UVa Class Schedules (Unofficial, Lou's List v2.10)   New Features
Schedule of Classes with Additional Descriptions - Fall 2021
These data were not obtained from SIS in real time and may be slightly out of date. MouseOver the enrollment to see Last Update Time
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African-American and African Studies
 AAS 3500Intermediate Seminar in African-American & African Studies
 Introduction to Black Performance Studies
 Black Performance Theory
18831 001SEM (3 Units)Open0 / 20Ashon CrawleyWe 3:30pm - 6:00pmTBA
 "Don't be performative!" A word often said to mean fake, phony, inauthentic, untrue. In this course we will discuss the history of the concept of "performative". We will also discuss the role of performance to Black popular, intellectual and spiritual culture. We will engage fiction, poetry, music, theater , activism and how these practices are various attempts to practice blackness as a living, breathing existence.
 Making a Monster:Race & Monstrosity US Imagination
18832 002SEM (3 Units)Open0 / 22Janee MosesTuTh 12:30pm - 1:45pmTBA
 How has mainstream, white audiences’ “fictitious” fear of angry black masses impacted the genres of horror film, fantasy, and science fiction? This seminar, which begins with D.W. Griffith’s Birth of a Nation (1915), explores the making of racialized and gendered monsters in the aftermath of enslavement in the American cultural imagination through literature and film of the 19th and 20th centuries. Using the intervention of Christina Sharpe’s Monstrous Intimacies (2010) concerning the contemporary repetition of familiar and familial violence that shaped black and white life during colonial slavery, we will explore difference and otherness based on race, gender, sexuality, and power to consider the potential for the monster and the non-monster to be identified through formulations that resemble black and white subjects. The course ends with the critically acclaimed film, Get Out (2017), and the push for further conversations about the ways in which monstrosity and otherness continues to be recognizably black. Throughout the semester, students will learn to place literature and film into their corresponding historical contexts and complicate concepts of racial and national identities with attention to America’s histories of monstrous intimacies. [Fulfills: Humanities; Race &Pol]
 AAS 3645Musical Fictions
19788 001SEM (3 Units)Open 0 / 14 (0 / 14)Njelle HamiltonTuTh 2:00pm - 3:15pmTBA
 Cross-listed with ENGL3569. Fulfills: Humanities requirement for the AAS major
 An exploration of the genre of the contemporary musical novel and why writers and readers are so intrigued by the figure of the musician as a literary trope. Pairing close listening and music theory with close reading of important blues, jazz, reggae, mambo, calypso and rock novels set in the U.S., U.K, Jamaica, Trinidad, France, and Germany, we will consider how novelists attempt to record the soul, lyrics, and structure of music, not on wax, but in novelistic prose, and what kinds of cultural baggage and aesthetic conventions particular music forms bring to the novel form. The topical nature of many of these issues, songs, and novels will hopefully inspire you to thought-provoking class discussions, critical response papers, and final papers that push against the “fictions” and assumptions of musicians and novelists alike.
American Studies
 AMST 3221Hands-On Public History: Slavery and Reconstruction
 Hands-On Public History
13775 001SEM (3 Units)Open 0 / 18Lisa GoffTh 3:30pm - 6:00pmTBA
 If class is full, please email me a request to join; no official waitlist, but spaces may open up. THIS IS A YEARLONG COURSE THROUGH THE COLLEGE'S CIVIC & COMMUNITY ENGAGEMENT PROGRAM.
 This year-long class is a part of a 3-year collaboration with local community groups to conduct historical research into African American history in central Virginia. Students will conduct fieldwork near Charlottesville, and will investigate past and current examples of the public history of slavery and Reconstruction at sites like Monticello and Montpelier, as well as lesser known sites. We will work together with community organizations and Black churches to geolocate undocumented sites of African American history, including gravesites; and create digital Story Maps that seek to unearth the hidden histories of enslaved and free African Americans in the 19th and early 20th centuries—and the legacies of those histories today. ** Please note that students are strongly encouraged to take the class in both the fall and spring semesters. ** WHAT IS PUBLIC HISTORY? Public history is history that is delivered to a non-academic audience, often at historic sites, museums, archives, and on digital platforms. Some films, podcasts, fiction, and poetry might also be considered public history. This course will use all of those formats to investigate how the history of slavery in central Virginia is presented to the public. We will critique how historic sites in the Charlottesville area, including the university, interpret this history, and identify the political and social impacts of these interpretations. Field trips to local and regional historic sites will be a key (and hopefully enjoyable) component of this class. We'll visit Montpelier and Monticello, for example, as well as Richmond, where we'll see Kehinde Wiley's powerful new statue, Rumors of War. But critique is not the only, or even the most important goal of our class. Students will collaborate with local community groups, WTJU, and Scholars Lab to produce podcasts and digital maps that fill in some of the gaps in the public history of slavery and its legacies in Charlottesville and surrounding counties--contributing, in some small way, to a more just and comprehensive public history. PLEASE NOTE: Class participation will play a very large role in student assessment, as will the final project and all the assignments leading up to it. Several (2-3) field trips will be scheduled on weekends; these are all mandatory. Dates will be announced at the first class meeting.
 AMST 3559New Course in American Studies
 Moving On: Migration in/to US
19007 004Lecture (3 Units)Open0 / 30 (0 / 30)Lisa GoffTuTh 12:30pm - 1:45pmTBA
 This class examines the history of voluntary, coerced, and forced migration in the U.S., tracing the paths of migrating groups and their impact on urban, suburban, and rural landscapes. We’ll dig for cultural clues to changing attitudes about migration over time. Photographs, videos, books, movies, government records, poems, podcasts, paintings, comic strips, museums, manifestos: you name it, we’ll analyze it for this class.
Arts Administration
 ARAD 1550Topics in Arts Administration
 Art Business of Contemporary Art
19753 001Lecture (1 Units)Open 0 / 15George Sampson and Leslie Wade (CLAS 2022)Mo 11:00am - 12:30pmTBA
 What does “art” mean in the context of a multi-billion-dollar industry? Is art defined by the artist or the consumer? Will brick and mortar establishments be affected by the rise of the "Instagram Artist"? Is the Art Business one that is only available to the 1%; why is this? Is there validity to the "starving artist" stereotype, and what does it mean to support or reject that image? In this class, we will survey various sectors of the market, including galleries, auction houses, museums, and the studios and workshops from which art originates, and map the ways which art moves through these vectors. Guest speakers – working artists, professors, and gallery/museum professionals – will supplement current events articles and selected readings, giving you various perspectives from which to learn about how this industry functions. Through discussions, group projects, and an individual research project, you will be able to present your own understanding of the interplay between artist and market, and synthesize your ideas with those of your peers. Additionally, we will look extensively at the plight of the working artist, paying attention to the barriers to entry into the market, what the qualifiers for "success" are for an artist, and how established artists market themselves in today's tech and social media centric world. Together, we will debate various ethical questions and use current events and articles to support our opinions. From these questions, you'll gain a foundational knowledge of the Art Business, how it can be improved, and how you can fit into the equation professionally.
