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.
Although we do our best to run every course that is listed, we reserve the right to cancel courses at any time.
Session Dates
View Courses
The list of summer courses is updated in late December of each year. Click the down arrow to see course details.
Courses subject to change.
| Number | Course Name | Faculty | Time | Session | |
|---|---|---|---|---|---|
| ANTH-2203-130 | Cyborg: HumanMachine Interface |
Benessaiah, Nejm |
N/A | Cross Session | Click to read more about ANTH-2203-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| ANTH-2205-10 | Justice and Media |
Ibrahim, Amrita |
AM | Main First Session | Click to read more about ANTH-2205-10 |
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| ANTH-2276-20 | Law and Justice |
Hunter-Pazzara, Brandon |
PM | Main Second Session | Click to read more about ANTH-2276-20 |
How have societies across time and in different places developed and practiced law? What can cross-cultural comparison and the use of ethnographic methods reveal about law, legality, and notions of justice? And how might these insights inform contemporary debates around criminal justice reform, freedom of speech, or attempts to address global economic inequality? In this course, students will embark on a critical introduction to legal anthropology. Course readings will immerse students in the ways different cultures have devised legal systems to resolve social conflict, prosecute and punish crime, create categories to organize social relations such as across gender or race, and to secure and maintain political legitimacy. We will also examine contemporary approaches to the anthropological study of law by looking at cutting-edge research underway including indigenous rights, international criminal law enforcement, transnational financial and economic regulation, migration, and the role of contemporary social movements in the United States, like Black Lives Matter, and globally, like climate change activism, to bring law closer to justice. Some seats in this course are reserved. |
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| ANTH-2280-10 | Urban Anthropology |
King-Irani, Laurie |
PM | Main First Session | Click to read more about ANTH-2280-10 |
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 will run as a tutorial for Summer 2025. To register, please contact the instructor. Information about tutorials can be found here: https://registrar.georgetown.edu/tutorial-information/. |
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| ANTH-3329-130 | Anth Perspectives on Clim Chge |
Benessaiah, Nejm |
N/A | Cross Session | Click to read more about ANTH-3329-130 |
Soaring temperatures and increased aridity caused by climate change are predicted to make some parts of the globe virtually uninhabitable. What options remain available to policy makers, technical advisors, and citizens in the region? Carbon emissions have historically been produced by industrialized, ‘Northern’ societies, yet countries in the Global South are forced to bear the brunt, and asked to curb their emissions (affecting their economic development), is this fair? We will use anthropological perspectives and concepts with which to understand ethnocentric biases, power imbalances between ‘Northern’ and ‘Southern’ countries, and to explore Traditional Ecological Knowledge and its relationship to science. We will draw on Science Studies to analyze how scientific facts are constructed within cultural contexts, and explore how climate knowledge is constructed ordinary citizens (or not, in the case of climate change denial). Similarly, we will explore the limitations to technological progress and innovation in relation to paradigmatic behavioral change. Through ethnography, we will learn how to critique policy and development statements by taking local peoples' viewpoints seriously. Finally, as climate change is a global phenomenon, we will consider the ethical challenges associated with becoming a global citizen in an era of increasingly nationalist sentiments. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| ARST-4232-10 | Women and Gender in the MENA |
El-Eid, Natalie |
PM | Main First Session | Click to read more about ARST-4232-10 |
This course will run as a tutorial for Summer 2025. To register, please contact the instructor. Information about tutorials can be found here: https://registrar.georgetown.edu/tutorial-information/. |
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| ARST-4347-20 | Religion&Politics;: Arab World |
Mohamed, Mohamed |
AM | Main Second Session | Click to read more about ARST-4347-20 |
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| ARST-4420-20 | Contemporary Arab Film |
El-Amine, Zein |
PM | Main Second Session | Click to read more about ARST-4420-20 |
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| ARTH-1640-130 | Renaissance to Modern |
Tilney, Barrett |
N/A | Cross Session | Click to read more about ARTH-1640-130 |
This course surveys major work and developments in European and American painting, sculpture, and (to a lesser extent) architecture from c. 1300 to the present. We focus on changing aims, means, and perceptions of art amid political, religious, social, economic, and other contexts. What have artists, patrons, institutions, and others wanted works of art to accomplish, and in what ways? For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| ARTH-2641-20 | Baroque |
Tilney, Barrett |
AM | Main Second Session | Click to read more about ARTH-2641-20 |
Baroque Art introduces students to painting, prints, sculpture and architecture produced in the seventeenth century – the age of the Baroque. In this century of remarkably varied artistic production, regional distinctions arise in the context of explosive scientific discoveries, significant political changes, transformed religious beliefs, and wide reaching trade and exploration. We will examine selected works of art produced by artists such as Caravaggio, Velazquez, Poussin, Rubens, Rembrandt and Vermeer in Italy, Spain, France, Flanders and the Dutch Republic in the framework of the cultural, political, religious, and intellectual changes that make the art of this period so distinctive. |
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| ARTS-1100-10 | Drawing I |
Hutchison, Scott |
PM | Main First Session | Click to read more about ARTS-1100-10 |
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-1301-130 | Photo I: Digital |
Carr-Shaffer, Kelly |
N/A | Cross Session | Click to read more about ARTS-1301-130 |
Photography plays a predominant role in how we explore and express ourselves, how we connect. Even after the pandemic, that will still be true. This class explores how the craft challenges, the cultural framework, and the photographer’s perspective are potential tools to help be better at making and understanding photographs. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. Please note, due to the nature of this subject matter, five 45-minute synchronous sessions will be scheduled with students during the course for students to review their camera setup with the faculty. |
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| ARTS-1301-20 | Photo I: Digital |
Carr-Shaffer, Kelly |
PM | Main Second Session | Click to read more about ARTS-1301-20 |
Photography plays a predominant role in how we explore and express ourselves, how we connect. Even after the pandemic, that will still be true. This class explores how the craft challenges, the cultural framework, and the photographer’s perspective are potential tools to help be better at making and understanding photographs. |
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| ARTS-1500-20 | Painting I: Oil |
Schlesinger, Ann |
PM | Main Second Session | Click to read more about ARTS-1500-20 |
This is an introductory painting course that teaches the basic techniques of painting. Students learn to paint from observation, in a manner that results in a realistic depiction of the subject. However, the goal of this course is not to make copies, but to strike a balance between an art historical approach to painting with a contemporary one – fostering an environment that encourages students to think creatively and to experiment with the paint and the subject. This is achieved through live demonstrations, artist slide lectures, group, and individual critiques. <br> Must attend the first class or lose the place. <br> For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses/<br> This class is not available to audit. |
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| ARTS-1602-130 | Graphic Design I |
Nahidian, Negar |
N/A | Cross Session | Click to read more about ARTS-1602-130 |
Students will learn the formal, aesthetic, and communicative aspects of creating effective graphic images. Projects include logos, typography, and digital arts that promote mastery of techniques, methods, and materials. In order to foster creativity, we start with breathing meditation at the start of class, followed by discussions about design and learn the Adobe software and the foundation of design principles. The goal of this class is to strengthen students’ visual literacy and communication skills as part of their liberal arts education. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| ARTS-1603-10 | Art of the Book |
Barnhart, Scip |
PM | Main First Session | Click to read more about ARTS-1603-10 |
This course explores the practice and creation of unique artist books. Multiple bindings, sewing, folds, cutting methods, and techniques are taught to prepare students for personal expression through hand made books. This course explores the practice and creation of unique artist books. Multiple bindings, sewing, folds, cutting methods, and techniques are taught to prepare students for personal expression through handmade books. <br> Must attend the first class or lose the place. <br> Some seats in this class are reserved. <br> For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses/<br> This class is not available to audit. |
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| BIOL-1008-10 | Ecology & the Environment |
Fox, Jennifer |
PM | Main First Session | Click to read more about BIOL-1008-10 |
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-1016-130 | Biodiversity and Conservation |
van Doorn, Angela |
N/A | Cross Session | Click to read more about BIOL-1016-130 |
This course examines how evolution generates biodiversity, the abundant diversity of life on earth, the interconnectivity of living organisms, the major threats to biological diversity, and the tools that are used in conservation. In doing so, we will build upon current scientific understanding of how our natural world works and explore conservation management in practice. Students will also develop practical skills analyzing data and communicating science. Approaches to better connect the practice of conservation with the needs and priorities of a growing human population are emphasized. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| BIOL-1050-130 | Medicine and Humanity |
Bennett, Shauna |
N/A | Cross Session | Click to read more about BIOL-1050-130 |
In this course, we will study biology in the context of three types of diseases: a multifactorial disease, a genetic disease, and an infectious disease. We will consider the biology from a human perspective, including research approaches and consequences—both the good and the problematic. From another angle, we will discuss the role that society plays in the progress of medical science. This course will help students to gain a deeper understanding of biology from proteins to cells to the cardiovascular system, while practicing scientific inquiry, strengthening their communication and critical thinking skills, and placing biology knowledge into a broader context. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| BIOL-1205-20 | Found in Biology I |
Isaac, Daniel |
AM | Main Second Session | Click to read more about BIOL-1205-20 |
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. BIOL-1205 and BIOL-1206 can be taken in any order. Some seats in this course are reserved. |
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| BIOL-1206-10 | Found in Biology II |
Fox, Jennifer |
AM | Main First Session | Click to read more about BIOL-1206-10 |
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 1206/1216 is the equivalent of BIOL 1204/1214 offered during the academic year. Majors in the Georgetown University Biology department must co-enroll in the lab, BIOL 1216. BIOL-1205 and BIOL-1206 can be taken in any order. Some seats in this course are reserved. |
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| BIOL-1215-20 | Found in Biology I-Lab |
Young, Todd |
AM | Main Second Session | Click to read more about BIOL-1215-20 |
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 1205-20. Some seats in this course are reserved. |
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| BIOL-1216-10 | Found in Biology II-Lab |
Fox, Jennifer |
AM | Main First Session | Click to read more about BIOL-1216-10 |
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 and quantitative reasoning. Students must co-enroll in Biol 1206 (Foundations in Biology II) or have taken an equivalent college or university course (AP or IB Biology does not meet this requirement). Students must also register for BIOL 1206-10. Some seats in this course are reserved. |
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| BIOL-1510-20 | Biological Chemistry |
Chapman, Dail |
PM | Main Second Session | Click to read more about BIOL-1510-20 |
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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| BIOL-1801-130 | Ecology: Theory and Practice |
DeCandia, Alexandra |
N/A | Cross Session | Click to read more about BIOL-1801-130 |
Welcome to Ecology: Theory and Practice! In this asynchronous online summer course, we will study the interactions between organisms and their environment across multiple ecological scales, including populations, communities, and ecosystems. In the first two modules, we’ll focus on the Physical Environment by surveying Earth’s terrestrial and aquatic environments, the physical forces that shape them, and the dynamics of energy and nutrient flow. In the next two modules, we’ll focus on Population Dynamics through qualitative and quantitative examination of population growth and fluctuations, with detailed consideration of interspecies interactions. In the final two modules, we’ll focus on Communities and Ecosystems by quantifying species diversity and community structure, considering community change through time, and brainstorming ways to address contemporary ecological challenges through collaboration. Throughout each module, we will explore numerous case studies of interest, practice communicating science to diverse audiences, and engage with the natural world by spending time in local natural spaces. Each of these activities is central to exploration and discovery in ecology and will provide opportunities for students to observe, understand, and ultimately protect the natural world and its marvelously diverse array of habitats and species. Restrictions: This course CANNOT be taken with the 4-credit Ecology (BIOL 1800) lab course. Further, this course does NOT count towards the Environmental Biology major “Ecology” requirement, nor the Biology major “Populations” requirement. This course DOES count as a Biology of Global Health elective in the “Ecology and Evolution” cluster. Students in non-Biology majors are also welcome to register. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| CASS-3230-50 | Health Professions Seminar |
Ericson, Jennifer |
PM | Full Term | Click to read more about CASS-3230-50 |
The Health Professions Seminar is a pass/fail seminar that runs over the 10-week cross- session. Weekly sessions will introduce students to the methods and meaning behind a career in the health professions with a focus on building a strong postgraduate application. Meetings will include classroom and experiential components aiming to help students develop strong applications, exercise genuine reflective career discernment, and interact with current medical/dental students, alumni, and health professionals from diverse fields across the medical field. This course is only open to students in the Summer Institute in Health Professions (“Club Med”). This course is only open to students in the Health Professions (“Club Med”) Summer Institute. summersessions.georgetown.edu/summer-institutes |
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| CASS-3925-30 | College Internship Experience |
Younga, Kim |
AM | Cross Session | Click to read more about CASS-3925-30 |
