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 | |
|---|---|---|---|---|---|
| ACCT-1101-10 | Intro to Financial Accounting |
Fairfield, Patricia |
AM | Main First Session | Click to read more about ACCT-1101-10 |
This course is an introduction to financial accounting as the “language of business.” Financial accounting provides information to stakeholders of the firm, including customers, suppliers, managers, investors, creditors, regulatory agencies, and local communities. The course covers fundamental financial accounting concepts, the structure of financial statements, and the analysis of significant business transactions. Most of the skills acquired in the class will be taught through real-world examples from company financial statements to understand how accounting information is presented to and used by stakeholders. The skills acquired in the course are foundational for various careers, including general management, financial services, consulting, and those thinking of starting their own business or joining not-for-profit or government entities. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| ANTH-2205-10 | Justice and Media |
Ibrahim, Amrita |
AM | Main First Session | Click to read more about ANTH-2205-10 |
|
|||||
| 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. |
|||||
| 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. |
|||||
| ANTH-2287-20 | Football & the American Dream |
Ibrahim, Amrita |
PM | Main Second Session | Click to read more about ANTH-2287-20 |
Each year, thousands of hopefuls try out at high school and college levels for a shot at playing one step closer to the big league – the NFL. Over the decades since football became America’s primary entertainment money-maker, football has reflected changing ideas about race, class, gender, health, and well-being in American society. This course focuses on the social and cultural impact of American football and how it has shaped ideas around success, achievement, race, masculinity, and dreaming big. The course is targeted to teach students the broader context behind a beloved national sport but also to reflect the experiences of those who engage in the work of this dreaming every day. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| ARST-4423-10 | Activism & Protest: Arab MENA |
Jebnoun, Noureddine |
AM | Main First Session | Click to read more about ARST-4423-10 |
This course examines the role and complexities of people’s agency in the Arab Middle East and North Africa through the framework of activism, protest, and social movements. It discusses the centrality of popular politics that includes activism, collective action, resistance, and protest as a force of change across the region. It investigates the reasons that enable ordinary people from different social backgrounds and outside of institutional, formal, and routine politics to join together in mass movements and voice their grievances in defiance of repressive political conditions. The course analyzes activists and protest movements’ claims against their respective regimes, the conditions that give rise to their movements and occurrence, the advantages of the political opportunities, the risks/threats they face, the organizational resources that shape their choice of activism, their success at particular points of time, and different factors that contribute or impede in achieving their goals. Finally, the course helps to understand the role protest movements, mass popular mobilizations, and revolts have been playing in the Arab world’s ongoing political transformations and argues that this dynamic is an open-ended process, questioning assumptions that depict socio-political changes as a linear process through the strict and narrow binary lens of democracy or authoritarianism. |
|||||
| ARTH-1240-20 | Ancient to Medieval Art |
Tilney, Barrett |
AM | Main Second Session | Click to read more about ARTH-1240-20 |
This lecture course surveys the art and architecture from the Paleolithic period through the Gothic period. Within a roughly chronological structure, we will explore the art of these periods in relation to their broader cultural, intellectual, and historical contexts. In addition to emphasizing the developments that define each historical period, we will consider the aesthetic advances made with the painting materials and methods available at the time. For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses/ This class is not available to audit. |
|||||
| ARTH-1640-130 | Renaissance to Modern Art |
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? This course meets entirely online in an asynchronous format with no live meeting sessions during the Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| ARTS-1200-01 | Printmaking I: Relief |
Barnhart, Scip |
AM | Main Presession | Click to read more about ARTS-1200-01 |
This course utilizes traditional hand printing of relief images from Linoleum plates. Test plates are done in color and B&W.; Folds and simple bookmaking are presented as options. After learning safe cutting, registration and printing methods, students are encouraged to pursue their own personal imagery. Critiques and view and response of videos and online print related sites is required. Must attend the first class or lose the place. For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses/ This class is not available to audit. |
|||||
| 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. |
|||||
| 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. |
|||||
| ARTS-1500-20 | Painting I: Oil |
Anderson, Mark |
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. Must attend the first class or lose the place. For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses/ This class is not available to audit. |
|||||
| 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. Must attend the first class or lose the place. Some seats in this class are reserved. For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu/courses/ This class is not available to audit. |
|||||
| 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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| BIOL-1200-20 | Principle&Practice; in Biology |
Elmendorf, Heidi |
PM | Main Second Session | Click to read more about BIOL-1200-20 |
This is a hands-on, research-intensive course in which students undertake an authentic research project as part of a scientific team. The project focuses on the study of microbial communities (e.g., fungi and bacteria), specifically those living on or around grapes at a local vineyard. We begin by discussing the typical sorts of questions that are asked in this line of research and teaching students how to access and evaluate the relevant scientific literature. The students in the course function as a research team, defining their research questions and working collaboratively in conducting, analyzing, and sharing their research. Basic principles of ecology, molecular biology, and microbiology are taught alongside the analyses and experiments the students do in the pursuit of answers to their questions. We tour these various disciplines not only to provide a broad introduction to the life sciences but also because it is necessary to meet the challenge of these sorts of studies—namely, that to understand a community of organisms requires numerous approaches, and, further, that there is not just a single way to understand a community. |
|||||
| BIOL-1200-21 | Principle&Practice; in Biology |
Floyd, Jeanetta |
PM | Main Second Session | Click to read more about BIOL-1200-21 |
This is a hands-on, research-intensive course in which students undertake an authentic research project as part of a scientific team. The project focuses on the study of microbial communities (e.g., fungi and bacteria), specifically those living on or around grapes at a local vineyard. We begin by discussing the typical sorts of questions that are asked in this line of research and teaching students how to access and evaluate the relevant scientific literature. The students in the course function as a research team, defining their research questions and working collaboratively in conducting, analyzing, and sharing their research. Basic principles of ecology, molecular biology, and microbiology are taught alongside the analyses and experiments the students do in the pursuit of answers to their questions. We tour these various disciplines not only to provide a broad introduction to the life sciences but also because it is necessary to meet the challenge of these sorts of studies—namely, that to understand a community of organisms requires numerous approaches, and, further, that there is not just a single way to understand a community. |
|||||
| BIOL-1205-20 | Found in Biology I |
Bennett, Shauna |
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. |
|||||
| 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. |
|||||
| BIOL-1215-20 | Found in Biology I-Lab |
Floyd, Jeanetta |
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 105-20. Some seats in this course are reserved. |
|||||
| 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. |
|||||
| 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. |
|||||
| BIOL-1800-20 | Ecology |
DeCandia, Alexandra |
AM | Main Second Session | Click to read more about BIOL-1800-20 |
The course covers the characteristics of populations, communities and ecosystems and the interactions between organisms and their physical environment. Ecological principles are used to explore major issues, such as global change, biodiversity and invasive species, and disease ecology. These relationships are studied, often in quantitative terms, through case studies and field and laboratory projects, with an emphasis on the interpretation of data and experimental design. This courses fulfills the "Populations" distribution requirement for Biology majors and applies to the concentration in Ecology, Evolution and Behavior; it is required for students majoring in Environmental Biology. |
|||||
| BIOL-4950-40 | Research Tutorial |
Chan, Mun |
AM | Full Term | Click to read more about BIOL-4950-40 |
Tutorial research is taken primarily by third year students who wish to begin a research project that may continue on to the senior year as RISE (Research Intensive Senior Experience). This course is available to students majoring in Biology, Biology of Global Health, Environmental Biology or Neurobiology, and to students obtaining a minor in Biology. This research project must be developed in conjunction with a faculty member. Faculty mentors can be from other departments (including the Medical Center), but students must then have a co-mentor of record from within the department and register using their section number. Weekly meetings with faculty members and a final paper are typically expected. There are separate section numbers for each faculty mentor (see list on Registrar's page). This course replaces BIOL-300; students may not take BIOL-340 if they have previously enrolled in BIOL-300. Enrollment requires the permission of the instructor and development of a syllabus tailored to the student and project. Fall and spring. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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-001. Registration in this class is restricted. Interested students are encouraged to enroll in CHEM 009-11. |
|||||