 ARAD 3100Principles and Practices of Arts Administration
11898 001Lecture (3 Units)Open 0 / 90George SampsonTuTh 5:00pm - 6:15pmTBA
 Overview: Arts Administration (ARAD) is a multidisciplinary field at the crossroads of human creativity and market. This survey course includes managing arts & cultural organizations, the entertainment industry, and how artists and other creative people interface with the world. Students should think of themselves as research colleagues with faculty, where a creative outlook and understanding of the artistic process prepares us for a rapidly changing world. We consider all disciplines of visual and performing arts, both non-profit and for-profit. Principles of theory examine the role of the arts in society. Practices showcase the crossroads of Arts Admin, where Tools of Business: management, marketing, financial accounting, operations and negotiations meet Tools of Community Building: fundraising, development, education, outreach, volunteerism, public policy and partnerships, and Tools of Creativity: curiosity, intuition, improvisation, transdisciplinary thinking, abductive reasoning, openness to experience and to serendipity. Artistic Administrators possess integrated management / financial skills, sympathetic knowledge of one or more art forms, sensitivity to creative visions / processes and to the dynamics of the communities served. This course is designed to be of value to artists and creative people, to patrons, collectors, educators and current student leaders on Grounds.
 ARAD 4050Arts Marketing Theory and Practice
13238 001SEM (3 Units)Permission 0 / 15Maran GarlandWe 4:00am - 6:30amTBA
 Arts Administration is an interdisciplinary field which studies the practical management of arts, cultural, and entertainment organizations and businesses but also raises questions about the role of the arts in our society. The metaphor of a crossroads is useful to illustrate the meeting of commerce and art, where an artistic creation seeks an audience and the artist and community interact. The Arts Marketer is a key animator of this crossroads, balancing the needs and desires of the audience with the necessity to nurture and facilitate artists and their work. As an important interpreter of the work, the marketer uses both the tools of Business: management, marketing, finance, operations, and negotiation; and the tools of Community Building: fundraising, development, education, outreach, volunteerism, public policy, and partnerships, to create thriving cultural spaces between artists and audiences. This class will lay a foundation of traditional arts marketing while incorporating 21st-century needs to balance innovative digital communication with strategies to attract and engage new audience through relevance, accessibility, and interactivity. In this course, students will explore arts marketing theory and practice through readings, class discussion, guest lectures, case studies, and assignments related to local arts and cultural organizations. Group work and presentations will complement individual work. The course is designed to be highly participatory, with class discussion and in-class assignments solidifying an understanding of concepts introduced through readings. Project work will extend beyond the classroom. This course will connect students to arts organizations in the Charlottesville/Albemarle community with guest lecturers and projects. Upon course completion, students will understand core concepts of arts marketing and be able to apply them to current issues in the field by producing a final arts marketing plan rooted in research, strategy, analysis, and creativity.
 ARAD 4070Introduction to Design Thinking
12332 001Lecture (3 Units)Permission 0 / 20George SampsonTuTh 11:00am - 12:15pmTBA
 Overview and Course Goal: Design is the hub of a wheel rather than a link in a chain. Design Thinking (DT) is a human-centered way of approaching issues and opportunities which uses and combines information from many knowledge domains. The technique encourages abductive reasoning (leaps of logic) as well as more common deductive and inductive reasoning. Experiencing interplay between group creativity and individual creativity is a course theme. DT is a process distinguished in part by using empathy gained through careful listening & observation as a core component. We will use experiential learning to illustrate. Since I launched an early DT course in the School of Architecture in 2010-11, DT has grown to be taught in several schools at UVA. My approach is based less on problem solving and product development and more on 50+ years of presenting artists and the lessons I have tried to learn from them. Maintaining an open mind is one such practice. Flipping conventional thinking is another. Our version of DT is less an intrusion of business purposes into the artistic practice of design and more the extrusion of artists’ creative processes into everyday life. Examples of Design Thinking include Steve Jobs of Apple, John Lasseter of Pixar, MIT‘s Media Lab, VCU’s Brand Center and design firm IDEO. We have alumnae involved with them all. Design Thinkers use empathic listening to understand context, creativity to generate insights and analysis to fit insights to context. Prototypes are then built in an iterative process of refinements until a successful result providing exceptional experiences is obtained. The course goal is to augment our process of thinking by facilitating a creative habit of mind. We strive to construct a creative process you can carry with you wherever you go.
Architecture
 ARCH 3500Special Topics in Architecture
 _mpathic design 6D: Interpreting Edankraal
 Edankraal en Route:Reviving an African – American Space of Cultural Exchange in Segregated Lynchburg
19767 001Lecture (3 Units)Open0 / 8 (0 / 8)Elgin Cleckley+1TuTh 11:00am - 12:15pmTBA
 This cross-disciplinary format has attracted students in past iterations from History, American Studies, Arts Administration, Studio Art, Art History, English and all departments of the School of Architecture. No previous design experience is required. This course allows for comprehensive understanding of the skills necessary for interpretation and exhibition design from experienced professors.
 This interdisciplinary course will employ multiple strategies of design and interpretation to create an architectural, landscape, and literary digital project to enhance access to and knowledge of the Anne Spencer House and Garden. Anne Bethel Spencer (February 6, 1882 – July 27, 1975) was a renowned Harlem Renaissance poet, civil rights activist, and gardener whose house and garden in Lynchburg, VA is on the National Register of Historic Places. Her papers are housed in Special Collections at the University of Virginia, thus providing an unrivaled opportunity for interdisciplinary research into virtual exhibit design, archival resources, and historic house interpretation with faculty from the departments of Architecture, Architectural History and English. The Spencers’ house and garden was an urban center of rest, gathering, and Black creativity for Black intellectual and cultural figures who stayed in the house. In this course, students will develop and implement an augmented virtual tour of the house and garden in tandem with stakeholders, its networks of visitors, and the social and writing practices linked to the site.