This one-credit, pass/fail elective is for College sophomores, juniors, and seniors in good standing who will be participating in an internship during the semester of enrollment or in the previous summer. The academic work of the course includes required readings and postings through Canvas that encourage the student to reflect on their internship experience and how it will shape their vocational aspirations and personal formation. In lieu of class meetings, students will participate by submitting assignments through Canvas, engaging in introspective activities, and completing a group project around career discernment and the world of work. The course concludes with the submission of an employer questionnaire that must be completed by the employer and returned to the instructor before the last day of classes. Enrollment is by instructor permission only. In order to gain permission to register for the course, please email the instructor with proof of internship. If a student is interviewing with an organization that requires academic credit (as a condition of participation), the College Dean’s Office can provide a letter of explanation. CASS-3925 may be taken more than once, but only one credit will count toward the 120 credits required for graduation. |
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| CHEM-1024-130 | Chemistry of Human Body |
Bertke, Michelle |
N/A | Cross Session | Click to read more about CHEM-1024-130 |
This course focuses on how chemistry controls the biological systems of the human body. Topics covered will include how the body gets energy, how memories are made, and what happens to the biology when the chemistry goes wrong. This is meant to be an interdisciplinary course that will cover introduction to biological systems and more in-depth chemical principles associated with those systems. Students do not need to have a strong background in chemistry or biology and all topics and background material will be introduced as needed. This course fulfills the requirement of Science for All. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| CHEM-1025-20 | Intro to Forensic Chemistry |
Itani, Mohammad |
PM | Main Second Session | Click to read more about CHEM-1025-20 |
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-1040-130 | Kitchen Chemistry |
Bertke, Michelle |
N/A | Cross Session | Click to read more about CHEM-1040-130 |
This course has been designed to provide non-science majors with a understanding of the chemistry reactions that can be found within cooking. Students are not expected to have a strong background in chemistry and introductory material necessary for the lecture will be presented. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| CHEM-1100-10 | General Chemistry I |
Glick, Diana |
AM | Main First Session | Click to read more about CHEM-1100-10 |
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. Must be taken with CHEM 1105. Some seats in this course are reserved. |
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| CHEM-1105-10 | General Chemistry Lab I |
Glick, Diana |
PM | Main First Session | Click to read more about CHEM-1105-10 |
This course must be taken with CHEM-1100. Some seats in this course are reserved. This course must be taken with CHEM 1100. Registration in this class is restricted. Interested students are encouraged to enroll in CHEM 1105-11. |
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| CHEM-1105-11 | General Chemistry Lab I |
Shahu, Milena |
PM | Main First Session | Click to read more about CHEM-1105-11 |
This course must be taken with CHEM-1100. Some seats in this course are reserved. This course must be taken with CHEM 1100. Some seats in this course are reserved. |
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| CHEM-1200-20 | General Chemistry II |
Glick, Diana |
AM | Main Second Session | Click to read more about CHEM-1200-20 |
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 1205. Some seats in this course are reserved. |
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| CHEM-1205-20 | General Chemistry Lab II |
Glick, Diana |
PM | Main Second Session | Click to read more about CHEM-1205-20 |
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: CHEM 1200. Spring. Perquisites: CHEM 1100 and CHEM 1105 This course must be taken with CHEM 1200. |
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| CHEM-1205-21 | General Chemistry Lab II |
Shahu, Milena |
PM | Main Second Session | Click to read more about CHEM-1205-21 |
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: CHEM 1200. Spring. Perquisites: CHEM 1100 and CHEM 1105 This course must be taken with CHEM-1200. Some seats in this course are reserved. |
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| CHEM-2100-10 | Organic Chemistry I |
Davis, Ronald |
PM | Main First Session | Click to read more about CHEM-2100-10 |
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: -CHEM 1200, -CHEM 1205. Three lectures plus evening sessions for exams. Fall Some seats in this course are reserved. |
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| CHEM-2105-10 | Organic Chemistry I Lab |
Davis, Ronald |
AM | Main First Session | Click to read more about CHEM-2105-10 |
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: CHEM 1200, CHEM 1205. Concurrent: CHEM 2100. One four-hour laboratory and one one-hour recitation. Fall. This course must be taken with CHEM 2100. Some seats in this course are reserved. |
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| CHEM-2105-11 | Organic Chemistry I Lab |
Davis, Ronald |
AM | Main First Session | Click to read more about CHEM-2105-11 |
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: CHEM 1200, CHEM 1205. Concurrent: CHEM 2100. One four-hour laboratory and one one-hour recitation. Fall. Course must be taken with CHEM 2100. |
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| CHEM-2200-20 | Organic Chemistry II |
Dehghan, Shoaleh |
PM | Main Second Session | Click to read more about CHEM-2200-20 |
Continues and presupposes -CHEM 2100. Compounds studied include aromatic compounds, amines, carbonyl-containing compounds, conjugated and difunctional compounds, heterocyclics, and the biologically important amino acids, peptides, and carbohydrates. Prerequisite: -CHEM 2100. Three lectures plus evening sessions for exams. Spring. Some seats in this course are reserved. |
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| CHEM-2205-20 | Organic Chemistry II Lab |
Davis, Ronald |
AM | Main Second Session | Click to read more about CHEM-2205-20 |
Continues and presupposes -CHEM 2105. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: CHEM 2100 and -CHEM 2105. Concurrent: -CHEM 2200. One four-hour laboratory and one one-hour recitation. Spring. Must be taken with CHEM 2200. Some seats in this course are reserved. |
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| CHEM-2205-21 | Organic Chemistry II Lab |
Davis, Ronald |
AM | Main Second Session | Click to read more about CHEM-2205-21 |
Continues and presupposes -CHEM 2105. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: CHEM 2100 and -CHEM 2105. Concurrent: -CHEM 2200. One four-hour laboratory and one one-hour recitation. Spring. Course must be taken with CHEM 2200. Some seats in this course are reserved. |
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| CLSL-1511-130 | Intermediate Latin |
McNelis, Charles |
N/A | Main Presession | Click to read more about CLSL-1511-130 |
Intermediate Latin is intended for students who have successfully completed Latin II at Georgetown or have otherwise acquired the ability to read Latin texts in the original, with a good basic knowledge of vocabulary and grammar. While these same elements (vocabulary, morphology, syntax) will be constantly reviewed and constitute an essential part of home and class work, a new stress will be increasingly posed on matters related to literary genres, poetic diction, rhetoric, meter, etc. In fact, students will be introduced to handling Latin literature directly, and especially through the study of those very authors that represent the basis for virtually all grammatical notions and abstractions so far learned, i.e. Cicero and Virgil. Satisfies COL language requirement. This course meets entirely online with both live, synchronous sessions and asynchronous modules during the Main Presession, May 19, 2024 - June 13, 2025. Note the course meeting days and times listed for the required live sessions. |
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| COSC-1010-20 | Intro to Comp Science: Python |
Buffum, Philip |
AM | Main Second Session | Click to read more about COSC-1010-20 |
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. |
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| COSC-1020-10 | Computer Science I |
Essick, Raymond |
AM | Main First Session | Click to read more about COSC-1020-10 |
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: fundamental data types, the C++ string class, variables and constants, and their declaration, console input/output (cin/cout), assignment operators, arithmetic, relational, and Boolean operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, the Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. COSC-1020 followed by COSC-1110 and COSC-1030 is the introductory sequence for the major and minor programs. |
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| COSC-1030-20 | Computer Science II |
Essick, Raymond |
AM | Main Second Session | Click to read more about COSC-1030-20 |
COSC-1030 surveys advanced topics of C++ programming and introductory concepts of data structures. It is intended for computer science majors, minors, and other students with a serious interest in learning C++ programming. The course covers program design, organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, virtual methods, polymorphism, template classes and functions, exception handling, C-style arrays, bit operations, elementary algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC 1020 followed by COSC 1110 and COSC 1030 is the introductory sequence for CS majors, CS minors, and other students with a strong interest in computer science. |
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| COSC-2010-20 | Data Structures |
Buffum, Philip |
PM | Main Second Session | Click to read more about COSC-2010-20 |
This course is designed as a second-year course for majors and minors. The main goals of the course are to present a variety of schemes for structuring data so that computer programs can efficiently insert, retrieve, modify, and remove information, to understand and express these operations as formal algorithms, and to analyze these algorithms formally. Using asymptotic analysis, the focus is on the analysis of worst-case running times of algorithms, although the course also covers the analysis of the average-case, amortized, and expected running times for selected algorithms. The data structures that the course surveys include unordered maps, hash tables, general trees, binary trees, ordered maps, search trees, self-balancing trees, multi-way trees, priority queues, heaps, sets, and graphs. Finally, the course reviews elementary sorting algorithms, presents heap-sort, and covers the formal analysis of their running times. |
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| DBST-3303-10 | Disability St:The Mad Turn |
Forrest, Brady |
PM | Main First Session | Click to read more about DBST-3303-10 |
“Disability studies” describes a diverse array of projects, located primarily in the humanities but speaking to and with the social sciences, that challenge the ways in which “normalcy” and “abnormalcy” have been deployed to conceptualize physical and mental difference. Speaking back to medical models of disability that would position people with disabilities as only objects of knowledge, disability studies considers not only how disability functions symbolically in culture but also how people with disabilities have themselves been shapers of culture. This course offers a survey of psychiatric disability with a focus on mania and depression with histories of madness and sanity serving as a larger backdrop that informs our current moment. We will examine a wide variety of texts in order to pose a series of overlapping questions: what languages does our culture provide us for thinking about disability and how have those languages shifted over time? How does psychiatric disability complicate the seeming divide between the medical and social modes of disability? How gender, sexuality, and race complicate both representations and the lived experience of those with psychiatric disability? How have discourses of sympathy, compensation, and accommodation been deployed to constrain or empower people with disabilities? How do people experiencing mania and depression talk back to systems of power and offer different understandings of the world? How does disability studies challenge our current sense of what it means to live in a multicultural society? |
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| DBST-3360-10 | Autistic Activ |
Brown, Lydia |
PM | Main First Session | Click to read more about DBST-3360-10 |
In 1993, pioneering autistic activist Jim Sinclair delivered a seminal keynote speech titled “Don’t Mourn For Us” at a conference mostly for parents of autistic children. Widely considered radical for their time, Sinclair’s work developed in concert with other early pioneers of the neurodiversity movement including autistic activists Mel Baggs, Cal Montgomery, and Laura Tisoncik. Organizations such as the Autism Network International, Autistic Self Advocacy Network, and Autistic Women & Nonbinary Network infused ideals from the disability rights movement and early disability studies scholarship into social justice and civil rights focused activism. The neurodiversity movement remains contested space, with definitions of neurodivergence often disputed or misunderstood, and its issues ranging from abuse in residential treatment to autonomy for trans disabled youth, police brutality against neurodivergent people of color, and access to augmentative and alternative communication. This course uses a mixture of primary source material and recent academic texts to trace the origins and development of the neurodiversity movement from its birth in the autistic community to its connections today to the mad pride, broader self-advocacy, and disability rights movements. Readings include early work by activists and cultural workers including Tito Rajarshi Mukhopadhyay, Naoki Higashida, and Bev Harp; and literature and contemporary works by scholars and artists by Anand Prahlad, Leah Lakshmi Piepzna-Samarasinha, and Remi Yergeau situating neurodivergence, madness, and disability as sociocultural phenomena with profound political implications and possibilities for transforming ableist values and making new worlds. This course will run as a tutorial for Summer 2025. To register, please contact the instructor. Information about tutorials can be found here: https://registrar.georgetown.edu/tutorial-information/. |
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| ECON-1001-10 | Econ Principles Micro |
Burk, David |
PM | Main First Session | Click to read more about ECON-1001-10 |
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-1001-20 | Econ Principles Micro |
Muniz Langle, Raul Emilio |
PM | Main Second Session | Click to read more about ECON-1001-20 |
This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met. |
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| ECON-1002-10 | Econ Principles Macro |
Lamontagne, Michael |
PM | Main First Session | Click to read more about ECON-1002-10 |
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-1002-20 | Econ Principles Macro |
Gul, Sadik Huseyin |
PM | Main Second Session | Click to read more about ECON-1002-20 |
This course provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring. |
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| ECON-1357-20 | Essential Math for Econ |
Nguyen, Hoang |
PM | Main Second Session | Click to read more about ECON-1357-20 |
The course will cover mathematical concepts that will be used in economics courses at the intermediate and advanced levels. The concepts will be applied to economic questions, and in-class problem-solving will be emphasized. The course begins with a review of functions in economics (e.g., demand and supply). It then turns to calculus, with a focus on optimization (e.g., choosing the amount of output to maximize your profit). The next topic is optimization of functions of two variables (e.g., choosing the quantities of two inputs to maximize your profit). The course subsequently considers optimization subject to one or more constraints as when you maximize your well-being (i.e., utility) while facing a budget constraint. The course concludes with an introduction to linear algebra, which studies linear equations of several variables. ECON 1357 satisfies the corollary math requirement for ECON/PECO/IECO/IPEC majors. |
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| ECON-2102-20 | Intermediate Macro |
Wu, Jinxin |
PM | Main Second Session | Click to read more about ECON-2102-20 |
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-2110-10 | Economic Statistics |
