open to students in all majors, no prerequisites, contact Prof. Crisman at crisman@virginia.edu with questions
This four-week seminar will investigate the principles and practice of sustainable community development—environmental quality, economic health, and social equity—as reflected in buildings, landscapes, towns, cities, and infrastructure. How can we improve our quality of life and wellbeing today and for future generations, while staying within ecosystem limits, or one planet living?
We will examine how communities can become more sustainable and improve conditions such as air and water quality, energy sources and uses, food supply, mobility, social equity, aesthetics, and a sense of place. We will study a range of innovative strategies for sustainable land use, land conservation, ecological design, urban agriculture, water & waste management, green architecture and urban design, local economic development and the sharing economy, and social equity planning. We will learn how communities can achieve more sustainable development through planning, design, public policy, education, and individual action.
open to students in all majors, no prerequisites, contact Prof. Crisman at crisman@virginia.edu with questions
This four-week seminar will investigate the principles and practice of sustainable community development—environmental quality, economic health, and social equity—as reflected in buildings, landscapes, towns, cities, and infrastructure. How can we improve our quality of life and wellbeing today and for future generations, while staying within ecosystem limits, or one planet living?
We will examine how communities can become more sustainable and improve conditions such as air and water quality, energy sources and uses, food supply, mobility, social equity, aesthetics, and a sense of place. We will study a range of innovative strategies for sustainable land use, land conservation, ecological design, urban agriculture, water & waste management, green architecture and urban design, local economic development and the sharing economy, and social equity planning. We will learn how communities can achieve more sustainable development through planning, design, public policy, education, and individual action.
Architecture is all around us. But how can we describe the built environment? How does architecture actually work? What is the experience of architecture? In this course, we will explore the history of architecture from prehistory to today, across the globe. Together, we will discuss the fundamental elements of architecture, from design and structural elements, to sensory experience. Through a series of case studies across time, we will understand how cultures employ different architectural techniques in a variety of contexts, such as religious, domestic, civic, funerary, and recreational.
Architecture is all around us. But how can we describe the built environment? How does architecture actually work? What is the experience of architecture? In this course, we will explore the history of architecture from prehistory to today, across the globe. Together, we will discuss the fundamental elements of architecture, from design and structural elements, to sensory experience. Through a series of case studies across time, we will understand how cultures employ different architectural techniques in a variety of contexts, such as religious, domestic, civic, funerary, and recreational.
Architecture is all around us. But how can we describe the built environment? How does architecture actually work? What is the experience of architecture? In this course, we will explore the history of architecture from prehistory to today, across the globe. Together, we will discuss the fundamental elements of architecture, from design and structural elements, to sensory experience. Through a series of case studies across time, we will understand how cultures employ different architectural techniques in a variety of contexts, such as religious, domestic, civic, funerary, and recreational.
COURSE DESCRIPTION
Looking outward and upward at the starry sky, artists, philosophers, and scientists have throughout history consistently sought to situate themselves within the cosmos and to comprehend its heavenly machinery. Creative efforts at understanding or harnessing the significance of the planets and the stars have resulted in architectural wonders such as Stonehenge, zodiacal floor mosaics in late antique synagogues, star pictures in medieval manuscripts, Islamic celestial globes and astrolabes, illustrations for medical treatment, alchemical interventions, observation or imagination of the heavens, and more modern treatments ranging from Joseph Cornell to Star Wars. This course traces the development of scientific, political, spiritual, magical, and intellectual technologies of power that have tied individuals to their views and uses for astronomy. Topics include: stars and rule, astronomy, astrology, Ptolemy’s universe, Christian reinterpretation, Arabic or Islamic contributions, alchemy, magic, medicine, Galileo, science fiction, Chesley Bonestell, Remedios Varo, and Kambui Olujimi.
