Whether you’re trying to catch up on credits, graduate early, or free up time to intern or study abroad, our summer courses offer an accelerated way to earn credit and get ahead. You’ll have the opportunity to learn in small, interactive classes and enjoy more time to focus on a single subject area.
We reserve the right to cancel courses at any time. Although we do our best to run every course that is listed, we do occasionally have to cancel classes due to low enrollment, instructor schedule changes, or other circumstances beyond our control.
Session Dates
View Courses
The list of summer college credit 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-101-10 | Intro to Financial Accounting |
Fairfield, Patricia |
AM | Main First Session | Click to read more about ACCT-101-10 |
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. |
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| ACCT-181-01 | Business Law |
Cooke, Thomas |
AM | Main Presession | Click to read more about ACCT-181-01 |
This course investigates the basic concepts that underlie the American legal system and how they apply to issues that arise in a business context. The course examines the regulatory environment of business, the source and application of various types of laws and learn to evaluate which laws take precedence over other laws, the court systems, including when courts have power to compel persons and businesses to appear before them, elements of constitutional law, including who has the final say in interpreting the Constitution, tort and product liability law and how the courts allocate responsibility for injuries, and how the courts apply legal principles to resolve contract disputes. The emphasis is on the application of principles to given sets of facts and drawing legal conclusions. Students attend one U.S. Supreme Court or U.S. Court of Appeals argument in a civil case and complete an assignment that applies the principles learned in class to the case. |
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| ANTH-203-130 | Cyborg: HumanMachine Interface |
Benessaiah, Nejm |
N/A | Cross Session | Click to read more about ANTH-203-130 |
The class will involve a deep dive into human-technology interfaces, with future ethics taking a central concern as technology develops exponentially. Can regulations keep up? Do we need to consider robot ethics? Can human biases embeddedness within machine learning algorithms be understood or do they constitute black boxes? These are some of the questions this course will explore. Students will: • Understand current and future trends in AI • Develop critical thinking around ethics and philosophy of human machine enhancement • Learn how bias is encoded into algorithms • Debate how to regulate AI • Explore potential futures through literature and film • Debate robot personhood This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| ANTH-205-10 | Justice and Media |
Ibrahim, Amrita |
PM | Main First Session | Click to read more about ANTH-205-10 |
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| ANTH-245-01 | Cultures & Sexualities | AM | Main Presession | Click to read more about ANTH-245-01 | |
This course combines anthropological concepts with recent developments in gender and queer theory to understand cultural diversity in concepts of gender, sexuality, and sex across continents. The class focuses on cultural norms, institutions, and historical processes that have influenced possibilities for gender and sexuality in different places and times.Readings approach gender and sexuality from a number of theoretical standpoints including identity, desire, practice, scientific and medical subjectivity, institutional categories, and political stance.We will consider gender and sexuality in conjunction with concepts including social construction, performativity, intersectionality, governmentality, globalization, and hegemony.Readings incorporate ethnographic examples from several continents related to masculinity, femininity, marriage, reproduction, hetro-and homo-normativities, non-binary gender categories, and queerness.These case studies will provide students a basis for understanding how theory relates to lived experience. |
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| ARTH-101-10 | Ancient to Medieval Art |
Tilney, Barrett |
AM | Main First Session | Click to read more about ARTH-101-10 |
Major monuments of western art from the prehistoric birth of representational art through the thirteenth century, with an emphasis on ancient and medieval civilizations of Europe and the Mediterranean basin. Only in unusual circumstances and with the approval of the department may a student with AP credit (ARTH 01) be permitted to take ARTH 101 or 102 for credit. |
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| ARTH-102-130 | Renaissance to Modern Art |
Tilney, Barrett |
N/A | Cross Session | Click to read more about ARTH-102-130 |
Major achievements in European and American pictorial art, sculpture, and architecture from the early Renaissance through the early twenty-first century. Emphasis is on functions, meanings, and styles of individual works within a historical context. Only in unusual circumstances and with the approval of the department may a student with AP credit (ARTH 01) be permitted to take ARTH 101 or 102 for credit. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| ARTS-110-01 | Drawing I:Visual Language |
Anderson, Mark |
PM | Main Presession | Click to read more about ARTS-110-01 |
The various disciplines, techniques, and theories of drawing will be studied as the student learns to train his or her hand, eye and imagination in the assigned practical problems of drawing. Students enrolled in Studio courses must devote a minimum of 4 - 6 hours per week outside of class to develop and complete assignments. These times are flexible and can be rearranged with the instructor. No prerequisite. Fall and Spring. |
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| ARTS-120-01 | Intro to Printmaking |
Barnhart, Scip |
AM | Main Presession | Click to read more about ARTS-120-01 |
This course is designed for beginning to advanced students who wish to experience traditional “hands on” printmaking methods and materials. The course is excellent for studio and art history majors. The basic printmaking techniques covered include; Intaglio, the favorite of Rembrandt, which covers etching and drypoint on copper and zinc, Lithography on stone, as Whistler and Picasso practiced, and Relief on linoleum and wood in the manner of Rockwell Kent and Hiroshege. Students will do assigned test prints in each technique and develop their own personal imagery using the method of their choice. Museum and Gallery visits are required. No prerequisite |
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| ARTS-131-130 | Photo I: Digital |
Carr-Shaffer, Kelly |
N/A | Cross Session | Click to read more about ARTS-131-130 |
Photography I: Digital is a basic digital photography studio art course designed to develop the hands-on skills necessary to produce and identify the elements of a good photograph and to acquire a thorough working knowledge of digital equipment. Students will gain an understanding of the aesthetic and technical areas of photography as a fine art. Class lectures, discussions and digital lab assignments will deal with photographic composition, criticism and history, camera and paper types, and printer systems. Fundamental knowledge of computer programs such as Photoshop will be introduced in the semester to develop photographic imagery. Students enrolled in Studio courses must devote a minimum of 4 - 6 hours per week outside of class to develop and complete assignments. These times are flexible and can be rearranged with the instructor. Fall and Spring. No prerequisite. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| ARTS-131-20 | Photo I: Digital |
Carr-Shaffer, Kelly |
PM | Main Second Session | Click to read more about ARTS-131-20 |
Photography I: Digital is a basic digital photography studio art course designed to develop the hands-on skills necessary to produce and identify the elements of a good photograph and to acquire a thorough working knowledge of digital equipment. Students will gain an understanding of the aesthetic and technical areas of photography as a fine art. Class lectures, discussions and digital lab assignments will deal with photographic composition, criticism and history, camera and paper types, and printer systems. Fundamental knowledge of computer programs such as Photoshop will be introduced in the semester to develop photographic imagery. Students enrolled in Studio courses must devote a minimum of 4 - 6 hours per week outside of class to develop and complete assignments. These times are flexible and can be rearranged with the instructor. Fall and Spring. No prerequisite. |
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| ARTS-150-10 | Painting I: Oil |
Anderson, Mark |
PM | Main First Session | Click to read more about ARTS-150-10 |
This course is an introduction to the materials and techniques used in painting, with an emphasis on oils. It will cover mastery of technique, composition and color as vehicles for individual expression. Fall and Spring. No prerequisite. |
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| ARTS-150-20 | Painting I: Oil |
Xenakis, T |
PM | Main Second Session | Click to read more about ARTS-150-20 |
This course is an introduction to the materials and techniques used in painting, with an emphasis on oils. It will cover mastery of technique, composition and color as vehicles for individual expression. Fall and Spring. No prerequisite. |
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| ARTS-170-10 | Art of the Book |
Barnhart, Scip |
PM | Main First Session | Click to read more about ARTS-170-10 |
This is an introduction to the Art of Handmade books. Students will create unique books utilizing printmaking, letterpress, fine papers and found objects. Craftsmanship, creativity, patience and neatness will be keys to a successful completion of this course. Students will be required to complete 5-7 projects depending on complexity. Everyone is required to participate in the first project, an book relevant to Georgetown University. A copy of this first project goes to the University Library. There will be demos by instructor, videos, and required visits galleries and museums and private collections to assist student project selections. |
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| BIOL-008-10 | Ecology & the Environment |
Fox, Jennifer |
PM | Main First Session | Click to read more about BIOL-008-10 |
At a time when we face a number of serious environmental challenges, an understanding of ecology is important. The objectives of this course are to provide nonscience majors with an introduction to ecologic concepts and to discuss several important environmental issues. Includes a survey of mechanisms and processes at work in the environment, with a focus on current understanding of environmental issues such as climate change, population growth, pollution, agriculture, and emerging diseases. The course explores environmental sustainability and the connection between individual actions and global processes. |
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| BIOL-020-01 | Bees and Beekeeping |
Hahn, William |
AM | Main Presession | Click to read more about BIOL-020-01 |
The course will consist of lectures and hands-on lab activities in the Georgetown bee hives on campus. |
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| BIOL-100-20 | Principle&Practice; in Biology |
DeCandia, Alexandra Elmendorf, Heidi |
PM | Main Second Session | Click to read more about BIOL-100-20 |
This is a hands-on, research-intensive course in which students undertake an authentic research project as part of a scientific team. The project focuses on the study of microbial communities (e.g., fungi and bacteria), specifically those living on or around grapes at a local vineyard. We begin by discussing the typical sorts of questions that are asked in this line of research and teaching students how to access and evaluate the relevant scientific literature. The students in the course function as a research team, defining their research questions and working collaboratively in conducting, analyzing, and sharing their research. Basic principles of ecology, molecular biology, and microbiology are taught alongside the analyses and experiments the students do in the pursuit of answers to their questions. We tour these various disciplines not only to provide a broad introduction to the life sciences but also because it is necessary to meet the challenge of these sorts of studies—namely, that to understand a community of organisms requires numerous approaches, and, further, that there is not just a single way to understand a community. |
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| BIOL-105-20 | Found in Biology I |
Bennett, Shauna |
AM | Main Second Session | Click to read more about BIOL-105-20 |
This first semester of an integrated two semester course focuses upon central concepts in biological chemistry, cell biology, molecular biology, genetics, and development. The relevance of these concepts to the physiology of mammalian systems provides a synthesis opportunity in the last module of the course. Foundations in Biology I and II are prerequisites for higher level biology courses. Students should co-enroll in the laboratory portion of this course (BIOL-115). This course is required for pre-meds and many other pre-health programs. Note, BIOL-105 and BIOL-106 can be taken in any order. |
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| BIOL-106-10 | Found in Biology II |
Fox, Jennifer |
AM | Main First Session | Click to read more about BIOL-106-10 |
In Foundations in Biology II we begin with a detailed look at evolution, the central unifying theme of biology. We next survey the extraordinary diversity of organisms that evolution has produced. In the third section of the course, we examine the science of ecology, as we look at how these organisms interact with one another and with their environment. Foundations in Biology I is not a pre-requisite for this course. BIOL 106/116 is the equivalent of BIOL 104/114 offered during the academic year. Majors in the Georgetown University Biology department must co-enroll in the lab, BIOL 116. Note, BIOL-105 and BIOL-106 can be taken in any order. |
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| BIOL-115-20 | Found in Biology I-Lab |
Bennett, Shauna |
AM | Main Second Session | Click to read more about BIOL-115-20 |
The lab for Foundations I. Inquiry-based Introductory labs in Biochemistry, Cell Biology, Molecular Biology, Development, Data Analysis and Dissection. Foundations in Biology I and II are prerequisites for higher level biology courses. Students should co-enroll in the lecture portion of this course (BIOL-105). This course is required for pre-meds and many other pre-health programs. Students must also register for BIOL 105-20. |
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| BIOL-116-10 | Found in Biology II-Lab |
Fox, Jennifer |
AM | Main First Session | Click to read more about BIOL-116-10 |
In Foundations in Biology II lab we will explore evolution, diversity, and ecology through hands-on experiments, demonstrations, simulations, and field studies. The laboratory builds on concepts from Foundations in Biology II lectures and emphasizes writing in the sciences. Students must co-enroll in Biol 106 (Foundations in Biology II) or have taken an equivalent college or university course. |
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| BIOL-151-20 | Biological Chemistry |
Chapman, Dail |
PM | Main Second Session | Click to read more about BIOL-151-20 |
This course discusses the structure and function of cells in molecular terms. The primary focus of the course will be: (1) protein conformation, dynamics, and function; (2) generation and storage of metabolic energy; and (3) molecular aspects of selected physiological processes. The course includes three lecture hours and one four-hour laboratory. This course fulfills the "Molecules" distribution requirement and serves as an approved course towards a concentration in Biochemistry, Molecular and Cellular Biology for Biology majors. |
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| CHEM-001-10 | General Chemistry Lecture I |
Glick, Diana |
AM | Main First Session | Click to read more about CHEM-001-10 |
This course conveys a cohesive narrative starting with electrons, atoms and the periodic table and progresses to molecules, gases, and condensed phases of matter. The emphasis in the first semester is to lay a strong, albeit introductory, foundation in quantum mechanics and the laws of thermodynamics. Topics include: electronic structure of atoms, periodic trends, chemical bonding, molecular geometry, molecular orbital theory, gases, intermolecular forces, liquids, solid state materials, enthalpy, entropy, Gibbs free energy, physical equilibria and phase diagrams. This course must be taken with CHEM-009. Please e-mail Professor Glick at glickdc@georgetownd.edu to inquire about being waitlisted for any closed lab section. |
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| CHEM-002-20 | General Chemistry Lec II |
Glick, Diana |
AM | Main Second Session | Click to read more about CHEM-002-20 |
The focus of the second course of the two-semester sequence is on chemical reactions and their significance in environmental and biochemical contexts. Concepts covered in the first semester are applied to explain and predict chemical change both qualitatively and quantitatively. Topics include: chemical equilibria, acid base reactions, oxidation-reduction chemistry, kinetics, coordination chemistry, nuclear decay processes and nuclear energy. This course must be taken with CHEM-010. Please e-mail Professor Glick at glickdc@georgetown.edu to inquire about being waitlisted for any closed lab section. |
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| CHEM-009-10 | General Chemistry Lab I |
Glick, Diana |
PM | Main First Session | Click to read more about CHEM-009-10 |
Coherent with the lecture course, this class aims to provide a foundation in Chemistry, specific to the laboratory experience. Where the lecture introduces, explores, and expands concepts, through a dialogue with the lecture professor; the laboratory is where the students are the active participant: performing experiments, collecting data, analyzing data, and conveying their findings through written reports. The lecture and the lab act in concert, in synergy, where the student achieves a holistic understanding of Chemistry, of science. This is the scientific process – idea, testing, refinement, and understanding/discovery. This is what scientists do, this is what professors do. All these aspects embody the knowledge and the skills students are expected to learn and master on finishing a year of Gen Chem. A few examples of what students attain in this course: • Knowledge, understanding, command of introductory concepts & pinnacles of chemistry (reactions, stoichiometry, thermodynamics, atomic theory, etc.) • Skills: problem-solving, writing science reports, math, working/interacting in groups… • Acquire and develop common lab techniques, practices, and safety requirements • Relating chemical concepts to the real world • Applying & innovating learned material to new or unseen situations • Ability to utilize and transfer learned ideas and techniques to upper division science courses Chem-009 is composed of two parts: lab and recitation. Students will be in the lab performing an experiment on a weekly basis. The first lab period focuses on check-in and safety, which is first and foremost the most important. Recitation is a time where students can ask questions pertaining to the lecture portion of General Chemistry and about previous and upcoming lab experiments. Recitation meets twice a week, with one preceding the lab. Concurrent: 001. Fall. This course must be taken with CHEM-001. Please e-mail Professor Glick at glickdc@georgetownd.edu to inquire about being waitlisted for any closed lab section. |
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| CHEM-010-20 | General Chemistry Lab II |
Glick, Diana |
PM | Main Second Session | Click to read more about CHEM-010-20 |
: Prior lab experience helped students in gaining familiarity with the tools and instruments utilized in the lab. In this current lab course, students hone and refine their skills and techniques. Much like the first semester in Gen Chem, working safely in the laboratory is paramount. Gen Chem lab II delves into important topics such as equilibria. The first semester introduced students to different types of chemical reactions. In the second semester, students gain a better understanding as to the determinants of reaction type. More importantly, students will gain insights into the extent (equilibria) with which reactants progress to products. The remainder of the laboratory experiments provides students with background in solid structures, electrochemistry, coordination chemistry, etc. A few examples of what students attain in this course: • Knowledge, understanding, command of introductory concepts & pinnacles of chemistry (reactions, stoichiometry, thermodynamics, kinetics, equilibria, solid structures, electrochemistry, coordination chemistry, etc.) • Skills: problem-solving, writing science reports, math, working/interacting in groups… • Hone and refine common lab techniques, practices, and safety requirements • Relating chemical concepts to the real world • Applying & innovating learned material to new or unseen situations • Ability to utilize and transfer learned ideas and techniques to upper division science courses Chem-010 is composed of two parts: lab and recitation. Students will be in the lab performing an experiment on a weekly basis. Recitation is a time where students can ask questions pertaining to the lecture portion of General Chemistry and about previous and upcoming lab experiments. Recitation meets twice a week, with one preceding the lab. Concurrent: -002. Spring. Perquisites: CHEM 001 and CHEM 009 This course must be taken with CHEM-002. |
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| CHEM-025-20 | Intro to Forensic Chemistry |
Itani, Mohammad |