Burk, David |
PM | Main First Session | Click to read more about ECON-2110-10 |
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-2120-20 | Intro to Econometrics |
Le, Duc |
PM | Main Second Session | Click to read more about ECON-2120-20 |
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. 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-2543-20 | International Trade |
Martens, Noah |
PM | Main Second Session | Click to read more about ECON-2543-20 |
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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| ENGL-1489-20 | Senses of Brown |
Chander, Manu |
AM | Main Second Session | Click to read more about ENGL-1489-20 |
While it has become increasingly common to talk of brownness as a racial and cultural category in the U.S., brownness remains largely under-theorized. This course invites students to take part in an emerging conversation about the meanings of brownness, its conceptual and material histories from to the nineteenth century, which witnessed the popularization of race science and rapid colonial expansion, to the present day. In what ways, if any, does the idea of brownness cohere as a concept, and how does it relate to more commonly discussed ideas of whiteness and Blackness? In what ways does the term work for or against rigid notions of racial difference? And, perhaps most important, what, if any, emancipatory potential does the term offer us? |
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| ENGL-1730-130 | Reading Race in America |
Mitchell, Angelyn |
N/A | Main Presession | Click to read more about ENGL-1730-130 |
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. This course meets entirely online with both live, synchronous sessions and asynchronous modules during the Main Presession, May 19, 2024 - June 13, 2025. Note the course meeting days and times listed for the required live sessions. |
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| ENGL-1890-130 | Race, Rap, and Power: Hip Hop |
Gorman, Ellen |
N/A | Cross Session | Click to read more about ENGL-1890-130 |
This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| ENGL-2210-20 | Children's Cinema |
Honarpisheh, Donna |
PM | Main Second Session | Click to read more about ENGL-2210-20 |
The particular topic of this course in the history of film and media varies from term to term. In each case the course will center on the focused analysis of a particular media form or set of them, and aim to locate those formal and stylistic studies in social context. Please see section description for details. From the French New Wave to the post-Revolutionary cinema of Iran, it is well known that filmmakers across the globe have often focused on the perspectives or stories of children to shed light on the struggles, joys, and mundane (turned exhilarating) moments of everyday life. Films focusing on children approach life from a “smaller” or differently illuminated scale than that of the adult subject, sometimes focusing on cycles of growth, while other times exposing the viewer to experiences, journeys, and imaginative worlds otherwise lost to adult realities. The figure of the child is said to embody humanist values, representing a certain messianic virtue, which both brings hope for the future while also carrying its burden. As we navigate this course we will think about point of view, narrative structure, pacing and temporality, as well as the visual and aesthetic coordinates of childhood, and what this opens up for the world of the imagination, cinematic and otherwise. How do children’s perspectives allow filmmakers to approach large-scale socio-political questions through the smaller-scale perspectives of the child as subject?What do children’s ways of seeing the world offer in a society that often marginalizes or undervalues these perspectives? Films about children range in style from slow cinema to wondrous, or dreamy adventures. How do films about children challenge fast-pacedor Hollywood conceptions of time and action? What imaginative, experiential, and aesthetic registers do films about children create? How does the child subject affect the cinematographic gaze of the filmmaker? How do we think about the meaning of words like “child-like” or “childish” in the context of the small wisdoms we encounter in cinema about children? The experiences of children and childhood will be examined in parallel to the conflicts unveiled in each film, from war and poverty to familial and internal struggles as a meditation on the experience of growth, but also outside of this temporal trajectory, as part of the particular sensory unfolding of each film.Through a careful examination of the child in film, the class will hone in on representations of local and global cultural contexts in the universal experience of childhood. |
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| ENGL-2370-10 | Pulp Fiction |
Shinn, Christopher |
PM | Main First Session | Click to read more about ENGL-2370-10 |
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. |
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| ENGL-2460-20 | War & Terrorism in Pop Culture |
Gorman, Ellen |
PM | Main Second Session | Click to read more about ENGL-2460-20 |
How are war and terrorism reimagined and imbricated into popular culture? What are the affects of aestheticizing violence? This course will examine the proliferation of artistic forms, which seek to address the issue of war and the attendant concern about terrorism in America by looking at contemporary conflicts and their impact on texts including literature, film, television, video song lyrics and poetry.. |
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| ENGL-4257-10 | Disability Narratives |
Danylevich, Theodora |
AM | Main First Session | Click to read more about ENGL-4257-10 |
Disability Narratives will explore what a “disability narrative” is, has been, and could be. To contextualize this journey, students will consider how the category of disability operates culturally and politically. The course asks about the ways in which gender, race, and sexuality are co-constitutive with disability and political invisibility and/or invalidation. That is to say, the class interrogates how the mark and category of disability appears in intersectional oppression and in relation to the category of citizen and human within cultural discourse, particularly in the context of the United States. Following this broad introduction, the course considers the politics and processes of self-writing, and asks about the politics and ethics of disability disclosure and narratives as they emerge from lives and experiences within the category of disability. |
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| ENST-4409-130 | Environmental Peacebuilding |
Amster, Randall |
N/A | Cross Session | Click to read more about ENST-4409-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| FMST-1181-20 | Intro to Filmmaking |
Bruno, Melissa |
PM | Main Second Session | Click to read more about FMST-1181-20 |
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. 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. Some seats in this course are reserved. |
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| FMST-3355-130 | Documentary Film:Hist & Theory |
Sitney, Rebecca |
N/A | Cross Session | Click to read more about FMST-3355-130 |
This course surveys the history of documentary film (technological, stylistic, thematic, etc.), while taking up the theoretical debates around cinematic claims to truth and representations of reality. Students will examine how the documentary genre differs from other kinds of filmmaking, how documentaries make ‘truth claims’, and how these claims influence the ways in which these films are received and circulated. Beginning with the actualities of the Lumière Brothers, students will be exposed to multiple genres (e.g. ethnographic, cinéma vérité, experimental, self-reflexive) and filmmakers (e.g. Robert Flaherty, Frederick Wiseman, Albert Maysles, Errol Morris) while addressing the variety of arenas (e.g. scientific, civic, commercial) in which documentary has appeared. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| FREN-1001-10 | Introductory French I |
Cohen-Scali, Stella |
AM | Main First Session | Click to read more about FREN-1001-10 |
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-1002-20 | Introductory French II |
Smorodinsky, Iris |
AM | Main Second Session | Click to read more about FREN-1002-20 |
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-1502-20 | Intermediate French II |
Erradi, Nezha |
AM | Main Second Session | Click to read more about FREN-1502-20 |
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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| GERM-1001-10 | Intro Germ I: Contemp Germany |
Chen, Dingning |
PM | Main First Session | Click to read more about GERM-1001-10 |
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-1002-20 | Intro Germ II: Contemp Germany |
Parks, Ross |
PM | Main Second Session | Click to read more about GERM-1002-20 |
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. Visiting students and students who have not taken German at Georgetown must take the placement test prior to registering. Please contact Director of Curriculum, Prof. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. Part 2 of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning. |
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| GERM-1502-20 | Interm Germ II: Exper Germ |
McCarron, Lorna |
PM | Main Second Session | Click to read more about GERM-1502-20 |
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. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. This course is the second half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intensive Intermediate, students explore the following themes: • Nature, people, environment • Fairy tales • The German-speaking world from a view of a foreigner The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. |
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| GERM-2002-20 | Adv Germ II:Stories/Histories |
Miller-Purrenhage, Katherine |
PM | Main Second Session | Click to read more about GERM-2002-20 |
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. Marianna Ryshina-Pankova, at ryshinam@georgetown.edu for instructions on completing the placement exam. This course is the second half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced II, the students explore the following two themes: • Fall of the wall and its consequences • Germany: en route to a multi-cultural society Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. |
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| GOVT-1200-10 | The U.S. Political System |
Griffin, John |
AM | Main First Session | Click to read more about GOVT-1200-10 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections. |
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| GOVT-1200-20 | The U.S. Political System |
Girod, Desh |
PM | Main Second Session | Click to read more about GOVT-1200-20 |
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-1400-20 | Comparative Political Systems |
Langenbacher, Eric |
PM | Main Second Session | Click to read more about GOVT-1400-20 |
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. |
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| GOVT-1600-20 | International Relations |
Girod, Desh |
PM | Main Second Session | Click to read more about GOVT-1600-20 |
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. |
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| GOVT-1600-21 | International Relations |
Kacowicz, Arie |
AM | Main Second Session | Click to read more about GOVT-1600-21 |
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. International relations, as a field of political science and a discipline in the social sciences, attempts to explain and understand in a systematic fashion relationships among human beings and institutions in the global arena, such as international (inter-state) relations and relations including non-state actors, such as international organizations and non-governmental organizations. This course will introduce the student to the basic theoretical concepts, historical material, and problems and issues that affect contemporary foreign affairs and international relations, especially since the end of the Cold War twenty years ago. In doing this, a number of aspects will be examined: international political economy, foreign policy, international ethics, the use of force, human rights, international organizations, globalization, and the relationship between the industrialized states and the developing countries. The course is divided into three parts. The first part introduces the study of international relations in general, including theories of international relations as well as the major actors: nation-states, great powers, non-state actors, and the international system and society. The second part refers to international security (war and peace) and to international political economy. Finally, the third part refers to globalization and to global issues (such as environment, demography, and human rights), suggesting avenues for future research and alternative futures for global politics. |
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| GOVT-1800-10 | Elements of Political Theory |
Boyd, Richard |
AM | Main First Session | Click to read more about GOVT-1800-10 |
Who should rule? This is, in many ways, the fundamental question of politics that has been animating political thought to this day. Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? In the course of considering this fundamental question of politics, we will come upon others: Do you have to obey an unjust law? Where does the legitimacy of the modern state come from? Are we tied to one another through a social contract? Who is included in such a social contract, who is excluded? What would true emancipation require? In pursuing these thematic questions, we will proceed both conceptually and in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. Throughout the course we will explore key concepts such as the social contract, sovereignty, violence, freedom, and equality; we will address the relation between politics and language; and investigate the foundations and meaning of the quest for freedom and equality. Finally, throughout the course we will link these discussions to larger questions of liberalism and democracy. The course will ask you to read difficult texts, but it does not presume any prior experience with political science, political theory, history, or philosophy. |
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| GOVT-1800-20 | Elements of Political Theory |
Riano, Nayeli |
AM | Main Second Session | Click to read more about GOVT-1800-20 |
Who should rule? This is, in many ways, the fundamental question of politics that has been animating political thought to this day. Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? In the course of considering this fundamental question of politics, we will come upon others: Do you have to obey an unjust law? Where does the legitimacy of the modern state come from? Are we tied to one another through a social contract? Who is included in such a social contract, who is excluded? What would true emancipation require? In pursuing these thematic questions, we will proceed both conceptually and in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. Throughout the course we will explore key concepts such as the social contract, sovereignty, violence, freedom, and equality; we will address the relation between politics and language; and investigate the foundations and meaning of the quest for freedom and equality. Finally, throughout the course we will link these discussions to larger questions of liberalism and democracy. The course will ask you to read difficult texts, but it does not presume any prior experience with political science, political theory, history, or philosophy. |
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| GOVT-2218-130 | Misinformation in Pol. & Soc'y |
Bode, Leticia |
N/A | Cross Session | Click to read more about GOVT-2218-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| GOVT-2231-10 | Constitutional Law I |
Hartman, Joseph |
AM | Main First Session | Click to read more about GOVT-2231-10 |
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. Some seats in this course are reserved. |
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| GOVT-2232-20 | Constitutional Law II |
Hartman, Joseph |
AM | Main Second Session | Click to read more about GOVT-2232-20 |