| 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-001. |
|||||
| 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. |
|||||
| 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. Some seats in this course are reserved. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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. Some seats in this course are reserved. |
|||||
| 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. Some seats in this course are reserved. |
|||||
| CHEM-2200-20 | Organic Chemistry II |
Koppel, Monique |
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. |
|||||
| 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. Some seats in this course are reserved. |
|||||
| 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. |
|||||
| 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 20, 2024 - Friday, June 14, 2024. Note the course meeting days and times listed for the required live sessions. |
|||||
| 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. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. |
|||||
| COSC-1020-10 | Computer Science I |
Montgomery, Jami |
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: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. |
|||||
| COSC-1020-20 | Computer Science I |
Essick, Raymond |
PM | Main Second Session | Click to read more about COSC-1020-20 |
This course is intended for computer science majors and minors, and other students with a serious interest in learning C++ programming. The course covers the following topics: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. |
|||||
| COSC-1110-10 | Math Methods for Comp Sci |
Velauthapillai, Mahendran |
PM | Main First Session | Click to read more about COSC-1110-10 |
This course, designed to be taken concurrently with COSC-052, covers mathematical tools and principles that are valuable to the computer scientist. Topics include: propositional and predicate logic; mathematical proofs, including induction; counting and basic probability theory; logarithmic and exponential functions; elementary graph theory; and "Big-O" notation and asymptotics. |
|||||
| COSC-2010-10 | Data Structures |
Buffum, Philip |
PM | Main First Session | Click to read more about COSC-2010-10 |
This course is designed as a second year course for majors and minors and covers basic data structures and algorithm analysis. Starting with the art and science of analyzing algorithms, the main goal of this course is to learn various techniques for organizing data so that computer programs can access, modify, and delete data efficiently. Topics covered include basic data structures (for example, lists, stacks and queues), trees, hashing, heaps, disjoint sets, and graphs, self-adjusting data structures; worst-case, average-case, and amortized analysis; and basic problem solving techniques. The topics are theoretical in nature but have dramatic impact in practice. |
|||||
| DBST-3303-20 | Disability St:The Mad Turn |
Forrest, Brady |
PM | Main Second Session | Click to read more about DBST-3303-20 |
“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? |
|||||
| 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. |
|||||
| 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. |
|||||
| ECON-1001-20 | Econ Principles Micro |
Khuntia, Samhita |
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. Some seats in this course are reserved. |
|||||
| ECON-1002-10 | Econ Principles Macro |
Mayorga Cordova, Diego |
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. |
|||||
| ECON-1002-20 | Econ Principles Macro |
You, Mihyun |
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. Some seats in this course are reserved. |
|||||
| ECON-2101-10 | Intermediate Micro |
Jiang, Zhentao |
PM | Main First Session | Click to read more about ECON-2101-10 |
This course covers the basic elements of microeconomic theory including consumer choice, the impact on resource allocation of different market structures ranging from competition to monopoly, game theory, general equilibrium analysis, and asymmetric information. We will focus on equilibrium and optimization throughout. |
|||||
| 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. |
|||||
| 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. |
|||||
| ECON-2120-20 | Intro to Econometrics |
Healy, Cameron |
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. |
|||||
| ECON-2543-10 | International Trade |
Verma, Rubina |
AM | Main First Session | Click to read more about ECON-2543-10 |
This course covers the theory and practice of international trade. The first part of the course develops the classical and modern theories of the determination of the pattern of commodity trade between nations. The second part of the course covers trade policy and the role of institutions in managing world trade. Fall and Spring. |
|||||
| ENGL-1590-20 | American Gothic Fiction |
Tomlinson, Brett |
PM | Main Second Session | Click to read more about ENGL-1590-20 |
In this course we will explore the haunted houses, woods, and cities of the American imagination. Through our study of mid-19th-Century American Gothic writers, we will engage the persistent question of why a country that values clarity, freedom, religious purity, inclusion, and progress, produces literature so often characterized by darkness, claustrophobia, madness, monstrosity, and haunting. Specifically, we will look at dialogues between the American dream and madness, between “normal” communities and maniacal individuals, between “The City on the Hill” and the “wilderness” beneath. Then, as we move into the late 19th Century and 20th Century, we will focus on specific contexts of Gothic fiction—namely, the female Gothic, African-American Gothic, Southern Gothic, urban Gothic—and we will consider what these novels and short stories reveal about alternative narratives (especially narratives of otherness) that confront the dominant story of a “self-evident” culture. Among many questions we will address: What is the relationship between the distinctly interior notion of America as an idea (a dream) and the psychological nightmares expressed in many of these texts? What are the distinct forms of dominant culture paranoia that issue from nature spaces and urban spaces? Why might the American South be a repository for the Gothic and the grotesque? Major works to be discussed may include: Hawthorne’s Young Goodman Brown and Other Tales, Poe’s Great Tales and Poems, Bloch's Psycho, Gilman’s “The Yellow Wallpaper,” Wright’s Native Son, O’Connor’s Selected Short Stories, Jackson’s The Haunting of Hill House, and Selby Jr’s Requiem for a Dream. |
|||||
| 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 20, 2024 - Friday, June 14, 2024. Note the course meeting days and times listed for the required live sessions. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| ENGL-2340-20 | Science Fiction & Fantasy |
Shinn, Christopher |
PM | Main Second Session | Click to read more about ENGL-2340-20 |
This course will investigate the concept of the future within a global cultural imagination, examining a wide range of literary and cinematic genres in science fiction & fantasy. The class will read a short selection from earlier science fiction writers—from H.G. Wells and Arthur C. Clarke to Isaac Asimov and Philip K. Dick. We will discuss how speculations of the future have evolved over time and address how such classic works speak to contemporary issues about time and space, the science of geophysical disasters, the destruction of the environment, financial Armageddon, pandemics and contagions, governmental control and the chilling prospects of nuclear war and global terrorism. Other topics will encompass Afrofuturism, utopia and dystopia, myths and legends, zombies, epic quests in historical and fantasy novels and Japanese anime. Other writers may include Octavia Butler, Ted Chiang, Max Brooks and J. R. R. Tolkien. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| FMST-1181-10 | Intro to Filmmaking |
Bruno, Melissa |
PM | Main First Session | Click to read more about FMST-1181-10 |
FMST 181-20: This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre. This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre. |
|||||
| FMST-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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| FREN-1002-20 | Introductory French II |
Mirsharif, Zohreh |
PM | 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. |
|||||
| FREN-1501-10 | Intermediate French I |
Smorodinsky, Iris |
AM | Main First Session | Click to read more about FREN-1501-10 |
Non-Intensive Intermediate French I (FREN 1501) builds on the Introductory sequence (Introductory French I and II) and its initial presentation of French and Francophone cultures, the study and practice of basic and functional vocabulary, and essential grammatical structures. The Intermediate sequence (FREN 1501 and FREN 1502) provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 2001 or FREN 2011). The prerequisite for this course (FREN 1501) is the successful completion of Introductory II (FREN 1502) or Intensive Basic (FREN 1011) or French for Spanish Speakers (FREN 1009) at Georgetown U., a score of 41-55 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor. |
|||||
| 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. |
|||||
| GERM-1001-10 | Intro Germ I: Contemp Germany |
Strevey, Stephanie |
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. |
|||||
| GERM-1002-20 | Intro Germ II: Contemp Germany |
Dermon, Dave |
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. Joe Cunningham, at joe.cunningham@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. |
|||||
| GERM-1501-10 | Interm Germ I:Exper Germany |
Schauhoff, Kristina |
PM | Main First Session | Click to read more about GERM-1501-10 |
This course is the first half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intermediate I, students explore the following themes: • Where home is: What does “Heimat” mean? • National pride – a German debate • From art to kitsch: the cultural city of Vienna The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials ( video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. This course is the first half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intermediate I, students explore the following themes: • Where home is: What does “Heimat” mean? • National pride – a German debate • From art to kitsch: the cultural city of Vienna The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. |
|||||
| GERM-1502-20 | Interm Germ II: Exper Germ |
Chen, Dingning |
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. Joe Cunningham, at joe.cunningham@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. |
|||||
| GOVT-1200-10 | The U.S. Political System |
John, Griffin |
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. |
|||||
| 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. |
|||||
| 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. Some seats in this course are reserved. |
|||||
| GOVT-1600-10 | International Relations |
Hamilton, Matthew |
PM | Main First Session | Click to read more about GOVT-1600-10 |
This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner. |
|||||
| GOVT-1600-20 | International Relations |
Girod, Desh Khattab, Ahmed |
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. |
|||||
| 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. |
