UVa Class Schedule - Schedule of Classes with Additional Descriptions

UVa Class Schedules (Unofficial, Lou's List v2.10) New Features

Schedule of Classes with Additional Descriptions - Spring 2025

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I continue to maintain this list of classes, now with UVA support! -- Lou Bloomfield, Professor Emeritus of Physics

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Architecture
ARCH 5500	Special Topics in Architecture

	Dream, Play, Build Community
	Community-Engaged Design Workshop
20107	006	Lecture (1 Units)	Permission	0 / 15	Schaeffer Somers	Tu 6:00pm - 7:15pm	Campbell Hall 220C
	Students will design a community workshop series in partnership with community-based organizations promoting affordable housing and homeownership in under-served neighborhoods. The approach builds on and extends the work of the Dwelling Advanced Research Studio offered in the Fall 2024 semester. Students will learn and adapt the “Dream, Play, Build” approach to community-engaged design developed by James Rojas and John Kamp. Students will co-create and participate in a minimum of 1 and possibly 2 or more workshops with stakeholders. Workshop scheduling will be based on community input so participation may involve weekend or evening commitments. The scheduled class meeting time can be adjusted by a consensus of enrolled students.
Biology
BIOL 4260	Cellular Mechanisms

	Advances in Precision Drug Discovery & Repurposing
Website 11811	001	Lecture (3 Units)	Permission	0 / 40	Mike Wormington	TuTh 11:00am - 12:15pm	Chemistry Bldg 206
	Course Description What are precision drugs? Aren't all drugs precise? Does "precision" equate to better efficacy? fewer side-effects? In simplest terms, a precision drug can be defined as" a drug that is most effective in a molecularly defined subset of patients and for which pretreatment molecular profiling is required for optimal patient selection." Precision drugs have been most exploited in oncology where a number of drugs have been developed that inhibit specific oncogene targets that drive specific cancers. Notable examples include Herceptin (HER2+ breast cancer), Gleevec (BCR-ABL chronic myelogenous leukemia), & Vemurafenib (BRAFV600E melanoma). Progress continues to made in precision oncology with the development of next gen drugs such as antibody drug conjugates, specific oncokinase inhibitors that bind covalently to their targets and novel pan-RAS inhibitors. However, significant advances have also been made in precision therapies that rescue or restore the activity of mutant genes that underlie diverse genetic diseases or chronic conditions such as cystic fibrosis (CFTR correctors & potentiators), hyperlipidemia (HMG CoA reductase inhibitors such as statins & bempedoic acid; PCSK9 blockers), lysosomal storage disorders (Galafold), and even drugs that target mutant mRNAs harboring nonsense mutations (Duchenne Muscular Dystrophy or Cystic Fibrosis Ataluren) or that alter pre-mRNA splicing to "skip" exons containing missense or nonsense mutations (Spinal Muscular Atrophy, Ridsiplam). However, in many cases, the "low hanging fruit" of validated targets for many therapeutic indications, especially oncology, have largely been "harvested" and the identification and validation for new precision targets typically takes years and the success rate of new drug development, both precision and nonprecision is alarmingly low...typically less than 20%. Hence drug repurposing provides an increasingly viable alternative with a significantly shorter time frame and greater likelihood of success. Repurposing and repositioning are often used interchangeably, but repurposing most commonly refers to drugs successfully designed and approved to treat one disease & still do so, but are being tested to treat a different one. Their repurposed mechanism of action and target may or may not be the same as for their original therapeutic use. For example, the repurposing of statins (hyperlipidemia) and metformin (type II diabetes) to treat various cancers, or ozempic (type II diabetes) to promote weight loss and mitigate cardiovascular disease. Repositioning (also referred to as recycling) most commonly refers to drugs taht were initially designed & successfully used to treat one disease, but were shelved for any of several reasons after their initial approval (e.g., lack of efficacy, unanticipated side effects or commercial failure) For example, thalidomide that was initially used to treat morning sickness during pregnancy, but which caused severe birth defects, has been repurposed to treat various cancers. Course Objectives This course will use a case study approach to examine several paradigms of precision drug discovery and repurposing, as well as to investigate new examples of each under development. Assigned reading will come from current review articles and primary research papers. A major objective of this course will be to provide you with an opportunity, to learn how to critically read, interpret, and present in a collaborative, discussion-based format. Students will work in groups to critically read, interpret, and evaluate primary research papers in a historical context and to present their findings in both informal "whiteboard talks" and formal presentations.
Computer Science
CS 4501	Special Topics in Computer Science