Monstrous beings, fantastical miracles, and liminal dreamlike spaces abound in the stories and images of medieval Europe. This course approaches textual documents, architecture, and material culture thematically, examining how such myths shaped medieval conceptions of rulership, history, geography, race, and sanctity. We will evaluate how these mythologies served medieval peoples before interrogating the deployment of medieval symbols, spaces, and figures in the modern period. Evocations of the medieval appear in contexts as widely ranging as J.R.R. Tolkien’s Lord of the Rings series, the Netflix series adaptation The Witcher, the speeches of world leaders, and the chants and symbols deployed by twentieth-century German Nazis and contemporary white supremacists. We will explore how the medieval period has been mythologized by modern groups as a means to contextualize, rectify, and interrogate these uses and abuses. This course fulfills requirements for the Art History, Architectural History, and Medieval Studies majors/minors.
This course tracks the confluence of avant-garde art and political activism in the twentieth and twenty-first centuries. After beginning in the early twentieth-century with the historical avant-garde, the course moves into a discussion of artists and art groups active since the late 1960s. In addition to familiarizing students with a number of activist groups such as the Black Emergency Cultural Coalition, Gran Fury, the Critical Art Ensemble, and Decolonize this Place, we will explore the aesthetic difficulties such work has presented to art historians and political theorists. This course fulfills the second writing requirement. There is one required text to purchase for this course: LaToya Ruby Frazier: The Notion of Family.
Trying to take on a project without a well-thought-out plan is like trying to drive to an unknown location without a map. Without a plan, there is no way to coordinate your workforce, schedule deliveries, track progress, and make changes when you do get off track. As a matter of fact, you will not even know that you are off track unless you have a plan!
This course focuses on techniques used to schedule and control construction/engineering projects. It emphasizes manual and computer-based approaches. The course covers the theory behind the scheduling and control techniques used in the construction industry such as Precedence Diagrams, Critical Path Method, Resource Scheduling, and Earned Value Analysis. These concepts will be also applied and performed in the scheduling software Primavera P6 from Oracle.
Instructional Mode: Online Asynchronous
Computer Science
CS 1110
Introduction to Programming
Click on the course ID below and look at the "Description" section for additional info.
1.) This course will have an integrated lab which will extend the stated meeting time by 45 minutes each class day. The meeting time will be 1:00-4:00 with a short break in the middle.
2.) This course is online, but attendance is expected. To get credit for a lab, you must attend the lab session on Zoom and work with your assigned partner. If you cannot attend the labs synchronously, you will not be able to take the course this term.
3.) Be advised that the UVA Summer Session I calendar (https://summer.virginia.edu/calendars) shows that we will be meeting 2 of the Saturdays in this session. ... not my favorite either
4.) I may be able to increase the enrollment size of this course if desired. Please join the waitlist to show that you are interested in enrolling in the course.
5.) I'm looking forward to meeting everyone this summer!
CS 2110
Software Development Methods
Click on the course ID below and look at the "Description" section for additional info.
1) Be aware this class is summer session II, not summer session I, as such, it is not eligible to be a "free" class.
2) This course is intended to be online synchronous: attendance will be expected and exams will be during the class time period.
3) At this time, due to existing class demand, I am not providing exceptions to register for the class contigent upon passing CS 1110 in the Summer Session I. This may be reconsidered if the class has several empty seats available closer to the start of the summer term.
Marvel’s depiction of the conflict between Professor X and Magneto has been read as an allegory for assimilation versus separatism for marginalized people. Specifically, Professor X has been compared to MLK and while Magneto is said to represent Malcolm X. What happens when the allegory is removed? What is possible when we examine blackness directly within the genres of superhero and speculative fiction? Luke Cage is bulletproof. T’Challa is king. Black Lightning is a metahuman. This course examines representations of Black superlatives in select literature, film, and television. We will consider the varied roles that Blackness plays as an asset and liability for characterization, plot, theme, and the cultural influence of these creative works.
Core Questions
• What are the limits of Blackness? Who draws those limits?
• What is imagined as possible for Black characters in the superhero, speculative, fantasy genres? Are black people allowed to transcend the boundaries of space, time, reason.
• Can black superheroes dismantle the greatest villain of all: the systems of power that rely upon dominance and violence as tools of extraction?
• Do such fictions and fantasies connect to the real world liberation of black people, if so how? If not, why not?