|||||
| GOVT-1800-20 | Elements of Political Theory |
Gibson, Andrew |
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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| HIST-1099-130 | Hist Focus 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 Cross Session, June 3 - July 26, 2024. |
|||||
| HIST-1099-20 | US in the Space Age |
Ross, Andrew |
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. 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. |
|||||
| HIST-1099-22 | Race Policing & Incarceration |
Frederick, Luke |
AM | Main Second Session | Click to read more about HIST-1099-22 |
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. |
|||||
| HIST-1107-10 | Pacific World |
Wall, Michael |
AM | Main First Session | Click to read more about HIST-1107-10 |
For College students all sections of HIST 107 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Pacific World focuses on the Pacific Ocean world, which has historically been regarded as a vast and prohibitive void rather than an avenue for integration. Yet over the last five centuries motions of people, commodities, and capital have created important relationships between the diverse societies situated on the "Pacific Rim." This course examines the history of trans-Pacific interactions from 1500 to the present. It takes the ocean itself as the principal framework of analysis in order to bring into focus large-scale processes--migration, imperial expansion, cross-cultural trade, transfers of technology, cultural and religious exchange, and warfare and diplomacy. This "oceans connect" approach to world history brings these processes into sharp relief while also allowing for attention to the extraordinary diversity of cultures located within and around the Pacific. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| HIST-1401-20 | Europe I |
Astarita, Tommaso |
PM | Main Second Session | Click to read more about HIST-1401-20 |
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. Some seats in this course are reserved. |
|||||
| HIST-1504-20 | Latin America II |
Bestilleiro Lettini, Santiago |
PM | 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. |
|||||
| HIST-1601-20 | Middle East I |
Agoston, Gabor |
AM | Main Second Session | Click to read more about HIST-1601-20 |
Through lectures, readings, class discussion and audio-visual material, this course examines the history of the Middle East from the late sixth to the late seventeenth centuries. The lectures focus on broader topics, such as the emergence of Islam; the history of major Middle Eastern empires; changing geo-strategic and cultural conditions; and the evolution and functioning of classical and medieval Muslim institutions. Discussion sections will enable students to deepen their knowledge regarding local diversities within the unifying systems of Muslim beliefs, law, and administration; the material and intellectual exchanges and interactions between the Muslim world and non-Muslim communities and polities; and Muslim reactions to the Crusades and the Mongol invasions. For College students, HIST 160 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. |
|||||
| HIST-1602-10 | Middle East II |
Schilling, Patrick |
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). |
|||||
| HIST-1704-20 | East European History II |
Stolarski, Christopher |
AM | Main Second Session | Click to read more about HIST-1704-20 |
About 1800 to the Present. Nineteenth-century nationalism, industralization, the euphoria of independence. Parliamentarism and democracy. Attempts at industrialization. Decline of democracy and resurgence of traditional conservatism and native fascism. The cauldron of World War II. The fate of the Jews. Sovietization. Titoism. Socialist society in Eastern Europe. The unraveling of Communism. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| IDST-3230-30 | Health Professions Seminar |
Ericson, Jennifer |
PM | Cross Session | Click to read more about IDST-3230-30 |
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 post-graduate 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 students and health professionals. Topics might include: Introduction to Health Professions (differences between MD and DO degrees, as well as discussion of careers in PT, Dentistry, Nursing, Veterinary Medicine, etc.) Choosing your path Doctor, Heal Thyself: wellness tips for stress management in med school and beyond Building a Successful Grad/Med School Application Medical Humanities Guest Speaker Series (GUMC colleagues) Alumni Mentor series This course is only open to students in the Summer Institute in Health Professions (“Club Med”). |
|||||
| IDST-3250-30 | Law & Practice Practicum |
Hartman, Joseph |
PM | Cross Session | Click to read more about IDST-3250-30 |
The Law Practicum course includes guest speakers and visits to various legal institutions (the U.S. Department of Justice, the Virginia Supreme Court, and the U.S. Supreme Court). Students will have exposure to practicing attorneys, courts, agencies, nonprofit organizations, and other dimensions of legal practice in the greater metropolitan Washington area. Students in the Law & Practice concentration may also meet with government lawyers at the federal level, attorneys serving as in-house corporate counsel, and current judicial clerks. This course is only open to students in the Summer Institute in Law & Practice. The practicum will limit most of its activities to the published meeting times in order to avoid conflicts with other courses. There may be an occasion when an off-site event is scheduled outside or beyond the published meeting time. Students will be given sufficient notice and will not be required to attend that event. |
|||||
| IDST-3260-30 | Law & Society Practicum |
Shedd, Carla |
PM | Cross Session | Click to read more about IDST-3260-30 |
The Law Practicum course includes guest speakers and visits to various legal institutions (the U.S. Department of Justice, the Virginia Supreme Court, and the U.S. Supreme Court). Students will have exposure to practicing attorneys, courts, agencies, nonprofit organizations, and other dimensions of legal practice in the greater metropolitan Washington area. Students in the Law & Society concentration could attend local court hearings in the DMV area, meet with lawyers in high-profile local and state criminal cases such as the D.C. Sniper case, speak with violence interrupters working on preventing gun violence in DC, and visit local detention/jail facilities. This course is only open to students in the Summer Institute in Law & Society. The practicum will limit most of its activities to the published meeting times in order to avoid conflicts with other courses. There may be an occasion when an off-site event is scheduled outside or beyond the published meeting time. Students will be given sufficient notice and will not be required to attend that event. |
|||||
| INAF-3952-60 | Internship in Intntl Affairs |
Billingslea, Kendra |
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. |
|||||
| INAF-3953-60 | Internship in Intl Affairs II |
Steinhelper, Anna |
AM | Full Term | Click to read more about INAF-3953-60 |
NA |
|||||
| 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. It provides a first approach to the Italian language for absolute beginners. Attention is devoted to the four skills of speaking, understanding, reading and writing. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (such as Canvas and other digital tools). The general objectives are to provide students with basic tools for oral and written communication in Italian, but also to offer them the opportunity to learn about Italian culture and life and to reflect about intercultural differences and similarities. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 20 - June 28, 2024. |
|||||
| 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 and Culture Intermediate is a first-year intensive course. The summer session is taught online, remotely and asynchronously. This means that there is no meeting time assigned. Course material and assignments are fully delievered online. The course is designed to further develop language ability and knowledge of the Italian culture for students who have completed ITAL 011 or have already had some exposure to the language. As in the case of ITAL 011, the four skills of speaking, understanding, reading and writing are developed in a balanced way. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (like Canvas and digital tools). The general objective is to provide students with basic tools for oral and written communication in Italian and to offer them the opportunity to learn about Italian culture and life, but also to reflect about intercultural differences and similarities. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session II, July 1 - August 9, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| MARK-1101-21 | Principles of Marketing |
Easwar, Karthikeya |
PM | Main Second Session | Click to read more about MARK-1101-21 |
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. This section is open only to students in the Business Scholars program. |
|||||
| MATH-1001-20 | Pre-Calculus |
Mehmetaj, Erblin |
PM | Main Second Session | Click to read more about MATH-1001-20 |
This course is designed to assist students whose high school mathematics background is insufficient for the standard first-year mathematics courses. It is primarily intended as a preparation for MATH-035. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, and the logarithmic and exponential functions. Graphing and word problems will be stressed. This course is not intended to complete the math/science requirement in the College. Fall. |
|||||
| MATH-1004-01 | Mathematics in Society |
Gharahbeigi, Sara |
AM | Main Presession | Click to read more about MATH-1004-01 |
The course is concerned with mathematical approaches that can help resolve conflicts, make decisions under adverse or uncertain conditions, or extract social choices from the preferences of individuals. Topics will be chosen from elementary game theory (arms race, Prisoner's Dilemma), fair division schemes, probability models for chance events and risk (lottery, poker, life insurance), voting models (voting paradoxes, building coalitions), and statistical methods (opinion polls, clinical trials). Mathematical prerequisites are algebra, analytic geometry, and elementary probability as taught in high school. This course may be used toward completion of the College math/science requirement. |
|||||
| MATH-1004-20 | Mathematics in Society |
Mehmetaj, Erblin |
AM | Main Second Session | Click to read more about MATH-1004-20 |
The course is concerned with mathematical approaches that can help resolve conflicts, make decisions under adverse or uncertain conditions, or extract social choices from the preferences of individuals. Topics will be chosen from elementary game theory (arms race, Prisoner's Dilemma), fair division schemes, probability models for chance events and risk (lottery, poker, life insurance), voting models (voting paradoxes, building coalitions), and statistical methods (opinion polls, clinical trials). Mathematical prerequisites are algebra, analytic geometry, and elementary probability as taught in high school. This course may be used toward completion of the College math/science requirement. |