PM | Main Second Session | Click to read more about CHEM-025-20 |
This course is designed for the non-science major students to stimulate their interest in the forensic chemistry and help them appreciate and understand the basic fundamental concepts of chemistry. In each chapter, chemical concepts related to a forensic topic are introduced in addition to a brief description of an analytical instrumentation or methodology used in crime investigation lab and a case study. The main purpose of this course is to deliver the chemistry concepts to students without going into great details. |
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| CHEM-026-10 | Science in the News |
Bertke, Michelle |
AM | Main First Session | Click to read more about CHEM-026-10 |
This course has been designed to provide non-science majors with the skills to critically read and understand science (specifically chemistry) as it is presented in the news. Everyone can benefit from being able to read a news article and evaluate the science presented as reliable or not. Students are not expected to have strong background in chemistry and introductory material necessary for the lecture will be presented. The course material will consist of news articles as well as scientific papers. |
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| CHEM-115-10 | Organic Chemistry I |
Zimerman, Oscar |
PM | Main First Session | Click to read more about CHEM-115-10 |
Principles and theories of organic chemistry, including structural changes as studied by spectroscopy (IR, NMR, and mass spectra). Preparations, reactions, mechanisms, stereochemistry, and properties of alkanes, alkenes, alkyl halides, alcohols, ethers, aldehydes, ketones, and organometallic compounds are studied in detail. Prerequisites: -002, -010. Three lectures plus evening sessions for exams. Fall. |
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| CHEM-116-20 | Organic Chemistry II |
Zimerman, Oscar |
PM | Main Second Session | Click to read more about CHEM-116-20 |
Continues and presupposes -115. Compounds studied include aromatic compounds, amines, carbonyl-containing compounds, conjugated and difunctional compounds, heterocyclics, and the biologically important amino acids, peptides, and carbohydrates. Prerequisite: -115. Three lectures plus evening sessions for exams. Spring. |
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| CHEM-117-10 | Organic Chemistry I Lab |
Davis, Ronald |
AM | Main First Session | Click to read more about CHEM-117-10 |
Introduction to experimental organic chemistry. Fundamental techniques of organic synthesis, including separation, purification, and characterization of organic compounds. Introduction to spectroscopic and chromatographic methods. Prerequisites: 002, 010. Concurrent: 115. One four-hour laboratory and one one-hour recitation. Fall. This course will meet synchronously in a remote format on the scheduled meeting dates and times for summer 2021. |
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| CHEM-118-20 | Organic Chemistry II Lab |
Davis, Ronald |
AM | Main Second Session | Click to read more about CHEM-118-20 |
Continues and presupposes -117. More complex synthetic reactions, including cycloadditions, carbonyl additions and condensations, isolation of natural products; qualitative organic analysis. Prerequisites: 115 and -117. Concurrent: -116. One four-hour laboratory and one one-hour recitation. Spring. |
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| CLSG-101-01 | Intermediate Greek |
Catenaccio, Claire |
PM | Main Presession | Click to read more about CLSG-101-01 |
This course will consolidate students' knowledge of Ancient Greek grammar and syntax, as well as introducing them to Attic literature through two of its most brilliant and influential authors, Plato and Euripides. This course is suitable for students who have taken two semesters of Ancient Greek at the college level, or have permission of the instructor. Satisfies COL language requirement. This course will meet during the Main Presession beginning May 23 and will end early on June 10. Satisfies COL language requirement. |
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| CLSL-101-01 | Intermediate Latin |
Nichols, Marden |
PM | Main Presession | Click to read more about CLSL-101-01 |
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 will meet during the Main Presession beginning May 23 and will end early on June 10. Satisfies COL language requirement. |
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| COSC-010-10 | Intro to Comp Science: Python |
Velauthapillai, Mahendran |
PM | Main First Session | Click to read more about COSC-010-10 |
This course is intended for non-majors seeking an introduction to computer science and Python programming. The course covers the following topics: basic data types in Python, variables and constants, input and output, Python reserved words and built-in functions, operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value parameters, lists, scope rules, importing packages, elementary data processing and visualization, and elementary software engineering principles. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. |
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| COSC-010-20 | Intro to Comp Science: Python |
Rossetti, Michael |
AM | Main Second Session | Click to read more about COSC-010-20 |
This course is intended for non-majors seeking an introduction to computer science and Python programming. The course covers the following topics: basic data types in Python, variables and constants, input and output, Python reserved words and built-in functions, operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value parameters, lists, scope rules, importing packages, elementary data processing and visualization, and elementary software engineering principles. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. |
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| COSC-018-20 | Networks, Crowds, and Markets |
Essick, Raymond |
PM | Main Second Session | Click to read more about COSC-018-20 |
This course explores the impact of "connecteness'" of modern society. Social, technological and natural interactions can be represented using links in a network formed by people and other entities. This network impacts many phenomenon, including the manner in which opinions and epidemics spread through society. This course will explore topics such as spread of opinions, the small-world phenomenon, robustness and fragility of financial markets, and the structure of the Web. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. |
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| COSC-030-10 | Math Methods for Comp Sci |
Velauthapillai, Mahendran |
AM | Main First Session | Click to read more about COSC-030-10 |
This course, designed to be taken concurrently with COSC-052, covers mathematical tools and principles that are valuable to the computer scientist. Topics include: propositional and predicate logic; mathematical proofs, including induction; counting and basic probability theory; logarithmic and exponential functions; elementary graph theory; and "Big-O" notation and asymptotics. |
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| COSC-051-10 | Computer Science I |
Montgomery, Jami |
AM | Main First Session | Click to read more about COSC-051-10 |
This course is intended for computer science majors and minors, and other students with a serious interest in learning C++ programming. The course covers the following topics: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. |
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| COSC-051-20 | Computer Science I |
Woods, W. |
PM | Main Second Session | Click to read more about COSC-051-20 |
This course is intended for computer science majors and minors, and other students with a serious interest in learning C++ programming. The course covers the following topics: basic data types, the C++ string class, variables and constants, and their declaration, input/output (cin/cout) operators, assignment operators, arithmetic operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. This course may be used to fulfill the math/computer science portion of the Gen Ed Math/Science requirement. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for math/science. |
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| COSC-052-10 | Computer Science II |
Montgomery, Jami |
PM | Main First Session | Click to read more about COSC-052-10 |
COSC-052 surveys advanced topics of C++ programming and introductory concepts of data structures. It is intended for computer science majors, minors, and other students with a serious interest in learning C++ programming. The course covers program organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, abstract base classes, virtual methods, polymorphism, template classes, exception handling, C-style arrays, bit operations, random file access, basic algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for Math/Science. This course can also be used to fulfill the math/computer science portion of the General Education Math/Science requirement. |
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| COSC-052-20 | Computer Science II |
Woods, W. |
PM | Main Second Session | Click to read more about COSC-052-20 |
COSC-052 surveys advanced topics of C++ programming and introductory concepts of data structures. It is intended for computer science majors, minors, and other students with a serious interest in learning C++ programming. The course covers program organization, pointers, self-referential classes, dynamic object creation and destruction, linked lists, recursion, inheritance, abstract base classes, virtual methods, polymorphism, template classes, exception handling, C-style arrays, bit operations, random file access, basic algorithm analysis, big-Oh notation, abstract data types, stacks, queues, deques, lists, vectors, sequences, priority queues, searching, and sorting. COSC-051 followed by COSC-052 is a major introductory sequence and together complete the General Education requirement for Math/Science. This course can also be used to fulfill the math/computer science portion of the General Education Math/Science requirement. |
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| DBST-303-20 | Disability St:The Mad Turn |
Forrest, Brady |
PM | Main Second Session | Click to read more about DBST-303-20 |
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| ECON-001-10 | Econ Principles Micro | AM | Main First Session | Click to read more about ECON-001-10 | |
This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met. |
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| ECON-001-20 | Econ Principles Micro | AM | Main Second Session | Click to read more about ECON-001-20 | |
This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met. |
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| ECON-002-10 | Econ Principles Macro | PM | Main First Session | Click to read more about ECON-002-10 | |
This course provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring. |
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| ECON-002-20 | Econ Principles Macro | PM | Main Second Session | Click to read more about ECON-002-20 | |
This course provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring.
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| ECON-101-10 | Intermediate Micro | PM | Main First Session | Click to read more about ECON-101-10 | |
This course covers the basic elements of microeconomic theory including consumer choice, the impact on resource allocation of different market structures ranging from competition to monopoly, game theory, general equilibrium analysis, and asymmetric information. We will focus on equilibrium and optimization throughout. |
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| ECON-102-20 | Intermediate Macro | PM | Main Second Session | Click to read more about ECON-102-20 | |
This course covers the measurement of output and prices, theory of economic growth, business cycle theory, fiscal policy, monetary policy. Fall and Spring. |
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| ECON-121-10 | Economic Statistics | PM | Main First Session | Click to read more about ECON-121-10 | |
After overviewing descriptive statistics, and the theory of probability and random variables, this course covers statistical inference in detail. Students receive the firm foundation needed for Introduction to Econometrics. Regression analysis, the primary tool for empirical work in economics, is introduced. Electronic data acquisition and computer applications receive hands-on treatment. Lab sessions meet weekly to discuss homework and the use of computer software. Fall and Spring. |
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| ECON-122-20 | Intro to Econometrics | PM | Main Second Session | Click to read more about ECON-122-20 | |
This course develops the theory and applications of regression analysis, which is the primary tool for empirical work in economics. Emphasis is placed on techniques for estimating economic relationships and testing economic hypotheses. Fall and Spring. |
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| ECON-243-10 | International Trade | AM | Main First Session | Click to read more about ECON-243-10 | |
This course covers the theory and practice of international trade. The first part of the course develops the classical and modern theories of the determination of the pattern of commodity trade between nations. The second part of the course covers trade policy and the role of institutions in managing world trade. Fall and Spring. |
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| ECON-243-20 | International Trade | PM | Main Second Session | Click to read more about ECON-243-20 | |
This course covers the theory and practice of international trade. The first part of the course develops the classical and modern theories of the determination of the pattern of commodity trade between nations. The second part of the course covers trade policy and the role of institutions in managing world trade. Fall and Spring. |
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| ECON-244-20 | International Finance | AM | Main Second Session | Click to read more about ECON-244-20 | |
This course deals with the theory and practice of international macroeconomics and finance. Concepts of balance of payments and exchange rates are developed, followed by macroeconomic tools in an open economy. Balance of payments adjustments will be analyzed under fixed and flexible exchange rate systems. Macroeconomic topics -- such as inflation, growth, unemployment, the roles of monetary and fiscal policies -- will be discussed using examples from developed and/or developing countries. |
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| ENGL-159-10 | American Gothic Fiction |
Tomlinson, Brett |
AM | Main First Session | Click to read more about ENGL-159-10 |
In this course we will explore the haunted houses, woods, and cities of the American imagination. Through our study of mid-19th-Century American Gothic writers, we will engage the persistent question of why a country that values clarity, freedom, religious purity, inclusion, and progress, produces literature so often characterized by darkness, claustrophobia, madness, monstrosity, and haunting. Specifically, we will look at dialogues between the American dream and madness, between “normal” communities and maniacal individuals, between “The City on the Hill” and the “wilderness” beneath. Then, as we move into the late 19th Century and 20th Century, we will focus on specific contexts of Gothic fiction—namely, the female Gothic, African-American Gothic, Southern Gothic, urban Gothic—and we will consider what these novels and short stories reveal about alternative narratives (especially narratives of otherness) that confront the dominant story of a “self-evident” culture. Among many questions we will address: What is the relationship between the distinctly interior notion of America as an idea (a dream) and the psychological nightmares expressed in many of these texts? What are the distinct forms of dominant culture paranoia that issue from nature spaces and urban spaces? Why might the American South be a repository for the Gothic and the grotesque? Major works to be discussed may include: Hawthorne’s Young Goodman Brown and Other Tales, Poe’s Great Tales and Poems, Bloch's Psycho, Gilman’s “The Yellow Wallpaper,” Wright’s Native Son, O’Connor’s Selected Short Stories, Jackson’s The Haunting of Hill House, and Selby Jr’s Requiem for a Dream. |
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| ENGL-189-130 | Race, Rap, Power |
Gorman, Ellen |
N/A | Cross Session | Click to read more about ENGL-189-130 |
A special topics course for sections on American Cultural Studies This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). Race, Rap, Power: Hip Hop in Lyric, Literature, and Film. What relationship does the political power of the Hip Hop movement have to the corporatization of rap as a genre, and how has that affected racial politics in America in the last thirty years? We will look at a wide variety of texts in this course, including literature, film, lyrics and video in order to discuss Hip Hop and Rap as aesthetic movements and genres, and how they are viewed as both empowering and marginalizing in their commodification in the US. In this course you will be asked to read and then to think critically about what you have read. You will also be asked to articulate and make claims about your interpretations in your writing, and participate in collaborative discussions, class debates and a one-on-one discussion with the instructor during the eight week period. |
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| ENGL-192-20 | Topics in Post-Colonial Lit |
Wimberly, Meri |
AM | Main Second Session | Click to read more about ENGL-192-20 |
In the teaching of literature in many American universities, non-Western literatures, especially those of the Global South, are often underrepresented. Sub-Saharan African literatures may be among the most underrepresented, even though many African novels, stories, and poems are written in English. Those African books that do frequent syllabi are often generically “realist,” and too often are interpreted as windows into cultural difference rather than literature worth exploration for its literary value. This course provides the opportunity for students to engage with late 20th-century and 21st-century texts from diverse sub-Saharan African cultures and countries. Students will analyze a variety of literary genres and learn how the global markets for African literatures flow. Students will develop their skills of cross-cultural competency and a deeper and broader understanding of world literature. Section Title: African Literature || In the teaching of literature in many American universities, non-Western literatures, especially those of the Global South, are often underrepresented. Sub-Saharan African literatures may be among the most underrepresented, even though many African novels, stories, and poems are written in English. Those African books that do frequent syllabi are often generically “realist,” and too often are interpreted as windows into cultural difference rather than literature worth exploration for its literary value. This course provides the opportunity for students to engage with late 20th-century and 21st-century texts from diverse sub-Saharan African cultures and countries. Students will analyze a variety of literary genres and learn how the global markets for African literatures flow. Students will develop their skills of cross-cultural competency and a deeper and broader understanding of world literature. |
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| ENGL-237-10 | Pulp Fiction |
Shinn, Christopher |
PM | Main First Session | Click to read more about ENGL-237-10 |
This course will investigate the highly stylized world of popular fiction, including the literary genres of the western, the adventure story, hard-boiled detective fiction, true crime, the historical romance, the suspense thriller, sci-fi and fantasy. We will observe the beginnings of pulp fiction from the dime novels and the penny dreadfuls in the 19th century to the literary boom of pulp fiction in the 1920s and 1930s. We will be connecting major themes in popular fiction to the growth of old time radio programs and to the study of manga, media, television and film and will be watching a series of documentaries and analyzing pulp magazine jackets. Pulp fiction writers may include Edgar Rice Burroughs, Zane Grey, Dashiell Hammett, Mickey Spillane, Ted Chiang, Koushun Takami, Truman Capote, Margaret Atwood and J. K. Rowling. |
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| ENGL-246-20 | War & Terrorism in Pop Culture |
Gorman, Ellen |
PM | Main Second Session | Click to read more about ENGL-246-20 |
How are war and terrorism reimagined and imbricated into popular culture? What are the affects of aestheticizing violence? This course will examine the proliferation of artistic forms, which seek to address the issue of war and the attendant concern about terrorism in America by looking at contemporary conflicts and their impact on texts including literature, film, television, video song lyrics and poetry.. How are war and terrorism reimagined and imbricated into popular culture? What are the affects of aestheticizing violence? This course will examine the proliferation of artistic forms, which seek to address the issue of war and the attendant concern about terrorism in America by looking at contemporary conflicts and their impact on texts including literature, film, television, video song lyrics and poetry. |
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| ENGL-265-20 | Intro to Cultural Studies |
Hartmann, Laura |
PM | Main Second Session | Click to read more about ENGL-265-20 |