ENGL 3401
English Poetry and Prose of the Nineteenth Century I
Jane Austen wrote novels of romance – but was she a Romantic? In this course, we will read Austen in the cultural and literary context of her era, thinking about issues involving class and wealth, sexuality and marriage, reason and the passions, art and artifice, the real and the ideal. We will ask, what was Austen’s relationship to the Romantic literary movement, to the feminist and political thought surrounding the French Revolution, to the poetry of female writers like Charlotte Smith and Letitia Landon, and to the poetry of male contemporaries such as William Wordsworth, Lord Byron, and John Keats? In pursuit of these questions, we will be reading Austen’s Northanger Abbey and Persuasion alongside lots of other shorter works of the period. Students are also encouraged to watch film adaptations of her novels for context. Class will involve Zoom lectures and discussions, breakout rooms, student presentations, frequent short writing homework, and two formal papers (1500 words each).
Everyone’s life has a soundtrack. We make playlists for different moods, activities, and events. We associate particular songs with moments in our personal and cultural histories. We memorize lyrics and repeat them like mantras. We sing loudly (usually off key) in our showers and cars. We love songs. We hate songs. We love to hate songs. Music is a powerful force in our everyday lives.
This writing-intensive seminar will focus on writing about music. We will examine questions such as: In what ways do our identities inform our musical tastes and distastes? What is the relationship between music and writing? Why does music matter? This class offers students an opportunity to reflect on and write about their personal relationships with music.
*This is an online course that includes a mix of synchronous and asynchronous activities.
This course helps students develop their writing abilities by reading and writing about contemporary film and television—and considering how new media and new technologies have changed what we mean when we say “film” or “television.” We will watch movies and tv shows and practice making interpretive arguments about them, learning the practices and conventions of writing about visual media in the process. We’ll also consider how new media has changed contemporary cultural criticism, and students will practice writing for the ear by making a podcast in response to a film or tv show of their choice.
As in all sections of ENWR 1510, we will focus on developing the skills and habits that make a strong writer: through daily writing both casual and formal, students will work on writing thoughtful, analytical, and stylish prose.
This course satisfies the first writing requirement.
Of the many changes wrought by the pandemic, perhaps none will prove as enduring as the upending of our sense of being “at home.” We will consider the shifting dimensions of domestic space in the time of COVID-19 and the preceding century by watching, writing about, and making different kinds of “home movies”: amateur movies, documentaries, and fiction films, that envision home and community life in striking ways. Exploring these modes and genres will give us occasion to think and write about the values of documenting family and everyday life; the pleasures, comforts, and constraints of home-viewing practices; and film’s power to (re-) shape social structures and practices.
ENWR 2800: Public Speaking: The Promises and Perils of Digital Publics examines what it means to “speak” to a “public” in the digital age. Students will engage in the production and analysis of digital forms of public speaking and forums for address. These will include, but not be limited to, vlogs, Zoom presentations, podcasts, videos, and social media posts. We will collectively ask where and how digital publics are addressed, to what ends, and in what forms. We will develop rhetorical frameworks for analyzing and preparing forms of digital public address and reflect on how these frameworks might prepare us for public speaking IRL.
What constitutes a “chanson française?” This course will explore the complexities of this question by interrogating the roots and current trends of popular music in contemporary France with an emphasis on its urgent intersections with language, history, culture, politics, and identity. Class resources will include music videos, live recordings, reviews, interviews, podcasts, radio, television, film clips, and excerpts from online newspaper and magazine articles. Thematic units centered around themes of love, sexuality, gender, race, social justice, and composition and community will facilitate student-driven discussion. The aim of this course is to improve oral expression and thus assessment prioritizes speaking. In addition to active participation in class, graded assignments include exploratory homework, collaborative podcasts, two round-table discussions, and a midterm and final that involve group presentations.