	TBD
Website 20647	008	Lecture (3 Units)	Open	0 / 40 (0 / 80)	Henry Kautz	MoWe 3:30pm - 4:45pm	Mechanical Engr Bldg 341
	People’s online behavior contains signals about their physical and mental health. This course will explore research on using data from users’ interactions with Twitter/X, Google Search, YouTube and other online platforms for tasks ranging from identifying people suffering from anxiety disorder to tracking down restaurants that are sources of food poisoning. We will also read papers on both sides of the ongoing
CS 6501	Special Topics in Computer Science

	TBD
	Special Topics in Computer Architecture: CPU/GPU Memory Systems and Near-Data Processing
Website 16074	004	Lecture (3 Units)	Open	0 / 35	Kevin Skadron	TuTh 2:00pm - 3:15pm	Rice Hall 340
	Prereq: CS 3130 or similar
	This course will explore the design and optimization of processor memory and storage system, and advanced topics such as emerging technologies and near-data processing.
	TBD
Website 19572	007	Lecture (3 Units)	Open	0 / 40 (0 / 80)	Henry Kautz	MoWe 3:30pm - 4:45pm	Mechanical Engr Bldg 341
	People’s online behavior contains signals about their physical and mental health. This course will explore research on using data from users’ interactions with Twitter/X, Google Search, YouTube and other online platforms for tasks ranging from identifying people suffering from anxiety disorder to tracking down restaurants that are sources of food poisoning. We will also read papers on both sides of the ongoing debate about whether social media should be restricted because of potential harm to children or adults.
	TBD
	Machine Learning in Systems Security
19573	008	Lecture (3 Units)	Open	0 / 38	Wajih Ul Hassan	TuTh 5:00pm - 6:15pm	Rice Hall 340
	The course kicks off with an in-depth understanding of machine learning fundamentals, systems security, and deep learning principles. We will then explore how machine learning algorithms can be leveraged to address prevalent systems security issues, such as malware analysis/detection, spam filtering, anomaly detection, incident response, and credit card fraud prevention. Additionally, we will delve into complex areas, such as adversarial and backdoor attacks on machine learning systems and discuss the security aspects of large language models like ChatGPT.
English-Literature
ENGL 2507	Studies in Drama

	Tragedy and Transgression
	Click blue number to the left for full course description.
19931	001	SEM (3 Units)	Open	0 / 18	Clare Kinney	TuTh 2:00pm - 3:15pm	New Cabell Hall 056
	Passion, murder, mayhem: stepping beyond all norms, moving into the terrible unknown.
	To transgress is literally to “step across”; at the core of tragic drama is somebody’s movement beyond and outside laws and cultural norms. This movement into the terrible unknown is what we’ll be focusing upon in this course—there’ll be passion, mayhem, and a very high body count. What new visions, what new experiences do tragic protagonists acquire as a result of going “beyond the pale”? What kind of language can claw significance from the extreme edge of suffering? What exactly is “tragic knowledge”? And why, for so many hundreds of years, have audiences (and actors!) been fascinated by the spectacle of other people’s agony? We’ll address all of these questions (and many more) as we read works spanning over two millennia. Tentative Reading List: (all non-English works will be read in translation!): Sophocles, Oedipus the King and Antigone; Euripides, Medea; Shakespeare, Macbeth; Akira Kurosowa, Throne of Blood; Henrik Ibsen Hedda Gabler; Athol Fugard, The Island; Wole Soyinka, Death and the King’s Horseman; Martin McDonagh, The Pillowman; Caryl Churchill, A Number. Requirements: Regular attendance and active participation in discussion; shorter and longer writing assignments together totaling 20 pages; a final exam.
ENGL 2508	Studies in Fiction