Why is Hamilton such a hit? How does Lemonade capture the movement for black lives? We will try to answer some of these questions using the critical method of Cultural Studies. As developed since the early 1960s, Cultural Studies is the critical study of contemporary culture with the goal of changing it. We will explore generally how intellectuals, artists and writers have effected social change. This course focuses on the great books and cultural events that have shaped the modern world. We will see how certain key books gave rise to social movements beyond private reading, and how these movements in turn inspired cultural shifts. Our goal will be to understand and engage the process of cultural transformation, and to participate in it. We will analyze how cultural objects interlace categories of class, race, gender, nation and sexuality to produce a “cultural ensemble of power” that performs actual work in the world. Our job will be to understand how this works and how to use it to produce non-violent but revolutionary change. We will cover the history and theory of the field from the formation of the Birmingham Center for the Study of Contemporary Culture in the 1960s to the present, charting its main interaction with contemporary social movements such as civil rights, women’s liberation, LGBTQ equality, and third world decolonization. We will explore the older historical genealogies of Marxism, feminism, anti-slavery, sexual equality, deconstruction, postcolonialism, postmodernism and media literacy to see how this works. We will also look at activism on campus and at large, such as the fossil fuel divestment campaign and 350.org, LGBTQ demands and the diversity drive, Black Lives Matter and the Occupy Movement, United Students Against Sweatshops, and criminal justice reform. Students will develop independent research projects. The teaching approach to this course will be heavily influenced by methods developed in the Doyle and ITEL programs, which seek to foster active student engagement with difference and the diversity of human experience. Section Title: Lit & Visual Culture || Suffragettes. World War One. Surrealism. Jazz. Downton Abbey. Telegrams. The Easter Rising. The Great Depression. Paris. Fascism. Picasso. World War Two. The course will survey modernist literature from a transatlantic approach, representing the modernist writers, artists, and influences in England, Ireland, New Zealand, the Caribbean (Jamaica), Japan, China, the US (and its Native American cultures), and the Pacific. We will read short stories, poetry, memoir, essays, and novels. We will view different examples of visual culture, as well, like photographs and newsreels, tracing the innovations and experiments of modernism across different types of texts. Loosely confined to the years between 1910-1945, the modernist period is defined by its experimentation with language and the visual, but also by locations like Paris, London, and New York, and literary movements such as the Harlem Renaissance or Surrealism. This period produced some of the “Greats” of both American and British literature – like Langston Hughes, Gertrude Stein, and W.B. Yeats. With two World Wars and the Great Depression occurring within this time frame, the modernist period experienced tremendous violence and political upheaval. Writers, many of them soldiers or war volunteers, responded to these historical events by experimenting with new techniques that would reflect the psychological trauma of these modern wars. As this period brought increased mobility and communication technologies, the authors we study in this course will also be more mobile, with Americans regularly visiting and living in Europe, and artists from other countries coming to the Americas. We will pay special attention to how the periphery (such as colonized spaces) and marginalized voices (such as women of different races and origins, and the American black person) transform and respond to the cultural moment of modernism. In spite of the varied, even protean definitions of modernism throughout the twentieth century, today we note a movement from the margins of literary power to the center that enables formerly disenfranchised subjects to find their voice – and their place – in the canon. We will regularly explore photographs, propaganda posters, sculpture, newsreels, and paintings from the modernist period in digital archives such as the Imperial War Museum. We will also explore pamphlets and other historical visual culture items from the Spanish Civil War (1936-1939) in the classroom. |
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| ENGL-443-10 | Gender&Care; in Mod. US Poetry |
Rifkin, Libbie |
PM | Main First Session | Click to read more about ENGL-443-10 |
In this class, we’ll explore modern and contemporary American poetry through the lenses of gender and disability theory, particularly as they center the question of care. We’ll examine the way a range of poets, with and without disabilities, take up critical questions in their work, including: how do we care for one another from childhood through aging? How are our relationships of care charged with the power dynamics of race, class, immigration status, and gender? Does the work of care conflict with or engender creativity in poetry? And how might understanding ourselves through our dependency on others reframe such core American values as independence and rational individualism? Since much of the work of care (both familial and non-familial, unpaid and inadequately paid) has been assigned to women and femme-identified people, they will make up the bulk of our syllabus. We’ll examine the writing lives of selected 20th and 21st century women poets who played significant roles in shaping the literary fields in which they worked, and we’ll think about poetic community as a form of care. Some poets we'll consider include: Emily Dickinson, Sylvia Plath, Anne Sexton, Audre Lorde, Alice Notley, and Lucille Clifton. We'll also cull new canons of work from movements and communities such as HIV/AIDS, Black Lives Matter, #MeToo, and immigration rights. This course participates in the Disability Studies Program event series. Students will attend lectures and performances by renowned disability theorists, advocates, and artists. In this class, we’ll explore modern and contemporary American poetry through the lenses of gender and disability theory, particularly as they center the question of care. We’ll examine the way a range of poets, with and without disabilities, take up critical questions in their work, including: how do we care for one another from childhood through aging? How are our relationships of care charged with the power dynamics of race, class, immigration status, and gender? Does the work of care conflict with or engender creativity in poetry? And how might understanding ourselves through our dependency on others reframe such core American values as independence and rational individualism? Since much of the work of care (both familial and non-familial, unpaid and inadequately paid) has been assigned to women and femme-identified people, they will make up the bulk of our syllabus. We’ll examine the writing lives of selected 20th and 21st century women poets who played significant roles in shaping the literary fields in which they worked, and we’ll think about poetic community as a form of care. Some poets we'll consider include: Emily Dickinson, Sylvia Plath, Anne Sexton, Audre Lorde, Alice Notley, and Lucille Clifton. We'll also cull new canons of work from movements and communities such as HIV/AIDS, Black Lives Matter, #MeToo, and immigration rights. This course participates in the Disability Studies Program event series. Students will attend lectures and performances by renowned disability theorists, advocates, and artists. |
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| ENST-409-130 | Environmental Peacebuilding |
Amster, Randall |
N/A | Cross Session | Click to read more about ENST-409-130 |
This course is Online. In a globalized and networked world, the linkages between social and environmental issues are becoming increasingly evident. From climate change and sustainability to resources and economics, scholars and practitioners alike have been bridging the divide between society and ecology. This connection has yielded an emerging perspective suggesting that environmental issues need not primarily be a source of conflict, but rather can offer a basis for promoting cooperation and peace. Environmental Peacebuilding is at the forefront of this transition, constituting both the ecological realm of peace and the peacemaking potential of ecology. Through various theoretical lenses, real-time case studies, and interactive experiences, we will explore this integrative paradigm in terms of its history, its present relevance in concrete settings, and its prospects for transforming the future. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| FMST-181-20 | Intro to Filmmaking | PM | Main Second Session | Click to read more about FMST-181-20 | |
FMST 181-20: This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre. This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre. |
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| FREN-001-10 | Introductory French I |
Erradi, Nezha |
AM | Main First Session | Click to read more about FREN-001-10 |
Introductory French I (FREN 001) is the first course in the non-intensive Introductory French sequence and is intended for students with little to no previous background in French. This course covers the basics of French grammar and conversation through lectures, cultural readings, pronunciation drills, oral and written exercises, and conversational practice. Course materials include the Introductory French textbook, En Avant (Third Edition) as well as various French-language audio, visual, and written materials. |
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| FREN-002-20 | Introductory French II |
Erradi, Nezha |
AM | Main Second Session | Click to read more about FREN-002-20 |
Introductory French II (FREN 002) is the continuation of Introductory French I (FREN 001) and is aimed at preparing students for the Intermediate French sequence. Students who enroll in this course have typically taken Introductory French I (FREN 001) or have placed into this course by means of the Department of French & Francophone Studies' online French Placement Exam. This course continues with the basics of French grammar and conversation through lectures, cultural readings, pronunciation drills, oral and written exercises, and conversational practice. Course materials include the Introductory French textbook, En Avant (Third Edition) as well as various French-language audio, visual, and written materials. |
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| FREN-021-10 | Intermediate French I |
Cohen-Scali, Stella |
AM | Main First Session | Click to read more about FREN-021-10 |
Non-Intensive Intermediate French I (FREN 021) builds on the Introductory sequence (Introductory French I and II) and its initial presentation of French and Francophone cultures, the study and practice of basic and functional vocabulary, and essential grammatical structures. The Intermediate sequence (FREN 021 and FREN 022) provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 101 or FREN 111). The prerequisite for this course (FREN 021) is the successful completion of Introductory II (FREN 002) or Intensive Basic (FREN 011) or French for Spanish Speakers (FREN 009) at Georgetown U., a score of 41-55 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor. |
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| FREN-022-20 | Intermediate French II |
Mirsharif, Zohreh |
AM | Main Second Session | Click to read more about FREN-022-20 |
Non-Intensive Intermediate French II (FREN 022) builds on Non-Intensive Intermediate French I (FREN 021) and its presentation of French and Francophone cultures through various themes, the study and practice of fundamental vocabulary to explore these themes, and essential grammatical structures. FREN 022 provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 101 or FREN 111). The prerequisite for this course is the successful completion of Intermediate French I (FREN 021) at Georgetown, a score of 56-65 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor. |
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| FREN-101-10 | Advanced French I |
Erradi, Nezha |
PM | Main First Session | Click to read more about FREN-101-10 |
A general survey of French civilization is integrated with continued work on mastery of all requisite language skills. Readings and compositions focus on material from the French media. |
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| FREN-102-20 | Adv Fren II:Contemp Civilizatn |
Erradi, Nezha |
PM | Main Second Session | Click to read more about FREN-102-20 |
A general survey of French civilization is integrated with continued work on mastery of all requisite language skills. Readings and compositions focus on material from the French media. |
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| FREN-181-10 | French for Study Abroad |
Mirsharif, Zohreh |
AM | Main First Session | Click to read more about FREN-181-10 |
This course is designed to accommodate students of varying levels of French language proficiency to improve their language skill areas in preparation for direct matriculation study abroad programs. This course is designed to accommodate students of varying levels of French language proficiency to improve all their language skills, in particular through the exploration of various techniques of expression in a number of writing forms, both toward pursuit of the French minor, and, if applicable, toward possible future overseas study in a French or Francophone program. |
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| GERM-001-10 | Intro Germ I: Exper Germany | PM | Main First Session | Click to read more about GERM-001-10 | |
Part I of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning. |
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| GERM-002-20 | Intro German II:Exper Germany | PM | Main Second Session | Click to read more about GERM-002-20 | |
Part 2 of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning. 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. Part 2 of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning. |
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| GERM-021-10 | Interm German I | PM | Main First Session | Click to read more about GERM-021-10 | |
This course is the first half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intermediate I, students explore the following themes: • Where home is: What does “Heimat” mean? • National pride – a German debate • From art to kitsch: the cultural city of Vienna The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials ( video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. 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. |
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| GERM-022-20 | Interm German II | PM | Main Second Session | Click to read more about GERM-022-20 | |
This course is the second half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intensive Intermediate, students explore the following themes: • Nature, people, environment • Fairy tales • The German-speaking world from a view of a foreigner The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials (video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. This course is the second half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intensive Intermediate, students explore the following themes: • Nature, people, environment • Fairy tales • The German-speaking world from a view of a foreigner The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. |
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| GERM-101-10 | Adv Germ I:Stories & Histories | PM | Main First Session | Click to read more about GERM-101-10 | |
This course is the first half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced I, the students explore the following two themes: • Germany after 1945: end of war, division of Germany, rebuilding the country • Two German states (1949-1989) Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. By the end of Level III, students will • have an understanding of post-war historical events and of contemporary life in Germany; • know how to approach authentic materials (television, news programs; videos) and use acquired knowledge to discuss and understand related issues; • produce paragraph-length dialogue, moving from the personal to the public narrative and to the formulation of argument and critical analysis in a formal setting; • possess knowledge of phrases necessary to engage in meaningful interactive discussion; • read non-fiction and literary texts independently; • improve their writing abilities through regular composition assignments • possess strategies for vocabulary building and reading. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. This course is the first half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced I, the students explore the following two themes: • Germany after 1945: end of war, division of Germany, rebuilding the country • Two German states (1949-1989) Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. |
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| GERM-102-20 | Adv Germ II:Stories/Histories | PM | Main Second Session | Click to read more about GERM-102-20 | |
This course is the second half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced II, the students explore the following two themes: • Fall of the wall and its consequences • Germany: en route to a multi-cultural society Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. By the end of Level III, students will • have an understanding of post-war historical events and of contemporary life in Germany; • know how to approach authentic materials (television, news programs; videos) and use acquired knowledge to discuss and understand related issues; • produce paragraph-length dialogue, moving from the personal to the public narrative and to the formulation of argument and critical analysis in a formal setting; • possess knowledge of phrases necessary to engage in meaningful interactive discussion; • read non-fiction and literary texts independently; • improve their writing abilities through regular composition assignments • possess strategies for vocabulary building and reading. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. This course is the second half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced II, the students explore the following two themes: • Fall of the wall and its consequences • Germany: en route to a multi-cultural society Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. |
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| GERM-161-10 | Issues and Trends | PM | Main First Session | Click to read more about GERM-161-10 | |
This three-credit Level IV course aims to develop the advanced literacy abilities of summarizing, interpreting and questioning, and presenting and substantiating arguments in professional and academic settings, primarily in speaking but also in writing, through the in-depth exploration of current political, social, and cultural issues in Germany as they are portrayed and discussed in major media outlets. This semester the course will focus on the following three contemporary issues (with possible adjustments): - Nationale Identität und Fußballpatriotismus: Redefinition of national identity in the post-war period and its expression in the context of soccer. - Demographischer Wandel: The changing demographics in Germany, particularly the ongoing debate regarding the declining birth rate; - Die Stationierung deutscher Streitkräfte im Ausland: Controversy concerning the role of German armed forces abroad, with particular focus on Afghanistan. In order to develop students’ ability to discuss these issues at an advanced level, the language used in public to debate the issues will be examined and will serve as a model for student appropriation and eventual production. As with all Level IV courses in the Georgetown German Department, students’ language production moves from a primarily narrative focus to a more analytical and interpretive focus. Because of this framework and its emphases, this course in particular is seen as helpful preparation for the SFS oral proficiency exam. Visiting students and students who have not taken German at Georgetown must take placement test prior to registering. Please contact Director of Curriculum, Prof. Joe Cunningham, at joe.cunningham@georgetown.edu for instructions on completing the placement exam. This three-credit Level IV course aims to develop the advanced literacy abilities of summarizing, interpreting and questioning, and presenting and substantiating arguments in professional and academic settings, primarily in speaking but also in writing, through the in-depth exploration of current political, social, and cultural issues in Germany as they are portrayed and discussed in major media outlets. This semester the course will focus on the following three contemporary issues (with possible adjustments): - Nationale Identität und Fußballpatriotismus: Redefinition of national identity in the post-war period and its expression in the context of soccer. - Demographischer Wandel: The changing demographics in Germany, particularly the ongoing debate regarding the declining birth rate; - Die Stationierung deutscher Streitkräfte im Ausland: Controversy concerning the role of German armed forces abroad, with particular focus on Afghanistan. In order to develop students’ ability to discuss these issues at an advanced level, the language used in public to debate the issues will be examined and will serve as a model for student appropriation and eventual production. As with all Level IV courses in the Georgetown German Department, students’ language production moves from a primarily narrative focus to a more analytical and interpretive focus. Because of this framework and its emphases, this course in particular is seen as helpful preparation for the SFS oral proficiency exam. |
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| GOVT-020-10 | US Political Systems |
Potolicchio, Samuel |
PM | Main First Session | Click to read more about GOVT-020-10 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections. |
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| GOVT-020-130 | US Political Systems |
Rom, Mark |
N/A | Cross Session | Click to read more about GOVT-020-130 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| GOVT-020-20 | US Political Systems |
Hartman, Joseph |
PM | Main Second Session | Click to read more about GOVT-020-20 |
Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections.