This special summer session seminar, offered at both the 3000- and 4000 levels, will introduce participants to some of the greatest works of French cinema, from the earliest short films of the Lumière Brothers and George Meliès, to well-known features by directors like Jean Vigo, Jean Renoir, Jean-Luc Godard, François Truffaut, Agnès Varda, Claire Denis, Mathieu Kassovitz, Michael Haneke, Céline Sciamma and others. While far from an exhaustive survey, students will study various film genres, movements, and trends (the modernist avant-garde, poetic realism, the new wave, the banlieue film) in relation to larger social, cultural, and aesthetic contexts. We will also spend time attending to film form and stylistic nuance, always keeping in mind that the intellectual “work” of close reading and critical analysis can and should be creative, pleasurable, and even fun. Required work may include a series of short discussion board posts, a mid-session exam, a final “filmic essay,” and, for students enrolled at the 4584 level, an oral presentation. Students can expect to watch, on average, one film per day (and should make time in their schedules to do so). Note that this course will be conducted entirely in French, synchronously over zoom. This is also a “no-cost” course (i.e. students will not need to purchase any supplementary materials, as all readings will be available online and all films via streaming). Prerequisite for FREN 3584 is FREN 3032. Prerequisite for students enrolling in FREN 4584 is 3032 plus one more course above 3040. Please note that students who have already taken FREN 3584 (or FRTR 3584) are NOT eligible to enroll in FREN 4584.
This special summer session seminar, offered at both the 3000- and 4000 levels, will introduce participants to some of the greatest works of French cinema, from the earliest short films of the Lumière Brothers and George Meliès, to well-known features by directors like Jean Vigo, Jean Renoir, Jean-Luc Godard, François Truffaut, Agnès Varda, Claire Denis, Mathieu Kassovitz, Michael Haneke, Céline Sciamma and others. While far from an exhaustive survey, students will study various film genres, movements, and trends (the modernist avant-garde, poetic realism, the new wave, the banlieue film) in relation to larger social, cultural, and aesthetic contexts. We will also spend time attending to film form and stylistic nuance, always keeping in mind that the intellectual “work” of close reading and critical analysis can and should be creative, pleasurable, and even fun. Required work may include a series of short discussion board posts, a mid-session exam, a final “filmic essay,” and, for students enrolled at the 4584 level, an oral presentation. Students can expect to watch, on average, one film per day (and should make time in their schedules to do so). Note that this course will be conducted entirely in French, synchronously over zoom. This is also a “no-cost” course (i.e. students will not need to purchase any supplementary materials, as all readings will be available online and all films via streaming). Prerequisite for FREN 3584 is FREN 3032. Prerequisite for students enrolling in FREN 4584 is 3032 plus one more course above 3040. Please note that students who have already taken FREN 3584 (or FRTR 3584) are NOT eligible to enroll in FREN 4584.
In fairy tales, everything is possible: throw a frog against the wall, it may well turn out to be a prince in disguise; go visit your grandmother and you may realize that she has been eaten and replaced by a wolf; and if you have plans for the next hundred years, you better beware of being pricked by a spindle. Entering the world of fairy tales often feels like passing into an elaborate dream: it is a world teeming with sorcerers, dwarves, wondrous objects, and animals that speak. In this seminar, we focus on fairy tales and dream narratives from the romantic period into the present. Why did the Grimm brothers bother to collect fairy tales? What does all this have to do with Germany’s emergence as a nation? How does Disney depict the fairy tale in film? – These are some of the questions that our seminar addresses. Authors to be discussed include: Goethe, the brothers Grimm, Bettelheim, Hoffmann, Freud, Saint-Exupéry, Tolkien, and others. Requirements include regular attendance, active participation, and short written assignments.
contact Prof. Crisman at crisman@virginia.edu with questions
This four-week seminar will investigate the principles and practice of sustainable community development—environmental quality, economic health, and social equity—as reflected in buildings, landscapes, towns, cities, and infrastructure. How can we improve our quality of life and wellbeing today and for future generations, while staying within ecosystem limits, or one planet living?
We will examine how communities can become more sustainable and improve conditions such as air and water quality, energy sources and uses, food supply, mobility, social equity, aesthetics, and a sense of place. We will study a range of innovative strategies for sustainable land use, land conservation, ecological design, urban agriculture, water & waste management, green architecture and urban design, local economic development and the sharing economy, and social equity planning. We will learn how communities can achieve more sustainable development through planning, design, public policy, education, and individual action.