This course covers the origins, protections, and jurisprudence about the individual liberties of citizens enshrined in the Constitution and the limits on governmental power over citizens. Our focus will be on the First, Second, Fifth, Ninth, and Fourteenth Amendments (religion clauses, free speech, association, due process, and equal protection). Attention will be paid to the development of theories of individual liberties at the founding and in Constitutional jurisprudence, including more recent debates in the Court and scholarly literature. Special attention will be paid to the role of the Court and lower courts in Constitutional interpretation, including various methods of interpretation. In the first part of the course, we will track the evolution of Court doctrine about individual liberties. In the latter part of the course, we will examine modern doctrine within particular areas like freedom of speech, race discrimination, gun control, freedom of religion and the establishment clause, and freedom of the press. Some seats in this course are reserved. |
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| GOVT-2253-01 | Environmental Politics |
Baumann, Franz |
AM | Main Presession | Click to read more about GOVT-2253-01 |
This course will survey the science, economics and politics of the environment. This course will run as a tutorial for Summer 2025. To register, please contact the instructor. Information about tutorials can be found here: https://registrar.georgetown.edu/tutorial-information/.The course will survey the science, economics and politics of Climate Change. Sources and resources will be provided regarding the scientific consensus on climate change as an accelerating and perhaps irreversible threat to human civilization.The solution to Climate Change is not mysterious: Decarbonization, i.e. reducing to zero Greenhouse Gas (GHG) emissions into the atmosphere and removing from the atmosphere GHGs already stored there. What is involved in decarbonization – and why is it so incredibly hard? To answer this, the analysis and the estimates of the economics and politics of climate change will be reviewed.The climate is a global public good, and Climate Change – to which countries and people contribute unequally, and by which they are affected asymmetrically – a textbook case of a problem without borders that can be solved only through international cooperation. National efforts are essential, yet insufficient. The history of multilateral prevention efforts will be retraced and their promise and problems explored.The scope of technical solutions to decarbonization – energy efficiency, renewable energy sources, carbon capture and sequestration, geoengineering – will be surveyed. The consequences of inadequate policy responses to climate change will be explored. |
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| GOVT-2603-10 | International Law |
Lotrionte, Catherine |
AM | Main First Session | Click to read more about GOVT-2603-10 |
This course seeks to explore the theory and practice of international law against the background of the realities of international relations. The course seeks to improve students’ ability to engage in critical thinking, analysis, and independent learning. To that end, reading, discussing, and writing about the assigned material will be the central activities of the course. The goal is to improve students’ analytical ability and capacity for effective oral presentation through the use of a modified form of the “case method” followed in law schools and to prepare students for professional discussions of public international law that occur in the public, private, and non-profit sectors of international affairs. Some seats in this course are reserved. |
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| GOVT-2609-20 | Race in Internat'l Relations |
Girod, Desh |
AM | Main Second Session | Click to read more about GOVT-2609-20 |
This course will examine how race and racism in global interactions play out. |
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| GOVT-3232-10 | Crim. Law & the Bill of Rights |
Clark, Alexandra |
AM | Main First Session | Click to read more about GOVT-3232-10 |
This course explores how the Bill of Rights has shaped U.S. criminal procedure law. Some seats in this course are reserved. |
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| GOVT-3372-130 | Soccer Politics: World Cup |
Reiche, Danyel |
N/A | Cross Session | Click to read more about GOVT-3372-130 |
This class will compare the 2022 and 2026 World Cup events in Qatar and the Americas and examine the role of soccer in the host countries’ societies (for the 2026 World Cup, the focus will be on the United States). This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| GOVT-3646-130 | Gender, Int'l Peace & Security |
Orellana, Seniha |
N/A | Cross Session | Click to read more about GOVT-3646-130 |
This course introduces students to a variety of theoretical perspectives and empirical processes linking gender to the dynamics of security and armed conflict, both at the domestic and international levels. After reviewing historical connections between gender, war and peace, it focuses on a comparative analysis of gender integration in the armed forces of western democracies. Major topics to be discussed are: the military as a gendered organization; gender equality, citizenship and military participation; women in combat; sexuality, sexual orientation and the military; masculinity and military culture; patterns and policies of gender integration. A final block is then devoted to analyzing the implications and challenges of a new gender regime in international security which has been developing since the approval of UNSC Resolution 1325 in 2000. This includes examining and discussing issues such as the participation of women in international operations; gender, crisis management and the security sector reform; and gender-based violence in armed conflicts. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| GOVT-4672-20 | Negotiating Middle East Peace |
Kacowicz, Arie |
AM | Main Second Session | Click to read more about GOVT-4672-20 |
This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. The course is divided into four parts. First, we will present the general theoretical framework for explaining and understanding negotiations in international relations. Second, we will refer in general terms to the history of the Arab-Israeli conflict and the main issues and patterns of negotiations. Third, we will address several case-studies of successes and failures of negotiations between Israel and its several Arab neighbors – Egypt, Syria, Lebanon, Jordan, the Palestinians, and most recently, the Abraham Accords of September 2020. In this context, we will attempt to understand the failure of the peace process between Israelis and Palestinians, including the assessment of the Israel-Hamas War. Finally, in the last part of the course we will play a simulation and students will present their short papers. |
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| GOVT-4832-10 | Politics & Film |
Boyd, Richard |
PM | Main First Session | Click to read more about GOVT-4832-10 |
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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| HIST-1099-10 | Hist Focus: Contested Citizens |
Lally, Erica |
AM | Main First Session | Click to read more about HIST-1099-10 |
HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred. What makes someone a citizen? Is citizenship merely a legal designation, or is the definition broader, relating to a person’s acceptance as a full member of society? This course will explore these questions within the context of U.S. history, examining how issues of race, class, gender, and ethnicity have shaped ideas about legal, political, economic, and social citizenship from 1776 to 2000. The course will argue that citizen engagement and activism were central to the gradual expansion of citizenship rights over the last two centuries, and that this expansion in rights was neither inevitable nor linear, and that the process still is not complete. Through class lectures and discussions, lab exercises, a museum project, a midterm, and a final paper, students will gain a deeper understanding of how debates over citizenship and belonging have changed over time in the United States and how different groups have fought for their rights.HIST 1099 fulfills one of the Core requirements for COL and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. |
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| HIST-1099-130 | The Bantu Expansion |
de Luna, Kathryn |
N/A | Cross Session | Click to read more about HIST-1099-130 |
HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| HIST-1099-131 | History Focus: Shaka Zulu |
de Luna, Kathryn |
N/A | Cross Session | Click to read more about HIST-1099-131 |
HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| HIST-1099-20 | Women and Gender in MENA |
Bercito, Diogo |
PM | Main Second Session | Click to read more about HIST-1099-20 |
HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred. For centuries societies in Europe and the United States have looked at Middle Eastern women as voiceless objects of male oppression. These ideas are behind the French obsession with regulating the hijab and the United States’ arguments for invading the region as a means of liberating women. This course will challenge these hegemonic preconceptions by introducing students to the history of gender and sexuality in the Middle East. Readings and discussions will place the experiences of women in specific historical contexts and highlight the diversity of past women’s voices, lives, and actions. It will also explore the lives of queer men and women who, by the Middle Ages, were largely celebrated by Arabic and Persian poetry. The course starts at the birth of Islam in the seventh century and moves through the twentieth century, discussing continuities—and, most importantly, disruptions in regional conceptions of gender and sexuality. As a HIST 1099 course, “Women and Gender in the Middle East” aims to introduce students to the fundamentals of historical thinking and the discipline of history. This is done through a critical reading of primary documents. Students will take part in weekly lab activities, in which they will analyze sources like Quranic verses, women’s speeches, short stories, poems, photographs, and cartoons. They will learn to use them to base and support their arguments. This will include a careful reflection on the particularities of each document, in terms of who produced them, how, and to what intent. They will also investigate why that document, in particular, survived the centuries and reached us—and what it means that many others did not. Lab activities will serve as a ladder for students to write a history research paper. This course also aims to assist students in developing analytical skills. They will be encouraged to find ways to incorporate the conversations they have in class into their field of study and career. The course will insist, in particular, on the importance of critical writing in an age of artificial intelligence.HIST 1099 fulfills one of the Core requirements for COL and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. Some seats in this course are reserved. |
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| HIST-1106-10 | Atlantic World |
Clay, George |
AM | Main First Session | Click to read more about HIST-1106-10 |
The events and processes initiated by Christopher Columbus’s voyage in 1492 transformed the world of Columbus’s contemporaries and shaped the world we live in today. Drawing together the histories of four continents, Europe, Africa, North America and South America, this course explores the new Atlantic world created as a consequence of the Columbian encounter. History 106 examines the Atlantic world through the experiences of the people who inhabited it from the mid-fifteenth century through approximately 1900. The final two weeks explore the legacies of Atlantic history on Georgetown's own campus and beyond. A volatile mixture of people and pathogens, of labor systems and crops, of nations, empires, and subjects, contributed to the painful and unexpected emergence of this new Atlantic world. The unforeseen and, for many, tragic consequences of this process of cultural conflict and exchange lie at the heart of this class. Topics will include the destruction and reconfiguration of indigenous societies, the labor migrations of Europeans, Native Americans, and Africans, the new and transformed societies that developed in all four continents of the Atlantic world, independence movements, piracy, slavery, abolition, disease, commodities, and different strategies of accommodation, resistance, and rebellion. Atlantic history is the history of four continents connected by an ocean; a new world brought violently into being by the voyages of Christopher Columbus. This course will provide a survey of Atlantic history from the fifteenth to the twentieth centuries. We will cover topics ranging from the trans-Atlantic slave trade and the origins of modern racism, to the rise of capitalism and the modern nation-state. Along the way we will examine encounters between indigenous peoples and new settlers, epidemic diseases, religious conflicts and atrocities, colonialism and imperialism, and the creation of new cultural forms. Students should gain a good grounding in the key events and processes which historians study to make sense of this vast temporal and geographic expanse. More importantly, they should gain experience in interpreting and analysing historical documents, and thinking and writing like historians. |
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| HIST-1200-130 | Africa I |
de Luna, Kathryn |
N/A | Cross Session | Click to read more about HIST-1200-130 |
For College students, HIST 111 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. This course is a general survey and explores the rich history of people living in Africa from very early times through the 19th century. We will focus our attention on several regional case studies, including the early urbanism and medieval states of the West African Sahel, equatorial societies and kingdoms of the southern savannas, the Swahili coast and its hinterland in eastern and central Africa, and the Kongo Kingdom and Atlantic slave trade. We seek to understand transformations common to early human histories, such as the emergence of food production or the rise of centralized states, as well as the situational and contingent nature of ethnicity, slavery, gender, and wealth and poverty in the African context. We will also consider social achievements particular to Africans’ history, such as the multiple inventions of heterarchical forms of governance. We will study how persistent ideas from western cultures shaped what outsiders thought they knew about Africans and their histories at the same time that we try to understand what Africans themselves thought about their own actions and those of their ancestors. We will access these histories by analyzing a range of primary historical sources: archaeological artifacts and site reports, travelers’ accounts, art, oral traditions, photographs, the reconstructed vocabulary of dead languages, and many others. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| HIST-1401-130 | Europe I |
Polczynski, Michael |
N/A | Cross Session | Click to read more about HIST-1401-130 |
HIST 007 Intro Early History: World I or Europe I For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 007 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World I sections examine the history of the human experience from a global perspective. The bulk of the semester concerns societies and states from the time of ancient civilizations to about 1500 AD. The course pays particular attention to political, economic, and social changes, but also considers cultural, technological, and ecological history. The evolving relationship between human identities and their social and material environments forms one of the major points of analytical focus for this course. The overarching goal is to provide a general framework for the history of the world to help students understand the big picture, and to help them to contextualize what they will later study about history, politics, religion--in short, about the human experience. The Europe I sections offer an analysis of the major political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization to 1789. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| HIST-1504-20 | Latin America II |
Cameron, Calla |
AM | Main Second Session | Click to read more about HIST-1504-20 |