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| GOVT-040-10 | Comparative Political Systems |
Langenbacher, Eric |
PM | Main First Session | Click to read more about GOVT-040-10 |
This course offers a broad introduction to comparative politics, the subfield of political science concerned mainly with political ideas, institutions, and behavior within states. The course examines such themes as the origins and functions of states, formal institutions such as legislatures and executives, the variety and impact of electoral systems, the nature of democracy and autocracy, internal and external challenges to political order, and the impact of international and domestic factors on state performance. Discussions of theoretical and cross-regional issues will be accompanied by treatment of individual countries and contexts. This course counts for the Comparative Government distribution requirement. This course has been renumbered, effective Fall 2014. A student who earned credit for GOVT 121 Comparative Political Systems in a prior term should not enroll and cannot earn credit in this class. |
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| GOVT-040-20 | Comparative Political Systems |
Brumberg, Daniel |
PM | Main Second Session | Click to read more about GOVT-040-20 |
This course offers a broad introduction to comparative politics, the subfield of political science concerned mainly with political ideas, institutions, and behavior within states. The course examines such themes as the origins and functions of states, formal institutions such as legislatures and executives, the variety and impact of electoral systems, the nature of democracy and autocracy, internal and external challenges to political order, and the impact of international and domestic factors on state performance. Discussions of theoretical and cross-regional issues will be accompanied by treatment of individual countries and contexts. This course counts for the Comparative Government distribution requirement. This course has been renumbered, effective Fall 2014. A student who earned credit for GOVT 121 Comparative Political Systems in a prior term should not enroll and cannot earn credit in this class. |
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| GOVT-060-10 | International Relations |
Kroenig, Matthew |
AM | Main First Session | Click to read more about GOVT-060-10 |
This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner. |
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| GOVT-060-20 | International Relations |
Kroenig, Matthew |
PM | Main Second Session | Click to read more about GOVT-060-20 |
This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner. |
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| GOVT-060-21 | International Relations |
Kacowicz, Arie |
AM | Main Second Session | Click to read more about GOVT-060-21 |
This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner. |
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| GOVT-080-10 | Elements of Political Theory |
Boyd, Richard |
AM | Main First Session | Click to read more about GOVT-080-10 |
Who should rule? Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? This is, in many ways, the fundamental question of politics that has been animating political philosophy to this day. In the course of considering this fundamental question, we will come upon others: How should one live as an individual, as a citizen, as a politician? Is politics a science? Can it be taught? Where does the legitimacy of states and laws come from? What goals should rulers pursue? Is liberal, representative democracy the end of history? In pursuing these thematic questions, we will proceed in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. The objectives for the course are three-fold. First, and most fundamentally, the course is intended as an introduction to political theory as seen through a close examination of some of the most formative and influential texts and thinkers of the Western political tradition. Second, the course will help you develop your analytical, interpretive, and writing skills by reading and critically engaging the arguments of some of the most interesting minds from the past. Finally, the course aims to prepare you to become an engaged citizen of your respective country and the world by allowing you to think about the foundations of political institutions and their claims to our obedience. |
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| GOVT-080-20 | Elements of Political Theory |
Hartman, Joseph |
AM | Main First Session | Click to read more about GOVT-080-20 |
Who should rule? Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? This is, in many ways, the fundamental question of politics that has been animating political philosophy to this day. In the course of considering this fundamental question, we will come upon others: How should one live as an individual, as a citizen, as a politician? Is politics a science? Can it be taught? Where does the legitimacy of states and laws come from? What goals should rulers pursue? Is liberal, representative democracy the end of history? In pursuing these thematic questions, we will proceed in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. The objectives for the course are three-fold. First, and most fundamentally, the course is intended as an introduction to political theory as seen through a close examination of some of the most formative and influential texts and thinkers of the Western political tradition. Second, the course will help you develop your analytical, interpretive, and writing skills by reading and critically engaging the arguments of some of the most interesting minds from the past. Finally, the course aims to prepare you to become an engaged citizen of your respective country and the world by allowing you to think about the foundations of political institutions and their claims to our obedience. |
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| GOVT-218-130 | Misinformation in Pol. & Soc'y |
Bode, Leticia |
N/A | Cross Session | Click to read more about GOVT-218-130 |
This course covers the concept of true and false information, why it matters, what effects it has, and different approaches to mitigating it. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| GOVT-223-20 | Young People in Am. Politics | AM | Main Second Session | Click to read more about GOVT-223-20 | |
This class covers many key concepts in political behavior research with a focus on young people in American politics. This class covers many key concepts in political behavior research with a focus on young people in American politics. Youth often have different priorities, experiences, opportunities, and challenges than older people in the political system and this shapes their lives and the political system. This course is divided into three sections. The first considers the process of political socialization as well as public opinion in general. The second looks at political participation, defined broadly, and representation. Finally, we focus on issues that affect young people and consider what role young people are or need to be taking to address them. Students will write two short papers using readings, data, and their personal experiences. In the final project students will evaluate the frequent criticism of youth participation in politics. They will also create an evidence-based proposal for either increasing youth participation or changing the perception older people have of younger people. Students come into the class with their own experiences as a young person in the political system. Our discussions will help them see different perspectives. They will leave my class with knowledge of the relevant research and ideas for how they can help address the challenges this cohort faces. |
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| GOVT-231-10 | Constitutional Law I |
Hartman, Joseph |
AM | Main First Session | Click to read more about GOVT-231-10 |
A study of the American Constitution in light of judicial interpretation. After a brief examination of the judicial process and contemporary Supreme Court procedures, this course employs the case law approach to analyze major Court decisions. The focus will be on the Supreme Court’s evolving interpretation of how governmental power is distributed and checked based on the principles of separation of powers, federalism, and individual rights. |
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| GOVT-258-10 | Justice & Immigration | PM | Main First Session | Click to read more about GOVT-258-10 | |
This course surveys the history, politics, economics, and morality of US immigration policy. Major themes include moral and legal arguments for and against open borders; debates over the appropriate criteria for admission and naturalization; the moral claims of asylum-seekers and refugees; the constitutional status of birthright citizenship; and the social construction of immigrants in American culture from the time of the Founding to the 21st century. This is an entry-level course on citizenship and immigration. It is designed to attract undergraduate and graduate students who are interested in the ethical issues, debates and theories concerning immigration without prior training in either political theory or philosophy. “To exclude, or not to exclude—that is the question”. The subject of Immigration has remained one of the most popular topics in political and ethical debates for decades. It is also one of the most interdisciplinary subjects that sits at the intersections of politics, law, philosophy and sociology. With its enduring, if not gaining popularity and the pressing challenges it brings in this global era, learning the underlying normative principles behind immigration helps students understand the various empirical problems and normative controversies that are prevalent in our societies and public discourses. This course understands the ethics of immigration as moral struggles between the exclusion and inclusion of political membership. Drawing from the historical lessons of the aftermath of WWII and the sufferings of the stateless people illustrated by Hannah Arendt, we will see how political membership came to be viewed as the most fundamental basis of one’s social and political life. Following Michael Walzer’s argument, political membership became one of the most important social goods in our society and the control over this membership, i.e. immigration, became a problem of distribution. From this angle, we will start exploring some of moral problems concerning the distribution of political membership to immigrants and the benefits it brings. What are the reasons for and against distributing political membership to immigrants? How can those reasons be justified? First, we will look at arguments that treat political membership as tokens of our identity and immigration as matters of national culture and identity. Is it morally wrong to love one’s country and prioritize one’s compatriots over others? Can we control membership of our community on the basis of maintain our “identity”? Is there such a thing as national culture or identity? Is it desirable? Second, we will consider the concern of distributive justice for and against immigration. What are the functions or purposes of having political membership? Security? Welfare? Protection of rights? Can we exclude someone from sharing those “benefits” or purposes? How do we justify unequal distribution of these benefits? Third, we will look at immigration and political obligations. What are the duties of citizens? Can we impose them on immigrants? Do obedience to authority and subjection to state coercion make one a member? Forth, we will turn to how immigration clashes with individual and collective rights. Can we defend the right to exclude on the basis of freedom? Do restrictions on immigration undermine the freedom of immigrants? Lastly, we will consider some objections to limit immigration due to global inequality. Can immigra |
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| GOVT-311-10 | Preparing to be President |
Potolicchio, Samuel |
PM | Main First Session | Click to read more about GOVT-311-10 |
Are democracies less violent than other forms of political organization? It is frequently believed that democracy is positively related to respect for human rights, peaceful management of social conflicts, and limitations on the state’s use of its monopoly on legitimate violence. Yet both classic and contemporary research in political science has shown that the relationship between democracy and political violence is complicated. This course will explore that relationship from multiple angles, considering the circumstances under which democracy may be a solution to violence, as well as those under which democracy creates incentives for violence. It will ask students to grapple with such questions as: when do democratic institutions promote stable politics in divided societies? Is violent rhetoric or action a good campaign strategy? Does democracy promote stability after civil war? Course readings will cover major theoretical works in the field, as well as studies of cases from multiple regions. This course is uniquely designed to engage aspiring leaders in a dynamically integrative approach that equips leaders with a suite of tools necessary to work in a volatile, uncertain, complex, and ambiguous world. This course is specifically designed to deliver applied skills, as the curriculum marries rigorous theory with proven strategies for effective practice. Using the study of the US Presidency and electoral politics as a lens of inquiry, this course will spotlight three important topics for global leadership in the 21st Century. 1) Applying lessons from the most powerful and capable world leaders, how can a global leader cultivate the mindset for effective executive performance, forecasting, and creativity? How can leaders learn lessons from the world of politics to communicate their vision? 2) Studying the contours of the geopolitical landscape and understanding the importance of institutional forces, how can leaders develop a far-sighted analytical approach in understanding the complex tectonics of the political economy? 3) Global leaders must stay on the cutting edge of pressing issues. What do global leaders need to know in this kinetic world and what regimen will be needed for them to stay on top? The course will place a considered emphasis on the application of the principals to real-time situations and will use the deep study of the US Presidency to examine how best to prepare for global leadership positions. |
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| GOVT-421-130 | Data Visualization for Politic |
Rom, Mark |
N/A | Cross Session | Click to read more about GOVT-421-130 |
This course introduces students to the tools, methods, and skills necessary for making compelling quantitative graphics for politics (and other social behavior). Students are introduced to the elements of visual design. Students are trained to use the Tableau software to clean, analyze, and visualize data so that they can make both static and interactive portfolios. Students are required to create an aesthetically compelling and analytically sound graphic portfolio containing multiple graphs in a cohesive format. This is an ‘active learning’ course. Lectures will be minimal. Students will work individually and collaboratively to develop their skills in data manipulation and analysis, software programming, and graphical design. Graphical design and software training will emphasize creative problem solving. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| GOVT-432-10 | Politics & Film |
Boyd, Richard |
PM | Main First Session | Click to read more about GOVT-432-10 |
The important and long-standing interplay between politics and film is the focus of this course. Three general questions characterize this examination. First, what ideological, chronological, or cultural differences mark different films focusing on a common political object, such as the American Dream or war? What accounts for these differences? Second, how political is an individual movie? How expansive should the definition of political content be? Third, how effective is the specific genre in conveying the intended political message? Are propaganda films really more effective than the indirect messages found in mainstream blockbusters? We begin with a general overview of the film-politics relationship and a brief discussion of the various perspectives and theories that illuminate the connection. Next, we look at the most obvious political films: the propaganda movies Triumph of the Will and Birth of a Nation. Next we look at the documentary genre through a contemporary production Paragraph 175 and a classic, Wiseman’s Titicut Follies. A discussion of political satire follows, focused on Chaplin’s Great Dictator and South Park: Bigger, Longer and Uncut. The next section delves into Hollywood’s image of America and American politics. The first two films revolve around the presentation of the American Dream, exemplified by Citizen Kane, and Forrest Gump, movies separated by 50 years. Then we look at the more focused theme of the image of Washington politics through Capra’s classic Mr. Smith Goes to Washington and Wag the Dog. On a different note, we discuss one of the most unexpectedly political films, Dangerous Liaisons, a study in political personality, power maximization and unadulterated competition. The last section thematizes war and genocide. In contrast to typical heroic representations of WWII, we look at a Japanese animated feature, Grave of the Fireflies, which reveals a substantially different cultural and political sensibility, as well as the Oscar-winning glimpse of Hitler’s last days, Downfall. For the Cold War we will analyze The Manchurian Candidate and From Russia with Love. Next comes The Deer Hunter, a masterpiece that best captures the pervasive malaise of the Vietnam War period, both at home and at the front. The final films delve into an historical theme with great contemporary political and ethical relevance: the Holocaust as depicted in Spielberg’s Schindler’s List and Holland’s Europa, Europa. |
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| GOVT-437-130 | Politics, Morality & Policy |
Rom, Mark |
N/A | Cross Session | Click to read more about GOVT-437-130 |
Americans disagree about guns, taxes, welfare, immigration, affirmative action, health care, foreign policy, the environment, and virtually every other political issue one can imagine. In this course, we examine these disagreements from moral and political perspectives to better understand why we have adopted the policies we have, while rejecting alternatives. From the moral position, we seek to discern the philosophical rationales for supporting or opposing various policy options. Politically, we strive to learn how political actors attempt to turn their philosophical preferences into actual policies. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| GOVT-438-10 | Political Polarization |
Brumberg, Daniel |
PM | Main First Session | Click to read more about GOVT-438-10 |
In recent years, there has been intense partisan conflict in the United States. This class will take a close examination of the American public’s psychology attachments to political parties, which political scientists call party identification. We will examine 1) trends over the past 50 years in support for the two major parties and in independent affiliation, 2) how party identification forms and changes over people’s lifetimes, 3) the relationship between policy opinions and party identification and how that has changed over the past 50 years, 4) when and how party identification biases people’s psychological perceptions of the world, and 5) the relationship of people’s relatively stable general party identifications with voting and political participation. A theme running through all these topics will be how the American public has (or has not) gotten more polarized over the past 50 years and whether or not there is any way that polarization can be reversed or at least reduced. Students will regularly read and discuss studies involving data from public opinion polls and psychology-style experiments. The assignments will consist of 1-page weekly reaction papers and a 15-20 final paper. Students will submit a rough draft of the final paper in March and a final draft during exam period. |
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| GOVT-472-20 | Negotiating MIddle East Peace |
Kacowicz, Arie |
AM | Main Second Session | Click to read more about GOVT-472-20 |
This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. The course is divided into four parts. First, we will present the general theoretical framework for explaining and understanding negotiations in international relations. Second, we will refer in general terms to the history of the Arab-Israeli conflict and the main issues and patterns of negotiations. Third, we will address several case-studies of successes and failures of negotiations between Israel and its several Arab neighbors – Egypt, Syria, Lebanon, Jordan, and the Palestinians. In this context, we will attempt to understand the failure of the peace process between Israelis and Palestinians. Finally, in the last part of the course we will play a simulation and students will present their short papers. This course has been renumbered, effective Fall 2014. A student who has earned credit for GOVT 448 Negotiating Middle East Peace in a prior term should not enroll and cannot earn credit for this class. |