Architectural History
 ARH 4591Undergraduate Seminar in the History of Architecture
 _mpathic design 6D: Interpreting Edankraal
 Edankraal en Route:Reviving an African – American Space of Cultural Exchange in Segregated Lynchburg
18851 001SEM (3 Units)Open 0 / 5 (0 / 5)Elgin Cleckley+1TuTh 11:00am - 12:15pmTBA
 This cross-disciplinary format has attracted students in past iterations from History, American Studies, Arts Administration, Studio Art, Art History, English and all departments of the School of Architecture. No previous design experience is required. This course allows for comprehensive understanding of the skills necessary for interpretation and exhibition design from experienced professors.
 This interdisciplinary course will employ multiple strategies of design and interpretation to create an architectural, landscape, and literary digital project to enhance access to and knowledge of the Anne Spencer House and Garden. Anne Bethel Spencer (February 6, 1882 – July 27, 1975) was a renowned Harlem Renaissance poet, civil rights activist, and gardener whose house and garden in Lynchburg, VA is on the National Register of Historic Places. Her papers are housed in Special Collections at the University of Virginia, thus providing an unrivaled opportunity for interdisciplinary research into virtual exhibit design, archival resources, and historic house interpretation with faculty from the departments of Architecture, Architectural History and English. The Spencers’ house and garden was an urban center of rest, gathering, and Black creativity for Black intellectual and cultural figures who stayed in the house. In this course, students will develop and implement an augmented virtual tour of the house and garden in tandem with stakeholders, its networks of visitors, and the social and writing practices linked to the site.
 ARH 5500Selected Topics in Architectural History
 _mpathic Design 6D: Interpreting Edankraal
 Edankraal en Route:Reviving an African – American Space of Cultural Exchange in Segregated Lynchburg
18850 001Lecture (3 Units)Open 0 / 5 (0 / 5)Elgin Cleckley+1TuTh 11:00am - 12:15pmTBA
 This cross-disciplinary format has attracted students in past iterations from History, American Studies, Arts Administration, Studio Art, Art History, English and all departments of the School of Architecture. No previous design experience is required. This course allows for comprehensive understanding of the skills necessary for interpretation and exhibition design from experienced professors.
 This interdisciplinary course will employ multiple strategies of design and interpretation to create an architectural, landscape, and literary digital project to enhance access to and knowledge of the Anne Spencer House and Garden. Anne Bethel Spencer (February 6, 1882 – July 27, 1975) was a renowned Harlem Renaissance poet, civil rights activist, and gardener whose house and garden in Lynchburg, VA is on the National Register of Historic Places. Her papers are housed in Special Collections at the University of Virginia, thus providing an unrivaled opportunity for interdisciplinary research into virtual exhibit design, archival resources, and historic house interpretation with faculty from the departments of Architecture, Architectural History and English. The Spencers’ house and garden was an urban center of rest, gathering, and Black creativity for Black intellectual and cultural figures who stayed in the house. In this course, students will develop and implement an augmented virtual tour of the house and garden in tandem with stakeholders, its networks of visitors, and the social and writing practices linked to the site.
 ARH 8001Methods in Architectural History
10020 001SEM (3 Units)Open 0 / 12Sheila CraneTh 1:00pm - 3:30pmTBA
 This seminar is concerned with histories and practices of architectural history. How have investigations into histories and ideas about the built environment been situated in relationship to the disciplines of art history, heritage/historic preservation, architectural training and practice, as well as adjacent disciplines in the design fields, the humanities, and the social sciences? How have architectural historians and theorists defined their task, their research questions, their analytic methods, and their theoretical touchstones? Readings include work that has helped to shape the discipline of architectural history, broadly construed, as well as notable recent publications that address current and emergent concerns. The course aims to introduce the broad lines of inquiry shaping the discipline and to allow students to position their own work in relation to past and present debates. In addition to required readings and weekly discussions, you will have the opportunity to undertake a series of short writing assignments and to develop a state of the field/historiographical essay on a topic of your choosing.
History of Art
 ARTH 1503Art and the Premodern World
 Art and Power
14221 100Lecture (3 Units)Open 0 / 60Dylan RogersMoWe 11:00am - 11:50amCampbell Hall 160
 It is often said that the victors write history—and with that, they also narrated their stories in physical objects and built landscapes. Art and architecture have their own innate ability to express the identity and desires of its creators and consumers. But they can also assert power, dominance, and control. This semester, we will explore the connections between art and power, examining the material remains of cultures stretching the borders of the Mediterranean (from ancient Iran and Egypt to Renaissance Italy)—in order to understand better how, over time, art and architecture can demonstrate power in a number of ways—both positively and negatively. Using this foundation, we will also begin to probe how similar strategies are used today in our own world. A number of themes will be addressed, including: expressions of the divine; monumentality; commemoration; kingship; propaganda. We will see these themes in art, ranging from sculpture, painted surfaces, to portable objects (like coins), and architecture—from elite palaces to everyday spaces. Our goal is to explore expressions of power in context—coming to a better understanding of how they impacted daily lives in the past and today
 ARTH 1507Art and Global Cultures
 Art and the Body
Website  18586 100Lecture (3 Units)Open 0 / 60Giulia PaolettiMoWe 12:00pm - 12:50pmTBA
 Regardless of time or geography, the human body is among the most widely represented subjects in art. This course considers artists from around the world who have drawn, painted, sculpted, performed and filmed the human body. We will investigate how specific portrayals of the body relate to cultural, historical and political contexts, as well as what power dynamics are inherent to forms of looking and representing the body. In addition to challenging us to rethink the perception of our own and other bodies, the course will provide a foundation on how to look and talk about visual arts more generally. Topics include: depicting the divine, the naked and the nude, gender and the politics of representation, the body as machine, representing race, bodily matters, healing and hurting, the post-human body.
 ARTH 2861East Asian Art
18598 001Lecture (3 Units)Open 0 / 45Dorothy WongMoWe 5:00pm - 6:15pmTBA
 This course is a general introduction to the artistic traditions of China, Korea, and Japan from the prehistoric period to the modern era. Major topics include funerary art, Buddhist art, and later court and secular art. The course seeks to understand artistic forms in relation to technology, political and religious beliefs, and social and historical contexts. It also introduces the major philosophic and religious traditions—Confucianism, Daoism, Shinto, and Buddhism—that have shaped cultural and aesthetic ideals of East Asia. The lectures survey major monuments and the fundamental concepts behind their creation.
 ARTH 3591Art History Colloquium
 Art, Death, and Ritual: Mysteries of Ancient China
14455 001Lecture (3 Units)Open 0 / 15 (0 / 15)Dorothy WongMoWe 2:00pm - 3:15pmTBA
 Through the close study of well-documented archaeological sites of ancient China, which reveal ritual practices as well as astonishing grave goods that include spectacular jades and bronzes, this course explores the Chinese notions of afterlife, ancestor worship, state ritual, and immortality cults. The material culture and beliefs and practices examined form a backdrop to understanding the period when ancient Chinese civilization was formed.