For College students, HIST 1504 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 1099. Using primary and secondary sources, this course explores the period from independence to the present. We begin with the independence movements against colonialism, and analyze the diverse roles of Creoles, priests, peasants, indigenous groups and enslaved people. Post independence, we will examine the dynamics of frontier societies, conflicts between conservatives and liberals, the phenomenon of caudillismo, and the challenges of foreign interventions. Turning to the twentieth century, the class will focus on case studies of nation-building, modernization, industrialization and the political and economic mobilization of the working classes in selected countries. We will also study the impact of the hegemonic role of the United States on Latin America. The course concludes by examining contemporary issues, including environmental protection, the participation of women, neoliberalism and globalization, criminal cartels, migration, and the flourishing of Hispanic culture. The overarching goal of this course is to provide students with a survey of Latin American history from the Independence Era through the early 2000s. Students should also expect to learn about analyzing primary and secondary sources, and synthesizing information from different media. We will also focus on how themes like gender, violence, justice, public health/disease, ethnicity and race, and international intervention change over time. History is the study of change over time, so understanding the roots of historical conflicts and movements will be key. The class will center around discussion of readings and other media. |
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| HIST-1602-10 | Middle East II |
Tezak, Mary |
AM | Main First Session | Click to read more about HIST-1602-10 |
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). One glance at a major U.S. news source over the past decade will leave a reader with certain impressions of the Middle East and North Africa, driven by the perspective of international trade and war in the region over the years. A closer look at this history; however, changes our understandings of this region. By learning about the history of the Modern Middle East, beginning with the reforms of the Ottoman Empire, we work to understand how the contemporary came to be and how people in the region understand its history. This course traces the histories of empire, revolution, and nation-state formation in the Middle East and North Africa from the late-eighteenth century to the twenty-first century. Engaging with both second and primary sources, students will engage with pivotal moments in the history of the region, including the Tanzimat reforms, World War I, Sykes-Picot and border formation, the Iranian Revolution, and the Arab Spring. Coursework involves regular lectures to familiarize students with the period and key questions in the history. On Thursdays, student discussion leaders will engage with additional sources on a select topic and present them to the class in a source-based discussion. On Fridays, we will work with the sources we have been using throughout the week to tie together the major themes of that moment in history. |
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| HIST-1702-10 | History of Russia II |
Smelova, Anna |
PM | Main First Session | Click to read more about HIST-1702-10 |
This lecture-based course is a survey of Russian and Eurasian history from the post-Napoleonic era to the present, covering the Russian Revolution, Stalinism, the Cold War, and the collapse of communism. It emphasizes the global connections of Imperial Russian history as well as the role of women, sexuality, and national minorities The proposed course is the second part of the regional survey on Russian history, covering its socio-economic, cultural, and political developments from 1801 to the present. The classes are organized chronologically from the reign of Paul I Romanov through the post-socialist era and Russia's war against Ukraine. Throughout the course, we will touch upon such significant milestones as the 1812 war against Napoleon, the Decembrist uprising, the period of the Great Reforms, the 1905 and 1917 Revolutions, Stalinism, World War II, the Cold War, Perestroika, and beyond..This HIST 1701 summer course delves into the topics of Russian imperialism and colonial expansion and uncovers the differences between the tsarist and Bolshevik approaches to governing ethnic and religious minorities in Western borderlands, Caucasus, Siberia, and Central Asia. Our in-class discussions will explore to what extent, for example, the Soviet Union, titled the “evil empire,” developed into a new type of imperial formation? How did its nationalities policy differ from the ones of the Romanovs? We will also examine how and why the modern Russian regime uses the imperial and Soviet past to legitimize territorial claims and militarism against Georgia and Ukraine. This class intends to present a global outlook on national history. For example, we will pay particular attention to the transnational pathways of such ideologies as Slavophilism and Westernism and the fin-de-siecle Russian revolutionary movements. The current course follows several main objectives. Firstly, it introduces students to Russian history and culture from the 19th century to the present with the critical observation of its, at times, controversial legacies. Secondly, it aims to develop students' skills in primary source analysis and interpretation of different historical narratives. |
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| HIST-2102-130 | World Without End |
Polczynski, Michael |
N/A | Cross Session | Click to read more about HIST-2102-130 |
Would you like to cultivate a deeper understanding of the relationship between the West and the Middle East? This course is an introduction to late medieval and early modern interactions between Europe and the Islamic world through historical travel narratives. Students engage with the shared histories of daily interaction between these regions and are exposed to the methodologies and paradigms driving scholarship on Europe’s pre-modern relationship with portions of Asia and the Middle East. Texts are used to explore episodes of conflict, mediation, reconciliation, trade, patronage, pilgrimage, captivity, conversion, apostasy and intellectual exchange. The course is of interest to students exploring the history of science, gender, sexuality, warfare, geography, economics, art history and Area Studies. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| HIST-2806-20 | The US in the World to 1945 |
Click, Rosie |
AM | Main Second Session | Click to read more about HIST-2806-20 |
Born in 1775 as a loose confederation of former British colonies on the periphery of the Atlantic World, the United States rose to a position of world superpower over the course of 170 years. How can we account for this remarkable development in world history? While we tend to take an exclusive look at the United States to understand its history, we cannot understand its evolution without understandings its complex and multilayered interactions with the rest of the world. In this course, we will explore how the United States’ security environment, government capabilities, economic interests, social changes, and cultural forces changed over time and, combined together, powerfully shaped the shifting course of U.S. foreign relations through 1945. We will also examine how the United States developed and exercised hard power, soft power, and economic power in achieving its key policy objectives. The key events covered in the course include: the American Revolution, the War of 1812, territorial expansion, the Civil War, the Spanish-American War, the entry into the China market, and the two world wars. In examining these events, we will ask: What drove U.S. foreign policy? Why did the United States go to war? How did it make peace? Was the United States isolationist before 1945? If not, what was it? Born in 1776 as a loose confederation of former British colonies on the periphery of the Atlantic World, the United States rose to a position of world superpower over the course of 170 years. How can we account for this remarkable development in world history? While we tend to take an exclusive look at the United States to understand its history, we cannot understand its evolution without understandings its complex and multilayered interactions with the rest of the world. In this course, we will explore how the United States’ security environment, government capabilities, economic interests, social changes, and cultural forces changed over time and, combined together, powerfully shaped the shifting course of U.S. foreign relations through 1945. We will also examine how the United States developed and exercised hard power, soft power, and economic power in achieving its key policy objectives. The key events covered in the course include: the American Revolution, the War of 1812, territorial expansion, the Civil War, the Spanish-American War, the entry into the China market, and the two world wars. In examining these events, we will ask: What drove U.S. foreign policy? Why did the United States go to war? How did it make peace? Was the United States isolationist before 1945? If not, what was it? |
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| HIST-3822-10 | Georgetown Connections |
Williamson, Glenn R. |
AM | Main First Session | Click to read more about HIST-3822-10 |
Did you know that you can hop on a bicycle today on the Georgetown campus, ride down the hill under Canal Road and then follow the same historic trail 300 miles all the way to Pittsburgh? History is a fabric that weaves together elements of time and place. This 5-week course will explore local connections between the neighborhood of Georgetown and Washington, DC / Maryland as well as regional connections between the Chesapeake and Ohio River watersheds as they have evolved over the last 200 years. Each student will be required to complete a research paper and class presentation in the final week addressing 1 of 4 weekly themes: environmental sustainability, westward expansion, changing border lines and modern echoes. Students will combine research into targeted topics with in-person experiential learning through hiking and biking along the Chesapeake and Ohio (C&O;) Canal, the Baltimore and Ohio (B&O;) Rail / Crescent Trail and the DC Trolley Trail. All three historic transportation corridors intersect in the vicinity of Georgetown's Car Barn. Together, they trace Georgetown's evolution from a small port town to an integral link in the nation's westward expansion across the Eastern Continental Divide. They also trace a history of connection and conflict, from Maryland's experience as a border state during the Civil War to the interplay among diverse communities in the Washington, DC region that has continued to the present day as each community struggles to define itself and expand or limit its connections with neighboring communities. Hiking and riding elements of the course will allow students to experience for themselves and reflect upon the physical challenges and opportunities for multiple pathways and connections that have been developed and/or discarded throughout the history of the Georgetown community. This course will include two hikes and two bicycle rides taking place during class periods. Students may choose to use their own bicycles or rent standard or electric bicycles from one of the Capital Bikeshare (https://capitalbikeshare.com/) stations located on or near the Georgetown campus. The estimated cost of renting a bicycle would be less than twenty dollars for a two hour ride.This course is only open to students who are at least 18 years of age. |
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| INAF-3200-20 | Quant Methods:Intrnl Affairs |
Patel, Parina |
AM | Main Second Session | Click to read more about INAF-3200-20 |
The study of social and political phenomena is a vast endeavor and this class will serve as an introduction to quantitative methods for social science research. We will discuss the use of quantitative research methods as a tool to further aid you as researchers of - and participants - in social science research. The progression of this course will address scientific research design and statistics and consider many examples of such research. Students can expect to be introduced to not only the means for conducting rigorous research in social science fields but also the theory that guides the accumulation of knowledge about these phenomena. Its format will be lecture, discussion, active practice, and include formal written submissions. This course will provide students with the analytic tools necessary to understand and perform fundamental quantitative social science research, to identify its limitations and abilities, and to approach quantitative research critically. |
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| INAF-3952-60 | Internship in Intntl Affairs |
Llorens, Jeanette |
AM | Full Term | Click to read more about INAF-3952-60 |
The course is designed to provide an academic framework to support students in setting goals for their internship and in reflecting upon the experience as it relates to their academic and career goals. This one-credit pass/fail course is intended for SFS juniors, seniors and sophomores by approval who have secured an internship. The one credit earned in this course counts toward the 120 credit total for the degree. It does not count toward the 40 courses required for the degree. Students must be working in an internship for a minimum total of 75 hours during the same academic term as the course enrollment. The course offers academic credit for students who require it to participate in an internship. This includes international students who must receive academic credit to remain in compliance with US immigration regulations Students will be provided directed readings and assignments to help them develop and refine their professional goals and skills. Students will participate in guided reflection exercises to assist them in working with the internship provider to ensure that the experience provides meaningful opportunities to explore the intersection of international affairs and their work. In lieu of class meetings, students will participate by submitting assignments through Canvas. |
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| INAF-3953-60 | Internship in Intl Affairs II |
Pirrotti, Anthony |
AM | Full Term | Click to read more about INAF-3953-60 |
NA |
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| ITAL-1011-130 | Italian Lang. & Cult. Beginner |
Musti, Fulvia |
N/A | Summer 6-Week Session I | Click to read more about ITAL-1011-130 |
Italian Language and Culture: Beginner is a first-year intensive course with asynchronous learning. It is conducted entirely online, which means students do not have to be on campus to complete any portion of it. Students will participate in the course using Georgetown University's online learning management system called Canvas. The course provides a first approach to the Italian language for absolute beginners. Attention is devoted to the four skills of speaking, understanding, reading and writing. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (such as Canvas and other digital tools). The general objectives are to provide students with basic tools for oral and written communication in Italian, but also to offer them the opportunity to learn about Italian culture and life and to reflect about intercultural differences and similarities. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-Week Session I, May 19 - June 27, 2025. |
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| ITAL-1511-130 | Ital Lang & Cult: Interm. |
Melucci, Donatella |
N/A | Summer 6-Week Session II | Click to read more about ITAL-1511-130 |
Italian Language & Culture – Intermediate is a 6-credit course that is fully delivered online in a 6-week period. This course is designed to further develop language skills and deepen students’ understanding of Italian culture for those who have already completed introductory coursework or have prior experience with the language. The four core skills—speaking, understanding, reading, and writing—are developed in a balanced and integrated way. Aspects of Italian history, culture, and contemporary life are explored through a variety of materials, including readings, listening exercises, videos, films, and digital tools such as Canvas and other web-based platforms. The general objective is to enhance students’ ability to communicate in Italian both orally and in writing, while also fostering cultural awareness and encouraging reflection on intercultural differences and similarities. This course is asynchronous, meaning that there are no scheduled class meetings. Students can access lectures, assignments, and learning materials at their convenience within established deadlines. This flexible format allows learners to engage with the content on their own schedule while remaining actively involved in course activities and discussions This course meets entirely online in an asynchronous format with no live meeting sessions during 6-Week Session II, June 30 - August 8, 2025. |
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| JUPS-1010-130 | Intro to Justice & Peace |
Atashi, Elham |
N/A | Cross Session | Click to read more about JUPS-1010-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| JUPS-2029-20 | Everyday Justice |