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| HIST-007-130 | Intro Early Hist: |
Polczynski, Michael |
N/A | Cross Session | Click to read more about HIST-007-130 |
HIST 007 Intro Early History: World I or Europe I For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 007 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World I sections examine the history of the human experience from a global perspective. The bulk of the semester concerns societies and states from the time of ancient civilizations to about 1500 AD. The course pays particular attention to political, economic, and social changes, but also considers cultural, technological, and ecological history. The evolving relationship between human identities and their social and material environments forms one of the major points of analytical focus for this course. The overarching goal is to provide a general framework for the history of the world to help students understand the big picture, and to help them to contextualize what they will later study about history, politics, religion--in short, about the human experience. The Europe I sections offer an analysis of the major political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization to 1789. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| HIST-099-01 | Hist Focus: Material Culture |
Bents, Claire |
PM | Main Presession | Click to read more about HIST-099-01 |
HIST 099 is one of the required core classes in History. All sections of HIST 099 fulfill the same role, though each instructor will develop a specific topic. Students are urged to consult syllabi available on line or at the History Department. Please note that if you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. The general aim of HIST 099 is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. |
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| HIST-099-20 | Hist Focus: Women/Gender in ME |
Hauge, Idun |
PM | Main Second Session | Click to read more about HIST-099-20 |
HIST 099 is one of the required core classes in History. All sections of HIST 099 fulfill the same role, though each instructor will develop a specific topic. Students are urged to consult syllabi available on line or at the History Department. Please note that if you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. The general aim of HIST 099 is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. |
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| HIST-099-21 | Hist Focus: US working lives |
Berger, Joel |
AM | Main Second Session | Click to read more about HIST-099-21 |
HIST 099 is one of the required core classes in History. All sections of HIST 099 fulfill the same role, though each instructor will develop a specific topic. Students are urged to consult syllabi available on line or at the History Department. Please note that if you receive AP/IB placement or credit, you cannot take HIST 099 (or 007 or 008) for credit. Please note that HIST 099 must be taken at GU and cannot be transferred. The general aim of HIST 099 is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. |
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| HIST-107-10 | Pacific World |
Wall, Michael |
AM | Main First Session | Click to read more about HIST-107-10 |
For College students all sections of HIST 107 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Pacific World focuses on the Pacific Ocean world, which has historically been regarded as a vast and prohibitive void rather than an avenue for integration. Yet over the last five centuries motions of people, commodities, and capital have created important relationships between the diverse societies situated on the "Pacific Rim." This course examines the history of trans-Pacific interactions from 1500 to the present. It takes the ocean itself as the principal framework of analysis in order to bring into focus large-scale processes--migration, imperial expansion, cross-cultural trade, transfers of technology, cultural and religious exchange, and warfare and diplomacy. This "oceans connect" approach to world history brings these processes into sharp relief while also allowing for attention to the extraordinary diversity of cultures located within and around the Pacific. |
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| HIST-112-10 | Africa II |
Mensah, Tracy |
PM | Main First Session | Click to read more about HIST-112-10 |
Please note: The content and organization of the course are subject to change, contingent on the university's decision about the fall mode of instruction. This course examines the history of modern Africa from the 19th century to the present. We will explore major political, economic, social, religious and environmental changes on the continent, but we will also think about how historical knowledge is created and how historians assess evidence about the past. The first goal of this course is for you to acquire historical background to contemporary Africa. By looking at general patterns as well as specific places and events, we’ll examine some of the major themes in Africa’s recent history. We’ll study Africa's role in the 19th-century global economy and the political and social impacts of this early globalization; European conquest of the continent and African resistance to European domination; the political and economic impact of colonialism; major cultural, social and religious changes of the early 20th century; and how independence from colonialism was achieved and what it meant. Then we’ll turn to the era of independent African nations and explore the historical context of some of the issues facing present-day Africa. We also will examine dynamics of age, gender, class, and ethnicity within African societies. And throughout the class, we will consider how Africans have acted to create their own history within the context of larger global and historical forces they do not control. A second goal of the class is for you to begin to think about the origins of knowledge: to ask how we know what we think we know. What do terms such as “African” and “European” mean in practice, and what do they obscure? How has “the West” created knowledge about “Africa,” and what are the implications of this? A third goal is to think and write like historians. We will ask questions and explore puzzles about the past. With Africa serving as the context, you will practice the art of historical analysis. Questions we will ask throughout this class include: Why did something happen when it happened and what were its consequences? How have unequal relations of power shaped the kinds of historical evidence we have today, and how can we interpret that evidence? To what extent can history explain the world we now share? |
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| HIST-123-20 | History of China II |
Spendelow, Howard |
AM | Main Second Session | Click to read more about HIST-123-20 |
HIST 123 History of China II This course continues from the first part of the Chinese history survey. It is taught with a somewhat different time frame on the main campus and in Doha at SFSQ. On the main campus: The course is introductory, has no prerequisites, and assumes no prior knowledge of China or its language. The organization of the course is basically chronological, but within that framework we will be approaching China from a wide range of viewpoints, taking up political, economic, social, religious, philosophical, and artistic developments. In the fall semester, we covered the formation of China's social, political, and philosophical culture(s), going as far as the consolidation of imperial autocracy in the Ming dynasty (14th-16th centuries). This term we will cover roughly four centuries: 1580-1990. We start with both the resilience and weaknesses of China's imperial system during its final quarter-millennium, including the tensions between a "Middle Kingdom" vision of China as a unitary, advanced, and self-sufficient civilization and the realities of the Manchu Qing state as a multi-ethnic empire in growing competition with others. We then take up the challenge to China's traditions and stability posed by internal developments as well as external economic and cultural penetration by a number of "outsiders" in the 19th century. We conclude with China's 20th century experiments in forms of government and search for new directions in social and cultural development, so as to survive, and later thrive, in an increasingly interconnected global environment. At the Doha campus: China II: Twentieth Century China The first two decades of the twentieth century shattered all assumptions about what it meant to be “Chinese” and to live in the “Central Kingdom.” The collapse of the imperial system in 1911 brought an end to over two thousand years of successive emperors and dynasties, but little consensus about what the new “Republic of China” would be and do. Was this new “China” an empire or nation? Would it include or exclude Tibet, Mongolia, and the Muslim regions of eastern Turkestan—territories that had become part of the multi-cultural Qing empire (1636-1911). Having abandoned the Confucian education system, what would replace it? What ideology should motivate and discipline the people? Who should serve the state? Who should the state serve? And above all, how would China extricate itself from the hostile international forces that pressed in from all sides? There were no easy answers to these questions. The result was a century of fierce conflicts—a chain of explosions, both metaphorical and real—that tore apart the fabric of society and then rewove it into new patterns. This course will examine the last century of Chinese history by focusing on individual and everyday human experiences as revealed by a variety of primary sources—journals, works of art, poetry, novels and memoirs, music, and government do |
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| HIST-159-20 | Latin America II |
De Vasconcellos Otoya, Natascha |
PM | Main Second Session | Click to read more about HIST-159-20 |
For College students, HIST 159 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. This course explores the period from independence to the present. The course is divided into three sections. First, it discusses some of the salient issues of the nineteenth century in a thematic format, such as frontier societies, the role of the peasants, and the phenomenon of caudillismo. The second section provides an overview of the national political histories of most Latin American countries, whereas the third section returns to a thematic forma, providing analysis of important topics such as the role of women, U.S.-Latin American relations, structural adjustment policies, and the drug trade. The course uses as examples the lives of ordinary and extraordinary Latin Americans to illustrate the analysis. |
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| HIST-160-01 | Middle East I |
Agoston, Gabor |
AM | Main Presession | Click to read more about HIST-160-01 |
Through lectures, readings, class discussion and audio-visual material, this course examines the history of the Middle East from the late sixth to the late seventeenth centuries. The lectures focus on broader topics, such as the emergence of Islam; the history of major Middle Eastern empires; changing geo-strategic and cultural conditions; and the evolution and functioning of classical and medieval Muslim institutions. Discussion sections will enable students to deepen their knowledge regarding local diversities within the unifying systems of Muslim beliefs, law, and administration; the material and intellectual exchanges and interactions between the Muslim world and non-Muslim communities and polities; and Muslim reactions to the Crusades and the Mongol invasions. For College students, HIST 160 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. |
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| HIST-180-10 | U.S. History until 1865 |
Douma, Michael |
PM | Main First Session | Click to read more about HIST-180-10 |
This course explores the history of North America from the arrival of the first Europeans in the Caribbean to the conclusion of the American Civil War. Focusing on the colonies that became part of the United States, this course explores the dynamics of imperial rivalry, relations between European, African and Amerindian peoples, economic development and regional differentiation, the emergence of revolutionary nationalism, the westward expansion of the United States, the collapse of the Union into civil war, and emancipation. We will read extensively from primary sources. |
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| HIST-202-130 | Climate and Humanity |
Polczynski, Michael |
N/A | Cross Session | Click to read more about HIST-202-130 |
This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| HIST-226-10 | Hist of Korea in NE Asia |
Nanavati, Abhishek |
PM | Main First Session | Click to read more about HIST-226-10 |
The aim of this course is to introduce Korean history to those students with little or no exposure to Korea and to challenge commonly held assumptions by those who do. The course will explore the cultural, political, and social impact of Korea’s internationalization from early modern times to the contemporary period. The first part of the course will explore the turbulent interplay between Chos?n Korea, dynastic overthrow in China, civil war in Japan, and the threat of Western imperialism. The second part of the course will focus on twentieth century Korea – the colonial experience, division, war, and relations between the two Koreas, Japan, China, Russia, and the United States. |
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| HSCO-113-130 | Anatomy & Physiology I |
Nelson, Theodore |
N/A | Summer 6-Week Session I | Click to read more about HSCO-113-130 |
Anatomy & Physiology I is the first of a two-semester course sequence that covers general biological principles, human anatomy, and human physiology. These courses provide students with a foundation for each major organ system’s structure and function; requiring study of these systems from both a gross and detailed perspective. In this first installment students will be required to master topics in cell structure and function, gross anatomy, and histology. This foundation allows progression to more complex topics in the areas of integumentary, skeletal, muscle, and nervous physiology later in the semester. Note that the remaining organ systems (endocrine, cardiovascular, respiratory, gastrointestinal, renal, and reproductive) will be covered in Anatomy & Physiology II. This course meets entirely online during the 6-week Session I (5/23/2022-7/1/2022) with synchronous sessions from 7pm-9pm ET on Tuesdays. HSCI majors may enroll with permission of the HSCI department chair. |
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| HSCO-114-130 | Anatomy & Physiology II |
Tilan, Jason |
N/A | Summer 6-Week Session II | Click to read more about HSCO-114-130 |
Human Anatomy & Physiology II comprises a series of lectures and laboratory experiences devoted to the physiology of the human. The circulatory, respiratory, digestive, excretory, and reproductive systems are studied in detail. The laboratory experience is primarily centered around a course-long cat dissection. This course meets online during the 6-week Session II (7/5/2022-8/12/2022) with synchronous sessions from 7pm-9pm ET on Tuesdays. HSCI majors may enroll with permission of the HSCI department chair. |
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| INAF-320-10 | Quant Methods:Intrnl Affairs |
Patel, Parina |
AM | Main First Session | Click to read more about INAF-320-10 |
The study of social and political phenomena is a vast endeavor and this class will serve as an introduction to quantitative methods for social science research. We will discuss the use of quantitative research methods as a tool to further aid you as researchers of - and participants - in social science research. The progression of this course will address scientific research design and statistics and consider many examples of such research. Students can expect to be introduced to not only the means for conducting rigorous research in social science fields but also the theory that guides the accumulation of knowledge about these phenomena. Its format will be lecture, discussion, active practice, and include formal written submissions. This course will provide students with the analytic tools necessary to understand and perform fundamental quantitative social science research, to identify its limitations and abilities, and to approach quantitative research critically. |
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| ITAL-011-130 | Italian Lang. & Cult. Beginner |
Musti, Fulvia |
N/A | Summer 6-Week Session I | Click to read more about ITAL-011-130 |
Italian Language and Culture: Beginner is a first-year intensive course that meets Monday thru Thursday with asynchronous learning online on Fridays. It provides a first approach to the Italian language for absolute beginners. Attention is devoted to the four skills of speaking, understanding, reading and writing. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (such as Canvas and other digital tools). The general objectives are to provide students with basic tools for oral and written communication in Italian, but also to offer them the opportunity to learn about Italian culture and life and to reflect about intercultural differences and similarities. This course meets entirely online during the 6-week Session I (5/23/2022-7/1/2022). |
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| ITAL-032-130 | Ital Lang & Cult: Interm. |
Melucci, Donatella |
N/A | Summer 6-Week Session II | Click to read more about ITAL-032-130 |
Italian Language and Culture Intermediate is a first-year intensive course that meets Monday thru Thursday with asynchronous learning online on Fridays. It is designed to further develop language ability and knowledge of the Italian culture for students who have completed ITAL 011 or have already had some exposure to the language. As in the case of ITAL 011, the four skills of speaking, understanding, reading and writing are developed in a balanced way. Aspects of Italian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films and through the use of language technologies (like Canvas and digital tools). The general objective is to provide students with basic tools for oral and written communication in Italian and to offer them the opportunity to learn about Italian culture and life, but also to reflect about intercultural differences and similarities. This course meets online during the 6-week Session II (7/5/2022-8/12/2022). |
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| JOUR-305-20 | Intensive Reporting |
Peterson, Britt |
AM | Main Second Session | Click to read more about JOUR-305-20 |
This class will focus on sharpening reporting skills, from quick street interviews to deep-dive document searches. Students can expect to have daily exercises in fact-finding and researching, learn investigative skills, assess cultural competency, explore trauma reporting and work on interview techniques. A variety of reporting styles will be discussed in class, and a variety of assignments will get students into the streets of Washington to practice reporting skills and training. |
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| JUPS-123-130 | Intro to Justice & Peace |
Atashi, Elham |
N/A | Cross Session | Click to read more about JUPS-123-130 |
This gateway course surveys the histories, theories, concepts, actors, and pedagogies that compose the growing transdisciplinary field of justice and peace studies. We will familiarize ourselves with current issues in the field, as well as the movements and structures that both contribute to and provide obstacles to the creation and sustainability of a more just and peaceful world. The course presents a wide range of theoretical and practical perspectives on peace and social justice, including: poverty, hunger, and homelessness; racism, sexism, and homophobia; violence, oppression, slavery, and colonization; and complex issues of sustainable development and humanitarian aid. Through historical and contemporary analyses, the course addresses critical issues of militarism, inequality, and injustice, emphasizing the development of viable alternatives. This course is highly recommended for first-year students and sophomores interested in pursuing the JUPS major or minor. As an introductory course, it requires permission for seniors. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| LING-251-20 | How Langs are Learned |
Bryfonski, Lara |
PM | Main Second Session | Click to read more about LING-251-20 |