 Global Photography: Decolonizing the Gaze
Website  14234 002Lecture (3 Units)Open 0 / 15Giulia PaolettiTuTh 2:00pm - 3:15pmFayerweather Hall 215
 While the camera has since its inception been described as an essentially Western invention and a tool of imperialism, this apparatus was appropriated across the globe almost simultaneously, from South Africa to India, from China to Mexico. In this course we will explore photography's histories, theories and practices centering the gaze, voice and experience of those working outside the West, in what Shahidul Alam prefers to call the “majority world.” Topics include: photography and imperialism; ethics of looking; decolonizing practices; gender and photography; beyond photography.
 Art of the 1990s
18601 003Lecture (3 Units)Open 0 / 15Christa RobbinsTuTh 12:30pm - 1:45pmFayerweather Hall 215
 The Art of the 1990s (ARTH 3591--003), Professor Christa Noel Robbins In this art history colloquium, we will explore and investigate the art of the nineties in a range of socio-political contexts. The nineties are generally regarded as an important turning point in the history of contemporary art, marked by a turn away from both the spectacular works of the 1980s and the formalist analytics of the 1960s and 1970s. Themes and topics that we will focus on include the role of the arts in the “culture wars,” the centering of “identity politics” in art discourse and practice, a shift away from the conceptual practices of the 1960s and toward “relational aesthetics,” and a rising interest, in both the academic and commercial spheres, in so-called “global art.” Class time will be split between lecture and discussion and students will have the opportunity to develop their own research projects. This class satisfies the second writing requirement.
 Sex and the Ancient City
18602 004Lecture (3 Units)Open 0 / 8Dylan RogersTuTh 12:30pm - 1:45pmTBA
 Let’s talk about sex. Issues related to sexuality and gender permeate every culture and society from any time period—whether or not they wish to talk about them. As such, this course examines art and architecture in the ancient Mediterranean, in order to explore how sex was conceptualized and understood by Greeks and Romans. Using a variety of art historical and archaeological evidence, from Greek vases to the painted walls of a brothel in Pompeii, we will explore a number of themes, including nudity and the body, gender, sexuality, homosexuality, virginity, prostitution, and marriage. Further, we examine modern notions of sexuality and gender (particularly in the US), in order to understand better how sex has changed over time. For example, what can Victorian taboos of the 19th century or RuPaul’s Drag Race today tell us about our own selves—and ancient Greeks and Romans?
 ARTH 4591Undergraduate Seminar in the History of Art
 Empathic Design 6D, Edankraal en Route
 Edankraal en Route Reviving an African – American Space of Cultural Exchange in Segregated Lynchburg
19864 006SEM (3 Units)Open 0 / 5 (0 / 5)Elgin Cleckley+1TuTh 11:00am - 12:15pmTBA
 This cross-disciplinary format has attracted students in past iterations from History, American Studies, Arts Administration, Studio Art, Art History, English and all departments of the School of Architecture. No previous design experience is required. This course allows for comprehensive understanding of the skills necessary for interpretation and exhibition design from experienced professors.
 This interdisciplinary course will employ multiple strategies of design and interpretation to create an architectural, landscape, and literary digital project to enhance access to and knowledge of the Anne Spencer House and Garden. Anne Bethel Spencer (February 6, 1882 – July 27, 1975) was a renowned Harlem Renaissance poet, civil rights activist, and gardener whose house and garden in Lynchburg, VA is on the National Register of Historic Places. Her papers are housed in Special Collections at the University of Virginia, thus providing an unrivaled opportunity for interdisciplinary research into virtual exhibit design, archival resources, and historic house interpretation with faculty from the departments of Architecture, Architectural History and English. The Spencers’ house and garden was an urban center of rest, gathering, and Black creativity for Black intellectual and cultural figures who stayed in the house. In this course, students will develop and implement an augmented virtual tour of the house and garden in tandem with stakeholders, its networks of visitors, and the social and writing practices linked to the site.
American Sign Language
 ASL 3081History of the American Deaf Community
19816 001Lecture (3 Units)Open 0 / 20 (0 / 20)Christopher KrentzMoWe 3:30pm - 4:45pmTBA
 Examines the history of deaf people in the United States over the last three centuries, with particular attention to the emergence and evolution of a community of Deaf people who share a distinct sign language and culture. We will read both primary texts from specific periods (by writers like Laurent Clerc and Alexander Graham Bell) and secondary sources (such as Douglas Baynton's Forbidden Signs and Carol Padden and Tom Humphries’ Inside Deaf Culture). We will also view a few historical films. Among other topics, we will consider how hearing society has treated deaf people and the reasons for this treatment; how deaf people have explained and advocated for themselves; how the deaf community complicates our understanding of linguistic and ethnic minorities and of disabled people in the United States; the impact of technology; and what changing constructions of deafness reveal about the history of American culture in general. The class will be taught in spoken English with an interpreter and has no prerequisite, though a background in ASL or in History might be helpful.
Civil Engineering
 CE 4015Construction Industry Workshop: Bringing Theory to Practice
18795 001WKS (3 Units)Permission 0 / 20Diana Franco DuranMo 3:30pm - 6:00pmTBA
 Uniqueness is part of a construction project's nature. However, if you study real-world cases hand-in-hand with CEM practitioners; patterns, and principles of decision-making emerge.
 CE 6500Special Topics in Civil Engineering
 Construction Practice
19799 600Lecture (3 Units)Open0 / 10Diana Franco DuranTBATBA
 This practicum course provides meaningful work experiences for students looking to obtain relevant construction field experience while pursuing their master's degree. Through an externship, students will get a true picture of the work context, real-life challenges, and the structure of a typical workday or week. Students will benefit from being exposed to office and fieldwork regularly, practicing engineers, and project managers. This course is intended for graduate students in Civil Engineering specializing in Construction Engineering and Management.