|||||
| MATH-1040-20 | Probability and Statistics |
Nategh, Emisa |
AM | Main Second Session | Click to read more about MATH-1040-20 |
This course will introduce students to the basic concepts, logic, and issues involved in statistical reasoning, as well as basic statistical methods used to analyze data and evaluate studies. The major topics to be covered include methods for exploratory data analysis, an introduction to sampling and experimental design, elementary probability theory and random variables, and methods for statistical inference including simple linear regression. The objectives of this course are to help students develop a critical approach to the evaluation of study designs, data and results, and to develop skills in the application of basic statistical methods in empirical research. An important feature of the course will be the use of statistical software to facilitate the understanding of important statistical ideas and for the implementation of data analysis. Cannot be taken for credit if the student has already taken ECON 121, Gov 201, OPIM 173, IPOL 320 or MATH 140. College Economics and Political Economy majors should enroll in ECON 121, rather than MATH 040. This course does NOT satisfy the Mathematics minor or majors requirement for a Statistics class--these students should enroll in MATH 140. Seniors and Post Baccalaureate Pre-Medical students must get special permission to enroll in this course. Cannot be taken for credit if the student has already taken: ECON 121, OPIM 173, IPOL 320 or MATH 140. |
|||||
| MATH-1350-130 | Calculus I |
Gharahbeigi, Sara |
N/A | Summer 6-Week Session I | Click to read more about MATH-1350-130 |
This is the first part of the three-semester calculus sequence (MATH-1350, 1360, and 2370) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. All students must score a 75 or above on the Calculus Readiness Assessment to enroll in MATH 1350. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session I, May 20 - June 28, 2024. |
|||||
| MATH-1350-20 | Calculus I |
Extejt, John |
AM | Main Second Session | Click to read more about MATH-1350-20 |
This is the first part of the three-semester calculus sequence (MATH-1350, 1360, and 2370) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. All students must score a 75 or above on the Calculus Readiness Assessment to enroll in MATH 1350. |
|||||
| MATH-1360-10 | Calculus II |
Cuzzocreo, Daniel |
AM | Main First Session | Click to read more about MATH-1360-10 |
A continuation of MATH-035. Topics include techniques of integration, applications of the definite integral, improper integrals, Newton's method and numerical integration, sequences and series including Taylor's theorem and power series, and elementary separable and first and second order linear differential equations. Fall and Spring. |
|||||
| MATH-1360-130 | Calculus II |
Mehmetaj, Erblin |
N/A | Summer 6-Week Session II | Click to read more about MATH-1360-130 |
A continuation of MATH-035. Topics include techniques of integration, applications of the definite integral, improper integrals, Newton's method and numerical integration, sequences and series including Taylor's theorem and power series, and elementary separable and first and second order linear differential equations. Fall and Spring. This course meets entirely online in an asynchronous format with no live meeting sessions during 6-week Session II, July 1 - August 9, 2024. |
|||||
| MATH-2140-10 | Intro Math Statistics |
Dayaratna, Kevin |
PM | 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. |
|||||
| MATH-2370-20 | Multivariable Calculus |
Raney, Michael |
AM | Main Second Session | Click to read more about MATH-2370-20 |
This is a first course in differential and integral calculus of functions of several variables. After the introduction of vectors and the 2 and 3-dimensional Euclidean space, functions of several variables are discussed. Functions of two variables will be visualized by surfaces in the three-dimensional space. Partial derivatives and the total derivative of real-valued and vector-valued functions, the chain rule, directional derivatives, extrema of real-valued functions, constrained extrema and Lagrange multipliers, double and triple integrals, and the change of variables formula in multiple integrals will be covered. The course will conclude with Green’s, Gauss’s and Stokes’s theorems. |
|||||
| MATH-5340-30 | Social Network Analysis |
Webb, Alla |
PM | Cross Session | Click to read more about MATH-5340-30 |
This course will cover the mathematical concepts used in Social Network Analysis (SNA), in particular those drawn from graph theory and linear algebra. The primary focus of the applications of these methods is the analysis of relational data measured on groups of social agents or graph nodes. Topics to be discussed include graph theory, link analysis, centrality measures, estimation, sampling, large-scale analysis, functional granulation, visualization of network data including issues of validity and representation, and diffusions on networks. After identifying an area of interest, students will prepare a Research Paper and Final Project that uses tools from network theory to quantify the structure of their system and provide a meaningful interpretation of their findings. |
|||||
| MATH-5925-40 | Internship |
Arab, Ali |
AM | Full Term | Click to read more about MATH-5925-40 |
MATH 905 - INTERNSHIP: Students who participate in the internship course will focus on applying the mathematical, statistical and computational skills acquired in the program courses to solving real world problems. This course will focus on applying skills such as data mining, optimization, numerical analyses, maximum likelihood, data visualization, data interpretation and other mathematical and statistical theory to solve industrial problems. The course will also allow students to develop and enhance other technical skills, such as defining client problems mathematically and communicating quantitative results to both technical and non-technical audiences. All students in the Mathematics/Statistics (MAST) graduate program are eligible for this course and must receive Program Director approval. Students will be evaluated on their ability to define the real-world problem in mathematical/statistical terms, solve the problem using numerical techniques, document their technical findings and communicate the results in a written and verbal manner. To be approved, students must have a verifiable internship with a job description that aligns with the program goals. Assignments are given throughout the semester and a final oral and/or written presentation is required. |
|||||
| MGMT-2925-60 | Internship in Business I |
Cooke, Thomas Ferry, Laura |
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. |
|||||
| MGMT-3925-60 | Internship in Business II |
Cooke, Thomas Ferry, Laura |
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. |
|||||
| MGMT-4925-60 | Internship in Business III |
Cooke, Thomas Ferry, Laura |
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. |
|||||
| MGMT-4950-60 | Internship in Business |
Cooke, Thomas Ferry, Laura |
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. |
|||||
| 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. |
|||||
| 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. |
|||||
| PHIL-1100-10 | Intro to Ethics |
Yang, Oliver |
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. |
|||||
| PHIL-1100-20 | Intro to Ethics |
Kremers, Philipp |
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. |
|||||
| PHIL-1500-10 | Intro to Philosophy |
Raycroft, Alexandra |
AM | Main First Session | Click to read more about PHIL-1500-10 |
An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| PHIL-1500-20 | Intro to Philosophy |
Sullivan, Andrew |
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. |
|||||
| PHIL-2001-10 | Bioethics |
Torres, Christopher |
PM | Main First Session | Click to read more about PHIL-2001-10 |
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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| PHIL-2220-20 | Philosophy and the Law |
Khosravi, Shahriar |
PM | Main Second Session | Click to read more about PHIL-2220-20 |
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 |
|||||
| PHIL-2233-10 | Ethics in Pop Culture |
Ritz, Megan |
PM | 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. |
|||||
| PHIL-2501-20 | Introduction to Logic |
Perrin, William |
AM | Main Second Session | Click to read more about PHIL-2501-20 |
What distinguishes good arguments from bad ones? Logic is the study of arguments, and answering this question is one of its chief aims. In this logic course, we begin by studying informal logical reasoning — the main patterns used in everyday arguments. But the majority of the course will focus on formal logic — the study of the abstract form of deductive arguments using symbolization. You will learn (1) how to translate sentences from ordinary English into sentences of symbolic logic, and (2) how to construct valid arguments using basic rules of inference. Once we have a handle on how to symbolize English sentences and how to construct valid proofs, we will move on to the first-order predicate calculus, in which simple propositions will be further analyzed in terms of their parts. We will learn how to prove arguments in a rule-governed system. This course satisfies the logic requirement for philosophy majors. |
|||||
| PHIL-2512-10 | Existentialism |
Koshak, Matthew |
AM | Main First Session | Click to read more about PHIL-2512-10 |
Existentialism is an intellectual movement that spans philosophy, theology, literature, and film. As a philosophical movement, it is best understood as defined by a set of concerns, rather than doctrines. Existentialists worried about a crisis in meaning caused by disenchantment with and alienation from the community, other individuals, and oneself. They worried about threats to individuality posed by modern mass society and modern scientific rationalism. They worried about threats to the individual’s freedom of choice. Different existentialist authors offered different sorts of responses to these threats, ranging from the assertion of the individual’s radical capacity to choose the meaning of their own life to the need to find the meaning of one’s life in a divine source. Different instructors and sections of this course will emphasize different themes and authors drawn from the existentialist movement. Consult each section’s syllabus for more detail. |
|||||
| PHYS-1001-20 | Basic Physics |
Cothran, Christopher |
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. |
|||||
| PHYS-2051-10 | Principles of Physics |
Doughty, Leanne |
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. |
|||||
| PHYS-2051-11 | Principles of Physics |
Doughty, Leanne |
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. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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. |
|||||
| PHYS-2056-11 | Prin of Physics I Lab |
Cothran, Christopher |
AM | Main First Session | Click to read more about PHYS-2056-11 |
|
|||||
| 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. |
|||||
| PHYS-2057-21 | Prin of Physics Lab II |
Johnson, Patrick |
AM | Main Second Session | Click to read more about PHYS-2057-21 |
|
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| PSYC-2200-10 | Physiological Psychology |