	The Historical Novel
19912	001	SEM (3 Units)	Open	0 / 18	Debjani Ganguly	TuTh 2:00pm - 3:15pm	New Cabell Hall 064
	ENGL 2508 Seminar course in Modern and Contemporary Literatures THE HISTORICAL NOVEL Instructor: Prof Debjani Ganguly Tue-Thu: 2:00-3:15pm Venue: New Cabell 064 Office Hours: Tue 12:00-1:00pm; Wed12:00-1:00pm, Bryan Hall 106 This course will explore the relationship between literature and history. Specifically, we will focus on the emergence of the historical novel in early nineteenth century Britain and trace its global evolution into the twenty-first century. Historical fiction and films have proliferated in recent years. Can any novel set against a recognizable historical backdrop be considered a historical novel? How factual and realistic do historical novels need to be, and how do they navigate the relationship between individual and collective destinies? What specific modes of characterization do such novels call for? How are ‘fact’ and ‘truth’ recalibrated in counter-factual historical novels? The seminar will explore these questions by focusing on five novels that bring alive key revolutionary moments in modern history. They are Walter Scott’s Waverley (the Jacobite Revolution in Scotland in 1745), Charles Dickens’ A Tale of Two Cities (the French Revolution in 1789), Amitav Ghosh’s Sea of Poppies (the British Opium Trade with China between 1791 to 1858), Philip Roth’s The Plot Against America (the rise of fascism in the 1930s), and Chimamanda Adichie’s Half of a Yellow Sun (the Nigerian Civil War from 1967-70). We will also read excerpts from the works of literary theorists who have helped us understand the historical novel and its subgenres. Requirements: two take home essays and an oral presentation. This course satisfies the English Major Prerequisite, the Second Writing Requirement, and the AIP Disciplines Requirement.
ENGL 3260	Milton

	At the crossroads of antiquity and modernity
19904	001	Lecture (3 Units)	Open	0 / 25	Rebecca Rush	TuTh 9:30am - 10:45am	New Cabell Hall 485
	Click blue numbers to the left for a full course description.
	In this course, we will investigate the political, religious, and poetic debates of seventeenth-century England by focusing on a poet who had a habit of inserting himself into the major controversies of his age. In addition to tracing Milton’s career as a poet from his earliest attempts at lyric poetry to his completion of his major works Paradise Lost, Paradise Regained, and Samson Agonistes, we will read selections from his prose, in which he advocated beheading the king, loosening divorce laws, and abandoning pre-publication censorship. We will debate about how to reconcile Milton’s radicalism with the more backward-looking aspects of his poetry and prose. (He consistently looked to ancient Greece and Rome as political and poetic models. He wrote in genres like the sonnet and the epic that were downright outmoded by the seventeenth century. And he often based his arguments for radical liberties on appeals to reason, truth, and temperance.) As we unravel the peculiar intellectual positions of a poet who stood at the crossroads of antiquity and modernity, we will also attend to what makes him distinctive as a poet, including his ear for the rhythms of verse and his dedication to producing lines that are thick with learned allusions, etymological puns, and interpretive ambiguities. No prior knowledge of Milton or the seventeenth century is required; the only prerequisite is a willingness to read slowly, attentively, and with a dictionary at hand. This course satisfies the pre-1700 requirement for the English major.
ENGL 3540	Studies in Nineteenth-Century Literature

	Dangerous Women
19933	001	Lecture (3 Units)	Open	0 / 25	Cristina Griffin	TuTh 12:30pm - 1:45pm	Dell 2 102
	When the phrase “nasty woman” rose to the forefront of our cultural discourse a decade ago, the label rested on a long-standing conception that women can be dangerous just by being women. In this class, we will look at the particular formations of dangerous women that materialized in the nineteenth century, an era in which women simultaneously remained held down by the law and yet unbound by newly possible social roles. Across texts by Jane Austen, Mary Prince, Christina Rossetti, Mary Elizabeth Braddon, George Eliot, George Bernard Shaw, and Thomas Hardy, among others, we will consider what precisely made women dangerous as well as the other side of the coin: what put women in danger? What forms of female agency, sexuality, or sociability generate power and which engender fear? And what do we make of men’s roles: what does it look like to be a dangerous man or a man in danger? How do nineteenth-century notions of danger reify a gender binary and what are the ways in which this binary breaks down or becomes fluid? By reading texts across genres (some novels, short stories, poems, essays, and a play) we will immerse ourselves in the particular history of gender, fear, and power articulated by nineteenth-century writers while also avidly seeking out points of connection between these Victorian conceptions of dangerous women and those of our own twenty-first century. This course satisfies the 1700–1900 requirement for the English major, and is also open to non-majors. Students in this course are forewarned that they will be in danger of reading dangerously fascinating texts, and will be expected to generate dangerously fascinating ideas in response.
ENGL 4520	Seminar in Renaissance Literature