This course explores the problem of industrial and environmental pollution in China, Japan, and Korea from a historical perspective. Questions this course addresses include the costs and benefits of industrial development, the environmental costs of war, and the relationship between environmental movements and democratization. We will hone critical reading and analytical writing skills by examining a wide range of primary sources including documentary film, news articles, government pamphlets, literature, and anime.
Over four hundred years, twelve million Africans were enslaved and forcibly transported to the Americas. This course traces the emergence of Atlantic slavery and the transatlantic slave trade, focusing on British North America. Students will study the consolidation of African slavery in different settings as well as the changing role of race in justifying the institution. Moving forward, this course traces how slavery and enslaved Africans affected the foundation of the United States. Students will examine how the institution shaped the development of American politics, the economy, and society more broadly. Centered around the enslaved experience, this course also delves into the world of slave owners to better understand how slavery grew, flourished, and developed into a uniquely American institution before its sudden, bloody demise.
Open to incoming first year and transfer second year students through Hoos Getting Ready.
Designed for students of all levels interested in music and the arts, this course will analyze thought and musical interpretations from Socrates’ rhetoric, Bugs Bunny’s paradoxical direction of a symphony in the Hollywood Bowl, Bansky’s use of spray paint to show the absurd and the sublime, to the quarantine popularity of TikTok. Through readings, recordings, videos, discussion, and small creative projects, each class will explore the many facets and interpretations of humor. What is humor and how do we reconcile our differences? Special guests will be invited to introduce the various arts programs at UVA, community organizations, and share their own view of humor.
On May 5, 2018, the C-ville Weekly published an article titled “Sex, drugs and rock ’n’ roll: New apartment complex promises at least one of those.” The headline referred to the complex being built at 600 West Main St., whose studio bedrooms currently cost more than $1000 a month. As the headline shows, the developers were using the term and connotations of “rock ’n’ roll” in order to sell exclusive – and in many ways unaffordable – housing.
This course invites students interested in computer science, marketing, urban planning, and music to study how black music, specifically jazz, hip-hop, and go-go, have become part of the language of corporate America.
This class provides an in-depth exploration of the way jazz musicians listen to music, led by a practicing jazz musician. What do they listen for? How do they use iconic jazz recordings to grow as musicians and improvising artists? The course will examine the recorded work of major jazz artists, explore the “inner hearing” of musicians with virtual participatory exercises in rhythm, melody and movement, and demonstrate the processes by which jazz musicians master music theory, musical structure, and their instruments.
This class will be a spin from the usual popular music history survey (MUSI 2070), specifically honing in on the relationship between popular music and sports culture. It’s hard to imagine sports without music. Music and sports interact on multiple levels: music is used in sporting events to arouse excitement in spectators (through anthems, chants, and half time shows, etc.); music is played during athletic events themselves (like those used in group exercise classes or part of choreographed routines); music is used in sports campaigns and commercials by institutions like Nike or Under Armour; and artists frequently nod to sports culture in their music, music videos, or in live performance.
This class will isolate several moments in history where sports and popular music culture align through various cultural metaphors that have developed between select characteristics of certain music genres and gameplay and through instances where musical artists themselves engaged sports/fitness culture in performance or in everyday life. The class will proceed thematically, each week addressing how sound had amplified the already racial, classed, and gendered dynamic of sports and fitness culture.
On May 5, 2018, the C-ville Weekly published an article titled “Sex, drugs and rock ’n’ roll: New apartment complex promises at least one of those.” The headline referred to the complex being built at 600 West Main St., whose studio bedrooms currently cost more than $1000 a month. As the headline shows, the developers were using the term and connotations of “rock ’n’ roll” in order to sell exclusive – and in many ways unaffordable – housing.
This course invites students interested in computer science, marketing, urban planning, and music to study how black music, specifically jazz, hip-hop, and go-go, have become part of the language of corporate America.