Dubbelde, Richard |
PM | Main First Session | Click to read more about PSYC-2200-10 |
The brain, with all its myriad parts, evolved to keep us alive just like any other organ. We are now capable of all kinds of new and flexible behaviors, but many of the parts of the brain, from single cells to neural circuits to macroscopic anatomy, still function in a more rigid manner, largely constrained by their physiology. Things like the circadian rhythm, reward processing and addiction, and different types of memory like autobiographical memory can all be elucidated by studying their underlying physiology. In this course we will study the evolution and physiology of the brain in order to better understand human (and sometimes non-human) behavior. Prerequisites: PSYC 1000 |
|||||
| PSYC-3310-01 | Sensation and Perception |
Dubbelde, Richard |
PM | Main Presession | Click to read more about PSYC-3310-01 |
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 |
|||||
| SEST-3000-01 | Inside the Nat Sec Enterprise |
Jefferis, Jennifer |
AM | Main Presession | Click to read more about SEST-3000-01 |
In this intensive, four-day, thirty-six-hour course (3 credits), students learn about the instruments of national power (diplomatic, informational, military, and economic) and how they are used to achieve strategic objectives in support of U.S. national security policy. Students will learn about the institutions and processes that shape U.S. national security policy. The course culminates in a simulation in which students will role-play key national security actors and develop viable policy proposals regarding an evolving security crisis. Students will be graded on the written proposal they create as well as their ability to get their proposal adopted through the competing interests, institutions, and objectives of other players. This course meets from Monday, June 3 to Friday, June 7 during the Main Pre Session. This course is only open to students in the National Security Summer Institute. |
|||||
| SEST-3001-40 | Understanding War |
Trusso, Michelle |
PM | Full Term | Click to read more about SEST-3001-40 |
This course introduces students to strategy formulation and war. Core concepts include the nature of war, what constitutes military strategy and why it can be difficult to create and implement, and an overview of the organizational culture of the U.S. military services and how it impacts strategy. Through the use of historical case studies, this course demonstrates the effectiveness and limitations of the military instrument of power and provides students with a framework of how to assess military strategy during wartime. This course meets on Tuesdays from June 11 to August 6 during the Full/Special Session. This course is only open to students in the National Security Summer Institute. |
|||||
| SEST-3002-40 | Contemporary Sec Challenges |
Patterson, Rebecca |
PM | Full Term | Click to read more about SEST-3002-40 |
This course explores contemporary issues and challenges in the field of national security. Topics covered include nuclear weapons, terrorism, artificial intelligence, alliances, multinational corporations, international organizations, intelligence, and great power competition with China and Russia. Students will write policy memoranda and op-eds and present brief presentations on contemporary security challenges throughout the course. This course meets on Wednesdays from June 12 to August 7 during the Full/Special Session. This course is only open to students in the National Security Summer Institute. |
|||||
| SEST-3003-40 | Congress and National Security |
Gallo, Alexander |
PM | Full Term | Click to read more about SEST-3003-40 |
This course explores the critical role Congress plays in the formulation, implementation, and oversight of U.S. national security policy. Students will learn how the national security-related committees in Congress function, about the defense budget, Congress’s interactions with the executive branch, including the Department of Defense and military services, and contemporary policy debates today. This course meets on Thursdays from June 13 to August 8 during the Full/Special Session. This course is only open to students in the National Security Summer Institute. |
|||||
| SEST-3004-40 | Decision Making in War |
Wineman, Bradford |
AM | Full Term | Click to read more about SEST-3004-40 |
This course offers a unique and immersive study of decision making in the context of war, set against the backdrop of a Civil War battlefield. Students will engage in an in-depth exploration of military strategies, leadership challenges, and critical decisions. Through a guided tour of the battlefield, expert lectures, and interactive discussions, students will analyze how terrain, resources, technology, and human factors influenced the outcomes of these pivotal conflicts. Emphasizing the complexities and ethical considerations of wartime decision-making, the course integrates historical data, and contemporary military theory, providing an understanding of leadership under pressure. Field exercises and scenario-based learning activities enable students to apply theoretical knowledge to simulated situations, fostering skills in strategic thinking and crisis management. This course meets on Wednesday July 24 and Wednesday July 31 during the Full/Special Session. This course is only open to students in the National Security Summer Institute. |
|||||
| SEST-5734-40 | Artificial Intel & Natl Sec |
Lynch, Justin |
PM | Full Term | Click to read more about SEST-5734-40 |
In this course, we will examine one of the topics most central for the future of national security policy: artificial intelligence, or AI. We will begin first by examining what AI is and isn’t, and discuss how the underlying technology works. We will then proceed to survey the national security landscape and consider how AI will impact key policy and strategy decisions in the near future. Topics discussed include autonomous weapons, intelligence collection and analysis, massive cyber attacks, propaganda, and technology competition. We will also focus on the AI strategies of two major nations, the United States and China. No technical background is required for this class, though we will introduce some important ideas that are relevant to how AI works. Students will be assessed through a mid-term exam that assesses understanding of key concepts, as well as through one research paper in which they examine how AI is changing an area of national security policy. In addition, class participation is a vital component of this class, as a substantial portion of each week will be oriented toward discussion. |
|||||
| SEST-6503-40 | Writing:Security Professionals |
Bryant, Susan |
PM | Full Term | Click to read more about SEST-6503-40 |
The national security field is filled with brilliant people nobody can understand. Their ideas drown in insider language called “wonk.” Wonk is also used by exceptionally non-brilliant people to disguise that they don’t have anything new to say. This course will help students identify the wonk within and exorcise it. The ability to make a powerful argument clearly is critical to influencing national security debates, which should be the goal of every good practitioner. Students will turn what they’ve learned at Georgetown into simple ideas anyone can understand. The practice of writing will help students discover what they believe about the most critical questions facing our community. Some seats in this class are reserved. |
|||||
| SEST-6527-10 | Foreign Policy of India |
Shah, Aqil |
PM | Summer 6-Week Session I | Click to read more about SEST-6527-10 |
India is an aspiring major power with the world’s largest population, fifth largest economy and third largest military. The country is pivotal to the shifting geopolitics of the Asia-Pacific region and has emerged as a key (albeit reluctant) U.S. partner in its competition with China. This course explores the origins, patterns and implications of India's foreign policy. It is divided into two main parts. The first part will focus on the factors that shape Indian foreign policy including domestic politics, institutions, leadership and strategic culture. The second part will examine salient challenges that India faces in its quest to become a "leading" power in global affairs, including military modernization, nuclear weapons, the Sino-Indian conflict, and the Indo-U.S. partnership. |
|||||
| SEST-6556-10 | Global Health Security |
Katz, Rebecca |
AM | Summer 6-Week Session I | Click to read more about SEST-6556-10 |
This course analyzes the intersection of national security and biological threats, with particular emphasis on public health emergency preparedness and response. Topics covered include the spectrum of biological threats; global health security policy at the international, regional, national and local level; biodefense; and the role of the scientific community in preparedness and disaster response. Particular attention is paid to questions of infrastructure, with the emphasis on the federal government, and international legal frameworks. The course covers a variety of threat themes, including deliberate biological events, naturally occurring infectious diseases, natural disasters, and the associated preparedness and response policy issues. This course will challenge students to read and interpret health security-related agreements, negotiate a position, and assess the policy context while trying to advance a health agenda. This course will run May 28-June 6. The first week will be T, W, R, F, and the second week will be M, T, W, R. Every day is 8:30-12:00pm. |
|||||
| SEST-6567-20 | Space Technologies & Security |
Johnson, Dana Weeden, Brian |
PM | Summer 6-Week Session II | Click to read more about SEST-6567-20 |
This course examines the extent to which spacepower doctrine, concepts, and operations influence national security strategy and international security. It identifies key space policy issues facing the United States and places them in the larger context of technological advances and a changing international strategic environment. The course will briefly examine the historical and policy foundations for U.S. and international space programs and activities. Key documents to be assessed will include U.S. presidential policy directives, Executive Orders, national strategies and policies, and other high-level documents that provide guidance to U.S. space sectors and activities. U.S. space sectors are defined as national security (military and intelligence communities), civil, and commercial. Efforts to expand international space cooperation and to counter other nations’ diplomatic and military space strategies will also be examined. International space programs, including those of Russia, China, Japan, and India, as well as other emerging and established space-faring nations, will be assessed through classroom lectures and in the context of a future space wargame. Students will gain an understanding of: the fundamental characteristics of the space environment that define its national security and commercial utility and context; the interrelationships among U.S. spacepower, national security, and the international security environment; the role of space organizations and sectors in developing and implementing various space technologies, strategies, doctrines, and national policies; strategic choices facing other nations with respect to development and utilization of space capabilities, products, technologies, and services; and analyzing the contribution of space-based capabilities and technologies through a classroom exercise (space wargame) focusing on space and terrestrial foreign policy issues in an international security context. Emphasizing applied learning in preparation for students’ potential future careers, the class assignments are intended to expose students to different presentation and writing styles encountered in the national security community. Presidential directives, memoranda generation, and high-level but comprehensive presentations, as well as development and presentation of diplomatic positions are some of the knowledge and skills encountered in this course. Furthermore, similar to other operational environments such as air, land, and sea, students will also gain an understanding of the nature, terminology, and impact of the space environment and orbital mechanics as well as technology on national security policy and national interests. |