This course will introduce you to central questions, theories, debates, and research findings in the area of second language learning and teaching, a field that is concerned with the central questions: How are second languages learned and how might they best be taught? We will address this and many other questions central to this quickly growing field such as: - Is it possible to attain ‘native-like’ proficiency if you start learning a language after childhood? - What does it mean to be ‘bilingual’? Do you have to speak both languages equally well? - How might language learning occur most effectively after childhood? - What roles do conversational interaction and receiving feedback play in second-language development? - How do individual differences such as intelligence, aptitude, and motivation affect L2 development? Are some people just better than others at second language learning? - Are there differences in how languages may best be learned across different contexts (e.g., naturalistic exposure vs. classroom instruction vs. study abroad)? What about through different teaching methods? - What is the role of technology in second language learning? Can we learn languages just as well online as we do face-to-face? - What are the cognitive benefits of knowing more than one language? Can knowing another language affect the way you think? We will accomplish this by critically evaluating foundational and current work in these areas, as well as considering how theories and research findings can inform current educational policies and practice. The class will be interactive, with a combination of asynchronous video lectures, podcasts, discussion boards, and synchronous small-group and whole-class discussions. The course is designed for any students (for example, linguistics, education, world languages, psychology, anthropology etc.) interested in deepening their understanding of second language learning scholarship and developing the ability to be a critical consumer of research. Note: this class is available at both the undergraduate (251) and graduate (553) level. The course levels will differ in terms of the depth required of assignments and the final paper. |
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| MARK-220-20 | Principles of Marketing |
Easwar, Karthikeya |
AM | Main Second Session | Click to read more about MARK-220-20 |
A first course on tools and approaches for making marketing decisions. Marketing is viewed as a broad technology for influencing behavior, beyond functions like selling and advertising. Topics covered include consumer behavior, marketing research, and marketing planning, with emphasis on marketing mix decisions: product strategy, communications, pricing, and distribution. |
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| MARK-220-21 | Principles of Marketing |
Easwar, Karthikeya |
PM | Main Second Session | Click to read more about MARK-220-21 |
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. |
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| MATH-001-20 | Pre-Calculus |
Mehmetaj, Erblin |
PM | Main Second Session | Click to read more about MATH-001-20 |
This course is designed to assist students whose high school mathematics background is insufficient for the standard first-year mathematics courses. It is primarily intended as a preparation for MATH-035. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, and the logarithmic and exponential functions. Graphing and word problems will be stressed. This course is not intended to complete the math/science requirement in the College. Fall. |
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| MATH-035-10 | Calculus I |
Raney, Michael |
PM | Main First Session | Click to read more about MATH-035-10 |
This is the first part of the four semester calculus sequence (Math-035-036 and 137-150) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. All students must score a 75 or above on the Calculus Readiness Assessment to enroll in MATH 035. Need to take the Calculus Readiness Assessment and earn a minimum score of 75. |
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| MATH-035-130 | Calculus I |
Gharahbeigi, Sara |
N/A | Summer 6-Week Session I | Click to read more about MATH-035-130 |
This is the first part of the four semester calculus sequence (Math-035-036 and 137-150) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. All students must score a 75 or above on the Calculus Readiness Assessment to enroll in MATH 035. This course meets entirely online during the 6-week Session I (5/23/2022-7/1/2022). Need to take the Calculus Readiness Assessment and earn a minimum score of 75. |
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| MATH-035-20 | Calculus I |
Extejt, John |
AM | Main Second Session | Click to read more about MATH-035-20 |
This is the first part of the four semester calculus sequence (Math-035-036 and 137-150) for mathematics and science majors. Students do not need to have any familiarity with calculus, but do need good algebra/precalculus preparation. Topics include limits, derivatives, techniques of differentiation, applications of the derivative, the Riemann integral, the trigonometric and inverse trigonometric functions, and the logarithmic and exponential functions. Fall and Spring. All students must score a 75 or above on the Calculus Readiness Assessment to enroll in MATH 035. Need to take the Calculus Readiness Assessment and earn a minimum score of 75. |
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| MATH-036-130 | Calculus II |
Mehmetaj, Erblin |
N/A | Summer 6-Week Session II | Click to read more about MATH-036-130 |
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 during the 6-week Session II (7/5/2022-8/12/2022). Prerequisite of MATH 035 or equivalent. |
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| MATH-036-20 | Calculus II |
Mehmetaj, Erblin |
AM | Main Second Session | Click to read more about MATH-036-20 |
A continuation of MATH-035. Topics include techniques of integration, applications of the definite integral, improper integrals, Newton's method and numerical integration, sequences and series including Taylor's theorem and power series, and elementary separable and first and second order linear differential equations. Fall and Spring. Prerequisite of MATH 035 or equivalent. |
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| MATH-040-01 | Probability and Statistics |
Tadesse, Mahlet |
PM | Main Presession | Click to read more about MATH-040-01 |
This course will introduce students to the basic concepts, logic, and issues involved in statistical reasoning, as well as basic statistical methods used to analyze data and evaluate studies. The major topics to be covered include methods for exploratory data analysis, an introduction to sampling and experimental design, elementary probability theory and random variables, and methods for statistical inference including simple linear regression. The objectives of this course are to help students develop a critical approach to the evaluation of study designs, data and results, and to develop skills in the application of basic statistical methods in empirical research. An important feature of the course will be the use of statistical software to facilitate the understanding of important statistical ideas and for the implementation of data analysis. The course has two lectures and one lab section. Cannot be taken for credit if the student has already taken ECON 121, Gov 201, OPIM 173, IPOL 320 or MATH 140. College Economics and Political Economy majors should enroll in ECON 121, rather than MATH 040. This course does NOT satisfy the Mathematics minor or majors requirement for a Statistics class--these students should enroll in MATH 140. Seniors and Post Baccalaureate Pre-Medical students must get special permission to enroll in this course. Cannot be taken for credit if the student has already taken: ECON 121, OPIM 173, IPOL 320 or MATH 140. |
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| MATH-137-10 | Multivariable Calculus |
Bonventre, Peter |
PM | Main First Session | Click to read more about MATH-137-10 |
This is a first course in differential and integral calculus of functions of several variables. After the introduction of vectors and the 2 and 3-dimensional Euclidean space, functions of several variables are discussed. Functions of two variables will be visualized by surfaces in the three-dimensional space. Partial derivatives and the total derivative of real-valued and vector-valued functions, the chain rule, directional derivatives, extrema of real-valued functions, constrained extrema and Lagrange multipliers, double and triple integrals, and the change of variables formula in multiple integrals will be covered. The course will conclude with Green’s, Gauss’s and Stokes’s theorems. Prerequisite Calculus II |
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| MATH-140-10 | Intro Math Statistics |
Meyer, Nicole |
PM | Main First Session | Click to read more about MATH-140-10 |
This course provides an introduction to probability theory and statistical inference. The first half of the course introduces fundamentals in probability. Topics to be covered include basic probability principles, enumeration methods, properties of random variables, common discrete and continuous distribution functions, and expected values. The second half of the course focuses on the core of statistical inference and deals with the central limit theorem, maximum likelihood estimation, confidence intervals, hypothesis testing, and the linear regression model. Statistical software will be used to illustrate concepts and to perform data analysis. |
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| MATH-150-10 | Linear Algebra |
Raney, Michael |
AM | Main First Session | Click to read more about MATH-150-10 |
This course presents the basic theory and methods of finite dimensional vector spaces and linear transformations on them. Topics include: matrices and systems of linear equations; vector spaces, bases, and dimension; linear transformations, kernel, image, matrix representation, basis change, and rank; scalar products and orthogonality; determinants, inverse matrices; eigenvalues, eigenvectors, diagonalization of symmetric matrices, positive definite matrices, spectral theorem for Hermitian matrices; linear discrete dynamical systems via matrix iteration. Prerequisite calculus II |
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| MGMT-201-10 | Management & Org Behavior |
McCabe, Douglas |
PM | Main First Session | Click to read more about MGMT-201-10 |
This course is a comprehensive overview of the management process and organizational behavior from a behavioral and social science perspective. Topics include: management across cultures; managing with ethics and social responsibility; fundamentals of organizing; organizational culture and design; leadership; motivation; communication; interpersonal skills; teamwork and group dynamics; goal-setting; alternative work arrangements; power and politics; conflict and negotiation; managing change; and management development. Emphasis is on the analysis and understanding of human behavior in organizations. |
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| MGMT-297-10 | Negotiations |
McCabe, Douglas |
PM | Main First Session | Click to read more about MGMT-297-10 |
Negotiation is the art and science of securing agreements between two or more parties who are interdependent and who are seeking to maximize their outcomes. The purpose of this course is to understand the theory and processes of negotiation in a variety of settings. Objectives include evaluating notions of when to negotiate and what assumptions, beliefs, values, and habits influence negotiation behavior; understanding the central concepts in negotiation; developing confidence in negotiating; and providing experience in negotiating. The course is experiential. A great deal of emphasis is placed on simulations, role plays, and cases. |
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| OPIM-173-20 | Business Statistics |
Nategh, Emisa |
PM | Main Second Session | Click to read more about OPIM-173-20 |
This course introduces the basic concepts of Statistics and their application in managerial decision-making. In the first part of the course, we consider the steps of data collection, preliminary data analysis (numerical and graphical), probability and uncertainty, statistical inference. In the second part of the course, we examine statistical model building for the purposes of understanding variability and making forecasts. A detailed development of multiple regression analysis is complemented by some study of time series analysis. The objective is to demonstrate the effectiveness of statistical modeling in guiding managerial decision-making. The statistical analysis of large data sets is an integral part of modern business practice. Accordingly, both spreadsheets and statistical software will be used throughout the course. |
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| PERS-009-10 | Persian for Arabic Speakers I |
Sadigh-Mostowfi, Farima |
AM | Main First Session | Click to read more about PERS-009-10 |
This course is a three-credit, non-intensive introduction to Persian for students who read and write Arabic with ease. Offered as an alternative to Intensive 1st Level Persian I (PERS 011), this course is ideal for students seeking a similar level of proficiency with fewer credits, and counts equally towards the Persian minor. Conducted entirely in Persian with a heavy focus on communicative language skills, the class also introduces aspects of history, culture, and current events. Special reference will additionally be made to the many ways in which students' knowledge of Arabic will facilitate the acquisition of Persian (through loanwords, expressions, certain grammatical structures, etc.), all while emphasizing those areas in which the two languages diverge, such as differences in pronunciation, separate writing conventions, and false cognates. Upon successful completion, students typically continue with Persian for Arabic Speakers II (PERS 010). Together these two non-intensive courses bring students to the intermediate level in only half the number of credits as Intensive 1st Level Persian I and II. Taking advantage of students' advanced literacy in Arabic script, the Persian for Arabic Speakers sequence is part of an innovative ongoing initiative at Georgetown to create alternative pathways towards proficiency for bilinguals seeking to learn a third language. |
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| PERS-010-20 | Persian for Arabic Speakers II |
Sadigh-Mostowfi, Farima |
AM | Main Second Session | Click to read more about PERS-010-20 |
This course is the second part of a two-semester, non-intensive introduction to Persian for students who read and write Arabic with ease. Offered as an alternative to Intensive 1st Level Persian II (PERS 012), this course is ideal for students seeking to cover a similar amount of content in fewer credits, and counts equally towards the Persian minor. Conducted entirely in Persian with a heavy focus on communicative language skills, the class centers around various aspects of history, culture, and current events. Special reference will be made to the many ways in which students' knowledge of Arabic will facilitate the acquisition of Persian (through loanwords, expressions, certain grammatical structures, etc.), all while emphasizing those areas in which the two languages diverge, such as differences in pronunciation, separate writing conventions, and false cognates. Taking advantage of students' advanced literacy in Arabic script, the non-intensive Persian for Arabic Speakers sequence is intended to bring students to the intermediate level in only half the number of credits as Intensive 1st Level Persian I and II. |
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| PERS-011-10 | Intensive 1st Level Persian I |
Behzadi, Azin |
AM | Main First Session | Click to read more about PERS-011-10 |
This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc. |
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| PERS-012-20 | Intensive 1st Level Persian II |
Behzadi, Azin |
AM | Main Second Session | Click to read more about PERS-012-20 |
This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc. |
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| PERS-021-10 | Intensive Intermediate Pers I |
Mirsharif, Zohreh |
PM | Main First Session | Click to read more about PERS-021-10 |
Permission needed from Instructor. This intensive intermediate level I course is designed to continue developing the student's communicative skills (reading, writing, listening, and speaking). This course is conducted in the target language. Initially, it affords students a view of basic Persian, then an introduction to more complex syntactic grammatical forms. Aspects of Persian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films, and through the use of language technologies (web tools). The students will also be given practice in reading aloud and giving oral presentations of materials taken from the web, media, and television broadcast. As a final project, students will write a composition of 200-350 words (Intermed. I), 400-500 words (Intermed.II). |
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| PERS-022-20 | Interm Persian II |
Mirsharif, Zohreh |
PM | Main Second Session | Click to read more about PERS-022-20 |
Permission needed from Instructor. This intensive intermediate level I course is designed to continue developing the student's communicative skills (reading, writing, listening, and speaking). This course is conducted in the target language. Initially, it affords students a view of basic Persian, then an introduction to more complex syntactic grammatical forms. Aspects of Persian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films, and through the use of language technologies (web tools). The students will also be given practice in reading aloud and giving oral presentations of materials taken from the web, media, and television broadcast. As a final project, students will write a composition of 200-350 words (Intermed. I), 400-500 words (Intermed.II). |
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| PHIL-010-10 | Intro to Ethics |
Torres, Christopher |
PM | Main First Session | Click to read more about PHIL-010-10 |
Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail. |
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| PHIL-010-130 | Intro to Ethics |
Olsen, James |
N/A | Cross Session | Click to read more about PHIL-010-130 |
Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| PHIL-010-20 | Intro to Ethics |
Leeds, Sabrina |
PM | Main Second Session | Click to read more about PHIL-010-20 |
Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail. |
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| PHIL-020-01 | Intro to Philosophy |
Perrin, William |
AM | Main Presession | Click to read more about PHIL-020-01 |
An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail. |
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| PHIL-020-10 | Intro to Philosophy |
Watson, Ari |
AM | Main First Session | Click to read more about PHIL-020-10 |
An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail. |
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| PHIL-020-130 | Intro to Philosophy |
Olsen, James |
N/A | Cross Session | Click to read more about PHIL-020-130 |
An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| PHIL-020-20 | Intro to Philosophy |
Sullivan, Andrew |
PM | Main Second Session | Click to read more about PHIL-020-20 |
An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail. |
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| PHIL-099-20 | Political & Social Thought |
Cooper, Dominick |
PM | Main Second Session | Click to read more about PHIL-099-20 |
This course is designed as an undergraduate introduction to political and social philosophy. It is a required course in the undergraduate program of the School of Foreign Service. What is the nature of political authority? Of political freedom? What are our obligations to our nation and our fellow citizens? Is democracy the best form of political organization? Phil. 99 will address questions such as these. Readings are drawn from the classics of Western philosophy. Precise reading lists and topics vary from semester to semester and instructor to instructor. Please consult the syllabi of individual instructors for more detail. |
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| PHIL-106-130 | Bioethics and Disability |
Reynolds, Joel |
N/A | Cross Session | Click to read more about PHIL-106-130 |
This class will provide an introduction to bioethics through the lens of disability studies. It will cover traditional bioethical topics such as reproductive ethics, end of life care, health resource allocation, health disparities, the ethics of enhancement and emerging technologies, and research ethics. Unlike traditional bioethics classes, it will approach these issues by centering disability, asking questions such as: What ethical issues are raised by prenatal testing for disability? Would legalizing physician assisted suicide be liberating, oppressive, or both for people with disabilities? Should we always ‘fix’ or prevent disability if possible? How do we set medical research priorities, and do our current priorities reflect ableism? The course will also cover fundamental questions in disability studies, such as: What is the nature of disability, what counts as a disability, and how is disability related to impairment? What does it mean for an environment to be appropriately accessible? How does being disabled constitute a social identity? This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| PHIL-132-10 | Justice |