	Renaissance and Reformation
	Read Petrarch, Machiavelli, Luther, Erasmus, Wyatt, Sidney, Spenser, Marlowe, and Shakespeare
19905	001	SEM (3 Units)	Open	0 / 18	Rebecca Rush	TuTh 11:00am - 12:15pm	New Cabell Hall 383
	Click blue numbers to the left for a full course description
	This course pursues the ramifications of the Reformation and the Renaissance in the poetry, prose, and drama of sixteenth-century England. We will read selections from seminal continental works by Petrarch, Machiavelli, Luther, Erasmus, and Calvin. We will then think about how English writers—including Thomas More, Thomas Wyatt, Philip Sidney, Edmund Spenser, Christopher Marlowe, William Shakespeare, and Richard Hooker—responded to these authors’ efforts to renovate understandings of politics, piety, and human nature. As we read each work with the utmost care, we will encounter questions such as how free is the will? Are faith and reason reconcilable? Is beauty an obstacle or a spur to higher things? What is the source of corruption (in the church, in the state, and in the individual) and can it be remedied? Is there a difference between a tyrant and a prince? What is the best way to read—does good reading require learning ancient languages or seeking out the original manuscripts? What are the limits of human knowledge, and is it possible to know too much? Readings will include selections from Luther and Erasmus’s debate on free will, Machiavelli’s Prince, Calvin’s Institutes, More’s Utopia, Wyatt’s lyrics and satires, Sidney’s Astrophil and Stella and Defense of Poesy, Spenser’s Faerie Queene, Marlowe’s Dr. Faustus, and Shakespeare’s Henry IV, Part 1. No prior knowledge of early modern literature or religion is required; the only prerequisite is a willingness to read slowly, attentively, and with a dictionary at hand. This course satisfies the pre-1700 requirement for the English major.
ENGL 4560	Seminar in Modern and Contemporary Literature

	Contemporary Women's Texts
19928	001	SEM (3 Units)	Open	0 / 18	Susan Fraiman	TuTh 12:30pm - 1:45pm	Shannon House 109
	This course takes up recent Anglophone works by women across multiple genres and referencing a range of cultural contexts. Primary texts include visual as well as literary forms. A selection of secondary materials will help to gloss their formal, thematic, and ideological characteristics while giving students a taste of contemporary theory in such areas as gender, queer, and postcolonial studies. Possible works (still to be determined) include fiction by Jhumpa Lahiri, Alice Munro, and Chimamanda Adichie; a graphic narrative by Roz Chast; a play by Annie Baker; experimental, multi-genre works by Claudia Rankine, Saidiya Hartman, or Maggie Nelson; a neo-Western film by Kelly Reichardt; images by South African photographer Zanele Muholi. Among our likely concerns will be the juxtaposition of verbal and visual elements in a single text; depictions of queer, raced, immigrant, and transnational subjectivities; narratives that make “truth claims” and how such claims affect the reader; representations of growing up, aging, migration, maternity, violence, marriage, creativity, diverse sexualities, and work; ties and tensions among women across boundaries of place, generation, class, and race. One project of the course will be to explore its own premise that “women’s texts” is a useful and meaningful category. Two papers and a final exam. This course is intended for 3rd- and 4th-year English majors or other advanced students with a background in literary/cultural/gender studies.
ENGL 5060	The Sonnet Revised and Revisited