|||||
| SEST-6568-20 | Human Behavior in War |
Connable, Alfred |
PM | Summer 6-Week Session II | Click to read more about SEST-6568-20 |
War is fundamentally a clash of opposing human wills. This is true of conventional war, insurgency, nuclear war, and all other types of armed conflict. Understanding human behavior is central to understanding war. Many explanations of war focus on materiel: Who has the most tanks, the better planes, the most efficient logistics? Accepting the important role of materiel in war, this course explores human motivation, decisionmaking, and culture and their central roles in the nature and outcomes of armed conflict. Why do people choose to fight, to keep fighting, or to quit? Why do civilians pick up weapons to join insurgent movements? We begin the course by establishing a common understanding of human behavior, with readings and discussions focused on agentic choice and cultural influences on decisionmaking. The second part of the course focuses on historic examples from different types of conventional and irregular conflicts. Why did people choose to fight in World War I? In Vietnam? In Afghanistan and Iraq? If they wavered or quit, how did they reach that decision? Lastly, we will explore various ways of assessing human behavior in war through practical exercises and tabletop wargaming. Some seats are reserved. |
|||||
| SEST-6582-10 | Def/Sec Pol US/Allies Indo-Pac |
Harold, Scott |
PM | Summer 6-Week Session I | Click to read more about SEST-6582-10 |
Defense and Security Policies of U.S. Allies and Partners in the Indo-Pacific: As the United States faces a long-term competition with a near-peer competitor in the People’s Republic of China, allies and partners have moved to the center of the U.S. National Defense Strategy; at the same time, many U.S. allies and partners have issued their own Indo-Pacific strategic documents and/or updated their own national security strategies to deal with the reality of an increasingly capable and aggressive PRC. This course examines the national security strategies and military capabilities of the five formal U.S. treaty allies in the Indo-Pacific: Australia, Japan, the Republic of Korea, the Republic of the Philippines, and the Kingdom of Thailand, and further explores the perspectives of select key U.S. allies and partners Canada, New Zealand, Singapore, Taiwan, France and the United Kingdom. The goal of the course is to provide a holistic picture of regional security as seen through the eyes of America’s key strategic advantage—its network of like-minded allies and partners. |
|||||
| SEST-6586-20 | EUROPE: Radicaliz & Terrorism |
Reinares, Fernando |
PM | Summer 6-Week Session II | Click to read more about SEST-6586-20 |
Are some individuals more likely than others to radicalize and participate in terrorism-related activities? Which factors explain the cognitive opening to extremist ideas experienced by some individuals? What are the determinants associated with the process of violent radicalization leading to terrorism? How motivations of one type or the other influence individual decisions to engage in terrorism? Is it possible to observe different patterns according to dissimilar modalities of terrorist involvement? What do we know about the outcome of programs implemented to prevent violent radicalization? What is being done with respect to foreign terrorist fighters relocated in conflict zones or returned? This course, styled as seminar, aims at providing empirical and analytical responses to these seven questions, therefore promoting informed discussions on the topics in question. The focus will be placed on evidence coming from research on relevant cases in Western European nations, mainly though not exclusively Belgium, Denmark, France, Germany, Italy, The Netherlands, Spain, and the United Kingdom. All this invites class members to adopt a comparative approach. The period covered coincides with that of the unprecedented wave of jihadist mobilization experienced since 2012 in these and other countries across the region, but attention will also be paid to other expressions of terrorism. |
|||||
| SEST-6651-40 | CT Strategy and Policy |
Ali, Mustafa |
AM | Full Term | Click to read more about SEST-6651-40 |
In the immediate aftermath of the terrorist attacks on September 11, 2001, counterterrorism quickly became the most important national priority for the United States and dominated the security landscape for the rest of the decade. Even after the death of al-Qa’ida leader Usama bin Laden in 2011—which some experts thought might have signaled the potential demise of that group and the threat it posed to the United States, al-Qa’ida and other groups remained resilient even when faced with significant counterterrorism pressure. By the middle part of the 2010s, events such as the Arab Spring, the rise of the Islamic State in Iraq and al-Sham (ISIS), competition from China and Russia, and security threats from regimes like North Korea and Iran combined to force hard choices regarding the prioritization of counterterrorism and the U.S. focus on it. Over the last twenty years, key decisions in the National Security Council (NSC) drove U.S. policy on counterterrorism, with different approaches adopted by different administrations. This class will explore U.S. policy on counterterrorism before and after the September 11, 2001 attacks through the lens of NSC decision-making and some of the key personalities involved. It will first look at the NSC from a historical context and identify its key roles and functions, before transitioning into an examination of terrorist threats, and then the more specific aspects of NSC decisions and policy choices on counterterrorism. The course will also involve guest speakers, writing assignments geared toward NSC style and format, and simulated NSC meetings where students assume different interagency roles and examine potential courses of action on various counterterrorism issues. This class will meet on 5 Saturdays from 8:30a-4:30pm on the following dates: Sat June 1 Sat June 14 Sat June 29 Sat July 12 Sat July 27 Some seats in this class are reserved. |
|||||
| SEST-6668-10 | Nat Sec Crisis Decision Making |
Jones, Gregg |
PM | Summer 6-Week Session I | Click to read more about SEST-6668-10 |
This course will introduce you to the theory and current practice of managing crises in the National Security arena. After a brief orientation on the primary structures, actors, and theories influencing National Security now, the course will examine in detail how a National leadership team operates and strives to respond to and manage a significant crisis event. A theoretical construct will then be proposed and tested during the rest of the course. Using case studies of recent representative crises, students will assess how the primary National Security actors responded, whether the theoretical construct is applicable, and what, if any, lessons were learned. Along the way, students will also survey the record of predicting crises, and conclude with an adapted theoretical framework that can be used when observing or potentially participating in managing a crisis. Some seats are reserved. |
|||||
| SEST-6674-20 | Weapons of War |
Brown, Duncan |
PM | Summer 6-Week Session II | Click to read more about SEST-6674-20 |
Modern warfare utilizes advanced weapons systems. This course will examine various weapon systems ranging from electronic warfare, artillery, cruise missiles, aircraft, aircraft-launched weapons, ships, submarines, unmanned systems, and strategic and tactical nuclear weapons. In the examination, we will look at capabilities, concepts of operation, and issues surrounding their procurement and use. The course will also involve students working through a crisis scenario utilizing various weapon systems. No pre-existing technical knowledge is assumed nor is any required. |
|||||
| SEST-6682-40 | Russia Security Eurasia/Beyond |
Stronski, Paul |
PM | Full Term | Click to read more about SEST-6682-40 |
This course explores Russian security from domestic, regional, and international perspectives, including an examination of Russia’s security interests in the Caucasus, Central Asia, and Ukraine. For the first decade after the collapse of the Soviet Union, Russians and Americans viewed the country through a prism of relative decline. However, Russia’s undeclared war against Ukraine and its meddling in the 2016 U.S. presidential election has shown Russia is to reinsert itself into global affairs and seek to dismantle a world order that has been dominated since 1991 by the United States and its allies. In the eyes of both the West and its immediate neighbors, Russia’s security policy has shifted from a defensive position of holding off encroachments by the West (or China) to a more assertive direction, as indicated by the war with Georgia in August 2008, the annexation of Crimea and war in Ukraine since 2014, Russia’s intervention in Syria and Russian attempts to sway public opinion and political processes in Europe, North American, and elsewhere. Is Russia’s quest for “great power status” an end in itself, or a reflection of growing domestic pressures that strain Russian economic and political security? How firm a hold does the Kremlin have on the reins of power, particularly as the Russian economy stumbles under the dual weight of low oil prices and sanctions? How much do Russian internal domestic concerns impact its security strategy and posture in Eurasia, and with the West? How is Russia reacting to emerging threats, such as cyber, organized crime, and terrorism/extremism (both at home and abroad)? |
|||||
| SEST-6690-20 | Migration & Sec in the Arctic |
Herrmann, Victoria |
PM | Summer 6-Week Session II | Click to read more about SEST-6690-20 |