Computer Science
 CS 4501Special Topics in Computer Science
 Program Analysis and Applications
16649 002Lecture (3 Units)Open 0 / 30Mary Lou SoffaTuTh 12:30pm - 1:45pmTBA
 Disruptive shifts in software applications and software development environments create challenges to software reliability that need to be addressed to ensure software quality. We will explore various software development techniques including types of analysis and use of these techniques, including data flow analysis, program slicing, program repair, input generation, debugging, and dynamic execution. These topics will be addressed through lectures, assignments and projects. Prerequisites CS 2150 or CS 2501
Electrical and Computer Engineering
 ECE 3501Special Topics in Electrical and Computer Engineering
 Quantum Mechanics for Engineering and Computing
16634 001Lecture (3 Units)Open0 / 40Andreas BelingTuTh 5:00pm - 6:15pmTBA
 Prerequisites: APMA 1110 - Single Variable Calculus II, APMA 2120 - Multivariable Calculus, PHYS 1425 - General Physics I: Mechanics, Thermodynamics Note: PHYS 1425 and APMA 2130 can be taken at the same time with this course. Only a small fraction of the content in these two courses will be used in this quantum class.
 Quantum mechanics is one of the most important discoveries in the 20th century and has reshaped today's science and technology. The rapid development in quantum computation and information is calling for a revolution in engineering and computation. Quantum information and quantum computing is fundamentally different from classical computers. In order to understand how a quantum computer works, we will review the birth of quantum mechanics and introduce the basic ideas and principles of quantum mechanics. The fundamental concepts in quantum information and computing, such as qubit, entanglement and squeezing, will be discussed. Finally, we will take a quick look at the physics platform candidates for quantum computing implementation, and the IBM Q quantum computing resources.
Creative Writing
 ENCW 3310Intermediate Poetry Writing I
13913 001WKS (3 Units)Permission 0 / 12Debra NystromWe 2:00pm - 4:30pmTBA
 Instructor Permission is required for enrollment. Please apply for instructor permission through SIS. APPLICATION REQUIREMENTS: writing sample of 4-5 poems with a cover sheet including name, year, email address, major, prior workshop experience, and other workshops to which you are submitting. Submit application IN A SINGLE DOCUMENT to Prof. Nystrom at dln8u@virginia.edu. Applications will be considered on a rolling basis as soon as registration opens. For full consideration, email your application as soon as possible. The final deadline will be noon, August 5. Classes do sometimes fill before the final submission deadline, but an effort will be made to hold space for transfer and study abroad students. The instructor will let all applicants know by late August.
 ENCW 3310 - Intermediate Poetry Writing [Please apply; Instructor Permission required] Wednesdays 2:00-4:30 Instructor: Debra Nystrom A weekly 2.5-hour class for students advanced beyond the level of ENCW 2300. Emphasis is on workshop of students' own poems, with focused writing exercises, relevant outside reading, and class discussions on issues of contemporary poetry and poetic craft. Short papers, participation in one group presentation, attendance at 2 poetry readings and a final poetry portfolio will be required. Instructor Permission is required for enrollment. Please apply for instructor permission through SIS. APPLICATION REQUIREMENTS: writing sample of 4-5 poems with a cover sheet including name, year, email address, major, prior workshop experience, and other workshops to which you are submitting. Submit application IN A SINGLE DOCUMENT to Prof. Nystrom at dln8u@virginia.edu. Applications will be considered on a rolling basis as soon as registration opens. For full consideration, email your application as soon as possible. The final deadline will be noon, August 5. Classes do sometimes fill before the final submission deadline, but an effort will be made to hold space for transfer and study abroad students. The instructor will let all applicants know by late August.
 ENCW 4820Poetry Program Poetics
 Modern :: Postmodern
11938 001SEM (3 Units)Permission0 / 12Brian TeareWe 2:00pm - 4:30pmTBA
 One hundred years ago, literature was in the middle of a revolution, a transformational time of cultural critique and formal experiment that kept pace with pointed social reappraisals of gender, Blackness, and sexuality. The 1920s in particular saw the publication of books central to our thinking about Modernism in English: from T.S. Eliot’s 1922 The Waste Land & Other Poems to Jean Toomer’s 1927 Cane, as well as Marianne Moore’s Observations, Langston Hughes’s The Weary Blues, Hart Crane’s White Buildings, Laura Riding’s The Close Chaplet, among many others. This course looks back to the 1920s from 2021 and asks: in what ways does the modern linger on in the postmodern? How has Modernist thinking about gender, Blackness, and sexuality influenced our own thinking? How has Modernist poetry in English influenced the forms explored and employed by contemporary USAmerican poetry? How can Modernist experiments be useful to us in the digital era? To help us answer these questions, we’ll read six Modernist classics in tandem with six books by contemporary poets whose work demonstrates both obvious and not-so-obvious formal and thematic engagements with poets from the 1920s. Throughout the semester we’ll engage in short critical and creative responses to these books, and for our final projects we’ll each write poems in dialogue with a Modernist predecessor whose poetics we find inspiring, challenging – and perhaps also infuriating!
 ENCW 4830Advanced Poetry Writing I
 Counter-Desecration
13110 001WKS (3 Units)Permission 0 / 12Brian TeareTu 2:00pm - 4:30pmTBA
 Instructor Permission is required for enrollment. Please request instructor permission through SIS and apply through email. APPLICATION REQUIREMENTS: writing sample of 4-5 poems with a cover sheet including name, year, email address, major, prior workshop experience, and other workshops to which you are submitting. Submit application in a single document to Prof. Teare at bt5ps@virginia.edu. Applications will be considered on a rolling basis as soon as registration opens. For full consideration, email your application as soon as possible. The final deadline will be noon, August 5. Classes do sometimes fill before the final submission deadline, but an effort will be made to hold space for transfer and study abroad students. Prof. Teare will let all applicants know by late August.
 This advanced poetry workshop will encourage us to use words to counter the desecration of the world. Guided by the collectively authored lexical experiment Counter-Desecration: A Glossary for Writing Within the Anthropocene, our work together will include creating our own collective poetic lexicon that treats “words as portals to new species of wisdom.” We will also immerse ourselves in intersectional poetries that a) aim to counter the ruin of our planet and the commons of air and water and land we share with more-than-human beings, and b) defend our communities, quality of life, and psyches from further racist, misogynist, and homo- and transphobic harm. Rooted in ecologies biological and social and cultural, these poetries highlight the home in oikos and the making in poiesis and document the work it takes to make a home here in all its wonderful, awful complexity. Poets like CAConrad, Ross Gay, Brenda Hillman, Tommy Pico, Paisley Rekdal, Danielle Vogel, and Asiya Wadud foster and tend texts whose deep roots in multiple networks of relation work against the forces that attempt to unroot us. During the semester’s first half we’ll workshop short poems written in response to prompts designed to help us define our own sense of oikos, while the final workshop portion of the course will offer each of us the chance to expand upon that definition in longer manuscripts. Throughout the semester, in both critical discussions and workshops, we’ll discuss the conceptual, political, and poetic aspirations of the work we read, and explore the possibilities of coming together as poets to counter the violence around us.