Donley, Clark |
PM | Main First Session | Click to read more about PHIL-132-10 |
This question of distributive justice is at issue in current debates about income inequality, the proper level of taxation, access to health care, the financing of education, affirmative action, gender inequality, religious liberty etc. Most of us agree that justice is an important, if not the most important, standard for political and social life. But we disagree about the criteria for distributing benefits and burdens in society justly. In this class, we will examine contemporary conceptions of justice that propose answers to this question: Utilitarianism, Liberal Egalitarianism, Libertarianism, Marxism, and Communitarianism. We will consider the connection between justice and other political ideals such as fairness, equality, liberty, wellbeing, inclusion, and recognition. We will have a look at feminist critique of classical conceptions of justice, and consider whether justice is best thought of in terms of distribution at all. The readings will include texts by John Rawls, Robert Nozick, Gerald A. Cohen, Michael Sandel, Susan Okin, and Iris M. Young. We will assess the strengths and weaknesses of these conceptions, and discuss their implications for some of the current political debates mentioned above. Throughout the class, you will be developing the skills to interpret arguments accurately and criticize them cogently. The overall goal of the class is to help you become a thoughtful and critical participant in political and social debates. |
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| PHIL-138-20 | Love, Sex, and Friendship |
Golden, Christian |
PM | Main Second Session | Click to read more about PHIL-138-20 |
In this course we will explore the themes of love, sex, and friendship in ancient Greek philosophy. Texts may include: Plato's Lysis, Symposium, and Phaedrus; Aristotle's Nicomachean Ethics and Politics. We will consider questions such as the following: What is it to be a friend? What is the best or ideal form of friendship? What is the role of friendship in the development of moral and intellectual virtue? What is the role of love and sex in friendship? What roles do love, sex, and friendship play in moral and political life? |
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| PHIL-151-20 | Introduction to Logic |
Ritz, Megan |
PM | Main Second Session | Click to read more about PHIL-151-20 |
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. |
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| PHIL-159-20 | Existentialism |
Kochevar, Christopher |
AM | Main Second Session | Click to read more about PHIL-159-20 |
In this course we will be studying the philosophical movement known as existentialism. It is notoriously difficult to pin down with precision what exactly existentialism is. Although we can identify a set of loosely interrelated themes treated by the authors who are typically identified as existentialists, existentialism does not seem to be a clear doctrine or a unified philosophical outlook - as Sarah Bakewell has noted, “It is sometimes said that existentialism is more of a mood than a philosophy”. Indeed, most of the authors we will be examining were either writing before the term had been coined (e.g. Kierkegaard and Nietzsche) or have explicitly rejected the label (e.g., Camus and Heidegger). Nevertheless, all of them have been identified in one way or another as integral to the development of existentialism. Accordingly, our course will proceed by examining with an open mind the philosophical writings of those authors who are typically identified as representative of existentialism. Along the way, we will consider some of the central themes that animate their writing: meaning or purpose in life; authenticity; passionate commitment; freedom and responsibility; the role and limitations of reason in human life; the relationship between society and the individual; the possibility or impossibility of objective truth; anxiety and death; and other themes. The goal will be to provide students with an introductory overview of some of the texts that have come to stand as paradigmatic of existentialist philosophy. This overview will be far from exhaustive, but should provide students with a solid basis for further exploration. The course will progress in roughly chronological fashion, beginning with the 19th-century writings of Søren Kierkegaard and Friedrich Nietzsche, then moving onto figures in the 20th century such as Martin Heidegger, Albert Camus, and Jean-Paul Sartre. |
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| PHIL-166-10 | Feminist Philosophy |
Ward, Madeline |
PM | Main First Session | Click to read more about PHIL-166-10 |
This course introduces students to feminist approaches to philosophical subfields such as philosophy of language, epistemology, philosophy of science, and political philosophy. It also explores philosophical dimensions of concepts such as misogyny, gender, oppression, and intersectionality. Topics will vary each time the course is offered and students should consult section descriptions for more information. |
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| PHYS-007-20 | Basic Physics |
Esrick, Mark |
PM | Main Second Session | Click to read more about PHYS-007-20 |
In this 3-credit, algebra based course, we will study the basic principles used to describe and explain physical phenomena. We will cover topics in Classical Physics, which include Mechanics, Waves, Sound, Heat, Electricity, Magnetism, Light Waves, basic ideas in Quantum Physics, and time permitting, a brief introduction to Special Theory of Relativity. This course is appropriate for nonscience majors and for those who desire a more conceptual and less mathematical introduction to physics before taking a two semester physics course required for science majors, and for those interested in gaining insight into the physical laws that governs observed phenomena. We will emphasize the conceptual understanding of the laws of nature and their applications in explaining and predicting the way matter and energy interact. |
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| PHYS-101-10 | Principles of Physics | AM | Main First Session | Click to read more about PHYS-101-10 | |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. |
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| PHYS-101-11 | Principles of Physics | AM | Main First Session | Click to read more about PHYS-101-11 | |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. |
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| PHYS-102-20 | Principles of Physics II | AM | Main Second Session | Click to read more about PHYS-102-20 | |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. |
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| PHYS-102-21 | Principles of Physics II | AM | Main Second Session | Click to read more about PHYS-102-21 | |
PHYS-101 and 102 constitute a year-long comprehensive calculus-based introduction to physics, particularly suited to the needs and interests of pre-medical students. Topics covered are Newton's laws, linear, planar, and rotational motions, work, energy, momentum, gravitation, periodic motion and waves, fluid mechanics, acoustics, thermodynamics, electric fields, electric potential, dielectrics, magnetic fields, induction, DC circuits, electromagnetic waves and light, interference and diffraction of light, geometric optics, atomic, quantum, nuclear, and condensed matter physics, and cosmology. Important note: Familiarity with calculus is assumed. Three lecture hours, one recitation hour, and two laboratory hours. |
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| PHYS-103-10 | Prin of Physics I Lab | AM | Main First Session | Click to read more about PHYS-103-10 | |
PHYS-103 is the lab section for Principles of Physics I (PHYS-101). |
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| PHYS-103-11 | Prin of Physics I Lab | AM | Main First Session | Click to read more about PHYS-103-11 | |
PHYS-103 is the lab section for Principles of Physics I (PHYS-101). |
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| PHYS-104-20 | Prin of Physics Lab II | AM | Main Second Session | Click to read more about PHYS-104-20 | |
PHYS-104 is the lab section for Principles of Physics II (PHYS-102). |
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| PHYS-104-21 | Prin of Physics Lab II | AM | Main Second Session | Click to read more about PHYS-104-21 | |
PHYS-104 is the lab section for Principles of Physics II (PHYS-102). |
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| PSPK-080-130 | Public Speaking |
Al-Shamma, Kate |
N/A | Cross Session | Click to read more about PSPK-080-130 |
A performance course designed to introduce basic principles of communication and the classical roots from which they were derived. Students will prepare and present speeches in both formal platform settings and informal group discussions. While attention will be given to extemporaneous delivery, the emphasis of the course is on work behind-the-scenes: organizing ideas, structuring messages, and adapting messages for specific audiences. Attention will also be given to methods for evaluating oral discourse. Students who experience anxiety in public speaking situations are encouraged to enroll. Fall and Spring.. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| PSPK-107-130 | Improvisational Speaking |
Jansen, Robert |
N/A | Cross Session | Click to read more about PSPK-107-130 |
This course is an introduction to the theory and practice of improvisation in connection with public speaking. Over the semester, we will learn the basic techniques of improvisation and how to apply them to communication and collaboration in a variety of settings. Through participatory exercises and group activities students will explore tools for improvisation in relation to ensemble building, listening, playfulness, creativity, and leadership skills. Based on the foundational “Yes, and...” principle of improvisation and approaches to storytelling, the course is designed to develop the ability to respond to unexpected speaking situations in clear, impactful, and engaging ways. Additionally, we will examine specific case studies demonstrating how improvisation has been utilized to affect the way people and organizations work in areas as diverse as business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply improvisational approaches to their own areas of study and personal interests through course readings, workshops, discussions, assignments, and class presentations. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| PSYC-001-10 | General Psychology |
Pelham, Brett |
PM | Main First Session | Click to read more about PSYC-001-10 |
This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology. PSYC-001. GENERAL PSYCHOLOGY IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES. |
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| PSYC-001-130 | General Psychology |
Parrott, W |
N/A | Cross Session | Click to read more about PSYC-001-130 |
This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology. PSYC-001. GENERAL PSYCHOLOGY IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| PSYC-130-130 | Information in the Brain |
Merritt, Paul |
N/A | Cross Session | Click to read more about PSYC-130-130 |
Viewing the mind/brain as an information processing or computational system has revolutionized the study and understanding of how both the human mind and brain work. This course introduces the theory, methods, and empirical results that underlie the assumptions that information is biologically real, and that the human brain is the consummate information processing device. Specific topics include philosophy and methodology, perception, attention, cognitive and motor control, knowledge and learning, problem solving and reasoning, emotion, language and mathematics. Effort will be made to integrate evidence from multiple levels of analysis and methodological sources, including neuroscience, computing, cognitive science and psychology. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| SOCI-001-10 | Introduction to Sociology |
Pathania, Gaurav |
PM | Main First Session | Click to read more about SOCI-001-10 |
In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. Sociology Required Course for Majors/Minors: In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. |
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| SOCI-001-130 | Introduction to Sociology |
Andaç-Jones, Elif |
N/A | Cross Session | Click to read more about SOCI-001-130 |
In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). Sociology Required Course for Majors/Minors: In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. |
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| SOCI-001-20 | Introduction to Sociology |
Pathania, Gaurav |
AM | Main Second Session | Click to read more about SOCI-001-20 |
In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. Sociology Required Course for Majors/Minors: In this course you will learn in numerous ways that sociology is the systematic study of human society and social life. This course is designed to be an introduction to the development of sociology, and an examination of the range of concepts, principles, and methods that comprise modern sociology using a core text and academic journal articles. We will examine important issues and institutions of contemporary society, including culture, socialization, gender, race and ethnicity, education, family, inequality, and social change. A particular focus will be on the examination of intersectionality in formal organizations (i.e., workplaces). By the semester’s end it is anticipated that students will understand the sociological perspective and be able to discuss sociological issues using the language of the discipline. |
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| SPAN-003-10 | Introductory Spanish I | PM | Main First Session | Click to read more about SPAN-003-10 | |
This course is for students with some prior high school knowledge of Spanish. Students will fulfill their needs to 1) develop their ability to communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) to acquire some of the skills necessary for effective reading in Spanish, and 3) to write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture via videos and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation. |
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| SPAN-004-20 | Introductory Spanish II | PM | Main Second Session | Click to read more about SPAN-004-20 | |
This course is a continuation of SPAN 001/003 in which students will further fulfill their needs to 1) develop their ability to communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) to acquire some of the skills necessary for effective reading in Spanish, and 3) to write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture via videos and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation. |
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| SPAN-011-10 | Intensive Basic Spanish |
Leow, Ronald |
AM | Main First Session | Click to read more about SPAN-011-10 |
Along with Intensive Intermediate Spanish, this course was originally developed for FLL students and therefore assumes a certain level of motivation to learn languages. The course aims to develop students' ability to communicate in Spanish and to help them acquire the skills necessary to understand oral and written texts. Different aspects of Hispanic culture will be introduced in reading passages and videos. Grading criteria are based on lexical breadth, grammatical accuracy, reading and listening comprehension skills, and a basic knowledge of Spanish-speaking areas. |
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| SPAN-021-10 | Intermediate Spanish I | PM | Main First Session | Click to read more about SPAN-021-10 | |
In this intermediate course, students will reinforce their knowledge of the first year courses and further develop their ability to 1) communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) continue acquiring some of the skills necessary for effective reading in Spanish, and 3) write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture and literature via movies and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation. Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course. The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-022-20 | Intermediate Spanish II | PM | Main Second Session | Click to read more about SPAN-022-20 | |
This course is a continuation of SPAN 021 that further develops students’ ability to 1) communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) continue acquiring some of the skills necessary for effective reading in Spanish, and 3) write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture and literature via movies and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation. Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course. The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| SPAN-032-20 | Intensive Intermediate Spanish |
Morales-Front, Alfonso |
AM | Main Second Session | Click to read more about SPAN-032-20 |
Continuing from Intensive Basic Spanish, and designed for highly motivated students who seek daily contact with the language, this course is designed to further develop students' ability to communicate satisfactorily in Spanish in everyday situations and to help them acquire skills necessary for effective speaking and writing in Spanish. Taking readings, documentaries and films as point of departure, the cultural component of the course grows significantly to include current issues encompassing the economy, politics, and culture of the Spanish-speaking areas on both sides of the Atlantic. Students who have not previously taken a Spanish class at Georgetown must take a placement test prior to registering for this course. The Spanish Placement Test is available online in Canvas. Please contact Prof. Morales-Front (morales@georgetown.edu) if you have problems finding or accessing the test. |
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| STRT-261-20 | International Business |
O'Connor, Craig |
PM | Main Second Session | Click to read more about STRT-261-20 |
A first course in the theory and practice of international business. After building a foundation of international trade, foreign direct investment, exchange rates, and government policy, the course emphasis is on the application of concepts to the solution of international business problems. It focuses on areas such as international market entry, the internationalization of the marketing, finance and management functions within the firm, and the development of global business strategies. |
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| THEO-001-01 | The Problem of God |
Rasmussen, Adam |
AM | Main Presession | Click to read more about THEO-001-01 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. |
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| THEO-001-130 | The Problem of God |
Sayilgan, Mehmet |
N/A | Cross Session | Click to read more about THEO-001-130 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). This course engages with the problem of evil and suffering which has been one of the most challenging issues facing both religious and non-religious. On the one hand, it is believed that faith in God provides the best explanation to the question of evil and comforts those who suffer because of various reasons such as losing loved ones to death, sickness or natural disasters. On the other hand, many philosophers have been pointing out that the idea of a powerful, just and loving God cannot be reconciled with the evil and suffering that exist in the world. We will examine various perspectives developed by world religions and put both religious and non-religious views in conversation. The course does not claim to solve the problem, but will engage with the issue creatively and critically. |
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| THEO-001-20 | The Problem of God |
Ray, Jonathan |
PM | Main Second Session | Click to read more about THEO-001-20 |
The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown. |
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| THEO-011-130 | Intro to Biblical Literature |
Linafelt, Tod |
N/A | Cross Session | Click to read more about THEO-011-130 |