	Click blue number to the left for full course description.
19932	001	SEM (3 Units)	Open	0 / 16	Clare Kinney	TuTh 11:00am - 12:15pm	Bryan Hall 203
	Sonnets: their delights, their transformative practices, and their multifarious agendas, from the 16th century to yesterday.
	“A chamber of sudden change”; “a meeting place of image and voice”; “a game with mortal stakes”; “the collision of music, desire and argument”: these are some of the ways that poets and critics have described the sonnet. Starting with the Petrarchan experiments of Renaissance Europe and extending our reach through the Romantics and the modernists to Seamus Heaney, Carol Ann Duffy, Kiki Petrosino, Terrance Hayes, and others, we will consider the persistence and the many metamorphoses of the form. Sonnet writers construct a “a moment’s monument” for religious, political, philosophical and meta-poetical purposes as well as to anatomize desire, and when they present sonnets in sequence they make lyric do something of the work of narrative. Every time a sonnet is written, its author becomes part of a very long literary conversation and may make that intervention the occasion to set thought and feeling in a new dialogue, to reconsider “the contradictory impulses of being in the world,” to talk back to tradition, to make the dead speak again, to re-make and re-break the rules of form. Exploring the history, poetics (and the race and gender politics) of this tenacious short form, we will consider the craftiness of craft and the particular power of “bound language.” In addition to addressing a wide selection of sonnets written from the 16th century to yesterday, we will also read critical writings on the sonnet by a variety of scholars and poets. Requirements: lively participation in discussion; a series of discussion board responses to readings, one 6-7 page paper; a presentation on a contemporary sonnet of your own choice; a substantial final project (critical or hybrid creative-critical). This course can satisfy the pre-1700 requirement for PhD, MA and undergraduate students: contact instructor for more information.
ENGL 8500	Studies in English Literature

	Oceanic Connections
19914	001	SEM (3 Units)	Open	0 / 15	Debjani Ganguly	Tu 3:30pm - 6:00pm	Dell 1 104
	ENGL 8500 Graduate Seminar in Global English Literature and Culture Oceanic Connections: Black Atlantic and Indian Ocean Worlds Instructor: Debjani Ganguly Tuesdays: 3:30-6:00pm Wilson Hall 142 Office Hours: Tues-Thu: 12.00-1.00pm or by appointment, Bryan 106 The course will explore the emergence of the ‘ocean’ as a powerful rubric in global and hemispheric literary studies. The fluidity of the ocean as against terrestrial borders gives new meaning to categories like empire, diaspora, postcolonial, slave, settler, and indentured labor. Through novels, philosophical tracts, and theories of history, we will study the import of the transatlantic slave trade and its traumatic entanglement with global histories of modern maritime colonialism including those of Indian Ocean worlds. Specifically, we will trace connections across the Black Atlantic and Indian Ocean worlds through the novels of Barry Unsworth, Fred D’Aguiar, and Amitav Ghosh, and the narrative non-fiction of Paul Gilroy. The course will include excerpts from the work of Edouard Glissant, the famous exponent of Caribbean Creolite, from an anthology of black narratives that emerged during the transatlantic slave trade, and from Ian Baucom’s philosophical history of the Zong massacre of 1781. Primary Texts Barry Unsworth, Sacred Hunger Fred D’Aguiar, Feeding the Ghosts Amitav Ghosh, Sea of Poppies Amitav Ghosh, River of Smoke Paul Gilroy, The Black Atlantic
Writing and Rhetoric
ENWR 1510	Writing and Critical Inquiry

	Writing about the Arts
	Writing about Television
12103	047	SEM (3 Units)	Open	0 / 18	Cristina Griffin	TuTh 9:30am - 10:45am	Bryan Hall 332
	In this class, we will practice critical inquiry and hone our writing skills by engaging with one of the most familiar aesthetic forms of the last century: the television show. As we watch, read, discuss, and write about television together, our goal will be to approach this familiar form with a fresh perspective, not taking anything about television for granted. How do the formal elements of television shows build compelling worlds? How can we analyze these tv worlds while also valuing the emotional impact of television? How do television shows critique and generate culture? How do shows build arguments about experiences of race, gender, sexuality, and class? Television shows use words to build fictional worlds that have a giant impact (for better or worse) on the world in which we live. In that spirit, we will take seriously how we can develop our own writing and re-approach our practices of world-building and meaning-making through our words.
ENWR 3740	Black Women's Writing & Rhetoric