 ENCW 7310MFA Poetry Workshop
13109 001WKS (3 Units)Permission0 / 10Debra NystromMo 2:00pm - 4:30pmTBA
 ENCW 7310 - MFA Poetry Workshop [Restricted to Instructor Permission] Mondays 2:00-4:30 Instructor: Debra Nystrom This is the graduate poetry writing workshop for the ten students enrolled in the first two years of the MFA Program in Poetry. The class will emphasize development of each student’s own work, with the help of peer commentary, and will also explore published texts, focusing on various aspects of poetic craft and creative growth. Students will regularly turn in poems for workshop and will be ready to engage deeply in discussion of each other’s work, as well as of outside reading. A final portfolio and participation in one group presentation will be required.
English-Literature
 ENGL 2500Introduction to Literary Studies
 Intro to Postcolonial Theory
19851 001SEM (3 Units)Open 0 / 18Tracey WangTuTh 5:00pm - 6:15pmTBA
 What is postcolonial theory? What does it mean to analyze literary texts through a postcolonial lens? How does the study of anti- and post-colonial theory affect our reading practices? This course will consider some foundational works of anticolonial and postcolonial theory alongside contemporary literary works that grapple with the histories and politics of settler colonialism, imperialism, and racial capitalism. The course will begin with the major writings of three critical theorists (Césaire, Fanon, and Said) in order to give you a sense of the political, intellectual, and cultural debates that have shaped the theoretical discourses within the field of postcolonial studies. We will use their works as touchstones to examine the ideas and concepts in the narratives and prose of contemporary writers such as: Jamaica Kincaid, Maryse Condé, Chang Rae Lee, and Ocean Vuong amongst others. Together, these texts will give you the conceptual framework to think through and question global structures of power and domination. Requirements include: short reading reflections, two papers, and a presentation. This course fulfills the Second Writing Requirement.
 ENGL 2506Studies in Poetry
 The Challenge of Poetry
18374 001SEM (3 Units)Open 0 / 9Matthew MartelloTuTh 3:30pm - 4:45pmTBA
 Is it true what they say—that poetry is “hard”? If so, how so? What should we do about it? This course will investigate the concept, the quality, and the experience of “difficulty” as it attaches to the literary work in general—and poetry in particular. We’ll tackle together some of the most notoriously “difficult” poems in the English language, locating problems, troubleshooting solutions, and developing a repertoire of analytical skills (e.g., scansion, recitation, interpretive reading, historical contextualization) fit for the toughest challenges culture has to offer. At every turn we’ll be guided by one question: In a world full of more accessible entertainments, *why* would we opt for the patient and sometimes strenuous attention demanded by great poetry? No prior experience with poetic analysis, no particular fondness for the difficult, only interest and occasional energy are required! Readings will include poems by William Blake, Robert Browning, Emily Dickinson, T.S. Eliot, Gertrude Stein, John Ashbery, Ai, Susan Howe, and others. Grades/assignments will include regular, often collaborative class participation; several short written responses; and two longer essays.
 Contemporary Poetry
 This course is for first-year students whose placement does not require them to take ENWR 1510.
18434 003SEM (3 Units)Wait List (0 / 199) 0 / 0Jahan RamazaniMoWe 2:00pm - 3:15pmTBA
 In this seminar for first-year students not required to take ENWR 1510, we will examine an array of postwar idioms, forms, and movements. While devoting much of our attention to some of the most influential poetry from the second half of the twentieth century, we will also bring ourselves up to date by examining some of the best poems published in recent years by poets of diverse backgrounds. To hone our attention, we will focus on several specific genres, forms, or kinds of poetry, including sonnets, elegies, and poems about the visual arts. The seminar will emphasize the development of skills of close reading, critical thinking, and imaginative, knowledgeable writing about poetry.
 Introduction to Renaissance Poetry
18575 004SEM (3 Units)Open 0 / 6Rebecca RushTuTh 9:30am - 10:45amTBA
 No prior knowledge of poetry, meter, or rhyme is expected. The only prerequisite is a willingness to read with attention—and a dictionary.
 Introduction to Renaissance Poetry I learned from him, that poetry, even that of the loftiest and, seemingly, that of the wildest odes, had a logic of its own, as severe as that of science; and more difficult, because more subtle, more complex, and dependent on more, and more fugitive causes. In the truly great poets, he would say, there is a reason assignable, not only for every word, but for the position of every word. --S.T. Coleridge, Biographia Literaria What is a poem? How does it work? What is its logic? How do we understand the connections between a poem’s formal elements (rhyme, meter, enjambment, etc.) and what Renaissance writers called its “conceit”—its governing ideas and images? In this course, we will explore the many Renaissance responses to these questions by reading poems by William Shakespeare, John Donne, Mary Wroth, Ben Jonson, Robert Herrick, John Milton, and Katherine Philips. This course is a guide to the art of reading poetry. Like any art, poetic reading requires training and practice. We will move slowly at first, sometimes reading only one poem per class, and will work together to develop the interpretive skills needed to unfold a poem. This course will also help you sharpen your skills as a writer. The first written assignments will be short, observational readings of poems that you will then turn into structured, argument-based papers. You will have the opportunity to revise one paper based on feedback from your instructor and your classmates. No prior knowledge of poetry, meter, or rhyme is expected. Lovers and haters of poetry are equally welcome (I love a challenge!) The only prerequisite is a willingness to read with attention—and a dictionary.
 ENGL 2508Studies in Fiction
 Science Fiction
18432 003SEM (3 Units)Open 0 / 9Patricia SullivanMoWe 3:30pm - 4:45pmTBA
 Like to sink into a book that challenges the ways we think about other worlds, technology and science at their best and worst, parallel universes, speculative futures, human, aliens, artificial intelligences, cyborgs and more? We will read several books that are classified loosely as science fiction, though there may be some overlap with other genres such speculative fiction or climate fiction. Along the way, we will consider key novelistic conventions and aspects of the genre, questions of social relevance (science fiction is often read allegorically) and other various ways of interpreting the past, present, and future of science fiction. We will also practice close reading strategies, reflect on acts of literary interpretation through brief references to critical essays, inquire into some of the functions and effects of fictional narratives, and grapple with imaginative representations of worlds and times similar and not so similar to our own. Students will write regular reading responses and exploratory pieces, lead seminar discussions in groups, write three short essays, and take a brief final exam. This course fulfills the second writing (or writing-enhanced) requirement. ENGL2508 also prepares students interested in the English major for upper-level coursework in literature, though all majors are welcome.