Introduction to Biblical Literature promotes the close reading of ancient texts, first on their own terms and then in relation to how they have been interpreted over time and may be interpreted today. As such, IBL teaches students to think critically about what a text is, and how it functions for those who value it. Learning to read texts in context challenges students to question the assumptions they bring to biblical texts and to enter into an adventure of discovery of the Bible, its origins and significance over time. IBL asks students to become “strangers in a strange land” as they confront the various “distances” they experience when reading biblical texts. Meeting unfamiliar language, cultures, customs, mores, and ideas requires that students suspend their judgment about what they think they know and asks them to learn how to expect the unexpected, as they delve deeper and deeper into biblical literature and the worlds from which it emerged. In this way, IBL can be a very liberating experience for students and lays a foundation that they can rely on in other courses they will take in during their undergraduate years. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| THEO-086-130 | Adam & Eve in Theology/Image |
Sanders, Theresa |
N/A | Cross Session | Click to read more about THEO-086-130 |
This course looks at the story of Adam and Eve, especially as it is found in the Bible’s Book of Genesis. It examines the history of Jewish, Christian and non-religious interpretations of the story, as well as contemporary issues related to it. These issues include humans’ role in the natural world, the meaning of death, evolution/creationism, moral decision-making, the origins of evil, gender relations, and sexuality. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| THEO-110-10 | Martyrdom and Meaning |
Morici, Rosanne |
AM | Main First Session | Click to read more about THEO-110-10 |
The term “martyrdom” appears widely in contemporary religious and political cultures. While it is such a recognizable facet of Western discourse, it is also a concept whose precise definition and appropriate deployment feel impossible to pin down. Martyrdom is never simply a single act, but a cultural system forming and being formed by an audience or community of interpreters. This course traces the development and use of martyrdom as a theological discourse for generating meaning out of suffering. We begin with classical and early Jewish, Christian, and Muslim sources, and then end with modern uses of the concept in various phenomena. |
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| THEO-133-20 | Religion and Cults in America |
Steenhuisen, Lauve |
AM | Main Second Session | Click to read more about THEO-133-20 |
This course will ONLY examine cults in America. Religious extremism is a reaction to the perceived chaos and loneliness of modern life, and understanding why people join and how people leave is crucial. This course will take a socio-psychological approach to understanding how cults in America originate, who is attracted to joining, and the legal issues cults generate. |
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| THEO-160-130 | Courage, Hope, Justice |
Danner-McDonald, Kerry |
N/A | Cross Session | Click to read more about THEO-160-130 |
How do we become courageous but not reckless? Maintain hope in a world full of despair? This course addresses the virtues of courage, hope, and justice and its religious, psychological, and social dimensions. We will explore physical, moral, and spiritual courage, hope, and justice through the lives of individuals, such as Colin Kaepernick, and communities, such as the protestors of the Dakota Access Pipeline. We will look at how courage and hope manifest in everyday life—in addiction, in financial stress, and even on playgrounds and Healy Lawn. Special attention will be given to how religious practices and music sustain courage, hope, and justice. While there is an emphasis on Christian ethics, readings and discussion are not limited to Christian approaches. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| TPST-107-130 | Improvisational Speaking |
Jansen, Robert |
N/A | Cross Session | Click to read more about TPST-107-130 |
This course is an introduction to the theory and practice of improvisation in connection with public speaking. Over the semester, we will learn the basic techniques of improvisation and how to apply them to communication and collaboration in a variety of settings. Through participatory exercises and group activities students will explore tools for improvisation in relation to ensemble building, listening, playfulness, creativity, and leadership skills. Based on the foundational “Yes, and...” principle of improvisation and approaches to storytelling, the course is designed to develop the ability to respond to unexpected speaking situations in clear, impactful, and engaging ways. Additionally, we will examine specific case studies demonstrating how improvisation has been utilized to affect the way people and organizations work in areas as diverse as business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply improvisational approaches to their own areas of study and personal interests through course readings, workshops, discussions, assignments, and class presentations. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| TPST-120-10 | Acting I |
Marshall, Sarah |
PM | Main First Session | Click to read more about TPST-120-10 |
Taught by experts in the field, Acting I provides an experiential introduction to the study of acting for the stage based in psychological and physical realism. Emphasis is placed on the critical and creative theories and techniques to cultivate imagination, focus, embodied creativity, self-awareness, vocal range, collaboration, and script analysis. Acting projects include scenes, monologues, and acting exercises. Students will fulfill readings (e.g. by Stanislavski and Uta Hagen), writing assignments, and performance projects. Suitable for students with considerable performance experience but without college coursework in acting, and for complete beginners. Must attend first and second class or lose your seat in the course. |
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| UNXD-030-130 | Intersections: Social Justice |
Hanlon, Kyra |
N/A | Cross Session | Click to read more about UNXD-030-130 |
This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). Students will need to submit an application for this course. Please complete an application online here: https://forms.gle/ZMDY6WWZsWhc783S9 . Learn more about the course at: csj.georgetown.edu/intersections |
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| WGST-141-130 | Intro to Sexuality Studies |
Ohnona, Michelle |
N/A | Cross Session | Click to read more about WGST-141-130 |
This course provides an introduction to the vibrant and interdisciplinary field of sexuality studies. Sexuality studies examines the social construction of sexual desires, practices, and identities, and investigates the ways in which sexuality is connected to power and inequality. We will begin the course by exploring some key theories and concepts within the field, and situate them alongside the history of LGBTQ activism in the United States and elsewhere. We will then consider how these concepts can be applied to a variety of contemporary issues such as sexual identity and the state, same-sex marriage, representations of sexuality in popular culture and the media, transnational sexualities and sexual identities and consumerism. Throughout the course, we will examine how sexuality intersects with other social categories such as gender, race, class, nationality, age and ability/disability. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| WGST-234-10 | Feminist Disability Studies |
Forrest, Brady |
PM | Main First Session | Click to read more about WGST-234-10 |
This seminar is a feminist exploration of the interdisciplinary field of disability studies. Throughout the class, we use historical and critical methods to make disability apparent as a category of analysis. Finding disability means finding power and privilege and the task requires us to question what disability is and who constitutes the category. We will examine and critique a range of imagined futures that exclude disability, that construct narrow visions of “the good life,” and promote limited rhetorics of self-improvement. To do this, we will use a variety of productions from various genres—including but not limited to theory texts, accounts of personal experience, visual culture, legal studies, and materials produced by activists involved in direct action strategies. |
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| WGST-236-130 | Media, Race & Gender |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-236-130 |
The media is all around us. It influences how we think, feel, vote, and how we live our lives. This interdisciplinary course will explore representations of gender, race, class, and sexuality through an intersectional and intertextual investigation of television, film, popular music, advertisement, and social media. We will explore how representations as objects, consumers, subjects, creators, challengers, and critics both reflect and produce socio-cultural phenomena and ideas about the proper role of women and men in society. Our goal is to understand how cultural meaning is created, contested, and regulated. This course will aim in illuminating the ways in which we are passive consumers of media and empower individuals to become critical participants. This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| WGST-237-20 | Gender and Performance |
Forrest, Brady |
AM | Main Second Session | Click to read more about WGST-237-20 |
This course focuses on literary, theoretical, filmic, and dramatic works that highlight gender as a performance. Performance will be broadly construed as including: the everyday, theater, music, film, visual culture, and written texts. It assumes that gender is a socially constituted and motivated form, which calls for a unique set of interpretive practices to understand how it comes to be a form of identity. The class aims, therefore, to present strategies for thinking about gender’s double existence as a record of collective, collaborative performance before a live audience and as a text available for reading and interpreting. We will explore how theorists define gender, how artists depict the manifestation of gender, and how social contexts produce and regulate gender. Our approach will be interdisciplinary, historicist, and intersectional, considering how race, sexuality, and class position inform the manifestation of gender. |
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| WGST-239-20 | Medicine, Race & Gender |
Danylevich, Theodora |
PM | Main Second Session | Click to read more about WGST-239-20 |
In this course, we will explore equity in relation to medicine and health: We ask, “whose health”? and “for the good of whom”? when encountering a diagnosis or a treatment in our readings and in the world around us. Grounded in an exploration of US history and practices – with some transnational and geopolitical relations and contagions – this course examines how relations of power and identity politics are deeply enmeshed with the way medicine and medical care has been conceptualized, practiced, and experienced. We read a range of texts and genres, from historical and theoretical to memoir and documentary film. With what we learn together, we will brainstorm how we can make a better system, and we will contribute to equitable public knowledge online with our final projects. |
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| WGST-244-130 | Hip Hop and Feminism |
Christopher, Emerald |
N/A | Cross Session | Click to read more about WGST-244-130 |
Hip-Hop, a cultural movement that has influenced everything from music, clothes, to the words we speak, has become one of the largest and furthest-reaching movements in modern history. This course seeks to explore and contest the socio-political aspects of hip-hop’s main elements (MCing, DJing, Graffiti, and B boying/B girling) using a feminist lens. This course explores the relationship of hip-hop, gender, race, class, and sexuality through literature, film, music, and new media. This course is designed to examine the formation of hip-hop and its expansion into a discourse of resistance to its mainstream and global commodification This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| WGST-248-130 | Global Histories of Sex Work |
Hosseini, Fatemeh |
N/A | Cross Session | Click to read more about WGST-248-130 |
Sex for Sale: Prostitution in Comparative Perspective What Is This Course About? How can we write a history of prostitution and what are some of the major themes academics have explored when writing about prostitution? This seminar offers a historiographical overview of the topic of prostitution in history since Judith Walkowitz's interpretation of prostitution as labor. We will explore the differences and similarities in the history of prostitution over time, class, and space. We will also look at why and how prostitution is stigmatized in most societies, and address where to find sources to write a history of prostitution. Some of the questions we will explore include: where does the history of prostitution fit into the history of sexuality? How can we write about a stigmatized topic without stigmatizing its protagonists? How should scholars navigate the boundary between consent and violence in historical contexts? Why do some topics such as trafficking and the plight of Muslim women mobilize and carry considerable currency? Our main focus will be on 19th and 20th century United States, Europe, and the Middle East, but we will also explore cases in East Asia and Latin America. This course is not a lecture course. Rather, it is reliant upon discussion and debate. Class meetings will be largely focused on actively using what we have read or learned through varies sources, sharing it with others, thinking on the spot, brainstorming, speculating, and figuring out how it all fits together. Assignments are designed with a digital component. You should be comfortable with some digital tools beyond Microsoft Word or willing to make the effort to familiarize yourself with these tools (Wordpress, Omeka, VoiceThread, Podbean). What Will Students Learn by the End of the Term? By the conclusion of the course, students will be able to answer the following questions: • How would you characterize and evaluate the various strategies that have been used across the world in the 19th and 20th century to address prostitution? • Historically, what have been the consequences of making prostitution illegal for women and girls? • How have race, gender, and class shaped the politics and lived-experience of prostitution? • What does comparing histories of prostitution across the world tell us about the state of the scholarship? By the end of the course students will improve on the following skills: • Thinking skills: The ability to read, analyze, and respond to our course materials • Communication skills: The ability to communicate ideas clearly and efficiently • Information success and Retrieval: The ability to know where to look for and gather information concerning our topic • Ethical reasoning: The ability to recognize multiple perspectives and examine connections between beliefs and actions This course meets entirely online during the Cross Session (6/6/2022-7/29/2022). |
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| WGST-251-130 | Gender and the Law |
Collina, Sara |
N/A | Cross Session | Click to read more about WGST-251-130 |
This course explores how concepts of masculinity and femininity shape the U.S. legal system. We 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 during the Cross Session (6/6/2022-7/29/2022). This course explores how the U.S. legal system shapes-- and is shaped by-- gender. Topics include sex discrimination in the workplace and educational institutions, religious freedom from/to discriminate on the basis of gender identity and sexual orientation, reproductive rights and responsibilities and gendered violence. Our discussions will reflect the many factors that influence how individuals view and encounter the law, including race, ethnicity, socioeconomic status, sexual orientation, gender identity, religion, political outlook, etc. Our academic focus will be on legal analysis, public policy writing and respectful dialogue about emotionally complex topics. There will be many opportunities to practice these skills during the semester. |
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| WRIT-015-01 | Writing and Culture |
Bieda, Casey |
AM | Main Presession | Click to read more about WRIT-015-01 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. With the popularity of science fiction in our contemporary culture, the actors of the “non-human” ,“cyborg”, or hybrids between have taken on many functions in our imaginations--mainly as symbols of our struggle to mediate perspectives beyond our own. Beyond Star Trek and Planet of the Apes, there are current conversations within environmentalism, conservation, and technological development (and many others) that ask us to critically consider broader ideas of identity, power, action, interaction, and dialogue. Our world continues to only grow bigger, and the more it expands, the more we learn how little we know about it. We strive to find the best and most effective ways to live and communicate with one another, and become active participants in our own culture. This course is about writing as a form of that participation, of asking questions, and as a method to engage with the perspectives of others-- especially those whose stories are new, forgotten, silenced, or different from our own. In this course, students will learn the importance of audience, narrative, perspective, form, authority, credibility, and intent in our everyday discourse—verbal, non-verbal, and written. Students will explore a wide variety of texts --from 1970’s science fiction films, to medieval French poetry---and through close rhetorical engagement and written inquiry, bring to light the impact of language in mediation between familiar and unfamiliar perspectives. By writing about our environment, our technology, our made-up monsters, and the other creatures we share space with, students will better understand the impact of their participation in the world they inhabit, a world shaped by their actions, their ideas, and their words. Students will be able to write more effectively and affectively, so our world might continue to turn in more wonderful, wider, and weirder ways. |
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| WRIT-015-20 | Writing and Culture |
Wimberly, Meri |
AM | Main Second Session | Click to read more about WRIT-015-20 |
An intensive seminar, enrolling no more than 15 students, focused on developing students’ ability to use writing as a tool for inquiry, to develop their writing through an iterative process, and to practice writing in different rhetorical situations. Students should take this course as early as possible and no later than the end of the sophomore year. The Writing and Culture Seminar helps students develop their ability to: • read critically in ways that are attentive to language, context, and form • write in ways that are appropriate for different rhetorical situations, with awareness of genre, context, and technology • deploy language’s many resources, including its figurative power as well as conventions of grammar, punctuation, syntax, and semantics, to shape and communicate meaning with clarity and fluency • research, evaluate, and synthesize appropriate evidence in order to build and support effective analyses and arguments On the surface, social media promises connection: a tool that lets us communicate across physical, cultural, and generational divides. In practice however, it's much more complicated. This semester, you’ll hone your critical reading and writing skills by diving into those complications. We’ll unpack what happens when a new form of communication springs up within the space of a single generation - with a specific focus on the challenges and problems social media has brought. We’ll think about how we navigate these social spaces, and how our behavior and identity differs across different digital spaces, as well as how it compares to how we present ourselves in the physical world. Just as importantly, I'll be challenging us to think about why those differences matter, and what they mean for us as citizens (and, for some of us) future designers and gatekeepers of the ever-expanding digital world. Section Title—Food Narratives: Writing and Eating. || This course explores the connection between writing and food, not only from a marketing perspective but from many others, such as how cooking and writing together can provide an exceptional opportunity for creativity and growth; sustain and honor cultural heritage; reveal how global economies function; bond people together; and help communities survive. As we consider the interrelationship between mixing ingredients and mixing words, we will learn skills and strategies to be more effective writers. This course is intended to equip students with resources to help navigate writing situations they may encounter during their academic careers and beyond. Thus, assignments in this course center on the writing process (prewriting, drafting, feedback, revising, editing, and publication) to develop critical communication skills. |
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