From demographics to diseases, economies to ecosystems, ships to species, the Arctic is on the move. Urbanization, globalization, and the impacts of climate change are activating the simultaneous migrations of species, settlements, and security threats across the Arctic in new and unpredictable ways. Arctic port cities are witnessing increased maritime traffic and inflow of migrant labor; rural villages are facing displacement from slow and sudden-onset disasters; sea ice melt and ocean warming are shifting marine species ranges; and terrestrial ecosystems in transition are upending Arctic food webs and introducing southern disease vectors. Each of these intersecting mobilities challenge the quality of life, sustainable development, environmental health, and the regional security of the circumpolar north. In this course, students will learn about distinct drivers of Arctic migrations, and will analyze their implications for economic, military, cultural, environmental, political, food, health, and energy securities. Through case studies, hands-on activities, and guest lectures from leading policymakers and scientists, students, this course will offer an exploration of the many dimensions of security impacted by Arctic migrations. The semester will culminate in a tabletop exercise where students will make real time decisions on how to effectively manage the cascading consequences of Arctic climate change - not only in the north but across the globe. Because what happens in the Arctic does not stay in the Arctic; it affects us all. |
|||||
| SEST-6706-10 | Soft Power and Natl Security |
Brown, Katherine |
PM | Summer 6-Week Session I | Click to read more about SEST-6706-10 |
This course will examine the role of global non-state actors – activists, journalists, terrorists, non-governmental organizations, etc -- in international relations and how states try to influence them to meet their national security objectives. Traditionally, the U.S. government has used foreign public engagement and information activities to build global networks to advance U.S. foreign policy goals. Today, it finds itself working to influence foreign citizens within a complex and unprecedented intersection of technological expediency, weaponized information, and simultaneous ideological and ground wars. Students will examine a diverse range of scholarship on the intersection of international politics, communication, technology, and culture. The course will bring together international relations theory with communications theory, looking specifically at social constructivism, nationalism and identity, international news production, disinformation, protest and social movements, and public diplomacy. Each class will connect theory with current events relating to national security issues. Depending on the topic and class time, a guest speaker working on the frontlines of the issues covered in class will be able to also share their experiences, illustrating for students the relevancy of various literatures and theories. Finally, through papers and active class participation, the course will challenge students to think deeply about the role global publics play in international relations, and strategically about how to effectively use communication tools to support U.S. national security objectives. |
|||||
| SEST-6708-20 | Mass Atrocities and Intl law |
Brand, Mike |
PM | Summer 6-Week Session II | Click to read more about SEST-6708-20 |
Genocide, war crimes, crimes against humanity, and ethnic cleansing are terms that are often used in daily discourse but often misunderstood and sometimes mischaracterized. Through this course, students will examine the legal definitions, similarities, and differences of these mass atrocity crimes, explore case studies, learn about different justice mechanisms to hold perpetrators accountable, and discuss the opportunities and challenges to preventing mass atrocities. |
|||||
| SEST-6709-10 | Cybersec:Priv/PublicPersp |
Brum, Pablo |
PM | Summer 6-Week Session I | Click to read more about SEST-6709-10 |
Cyber has long been a domain of international espionage, with ramifications for strategic, conventional, unconventional, and information warfare. Yet unlike other domains, it is an intimate part of our daily lives and one in which the domain itself—the global Internet particularly—is not owned or controlled by governments or truly neutral. To understand, anticipate, and act upon the national security ramifications of cybersecurity requires working with private sector experts and other stakeholders. This class will provide a framework for understanding national security issues affecting cyberspace and impart practical experience for interpreting the actions of the private sector that can affect national security decision-making and conversely provide insight and opportunity for those students who may wish to go more directly into the private sector and perform that work themselves using their SSP skillset. |
|||||
| SEST-6723-10 | Transnational Crime |
King, Marcus |
PM | Summer 6-Week Session I | Click to read more about SEST-6723-10 |
Transnational organized crime has grown more complex, posing a wide variety of evolving societal challenges. The criminal organizations involved in such activity have transformed in ways that broaden their reach and make it harder to combat them. They have adopted more networked structural models, truly globalized their operations, and grown very tech savvy. They prefer cellular or networked structural models for their flexibility, avoiding the hierarchies that previously governed more traditional organized crime groups. They have burrowed into legitimate commerce, corrupted governments, built all sorts of illicit markets, and become a part of life for many millions of people around the world. The course explores the many different societal forces shaping transnational criminal organizations over time. |
|||||
| SEST-6736-20 | Econ of Competitrs/Adversaries |
Troutman, Mark |
PM | Summer 6-Week Session II | Click to read more about SEST-6736-20 |
In December 2017, the Administration published a National Security Strategy that outlined a different approach for the United States. The document outlined a security view that identified China and Russia as challengers to US power in a world of growing political, economic, and military competition. The document characterized Iran and North Korea as active adversaries, seeking to challenge US and allied interests within their region. This course examines each of these actors from an economic viewpoint, proceeding from the premise that a national economic base provides the resources from which these nations provide for domestic living standards while at the same time resourcing their national security objectives. The course provides an overview of each nation in context to its regional and world economy and in comparison to the US. The course will examine contemporary and projected trends for each nation and relate these to security and strategy. This is designed as an economics course for security professionals who are NOT economists. The instructor will familiarize students with basic macroeconomic concepts and provide a framework for inquiry which the seminar will apply to each of the actors. The seminar will then draw conclusions for strategy and decision-makers. Assignments will consist of short presentations, a short decision paper for each nation, and a medium-length (8 – 12 page) paper on a national topic chosen by the student. |
|||||
| SEST-6742-40 | Geopolitics of Energy |
Bestani, Robert |
PM | Full Term | Click to read more about SEST-6742-40 |
It has long been said that energy and geopolitics are synonymous – and not without reason. Every country’s economic engine is lineally dependent on energy sources and modern militaries could not possibly function without the ample availability of fuel. At the same time, very few countries have the means to secure their energy needs through locally available supplies; instead, enduring dependencies upon other countries have developed. Given energy’s strategic significance, supply systems for fuels and electricity are now seamlessly interwoven with foreign policy and global politics. Our global need for fossil fuels has also had a profound impact on climate change which is quickly changing the habitability of vast areas of the planet. Droughts, desertification, intolerable temperatures, flooding, etc. are now common events around the world. Millions of people are already migrating and hundreds of million more will be seeking to relocate to survive, all of which will cause intense geopolitical conflicts. This new course enables students to enhance their understanding and sharpen their analytical skills with respect to the complex relations between energy supply, energy markets, supply chains and international politics. We will explore the complexities of world energy and international energy relations, examining a wide spectrum of fossil fuels, alongside nuclear and renewable energies. We will also examine how the geopolitics of energy is not merely a matter for the great powers and how actors in the world’s smaller nations are just as active in their quest for power and security. Some seats in this class are reserved. |
|||||
| SEST-6747-20 | The Chinese Nat Sec System |
Yung, Chris |
PM | Summer 6-Week Session II | Click to read more about SEST-6747-20 |
The Chinese Communist Party conceives of security as not only protecting national land borders, maritime sovereignty rights, and bringing Taiwan back into the fold, but also protecting the internal stability of the People's Republic, ensuring the continued growth of the Chinese economy protecting the legitimacy, resiliency of the Party, and ensuring dangerous ideas, and propaganda do not erode CCP effectiveness at governance. To ensure this security the CCP has erected a system of governance, instituted a national security commission, developed over time a reformed military force structure and processes, put in place new law enforcement and prosecution procedures, strengthened its intelligence collection and surveillance system, and has put in place a robust system of military contingency planning, crisis decision making, and policy implementation. This class will explore this system in detail, using case studies, and reading the latest China analytic scholarship on these structures, processes and challenges. |
|||||
| SEST-8645-10 | Data Science Basics in R |
Eaneff, Stephanie |
PM | Summer 6-Week Session I | Click to read more about SEST-8645-10 |
This course will build literacy and basic proficiency in statistical programming, with a focus on the skills needed to conduct data analyses in professional healthcare and public health workplaces. We will cover the basics of data management, data cleaning, data visualization, and basic statistical calculations in R, and version control in github. Students will leave with a small portfolio of relevant data visualizations and analyses completed using a realworld public health dataset. This course will run June 3 - June 7th from 1:00-3:30pm, Monday through Friday. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| SOCI-1001-20 | Introduction to Sociology |
Pathania, Gaurav |
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. |
|||||
| 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. |
|||||
| SPAN-1001-10 | Introductory Spanish I |
Pereira, Alex |
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. |
|||||
| SPAN-1002-20 | Introductory Spanish II |
Doniz, Zyanya |
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. |
|||||
| 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. |
|||||
| SPAN-1521-10 | Intermediate Spanish I |
Metzger, Leah |
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. |
|||||
| SPAN-1522-20 | Intermediate Spanish II |
McKeon, Conor |