 The Novel of Upbringing
19687 007SEM (3 Units)Open 0 / 9James KinneyTuTh 12:30pm - 1:45pmTBA
 TR 12:30PM-01:45PM How does the fictional representation of upbringing reflect on the cultural uses of fiction in general as well as the actual work of becoming adult? Works to be studied: Jane Austen, Emma; Charlotte Bronte, Jane Eyre; Mary Shelley, Frankenstein; Charles Dickens, Great Expectations; Mark Twain, Huckleberry Finn; Michael Malone, Handling Sin. Class requirements: Lively participation including including 8 brief email responses, one short and one longer essay, and a final exam.
 ENGL 2527Shakespeare
 Text and Performance
18487 001SEM (3 Units)Open 0 / 9Katharine MausMoWe 2:00pm - 3:15pmTBA
 This seminar is for students who have either taken the first ENWR course or been exempted from it. It is designed to refine writing and literary-interpretive skills for students who already have a grasp of the basics. Over the course of the semester we will read three Shakespeare plays, watch two/three contrasting performances of each one. and write about them. Lots of short ungraded assignments will build to two graded papers, a short one and a long one. Most class meetings will be devoted to discussing the plays and performances, but there will be some direct writing instruction and paper workshopping. Most of the performances will be on film but if, by next fall, live theater is a thing again, we will attend a performance as a class at the American Shakespeare Theatre in Staunton, VA.
 ENGL 3001History of Literatures in English I
10436 100Lecture (3 Units)Open 0 / 240Clare KinneyMoWe 12:00pm - 12:50pmTBA
 Beowulf to Thomas Jefferson. First years and non majors are warmly welcomed. Click on blue number 10436 for course description.
 The past is another country: they do things differently there. Or do they? Be prepared for the shock of the old—and for its pleasures—as we explore examples of epic and romance, lyric poetry and drama, prose fiction and satire in a course whose range stretches from the Anglo-Saxon heroic poem Beowulf to some variously revolutionary 17th and 18th century works of the imagination. The one sure thing connecting this huge variety of “makings,” these shapings of other people's experiences and beliefs and fantasies, is that someone (somewhere, sometime) felt them important enough to put down in writing and therefore created the possibility for their persistence beyond their own historical moment. Come and meet some heroic survivors! Course requirements: attentive engagement with lectures; regular attendance at/lively participation in discussion sections; two 6 page papers, midterm examination; comprehensive final examination.
 ENGL 3310Eighteenth-Century Women Writers
18981 001Lecture (3 Units)Open 0 / 30Alison HurleyTuTh 11:00am - 12:15pmTBA
 During the eighteenth century, social, economic, and technological developments in Britain converged to alter the ways in which texts were produced and consumed. The result of these innovations was a print culture that offered women the opportunity to step onto the public stage as professional authors for the first time. Female authors, nevertheless, remained intensely aware of their “delicate situation” within the literary public sphere. They responded to this situation by deploying a variety of authorial strategies that ingeniously combined self-promotion with self-protection in order to legitimize their appearance in print. This class will be particularly interested in examining the relationship between gender and genre in eighteenth century Britain. Our readings will highlight a series of specific literary forms – letters, drama, poetry, and the novel – each of which implicates gender in distinctive and compelling ways. Class requirements include frequent discussion posts via Collab; two thesis-driven essays; a poetry annotation assignment; and a final exam.
 ENGL 3320English Literature of the Restoration and Early Eighteenth Century
18433 001Lecture (3 Units)Open 0 / 30Brad PasanekMoWe 3:30pm - 4:45pmTBA
 In this course we survey English literature from 1660 to 1745, by closely and carefully reading five important works. We will focus on major authors and major genres: in particular, Restoration drama, Augustan poetry, early prose fiction, and satire will feature. By the term’s end students will be able to put pressure on formal elements in a text and produce a reading that connects the text to its historical context. — They will also be able to explain terms like 'satire', 'allegory', 'mock epic', 'novel', 'wit', 'Augustan', and 'Restoration'.
 ENGL 3380The English Novel I
 Run Runaway!
18477 001Lecture (3 Units)Open 0 / 30Cynthia WallMoWe 2:00pm - 3:15pmTBA
 In 1775, the German physicist and satirist Georg Christoph Lichtenberg declared that England had the best novels because England had the best roads. Daughters could escape from their fathers; sons could strike out on adventures; young ladies could make Entrances into the World; criminals could flee their crimes; highwaymen could make their fortunes. This course will explore the ways that eighteenth-century British novels themselves explored time and space, country and city, roads and inns, carriages and ships, in the fiction of Jane Austen, John Bunyan, Frances Burney, Francis Coventry, Daniel Defoe, Henry Fielding, Eliza Haywood, Samuel Richardson, and Tobias Smollett.
 ENGL 3480The English Novel II
 The Way We Live Now: The Novel in the Nineteenth Century
18189 001Lecture (3 Units)Open 0 / 60Stephen ArataMoWe 3:30pm - 4:45pmTBA
 “Novels are in the hands of us all,” wrote Anthony Trollope in 1870, “from the Prime Minister down to the last-appointed scullery maid. We have become a novel-reading nation.” Indeed, over the course of the nineteenth century the novel became the most popular—and profitable—literary genre in Great Britain. Its success was due to many factors, none perhaps more important than the extraordinary sophistication and emotional power with which novelists set out to portray (as the title of one of Trollope’s own novels puts it) “the way we live now.” More than ever before, novelists were committed to recording the visible world in all its abundant detail while also exploring the complex interior lives of individual women and men. They accomplished these feats, moreover, by way of gripping stories full of adventure, love (lust too), betrayal, mystery, and wonder. In this course we will immerse ourselves in a half-dozen or so of the finest examples of the genre, chosen from among such writers as Jane Austen, Walter Scott, Charles Dickens, Charlotte Bronte, Elizabeth Gaskell, George Eliot, Mary Elizabeth Braddon, Thomas Hardy, and Trollope himself. Requirements will likely include bi-weekly email responses, two essays, a midterm, and final exam.
 ENGL 3510Studies in Medieval Literature
 Dreams and Visions in Medieval Poetry and Art
 Dreams & visions in medieval poetry and art
19848 001Lecture (3 Units)Open 0 / 30Elizabeth FowlerTuTh 2:00pm - 3:15pmTBA
 Chaucer, Pearl (by the Gawain poet), Julian of Norwich, illuminations, architecture, gardens: thinking through wild art, the senses, and virtual experience.