Khan, Helal |
PM | Main Second Session | Click to read more about JUPS-2029-20 |
The course introduces students to the cultural and utilitarian contexts of justice as it relates to everyday experiences, encouraging students to rethink issues such as education, health, housing, the economy, communication, and the environment, including the concept of justice itself. We will explore classic and contemporary works on justice and engage deeply with the idea of ‘just-ness.’ By the end of the course, students will be able to apply the framework of justice and just-ness in things they do on campus, at home, in the workplace, in marketplaces, and within other social and civil arenas |
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| MARK-1101-20 | Principles of Marketing |
Easwar, Karthikeya |
AM | Main Second Session | Click to read more about MARK-1101-20 |
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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| MARK-1101-22 | Principles of Marketing |
Easwar, Karthikeya |
PM | Main Second Session | Click to read more about MARK-1101-22 |
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-1001-20 | Pre-Calculus |
Mehmetaj, Erblin |
AM | Main Second Session | Click to read more about MATH-1001-20 |
This course is intended as a preparation for MATH-1350: Calculus I. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, inverse trigonometric functions, and the logarithmic and exponential functions. |
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| MATH-1004-20 | Mathematics in Society |
Mehmetaj, Erblin |
PM | Main Second Session | Click to read more about MATH-1004-20 |
The course provides an overview of mathematical concepts as they relate to various disciplines. Topics will be chosen from set theory, logic, combinatorics, probability, statistics, and voting theory. It is a course for students who require a general overview of mathematics, especially those majoring in liberal arts, the social sciences, business, nursing and allied health fields. This course is not designed to prepare students for any specific future mathematics course. This course meets the Quantitative Reasoning and Data Literacy (QRDL) core requirement. |
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| MATH-1350-10 | Calculus I |
Cuzzocreo, Daniel |
AM | Main First Session | Click to read more about MATH-1350-10 |
Prerequisites: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA) Description: This course is an introduction to single variable calculus. It covers calculus of single variable functions, limits, continuity, derivatives, Mean Value Theorem, applications of the derivative, L’Hôpital’s Rule, antiderivatives, Riemann sums, the indefinite and definite integral, basic techniques of integration, and the Fundamental Theorem of Calculus. In this course, students review and extend their knowledge of the exponential, logarithmic, trigonometric and inverse trigonometric functions. |
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| MATH-1350-130 | Calculus I |
Gharahbeigi, Sara |
N/A | Summer 6-Week Session I | Click to read more about MATH-1350-130 |
Prerequisites: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA) Description: This course is an introduction to single variable calculus. It covers calculus of single variable functions, limits, continuity, derivatives, Mean Value Theorem, applications of the derivative, L’Hôpital’s Rule, antiderivatives, Riemann sums, the indefinite and definite integral, basic techniques of integration, and the Fundamental Theorem of Calculus. In this course, students review and extend their knowledge of the exponential, logarithmic, trigonometric and inverse trigonometric functions. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-Week Session I, May 19 - June 27, 2025. |
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| MATH-1350-20 | Calculus I |
Extejt, John |
AM | Main Second Session | Click to read more about MATH-1350-20 |
Prerequisites: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA) Description: This course is an introduction to single variable calculus. It covers calculus of single variable functions, limits, continuity, derivatives, Mean Value Theorem, applications of the derivative, L’Hôpital’s Rule, antiderivatives, Riemann sums, the indefinite and definite integral, basic techniques of integration, and the Fundamental Theorem of Calculus. In this course, students review and extend their knowledge of the exponential, logarithmic, trigonometric and inverse trigonometric functions. |
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| MATH-1360-10 | Calculus II |
Liu, Zhe |
AM | Main First Session | Click to read more about MATH-1360-10 |
This is the second course in the Calculus sequence and is a continuation of MATH-1350. Topics include techniques of integration, applications of the definite integral, improper integrals, sequences and series including Taylor's theorem and power series, and polar and parametric curves. |
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| MATH-1360-130 | Calculus II |
Mehmetaj, Erblin |
N/A | Summer 6-Week Session II | Click to read more about MATH-1360-130 |
This is the second course in the Calculus sequence and is a continuation of MATH-1350. Topics include techniques of integration, applications of the definite integral, improper integrals, sequences and series including Taylor's theorem and power series, and polar and parametric curves. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-Week Session II, June 30 - August 8, 2025. |
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| MATH-1360-20 | Calculus II |
Extejt, John |
PM | Main Second Session | Click to read more about MATH-1360-20 |
This is the second course in the Calculus sequence and is a continuation of MATH-1350. Topics include techniques of integration, applications of the definite integral, improper integrals, sequences and series including Taylor's theorem and power series, and polar and parametric curves. |
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| MATH-2140-10 | Intro Math Statistics |
Hawks, Matthew |
AM | Main First Session | Click to read more about MATH-2140-10 |
This course provides an introduction to probability theory and statistical inference. The first half of the course introduces fundamentals in probability. Topics to be covered include basic probability principles, enumeration methods, properties of random variables, common discrete and continuous distribution functions, and expected values. The second half of the course focuses on the core of statistical inference and deals with the central limit theorem, maximum likelihood estimation, confidence intervals, hypothesis testing, and the linear regression model. Statistical software will be used to illustrate concepts and to perform data analysis. |
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| MATH-2250-10 | Linear Algebra |
Raney, Michael |
AM | Main First Session | Click to read more about MATH-2250-10 |
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. |
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| MATH-2250-130 | Linear Algebra |
Liu, Zhe |
N/A | Summer 6-Week Session I | Click to read more about MATH-2250-130 |
This course presents the basic theory and methods of finite dimensional vector spaces and linear transformations on them. Topics include: matrices and systems of linear equations; vector spaces, bases, and dimension; linear transformations, kernel, image, matrix representation, basis change, and rank; scalar products and orthogonality; determinants, inverse matrices; eigenvalues, eigenvectors, diagonalization of symmetric matrices, positive definite matrices, spectral theorem for Hermitian matrices; linear discrete dynamical systems via matrix iteration. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-Week Session I, May 19 - June 27, 2025. |
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| MATH-2370-130 | Multivariable Calculus |
Raney, Michael |
N/A | Cross Session | Click to read more about MATH-2370-130 |
Prerequisite: MATH 1360 or equivalent Description: This is a first course in differential and integral calculus of functions of several variables. After the introduction of vectors and the 2 and 3-dimensional Euclidean space, functions of several variables are discussed. Functions of two variables will be visualized by surfaces in the three-dimensional space. Partial derivatives and the total derivative of real-valued and vector-valued functions, the chain rule, directional derivatives, extrema of real-valued functions, constrained extrema and Lagrange multipliers, and double and triple integrals will be covered. Time permitting, the course will conclude with fundamental theorems of vector calculus, including Green’s, Gauss’s, and Stokes’s theorems. This course meets entirely online with both live, synchronous sessions and asynchronous modules during the 8-Week Cross Session, June 2 - July 23, 2025. Note the course meeting days and times listed for the required live sessions. |
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| MATH-2370-20 | Multivariable Calculus |
Raney, Michael |
AM | Main Second Session | Click to read more about MATH-2370-20 |
Prerequisite: MATH 1360 or equivalent Description: This is a first course in differential and integral calculus of functions of several variables. After the introduction of vectors and the 2 and 3-dimensional Euclidean space, functions of several variables are discussed. Functions of two variables will be visualized by surfaces in the three-dimensional space. Partial derivatives and the total derivative of real-valued and vector-valued functions, the chain rule, directional derivatives, extrema of real-valued functions, constrained extrema and Lagrange multipliers, and double and triple integrals will be covered. Time permitting, the course will conclude with fundamental theorems of vector calculus, including Green’s, Gauss’s, and Stokes’s theorems. |
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| MATH-2410-10 | Ordinary Differential Equation |
Cuzzocreo, Daniel |
AM | Main First Session | Click to read more about MATH-2410-10 |
This course provides an introduction to the theory, techniques, and applications of ordinary differential equations. Topics include first order equations, second order linear equations, series solutions, the method of Laplace transforms, systems of equations, Euler’s Method, some bifurcation theory, an introduction to nonlinear equations and stability theory. |
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| MGMT-2925-60 | Internship in Business I |
Gabre-Madhin, Eleni |
AM | Special Session | Click to read more about MGMT-2925-60 |
The Internship in Business course permits the student to gain practical work experience in a business environment. Students select a specific area within the field of business and explore the area in greater depth outside the normal classroom setting. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the business world. The internship course is a one-credit (Pass/Fail) course available to students with prior approval from the MSB Undergraduate Dean’s Office. To be approved, the proposed internship must provide a significant learning experience for the applicant. The internship course is available to sophomores, juniors, and seniors with a minimum GPA of 2.00. |
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| MGMT-3925-60 | Internship in Business II |
Gabre-Madhin, Eleni |
AM | Special Session | Click to read more about MGMT-3925-60 |
The Internship in Business course permits the student to gain practical work experience in a business environment. Students select a specific area within the field of business and explore the area in greater depth outside the normal classroom setting. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the business world. The internship course is a one-credit (Pass/Fail) course available to students with prior approval from the MSB Undergraduate Dean’s Office. To be approved, the proposed internship must provide a significant learning experience for the applicant. The internship course is available to sophomores, juniors, and seniors with a minimum GPA of 2.00. |
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| MGMT-4925-60 | Internship in Business III |
Gabre-Madhin, Eleni |
AM | Special Session | Click to read more about MGMT-4925-60 |
The Internship in Business course permits the student to gain practical work experience in a business environment. Students select a specific area within the field of business and explore the area in greater depth outside the normal classroom setting. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the business world. The internship course is a one-credit (Pass/Fail) course available to students with prior approval from the MSB Undergraduate Dean’s Office. To be approved, the proposed internship must provide a significant learning experience for the applicant. The internship course is available to sophomores, juniors, and seniors with a minimum GPA of 2.00. |
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| MGMT-4950-60 | Internship in Business |
Gabre-Madhin, Eleni |
AM | Special Session | Click to read more about MGMT-4950-60 |
The Internship in Business course permits MSB students to gain practical work experience in the business environment. Students select a specific area within the field of business and explore it in greater depth outside the normal classroom situation. The purpose of the internship is to provide the student with an understanding of how a business actually operates and how theories learned in school are applied in the real world of business. Interested candidates must meet with and obtain approval from the instructor and the MSB Undergraduate Dean’s Office. |
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| PERS-1010-20 | Persian for Arabic Speakers II |
Behzadi, Azin |
AM | Main Second Session | Click to read more about PERS-1010-20 |
This course is the second part of a two-semester, non-intensive introduction to Persian for students who read and write Arabic with ease. Offered as an alternative to Intensive 1st Level Persian II (PERS 012), this course is ideal for students seeking to cover a similar amount of content in fewer credits, and counts equally towards the Persian minor. Conducted entirely in Persian with a heavy focus on communicative language skills, the class centers around various aspects of history, culture, and current events. Special reference will be made to the many ways in which students' knowledge of Arabic will facilitate the acquisition of Persian (through loanwords, expressions, certain grammatical structures, etc.), all while emphasizing those areas in which the two languages diverge, such as differences in pronunciation, separate writing conventions, and false cognates. Taking advantage of students' advanced literacy in Arabic script, the non-intensive Persian for Arabic Speakers sequence is intended to bring students to the intermediate level in only half the number of credits as Intensive 1st Level Persian I and II. |
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| PERS-1011-10 | Intensive 1st Level Persian I |
Mirsharif, Zohreh |
AM | Main First Session | Click to read more about PERS-1011-10 |
This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc. This course will run as a tutorial for Summer 2025. To register, please contact the instructor. Information about tutorials can be found here: https://registrar.georgetown.edu/tutorial-information/. |
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| PERS-1012-20 | Intensive 1st Level Persian II |
Mirsharif, Zohreh |
AM | Main Second Session | Click to read more about PERS-1012-20 |
This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc. |
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| PERS-1522-20 | Interm Persian II |
Behzadi, Azin |
AM | Main Second Session | Click to read more about PERS-1522-20 |
Permission needed from Instructor. This intensive intermediate level I course is designed to continue developing the student's communicative skills (reading, writing, listening, and speaking). This course is conducted in the target language. Initially, it affords students a view of basic Persian, then an introduction to more complex syntactic grammatical forms. Aspects of Persian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films, and through the use of language technologies (web tools). The students will also be given practice in reading aloud and giving oral presentations of materials taken from the web, media, and television broadcast. As a final project, students will write a composition of 200-350 words (Intermed. I), 400-500 words (Intermed.II). |
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| PHIL-1100-10 | Intro to Ethics |
Sorrels, Ashton |
PM | Main First Session | Click to read more about PHIL-1100-10 |
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-1100-20 | Intro to Ethics |
Spurling, Melanie |