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. |
|||||
| 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 them acquire skills necessary for effective speaking and writing in Spanish. Taking readings, documentaries and films as point of departure, the cultural component of the course grows significantly to include current issues encompassing the economy, politics, and culture of the Spanish-speaking areas on both sides of the Atlantic. 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. |
|||||
| STRT-3260-20 | International Business | 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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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. |
|||||
| 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 20 - June 28, 2024. Also please note that the summer version of this course is not a part of the Community Based Learning program like the fall/spring versions. |
|||||
| 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. |
|||||
| UNXD-1030-130 | Intersections: Social Justice |
Ayala, Blaythe Daggs, LIonell |
N/A | Cross Session | Click to read more about UNXD-1030-130 |
Students should express their interest in registration on the form https://forms.gle/4SJRB2ZBruvFkt7C8 on this webpage - csj.georgetown.edu/intersections This course meets entirely online in an asynchronous format with no live meeting sessions during the Cross Session, June 3 - July 26, 2024. |
|||||
| UNXD-4470-101 | Coding for Web |
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. |
|||||
| 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. |
|||||
| UNXD-7950-40 | Grad Startup Intern Seminar |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-7950-40 |
The Georgetown Startup Internship (GSI) Seminar is designed to offer students access to real-world skills building while working as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy, which combines formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students can self-enroll in the course today before securing an internship. Students must apply to internships and receive an offer before the add/drop period ends to be eligible for this class. Students can visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship. If you want to bring your own internship for the course, please email Prof Mike Malloy at mike.malloy@georgetown.edu for approval. This class meets asynchronously. Students can self-enroll in the course today before securing an internship. Students must apply to internships and receive an offer before the add/drop period ends to be eligible for this class. Students can visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship. If you want to bring your own internship for the course, please email Prof Mike Malloy at mike.malloy@georgetown.edu for approval. |
|||||
| UNXD-7951-40 | Grad Internship and Prof Dev |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-7951-40 |
The Graduate Professional Development Seminar offers graduate students from across the university access to real-world skills building while interning at an established company, non-profit, or government agency where they can apply those skills. The seminar encourages whole person learning through our holistic pedagogy combining experiential, formal, and program specific learning. Students set professional SMART goals at the start of their internship. They complete weekly asynchronous training modules and skills workshops to build core professional skills such as cross-cultural communication, working remotely, networking, emotional intelligence, sales, presentations, navigating bureaucracy, and more. Students produce bi-weekly written reflections on how they have and/or will apply what they learn in the course to their graduate program specific professional development, internship, and future career pathways. This facilitates cross-discipline learning with their classmates from diverse graduate programs. Each graduate program assigns a liaison who will deepen the grad program specific professional development experiences for students, including student attendance at in person professional development mentoring, training, and networking events specifically as they relate to their graduate program’s career pathways. Students join LinkedIn groups with alumni from their program and direct message them to conduct informational interviews. At the end of the course, students design an Individual Career Development Plan to direct their career trajectory after completing the graduate program. This class meets asynchronously. In addition to enrolling via MyAccess, be sure to visit to apply via the GSI website: https://eship.georgetown.edu/apply-to-gsi/. Contact Professor Mike Malloy with any questions. The Graduate Professional Development Seminar offers graduate students from across the university access to real-world skills building while interning at an established company, non-profit, or government agency where they can apply those skills. The seminar encourages whole-person learning through our holistic pedagogy combining experiential, formal, and program-specific learning. Students set professional SMART goals at the start of their internship. They complete weekly asynchronous training modules and skills workshops to build core professional skills such as cross-cultural communication, working remotely, networking, emotional intelligence, sales, presentations, navigating bureaucracy, and more. Students produce bi-weekly written reflections on how they have and/or will apply what they learn in the course to their graduate program-specific professional development, internship, and future career pathways. This facilitates cross-discipline learning with their classmates from diverse graduate programs. Each graduate program assigns a liaison who will deepen the program-specific professional development experiences for students, including the design of synchronous professional development training and discussions specifically as they relate to their graduate program’s career pathways. At the end of the course, students design an Individual Career Development Plan to direct their career trajectory after completing the graduate program. |
|||||
| WGST-2222-10 | Reltnshp Vlnce &Sexual; Assault |
Kovach, Laura Schweer, Jennifer |
AM | Main First Session | Click to read more about WGST-2222-10 |
This course will examine intimate partner violence, sexual assault and stalking. We will examine theories about intimate partner violence, frequency and prevalence of rape, and social and cultural contributors to domestic violence, rape, and sexual assault on college campuses. We will also evaluate current systems and policies that exist to support survivors and hold perpetrators accountable. We will then discuss what we can do individually and collectively as a community to end gender violenc |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| 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 Cross Session, June 3 - July 26, 2024. |
|||||
| WGST-2251-130 | Gender and the Law |
Collina, Sara |
N/A | Cross Session | Click to read more about WGST-2251-130 |
This course explores how concepts of masculinity and femininity shape the U.S. legal system. We also examine other factors that influence how individuals view and encounter the law (race, religion, political outlook, sexual orientation, gender identity, socio-economic status, etc.). Specific topics include the gender binary, sex discrimination in the workplace and educational institutions, intimate partner violence, reproductive justice, and marriage. Our academic focus is on legal analysis, public policy writing, and respectful dialogue about emotionally complex topics. There will be many opportunities to practice these skills during the semester. No prior legal knowledge is required. Please note: students who are on the waitlist must show up to the first class to be eligible for a spot in the class. This course meets entirely online in an asynchronous format with no live meeting sessions during the Cross Session, June 3 - July 26, 2024. |
|||||
| WGST-2252-10 | Sex, Soc Justice/Billof Rights |
Hoefling, Tricia |
AM | Main First Session | Click to read more about WGST-2252-10 |
This seminar will explore the regulation of women’s reproductive lives in the United States through a social justice and constitutional law framework. We will examine the elements of the federal Constitution and the Bill of Rights that have been used by the courts to protect reproductive rights, sexual freedom and parenting rights. In this seminar, we will analyze public policies related to reproduction, contraception, forced sterilization, forced birth, abortion, fetal protectionism (including drug/ alcohol use and other pregnancy regulation), and welfare. Discussion will include issues of social justice, racial justice, health care access, and health care equity; gender, cultural, race and socioeconomic class issues; vulnerable populations such as incarcerated women, immigrants, minors, welfare recipients and persons with intellectual and mental disabilities. We will consider the evolution of relevant federal and state laws from a historical, ethical, social and religious framework. We may consider various international perspectives as well. Please note this seminar will not cover adoption, foster care, or IVF/ assisted reproduction. |
|||||
| WRIT-1150-10 | Writing and Culture |
Wimberly, Meri |
AM | Main First Session | Click to read more about WRIT-1150-10 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. |
|||||
| WRIT-1150-20 | Writing and Culture |
Benson, Schuler |
PM | Main Second Session | Click to read more about WRIT-1150-20 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. “I’m Not Owned! I’m Not Owned!”: Argument, Audience, and Empathy A popular YouTube genre has emerged in which arguments are said to take place, and in which one party—never the one posting the video, it seems—gets “OWNED” or “ABSOLUTELY DESTROYED.” The idea is that one of these parties is so good at argument that they’re able to disprove and destroy their opposition. But is this really argument? What’s the goal of argument? Is it about winning? Informing? Persuading? Entertaining? If it’s about anything other than winning, how receptive can we expect a destroyed, owned opposition and/or audience to be? In “I’m Not Owned! I’m Not Owned!” students will view the world of academic writing through an underused and often maligned argumentative lens: empathy. Rooted in Lisa Blankenship’s theory of rhetorical empathy, this section of WRT-015 will trace the history of empathy’s role in argument across different eras, cultures, and schools of thought as a means of learning to think and write persuasively through attempting to enter the opposition’s shoes. Along the way, students will draw from a diverse collection of texts, music, and films to hone critical thinking and reading skills, explore academic and professional research techniques, and develop the tools required to successfully navigate the world of college-level writing across genres and disciplines. Expect lively in-class discussion in a courteous, relaxed, and inclusive environment. Not an English major? Not a problem! |
|||||
| WRIT-1150-21 | Writing and Culture |
Bieda, Casey |
AM | Main Second Session | Click to read more about WRIT-1150-21 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. |
|||||