application online here: https://forms.gle/2K1VmmJWohQmUVHq8. Learn more about the course at csj.georgetown.edu/intersections |
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| WGST-140-20 | Intro Women's/Gender Studies |
Madden, Jaime |
PM | Main Second Session | Click to read more about WGST-140-20 |
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. |
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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 (6/7/2021-7/30/2021). |
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| WGST-141-20 | Intro to Sexuality Studies |
Forrest, Brady |
PM | Main Second Session | Click to read more about WGST-141-20 |
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. |
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| WGST-231-10 | Gender&Sexuality; inthe MidEast |
Nourbakhsh, Safoura |
PM | Main First Session | Click to read more about WGST-231-10 |
1750 until the present. A great emphasis will be given to the impact of Colonialism and the European expansion as well as discourses of modernity, rights, and citizenship on ideas of femininity, masculinity and sexuality in the Middle East. It will analyze the role of women in political movements, from anti-colonial to revolutionary, and examine the role of ideologies like nationalism, socialism, feminism, and political Islam, on gender. While grounded in history, this course is interdisciplinary in scope, with readings from history, literature, religious studies, anthropology and viewing assignments from documentaries, films, and animations. Finally, this course seeks to dispel myths and stereotypes about women in the region through a more nuanced understanding of major cultural, social, economic and political trends that shaped their lives and the ways in which they reacted to these changes. |
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| WGST-234-20 | Feminist Disability Studies |
Madden, Jaime |
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 (6/7/2021-7/30/2021). |
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| WGST-239-10 | Medicine, Race & Gender |
Danylevich, Theodora |
PM | Main First Session | Click to read more about WGST-239-10 |
In this course, we will explore equity in relation to medicine and health: We ask, “whose health”? and “for the good of whom”? when encountering a diagnosis or a treatment in our readings and in the world around us. Grounded in an exploration of US history and practices – with some transnational and geopolitical relations and contagions – this course examines how relations of power and identity politics are deeply enmeshed with the way medicine and medical care has been conceptualized, practiced, and experienced. We read a range of texts and genres, from historical and theoretical to memoir and documentary film. With what we learn together, we will brainstorm how we can make a better system, and we will contribute to equitable public knowledge online with our final projects. |
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| WGST-244-130 | Hip Hop and Feminism |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-244-130 |
Hip-Hop, a cultural movement that has influenced everything from music, clothes, to the words we speak, has become one of the largest and furthest-reaching movements in modern history. This course seeks to explore and contest the socio-political aspects of hip-hop’s main elements (MCing, DJing, Graffiti, and B boying/B girling) using a feminist lens. This course explores the relationship of hip-hop, gender, race, class, and sexuality through literature, film, music, and new media. This course is designed to examine the formation of hip-hop and its expansion into a discourse of resistance to its mainstream and global commodification This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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| WGST-248-130 | Global Histories of Sex Work |
Hosseini, Fatemeh |
N/A | Cross Session | Click to read more about WGST-248-130 |
Sex for Sale: Prostitution in Comparative Perspective What Is This Course About? How can we write a history of prostitution and what are some of the major themes academics have explored when writing about prostitution? This seminar offers a historiographical overview of the topic of prostitution in history since Judith Walkowitz's interpretation of prostitution as labor. We will explore the differences and similarities in the history of prostitution over time, class, and space. We will also look at why and how prostitution is stigmatized in most societies, and address where to find sources to write a history of prostitution. Some of the questions we will explore include: where does the history of prostitution fit into the history of sexuality? How can we write about a stigmatized topic without stigmatizing its protagonists? How should scholars navigate the boundary between consent and violence in historical contexts? Why do some topics such as trafficking and the plight of Muslim women mobilize and carry considerable currency? Our main focus will be on 19th and 20th century United States, Europe, and the Middle East, but we will also explore cases in East Asia and Latin America. This course is not a lecture course. Rather, it is reliant upon discussion and debate. Class meetings will be largely focused on actively using what we have read or learned through varies sources, sharing it with others, thinking on the spot, brainstorming, speculating, and figuring out how it all fits together. Assignments are designed with a digital component. You should be comfortable with