PM | Main Second Session | Click to read more about PHIL-1100-20 |
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. Some seats in this course are reserved. |
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| PHIL-1500-130 | Intro to Philosophy |
Olsen, James |
N/A | Cross Session | Click to read more about PHIL-1500-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| PHIL-1500-20 | Intro to Philosophy |
Xu, Yifeng |
PM | Main Second Session | Click to read more about PHIL-1500-20 |
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. Some seats in this course are reserved. |
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| PHIL-2001-20 | Bioethics |
Gray, Aaron |
AM | Main Second Session | Click to read more about PHIL-2001-20 |
This course introduces students to contemporary philosophical issues in bioethics, a subject focused on ethical issues in health care, health policy, medical practice, medical and scientific research, and more. Students will engage with philosophical ethical theories and case studies to gain familiarity with foundational bioethical concepts and topics. Students will learn to use ethical concepts and normative theory to analyze and evaluate cases, to understand, articulate, and defend philosophically and ethically sound positions, and to engage with opposing views. |
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| PHIL-2002-130 | Bioethics and Disability |
Reynolds, Joel |
N/A | Cross Session | Click to read more about PHIL-2002-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| PHIL-2213-130 | Ethics of Climate Change |
Olsen, James |
N/A | Cross Session | Click to read more about PHIL-2213-130 |
This course will treat climate change as an ethical issue. Topics covered may include: the moral relationship between humans and non-human nature, obligations to humans that exist now and those that will likely exist in the future, cost benefit analyses, and different types of responsibility. Specific topics and readings will vary by semester and instructor. Consult the relevant semester’s syllabus for more information. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| PHIL-2220-10 | Philosophy and the Law |
Kremers, Philipp |
PM | Main First Session | Click to read more about PHIL-2220-10 |
Law structures our lives and the world we inhabit in myriad ways. It regulates how we interact with others, how we treat our bodies, what kinds of things we can own and sell, and how we can be sanctioned if we act outside the law. In this course we will consider a variety of philosophical questions raised by life within a legal system. The first portion of the course will consider questions in “analytical jurisprudence” about the nature of law and its relation to morality. In the second portion we will consider philosophical questions in “normative jurisprudence,” which asks not “what is law?” but “what should the law be?” We will look at real life cases and the philosophical questions raised by them within substantive areas of law in both private law (property law, tort law, and contract law) and public law (constitutional law, criminal law, and administrative law). In the final portion, we will look at the ethics of actors in the legal and political sphere and how their individual everyday ethical decisions shape the character of law |
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| PHIL-2226-20 | Love, Sex, and Friendship |
Miyan, Penpichaya |
PM | Main Second Session | Click to read more about PHIL-2226-20 |
In this course we will explore the themes of love, sex, and friendship in ancient Greek philosophy. Texts may include: Plato's Lysis, Symposium, and Phaedrus; Aristotle's Nicomachean Ethics and Politics. We will consider questions such as the following: What is it to be a friend? What is the best or ideal form of friendship? What is the role of friendship in the development of moral and intellectual virtue? What is the role of love and sex in friendship? What roles do love, sex, and friendship play in moral and political life? |
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| PHIL-2233-10 | Ethics in Pop Culture |
Leger, Madeleine |
AM | Main First Session | Click to read more about PHIL-2233-10 |
This course explores ethical issues and perspectives as they arise in the context of popular culture, where that includes film, television, music, novels, and social media. Each section of this course focuses on a particular type of pop culture, and the themes will vary from semester to semester. Please see the course section description for more information about the specific course being offered. |
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| PHIL-2519-20 | Feminist Philosophy |
Raycroft, Alexandra |
AM | Main Second Session | Click to read more about PHIL-2519-20 |
This course introduces students to feminist approaches to philosophical subfields such as philosophy of language, epistemology, philosophy of science, and political philosophy. It also explores philosophical dimensions of concepts such as misogyny, gender, oppression, and intersectionality. Topics will vary each time the course is offered and students should consult section descriptions for more information. |
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| PHYS-1001-20 | Basic Physics |
Esrick, Mark |
PM | Main Second Session | Click to read more about PHYS-1001-20 |
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-2051-10 | Principles of Physics |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-2051-10 |
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. Some seats in this course are reserved. |
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| PHYS-2051-11 | Principles of Physics |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-2051-11 |
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. Some seats in this course are reserved. |
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| PHYS-2052-20 | Principles of Physics II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-2052-20 |
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. Some seats in this course are reserved. |
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| PHYS-2052-21 | Principles of Physics II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-2052-21 |
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. Some seats in this course are reserved. |
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| PHYS-2056-10 | Prin of Physics I Lab |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-2056-10 |
Some seats in this course are reserved. |
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| PHYS-2056-11 | Prin of Physics I Lab |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-2056-11 |
Some seats in this course are reserved. |
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| PHYS-2057-20 | Prin of Physics Lab II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-2057-20 |
Some seats in this course are reserved. |
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| PHYS-2057-21 | Prin of Physics Lab II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-2057-21 |
Some seats in this course are reserved. |
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| PSPK-1080-130 | Public Speaking |
Al-Shamma, Kate |
N/A | Cross Session | Click to read more about PSPK-1080-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| PSPK-1108-130 | Intro to Storytelling |
Jansen, Robert |
N/A | Cross Session | Click to read more about PSPK-1108-130 |
This course is an introduction to the theory and practice of storytelling in connection with public speaking. One of the most important skills in the 21st century is the ability to authentically tell the story of who you are, what matters to you, and the change you want to see in the world. Since humans gathered around the campfire stories have been used to bring people together, tell our collective history, relay critical information, and inspire social change. In this course, we will examine approaches to structuring stories to engage specific audiences and performance techniques to deliver a message with confidence and authenticity. A particular focus of the course will be how stories are a critical communication tool in business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply storytelling to their own areas of study and personal interests through course readings, discussions, assignments, and presentations. Students will develop a portfolio demonstrating the ability to use stories to share knowledge, pitch a new idea or product, spark social change, connect to an audience using humor, lead people into the future, and communicate who you are for a job interview. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| PSYC-1000-130 | General Psychology |
Parrott, W |
N/A | Cross Session | Click to read more about PSYC-1000-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| PSYC-1000-20 | General Psychology |
Pelham, Brett |
PM | Main Second Session | Click to read more about PSYC-1000-20 |
This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology. PSYC-001. GENERAL PSYCHOLOGY IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES. |
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| PSYC-3200-01 | Cognitive Neuroscience |
Dubbelde, Richard |
AM | Main Presession | Click to read more about PSYC-3200-01 |
How does the brain produce the mind? Answering this question is the goal of cognitive neuroscience, a rapidly growing discipline that represents the integration of cognitive psychology and neuroscience. The objective of this course is to introduce you to the methods and topics of cognitive neuroscience. We will consider evidence from functional brain imaging, neuro-genetics, studies of brain-damaged individuals, and studies of individuals with psychiatric conditions to arrive at an understanding of how complex cognitive functions such as perception, memory, language, emotion, and higher level thought are organized in the brain. |
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| PSYC-3310-10 | Sensation and Perception |
Dubbelde, Richard |
PM | Main First Session | Click to read more about PSYC-3310-10 |
What is real? How do you define 'real'? If you're talking about what you can feel, what you can smell, what you can taste and see, then 'real' is simply electrical signals interpreted by your brain. These electrical signals are shaped by our evolution and resultant physiology to make us perceive the world in ways that are beneficial to us, in ways that are adaptive. In this course we will study how the brain collects information, about both the external and the internal world, transduces it into electrical signals, and molds that information into the perceptions that we experience and the behaviors that we do. Prerequisites: PSYC 1000 |
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| SOCI-1001-130 | Introduction to Sociology |
Andaç-Jones, Elif |
N/A | Cross Session | Click to read more about SOCI-1001-130 |
Required course for Sociology majors and minors. Introduction to Sociology is the systematic study of human society, social life, and behavior. The purpose of this course is to offer an overview of the major concepts, theories, and methodologies of sociology that will enable you to think sociologically. We will examine important issues and institutions of contemporary society, including culture, socialization, stratification, social class, gender, race, ethnicity, education, religion, family, and social movements in order to develop an awareness of the connection between personal experiences and the larger society. Some seats are reserved. This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| SOCI-1001-20 | Introduction to Sociology |
Mohamed, Mohamed |
PM | Main Second Session | Click to read more about SOCI-1001-20 |
Required course for Sociology majors and minors. Introduction to Sociology is the systematic study of human society, social life, and behavior. The purpose of this course is to offer an overview of the major concepts, theories, and methodologies of sociology that will enable you to think sociologically. We will examine important issues and institutions of contemporary society, including culture, socialization, stratification, social class, gender, race, ethnicity, education, religion, family, and social movements in order to develop an awareness of the connection between personal experiences and the larger society. Some seats are reserved. Some seats in this course are reserved. |
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| SOCI-3592-20 | Law and Society |
Shedd, Carla |
AM | Main Second Session | Click to read more about SOCI-3592-20 |
Sociology Core Topics Course: Law & Society, focuses on detailed examination of some of contemporary society's most salient legal issues. Students learn legal history, socio-political influences, and Supreme Court decisions on issues including abortion, affirmative action, discrimination against same-sex couples, federal elections, gun rights/regulations, and voting rights, among others. Students read primary sources and journal articles, watch documentaries, do simulations, and keep up with current events. Of particular interest are cases before the Supreme Court currently whose decisions will be announced in the summer. Some seats in this course are reserved. |
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| SPAN-1001-10 | Introductory Spanish I |
Reyes, Gabriella |
PM | Main First Session | Click to read more about SPAN-1001-10 |
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-1002-20 | Introductory Spanish II |
Sciacca, Michael |
PM | Main Second Session | Click to read more about SPAN-1002-20 |
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-1011-10 | Intensive Basic Spanish |
Leow, Ronald |
AM | Main First Session | Click to read more about SPAN-1011-10 |
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-1521-10 | Intermediate Spanish I |
Ortega Luque, Angeles |
PM | Main First Session | Click to read more about SPAN-1521-10 |
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. Some seats in this class are reserved. Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course.The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-1522-20 | Intermediate Spanish II |
Biddanda, Varun |
PM | Main Second Session | Click to read more about SPAN-1522-20 |
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. Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course.The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-1532-20 | Intensive Intermediate Spanish |
Morales-Front, Alfonso |
AM | Main Second Session | Click to read more about SPAN-1532-20 |
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 you acquire skills necessary for effective speaking and writing in Spanish. A second goal is to develop your cross-cultural competence and awareness, i.e., your ability to critically understand, analyze, and reflect on a broad spectrum of narratives (biographies, news, interviews and reports, historical narratives, music) in written and visual forms (television news, newspaper articles, interviews and reports, and cinema) with Spanish as the primary communication tool. Class time is devoted to active and constant communication with your classmates and the instructor. Prior to every class meeting, you are expected to complete independent work, either to consolidate the knowledge and linguistic skills developed during class time or to prepare for in-class discussions. Independent work includes active reading and listening to multimedia materials as well as a number of computer-based assignments; in the classroom, personal computer/cell phone use is reduced to a minimum. Our third goal is to promote awareness of questions of normativity and deviance, stigma and power, and specifically how Spanish-speaking communities grapple with physical and mental differences. This course counts towards the minor in Disability Studies. Assessment: three written tests, one cumulative final exam, compositions, oral exams, and daily tasks. Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course.The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| STRT-3260-20 | International Business |
O'Connor, Craig |
PM | Main Second Session | Click to read more about STRT-3260-20 |
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-1000-130 | The Problem of God |
Sayilgan, Mehmet |
N/A | Cross Session | Click to read more about THEO-1000-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| THEO-1000-20 | The Problem of God |
Ray, Jonathan |
PM | Main Second Session | Click to read more about THEO-1000-20 |
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. Some seats in this course are reserved. |
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| THEO-1100-130 | Intro to Biblical Literature |
Linafelt, Tod |
N/A | Cross Session | Click to read more about THEO-1100-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| THEO-2006-20 | Martyrdom and Meaning |
Morici, Rosanne |