This class will be a spin from the usual popular music history survey (MUSI 2070), specifically honing in on the relationship between popular music and sports culture. It’s hard to imagine sports without music. Music and sports interact on multiple levels: music is used in sporting events to arouse excitement in spectators (through anthems, chants, and half time shows, etc.); music is played during athletic events themselves (like those used in group exercise classes or part of choreographed routines); music is used in sports campaigns and commercials by institutions like Nike or Under Armour; and artists frequently nod to sports culture in their music, music videos, or in live performance.
This class will isolate several moments in history where sports and popular music culture align through various cultural metaphors that have developed between select characteristics of certain music genres and gameplay and through instances where musical artists themselves engaged sports/fitness culture in performance or in everyday life. The class will proceed thematically, each week addressing how sound had amplified the already racial, classed, and gendered dynamic of sports and fitness culture.
Entirely asynchronous. Please feel free to email me with any questions about the class.
There is a waitlist now! The class is entirely asynchronous, I know it's not showing up on y'alls end, but I am doing it entirely asynchronously rest assured!
Please don't hesitate to email me with any questions
The question of how humans ought to relate to the natural world has never been more pressing. In this class, students will engage with contemporary philosophy, scientific data and international policy to better understand what relationships and responsibilities we hold to different aspects of our natural ecosystem. What do we owe, if anything, to other animals? How should we weigh the needs of future human generations with those of the present? What is climate change and how does it disproportionally affect racial and economic minorities? We will close by discussing what each of us can do to address these concerns.
Recognition of the spatial attributes of the phenomena we experience and study will aid our understanding of the nature of the physical world and of the political, social, economic, and environmental orders we inhabit and alter every day. This course is designed to introduce students to spatially oriented thinking and its applications in the social sciences. For these ends, we will focus on: 1) the history of spatial thinking; 2) the core concepts and terms of GIS (Geographical Information System [or Science]); 3) spatial data types and sources; 4) the mechanics of visualizing and analyzing spatial data through hands-on exercises using ArcGIS software; and
5) contemporary uses of GIS and spatial analysis across the social sciences. Prior GIS experience is NOT expected.
Religion-General Religion
RELG 2559
New Course in Religious Studies
Sensing the Sacred
A Sensory Exploration of Religious History and Practice
Colorful light shines through a stained-glass cathedral window, delicious sweets are offered to the gods at a busy Hindu shrine, and the worn wool of a Muslim prayer rug cushions the forehead of a praying woman. In this course, we will bring this diversity of religious experiences into conversation with each other through the lens of the senses and explore how sensory experience is used to construct sacred spaces, engender divine experiences, and create religious meaning. We will examine these fundamental, though often overlooked, modes of religious expression across a broad range of religions and time periods to discover the many ways the senses are used to practice religion and make the sacred come to life.
The textbook for the course is "The Lean Six Sigma Pocket Toolbook" by George, Rowlands, Price, and Maxey (~$18 on Amazon)
This course covers an introduction to Lean enterprise and Six Sigma, and will introduce students to various process improvement tools and techniques. These tools/techniques include (but are not limited to) DMAIC (Define, Measure, Analyze, Improve, and Control), value stream mapping, process mapping, gage R&R, data analysis, multivari-analysis, design of experiments, statistical process control, and process capability analysis. Through this course, students will gain enough proficiency to apply these tools, techniques, and methodologies to real-world situations.
Upon completion of this course, students should be able to:
• Recognize key attributes of a successful Six Sigma program
• Understand the fundamentals of DMAIC methodology
• Learn and be able to utilize Six Sigma problem-solving tools and techniques
• Learn the lean concept and utilize pertinent Lean tools
• Understand the need for advanced methodologies
Ultimately, this course should prepare students for Green Belt certification (if they choose to pursue it).
This course does not have official prereqs, but working knowledge of Statistics will be beneficial. The course will be offered asynchronously with lecture materials, assigned readings, etc. posted early so students can get ahead to better balance their schedules.
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ARCH 3500
MoTuWeThFr 10:00am - 3:00pm
Web-Based Course
MoTuWeThFr 1:00pm - 3:15pm
MoTuWeThFr 1:00pm - 3:15pm
TBA