some digital tools beyond Microsoft Word or willing to make the effort to familiarize yourself with these tools (Wordpress, Omeka, VoiceThread, Podbean). What Will Students Learn by the End of the Term? By the conclusion of the course, students will be able to answer the following questions: • How would you characterize and evaluate the various strategies that have been used across the world in the 19th and 20th century to address prostitution? • Historically, what have been the consequences of making prostitution illegal for women and girls? • How have race, gender, and class shaped the politics and lived-experience of prostitution? • What does comparing histories of prostitution across the world tell us about the state of the scholarship? By the end of the course students will improve on the following skills: • Thinking skills: The ability to read, analyze, and respond to our course materials • Communication skills: The ability to communicate ideas clearly and efficiently • Information success and Retrieval: The ability to know where to look for and gather information concerning our topic • Ethical reasoning: The ability to recognize multiple perspectives and examine connections between beliefs and actions This course meets entirely online during the Cross Session (6/7/2021-7/30/2021). |
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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 (6/7/2021-7/30/2021). |
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| WRIT-015-01 | Writing and Culture |
Hoskins, John |
PM | Main Presession | Click to read more about WRIT-015-01 |
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. Section Title: Writing Complexity & the Becoming of the Citizen-Rhetor This first-year writing course seeks to develop technologically-savvy writers who thrive within complexity, rather than fear it. Scholars such as Cathy N. Davidson argue that today’s complex global economy favors those who can "make connections, synthesize, collaborate, network, manage projects, solve problems, and respond to constantly changing technologies.” For Davidson, then, rather than becoming an expert in a single subject, which quickly becomes outmoded, we must think holistically to connect our local, personal experience to an ever shifting complex global network. This writing course, then, gives students opportunity to write in myriad genres for myriad audiences in myriad platforms in order to develop their rhetorical agility. By course's end, students will not only have practiced the reading, writing, research, and editing skills necessary for academic success, but they will also have worked extensively in multimodal technologies to write themselves into a complex network as a citizen-rhetor. They will also have a fancy Wordpress site to show off to potential employers. |
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| WRIT-015-10 | Writing and Culture |
Hoskins, John |
PM | Main First Session | Click to read more about WRIT-015-10 |
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. Section Title: Writing Complexity & the Becoming of the Citizen-Rhetor This first-year writing course seeks to develop technologically-savvy writers who thrive within complexity, rather than fear it. Scholars such as Cathy N. Davidson argue that today’s complex global economy favors those who can "make connections, synthesize, collaborate, network, manage projects, solve problems, and respond to constantly changing technologies.” For Davidson, then, rather than becoming an expert in a single subject, which quickly becomes outmoded, we must think holistically to connect our local, personal experience to an ever shifting complex global network. This writing course, then, gives students opportunity to write in myriad genres for myriad audiences in myriad platforms in order to develop their rhetorical agility. By course's end, students will not only have practiced the reading, writing, research, and editing skills necessary for academic success, but they will also have worked extensively in multimodal technologies to write themselves into a complex network as a citizen-rhetor. They will also have a fancy Wordpress site to show off to potential employers. |
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| WRIT-015-20 | Writing and Culture |
Hoskins, John |
PM | 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. Section Title: Writing Complexity & the Becoming of the Citizen-Rhetor This first-year writing course seeks to develop technologically-savvy writers who thrive within complexity, rather than fear it. Scholars such as Cathy N. Davidson argue that today’s complex global economy favors those who can "make connections, synthesize, collaborate, network, manage projects, solve problems, and respond to constantly changing technologies.” For Davidson, then, rather than becoming an expert in a single subject, which quickly becomes outmoded, we must think holistically to connect our local, personal experience to an ever shifting complex global network. This writing course, then, gives students opportunity to write in myriad genres for myriad audiences in myriad platforms in order to develop their rhetorical agility. By course's end, students will not only have practiced the reading, writing, research, and editing skills necessary for academic success, but they will also have worked extensively in multimodal technologies to write themselves into a complex network as a citizen-rhetor. They will also have a fancy Wordpress site to show off to potential employers. |
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