PM | Main Second Session | Click to read more about THEO-2006-20 |
The term “martyrdom” appears widely in contemporary religious and political cultures. While the martyr feels like such a recognizable figure, 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 to generate meaning out of suffering and to establish a relationship between violence, belonging, and truth. We begin with classical and early Jewish, Christian, and Muslim sources, and then end with other self-sacrificial phenomena in Chinese Buddhism and Japanese samurai culture, considering along the way the felt effects of this history on the present. |
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| THEO-2570-10 | Chinese Philosophy |
Cline, Erin |
AM | Main First Session | Click to read more about THEO-2570-10 |
This course introduces students to the diversity of views found in the history of Chinese philosophy, from the distinctive virtue ethical views of classical Confucians and the conceptions of a “state of nature” offered in the texts of the Mozi and the Xunzi to Daoist accounts of the inherent goodness of human nature and Chinese Buddhist views concerning the self. We will examine the profound ways in which the Confucian, Daoist, and Buddhist traditions influenced each other and were shaped by the critiques of competing schools of thought, particularly with the advent of Chinese Buddhism and Neo-Confucian philosophy. We will also evaluate the degree of influence that traditional Chinese philosophy has had on contemporary East Asian cultures, and the reasons why Confucianism, Daoism, and Buddhism seem to have more in common with (other) religious traditions than with Western philosophical schools or positions. |
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| THEO-2707-20 | Religion and Cults in America |
Steenhuisen, Lauve |
AM | Main Second Session | Click to read more about THEO-2707-20 |
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-3835-130 | CBL: Courage, Hope, Justice |
Danner-McDonald, Kerry |
N/A | Summer 6-Week Session I | Click to read more about THEO-3835-130 |
How do we become courageous but not reckless? Maintain hope in a world full of despair? Discover how discourse, habits and Christian virtues sustain courage, hope, and justice in its religious, psychological and social dimensions. We will explore physical, moral, and spiritual courage, hope, and justice through the lives of individuals, such as Colin Kaepernick, and communities, such as the protestors of the Dakota Access Pipeline. We will look at how courage and hope manifest in everyday life—in addiction, in financial stress, playgrounds, and in the context of a warming planet. While there is an emphasis on Christian ethics, readings and discussion are not limited to Christian approaches. This course is a Community Based Learning course. Student volunteer over the course of the semester with local community organizations as part of regular course work. Partnering opportunities include working with after school programming, people experiencing homelessness, or through existing CSJ programs. Bus/metro costs are covered. Questions? Please email Kerry.Danner@georgetown.edu This course meets entirely online in an asynchronous format with no live meeting sessions during 6-Week Session I, May 19 - June 27, 2025. |
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| TPST-1122-20 | Intro to Acting. |
Marshall, Sarah |
AM | Main Second Session | Click to read more about TPST-1122-20 |
This course introduces students to the fundamental principles of acting without working with a formal script. Through structured exercise and games, students study Concentration, Observation, Given Circumstances, and Stage Awareness. Students will create their own performance material, exploring the physical self, space/staging, working with props, and ensemble and interplay with fellow actors. The coursework is very physical and creative. The work is focused on understanding the art of acting through games, exercises, reading, discussions, and evaluations of one’s own work and the work of fellow classmates. No acting experience is required. Students must attend first class or lose their seat in the course. |
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| UNXD-1030-130 | Intersections: Social Justice |
Young, Hope |
N/A | Cross Session | Click to read more about UNXD-1030-130 |
This course meets entirely online in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. Students should express their interest in registration on the form https://docs.google.com/forms/d/e/1FAIpQLSffQiLVUzZ6lYwWX93JvOBZK1LXdY4cGwAPOYWkXElNxNYLew/viewform?usp=dialog on this webpage - csj.georgetown.edu/intersections |
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| UNXD-3250-50 | Law & Practice Practicum |
Hartman, Joseph |
PM | Full Term | Click to read more about UNXD-3250-50 |
This course is only open to students in the Summer Institute in Law & Practice. This course is only open to students in the Law Summer Institute. summersessions.georgetown.edu/summer-institutes |
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| UNXD-4470-101 | Web Development for Everyone |
de Lara, Joel Harlan, Beth |
N/A | Full Term | Click to read more about UNXD-4470-101 |
Global Career Accelerator is a four-credit, virtual, asynchronous experiential learning program that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. For more information about this program and to register for this course, please visit globaltech.georgetown.edu. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu). Formerly titled "Global Tech Experience." This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. Applications will open in April. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).The Georgetown Global Career Accelerator (formerly Global Tech Experience) is a virtual, asynchronous experiential learning course that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered as a collaboration between the Red House, Podium Education LLC, and the Cawley Career Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. |
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| UNXD-4470-102 | Data Analytics |
de Lara, Joel Harlan, Beth |
N/A | Full Term | Click to read more about UNXD-4470-102 |
Global Career Accelerator is a four-credit, virtual, asynchronous experiential learning program that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. For more information about this program and to register for this course, please visit globaltech.georgetown.edu. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu). Formerly titled "Global Tech Experience." This section is for the Data Analytics track. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors except MSB students and students who have taken MATH 1505 and MATH 2620. Applications will open in April. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).The Georgetown Global Tech Experience is a virtual, asynchronous experiential learning course that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. |
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| UNXD-4470-103 | Coding for Data |
de Lara, Joel Harlan, Beth |
N/A | Full Term | Click to read more about UNXD-4470-103 |
Global Career Accelerator is a four-credit, virtual, asynchronous experiential learning program that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. For more information about this program and to register for this course, please visit globaltech.georgetown.edu. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu). Formerly titled "Global Tech Experience." This section is for the Coding for Data Track. This course is open with application-based enrollment to all GU students who are rising sophomores, juniors, and seniors *except* for students who have completed MATH 1505 and MATH 2620. Applications will open in April. For more information about this program and to register for this course, please stay tuned and fill out the 'Reserve Your Spot' form at globaltech.georgetown.edu. If you experience trouble or have any questions, please contact Red House Academic Manager Cristina Benitez (scb32@georgetown.edu) or the GU instructor, Professor Beth Harlan (eam227@georgetown.edu).The Georgetown Global Tech Experience is a virtual, asynchronous experiential learning course that offers students a unique combination of intercultural skills and technical industry skills aligned to the changing nature of work. This course is offered in partnership with the Cawley Center which will provide continuous and dedicated support to Georgetown students enrolled in this experience. |
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| UNXD-4950-40 | Startup Internship Seminar |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-4950-40 |
The Georgetown Startup Internship (GSI) Seminar is designed to offer students from across the university access to real-world skills building while working part-time as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy combining formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, managing up, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students must apply to internships and receive an offer before the semester begins to be eligible to register for this class. Students must visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship to enroll in this class. This class meets online asynchronously. You may self-enroll today in UNXD 590 Startup Internship Seminar. Please note the following requirements to stay enrolled in the course: You are required to seek approval from your DGS and secure an internship with a startup or growth-stage company (1-499 employees) before the course starts to be eligible to complete the course. Please follow the steps recommended by the Georgetown Startup Interns (GSI) program (https://eship.georgetown.edu/gsi/). You can apply to any of the GSI internship postings or bring your own internship. If you want to know if a potential internship will be approved for the course, please email the position description and company's website to mike.malloy@georgetown.edu for pre-approval. When you receive your internship offer letter, you must complete the Finalize Your Internship with Georgetown Startup Interns Form (https://airtable.com/shrVKj3Q2e0QFGbZC) to be approved for the course. If you do not finalize your internship and receive approval from Prof Malloy before the end of drop/add period, you will be removed from the course. |
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| WGST-2223-20 | Trans/Feminism |
Forrest, Brady |
PM | Main Second Session | Click to read more about WGST-2223-20 |
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| WGST-2234-20 | Feminist Disability Studies |
Forrest, Brady |
PM | Main Second Session | Click to read more about WGST-2234-20 |
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-2236-130 | Media, Race & Gender |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-2236-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| WGST-2239-10 | Race, Gender, and Medicine |
Danylevich, Theodora |
PM | Main First Session | Click to read more about WGST-2239-10 |
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-2244-130 | Hip Hop and Feminism |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-2244-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| WGST-2248-130 | Global Histories of Sex Work |
Hosseini, Fatemeh |
N/A | Cross Session | Click to read more about WGST-2248-130 |
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 in an asynchronous format with no live meeting sessions during the 8-Week Cross Session, June 2 - July 23, 2025. |
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| WGST-2276-20 | Intro to Mutual Aid Activism |
Madden, Jaime |
AM | Main Second Session | Click to read more about WGST-2276-20 |
Community fridges full of fresh produce for the taking; rent parties to support tenants facing eviction; markets where everything is donated and everything is free. Mutual aid projects understand that in times of immediate and ongoing disaster, neighbors help neighbors. In this seminar, we will study the work of organizers and activists participating in a range of mutual aid projects in DC and elsewhere. We will learn about mutual aid's long history, which includes the Black Panther Party's free breakfast program; in addition, we will learn about the philosophies of mutual aid, which includes the argument that mutual aid is distinct from charity and instead operates in the tradition of solidarity. The course is organized around keywords and the relationship of the keyword to mutual aid. For instance, when we study the keyword "debt," we will consider Andrew Ross's judgment that practices in support of alternative economies not only exist, but actually have a much larger impact than is usually acknowledged. Finally, students will have opportunities to plan and build together: How do you want to contribute to existing mutual aid projects? What are the new projects that your communities need? |
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| WRIT-1150-10 | Writing and Culture |
Winston, Dennis |
AM | Main First Session | Click to read more about WRIT-1150-10 |
Writing and Culture is an interactive seminar, enrolling no more than 15 students, that should be taken in the first year. The Writing and Culture Seminar helps students develop their ability to: 1) experiment with diverse strategies for planning, drafting, and revising writing; 2) adapt writing to respond to, engage, and persuade audiences; 3) employ rhetorical strategies for analyzing, designing, and communicating in writing and other forms of media; 4)engage in writing as a form of thinking, inquiry, and learning. |
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| WRIT-1150-20 | Writing and Culture |
Batychenko, Jessica |
PM | Main Second Session | Click to read more about WRIT-1150-20 |
Writing and Culture is an interactive seminar, enrolling no more than 15 students, that should be taken in the first year. The Writing and Culture Seminar helps students develop their ability to: 1) experiment with diverse strategies for planning, drafting, and revising writing; 2) adapt writing to respond to, engage, and persuade audiences; 3) employ rhetorical strategies for analyzing, designing, and communicating in writing and other forms of media; 4)engage in writing as a form of thinking, inquiry, and learning. |
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| WRIT-1150-21 | Writing and Culture |
Bieda, Casey |
PM | Main Second Session | Click to read more about WRIT-1150-21 |
Writing and Culture is an interactive seminar, enrolling no more than 15 students, that should be taken in the first year. The Writing and Culture Seminar helps students develop their ability to: 1) experiment with diverse strategies for planning, drafting, and revising writing; 2) adapt writing to respond to, engage, and persuade audiences; 3) employ rhetorical strategies for analyzing, designing, and communicating in writing and other forms of media; 4)engage in writing as a form of thinking, inquiry, and learning. "Margins & Monsters." With the popularity of science fiction in our contemporary culture, the actors of the “non-human” ,“cyborg”, or hybrids between have taken on many functions in our imaginations--mainly as symbols of our struggle to mediate perspectives beyond our own. Beyond Star Trek and Planet of the Apes, there are current conversations within environmentalism, conservation, and technological development (and many others) that ask us to critically consider broader ideas of identity, power, action, interaction, and dialogue. Our world continues to only grow bigger, and the more it expands, the more we learn how little we know about it. We strive to find the best and most effective ways to live and communicate with one another, and become active participants in our own culture. This course is about writing as a form of that participation, of asking questions, and as a method to engage with the perspectives of others-- especially those whose stories are new, forgotten, silenced, or different from our own. In this course, students will learn the importance of audience, narrative, perspective, form, authority, credibility, and intent in our everyday discourse—verbal, non-verbal, and written. Students will explore a wide variety of texts --from 1970’s science fiction films, to medieval French poetry---and through close rhetorical engagement and written inquiry, bring to light the impact of language in mediation between familiar and unfamiliar perspectives. By writing about our environment, our technology, our made-up monsters, and the other creatures we share space with, students will better understand the impact of their participation in the world they inhabit, a world shaped by their actions, their ideas, and their words. Students will be able to write more effectively and affectively, so our world might continue to turn in more wonderful, wider, and weirder ways. |
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