19724	001	SEM (3 Units)	Open	0 / 16	Tamika Carey	TuTh 9:30am - 10:45am	New Cabell Hall 594
	This course explores how Black Women use writing, literacy, speaking, and performance rhetorically to build the worlds they want to live in and the lives they deserve. Specifically, the course will teach you how to understand: 1) rhetoric as techne, or an art, that members of this group use to take action towards their social and political needs; 2) rhetoric as a lens for analyzing and critiquing the choices and consequences of literature, communication, and discourse; and 3) rhetoric as a resource for developing voice, style, and flavor in writing. Projects are likely to include: a discussion leading presentation; an analytical essay, and a final project.
French
FREN 3031	Finding Your Voice in French

13372	003	SEM (3 Units)	Open	0 / 15	Cheryl Krueger	TuTh 12:30pm - 1:45pm	New Cabell Hall 291
	Finding your voice in French as a writer or speaker doesn’t happen overnight. Not in the languages(s) we have been speaking since we were children, and not in a foreign language. The main goals of this course are to prepare you for more advanced French courses, to guide you on a life-long journey of self-expression, and to help you become aware of your own best practices for learning French. What are your strengths? How can you convey your ideas in French without translating your words directly from English or other languages you already know? How does improving your writing in French help you to better understand how you write in English? How does engagement with French influence your connections to other courses and to the world around you? Students in FREN 3031 practice both creative writing and more formal genres (such as a film review or a persuasive essay) during in-class writing workshops and individual assignments. Integrated in all activities, a semester-long grammar review guides students to better understand how form and meaning work together. Students in this section of 3031 co-construct the syllabus based on their own interest by assigning and leading discussion of articles in French. They home listening skills with songs, podcasts, and other audio sources, and explore visual culture though via art works and advertising images. You will be encouraged to take reflective notes in class on your reactions to the materials and Ideas with which you interact.
Leadership and Public Policy - Policy
LPPP 5540	Applied Policy Clinics

	Gun Violence Clinic
16639	001	WKS (2 Units)	Open	0 / 15	Michele Claibourn	Fr 12:30pm - 3:00pm	Pavilion VIII 103
	Part of the University's Gun Violence Solutions Project, we'll work to support local communities and partners working to prevent and mitigate gun violence in the greater Charlottesville region.
	Gun violence has become endemic in the United States with over 40,000 people killed by guns every year. The origins and impacts of gun violence are complex and often conflated in a confusing narrative for residents and policy makers seeking to affect change. This three-year clinic will help synthesize national-level research, review interventions and implementation in other communities, and assess policies and practice with an equity lens to promote a shared understanding of problems and possibilities in our local community. This spring’s focus will be researching interventions to different types of gun violence with a focus on how knowledge derived from research and experience in other communities or at the state or national level applies to our local context. We will develop a set of brief documents for each intervention; these will be part of a community resource hub to support broader engagement and local efforts to develop and adapt policy interventions.
Leadership and Public Policy - Substantive
LPPS 5720	Public Interest Data: Ethics and Practice

16601	001	SEM (3 Units)	Open	0 / 18	Michele Claibourn	Th 3:30pm - 6:00pm	Pavilion VIII 103
	This course is intended to provide students experience with data science within a framework of data ethics in service of equity-oriented public policy.
	Our primary goals are: * Make progress on projects that advance social justice and policy understanding in collaboration with community partners and create work you can point to as part of your portfolio. * Practice working with real data (that is, messy data resulting from policy administration) to answer pressing questions with attention to the equity and ethical implications of our work. This includes finding, cleaning, and understanding data; exploring, analyzing, modeling data; visualizing, contextualizing, and communicating data; with care and humility and respect for the affected partners and communities throughout. * Develop experience in data workflows that support ethical data science, including processes for working collaboratively, openly, inclusively, and reproducibly.
Urban and Environmental Planning
PLAN 5500	Special Topics in Planning

	Townscape Planning For Rural-Urban Partnerships
20322	001	Lecture (3 Units)	Open	0 / 12	Tyler Hinkle	Mo 6:00pm - 8:30pm	Campbell Hall 220B
	The concept of ruralism is evolving. We will examine the symbiosis between rural and urban spaces, focusing on the opportunities in rural communities, particularly in Appalachia. The interplay of geography, culture, and history will serve as lenses to understand and plan for aspects such as land use, policy, conservation, financing, and regional connections. We will examine practical and applied methods through case studies and analysis.