 ENGL 3515Medieval European Literature in Translation
 Medieval Mysticism
18363 001Lecture (3 Units)Open0 / 30Professor Kevin HartTuTh 9:30am - 10:45amTBA
 This course is also known as Medieval Literature in Translation
 This course introduces students to the flourishing of contemplative (or “mysticial”) writing from the twelfth to the fourteenth centuries. We will converge on The Cloud of Unknowing and Julian of Norwich’s Showings of Divine Love; but we will begin with the amazing treatise The Mystical Ark by Richard of St. Victor, which teaches its readers how to contemplate God in nature. Aquinas disapproved of the treatise, and we’ll find out why when we read his account of it in the Summa theologiæ. Is mysticism a matter of the mind or the heart or both? Is it directed solely to God or can one contemplate anything at all?
 ENGL 3520Studies in Renaissance Literature
 Love and Power in Renaissance Literature
 Read Queen Elizabeth I, Mary Queen of Scots, Shakespeare, Spenser, Donne, Middleton, and Philips.
18458 001Lecture (3 Units)Open 0 / 22Rebecca RushTuTh 12:30pm - 1:45pmTBA
 No prior knowledge of Renaissance literature is required or assumed, and majors and non-majors at all levels are welcome.
 In this wide-ranging survey of English Renaissance literature, we will grapple with the entanglements of love and power in poetry, prose, and drama from the reign of Henry VIII to the English Civil War. Readings include Queen Elizabeth’s love poems and speeches, lamentations of betrayed lovers by Isabella Whitney and Thomas Wyatt, the tale of Britomart from Edmund Spenser’s Faerie Queene, William Shakespeare’s dark comedy Much Ado About Nothing, the ecstatic love poems of John Donne and Katherine Philips, Thomas Middleton’s haunting tragedy The Changeling, and a raucous debate between male and female pamphleteers about whether Adam or Eve was more responsible for eating the apple. No prior knowledge of Renaissance literature is required or assumed, and majors and non-majors at all levels are welcome.
 ENGL 3540Studies in Nineteenth-Century Literature
 Romanticism
18484 001Lecture (3 Units)Open0 / 30Andrew StaufferMoWe 3:30pm - 4:45pmTBA
 This course is focused on the literature written in England during the tumultuous years of the French Revolution, the Napoleonic Wars and their aftermath (1789-1821). It was an age of revolution and reaction, of millennial hope and political terror, of industrial awakening and high costs of war. And it was a period that made passionate creativity, radical originality, and individual expression the prerequisites for art. As we read a number of key Romantic works by authors include Blake, Austen, Wordsworth, Coleridge, Wollstonecraft, Byron, Keats, and the Shelleys, we will be interested in the ways that the literature of the period reflects and meditates upon its relation to this complex, revolutionary spirit of the age. We will also trace the rise of Romantic aesthetics as a key chapter in history of modern literature and culture.
 ENGL 3559New Course in English Literature
 Moving On: Migration in/to US
18603 001Lecture (3 Units)Open0 / 30 (0 / 30)Lisa GoffTuTh 12:30pm - 1:45pmTBA
 This class examines the history of voluntary, coerced, and forced migration in the U.S., tracing the paths of migrating groups and their impact on urban, suburban, and rural landscapes. We’ll dig for cultural clues to changing attitudes about migration over time. Photographs, videos, books, movies, government records, poems, podcasts, paintings, comic strips, museums, manifestos: you name it, we’ll analyze it for this class.
 ENGL 3560Studies in Modern and Contemporary Literature
 Global English
 Global English
18191 001Lecture (3 Units)Open0 / 30Stephen ArataMoWe 2:00pm - 3:15pmTBA
 The themes of this course are migration, exile, displacement, and (sometimes) return. Our primary readings will consist of twenty-first century anglophone fiction drawn from around the globe. Likely candidates include Helen Oyiyemi, Chimamanda Ngozi Adiche, Teju Cole, Michael Ondaatje, NoViolet Bulawayo, Mohsin Hamid, Tsitsi Dangarembga, Amitav Ghosh, Zadie Smith, Aleksandar Hemon, and Dinaw Mengestu. We will also engage with the lively current debate on the status of world literature as a field of study by way of selected critical pieces by writers such as Amit Chaudhuri, David Damrosch, Emily Apter, and Simon Gikandi. Requirements will include two essays and a handful of shorter writing assignments.
 Musical Fictions
18371 002Lecture (3 Units)Open0 / 24 (0 / 24)Njelle HamiltonTuTh 2:00pm - 3:15pmTBA
 Cross-listed with AAS 3645.
 An exploration of the genre of the contemporary musical novel and why writers and readers are so intrigued by the figure of the musician as a literary trope. Pairing close listening and music theory with close reading of important blues, jazz, reggae, mambo, calypso and rock novels set in the U.S., U.K, Jamaica, Trinidad, France, and Germany, we will consider how novelists attempt to record the soul, lyrics, and structure of music, not on wax, but in novelistic prose, and what kinds of cultural baggage and aesthetic conventions particular music forms bring to the novel form. The topical nature of many of these issues, songs, and novels will hopefully inspire you to thought-provoking class discussions, critical response papers, and final papers that push against the “fictions” and assumptions of musicians and novelists alike.
 Modern English Poetry
19849 003Lecture (3 Units)Open0 / 30Professor Kevin HartTuTh 12:30pm - 1:45pmTBA
 This seminar introduces students to a range of poetry written in England in the second half of the twentieth century. We will attend to regional differences with regard to subject matter and language, as well as to the different projections of what “England,” “English,” and “Englishness” mean over a period in which England deals with loss of Empire, an increasingly insecure sense of “Britain,” class struggle, immigration, and its ambiguous relationship with Europe. Our main focus will be poems by Basil Bunting, Thom Gunn, Philip Larkin, Geoffrey Hill, Ted Hughes, Philip Larkin, and Sylvia Plath. We will also take notice of what some of these writers say about each other in their letters and essays.
 ENGL 3570Studies in American Literature
 American Wild
 AMERICAN WILD
18361 001Lecture (3 Units)Open0 / 30Stephen CushmanMoWe 2:00pm - 3:15pmTBA
 With biblical images of wilderness in mind, seventeenth-century English colonizers of Massachusetts described what they found as another wilderness, howling, savage, terrible. For them it was to be feared, avoided, and, where possible, tamed. Four centuries later, with eighty percent of U.S. citizens living in cities, many of them exposed to wilderness only through calendar pictures or screensaver photos, what meaning or value does American wildness have? Is it only a fantasy image, part of an American brand, as in the phrase “the wild West.” Are wildness and wilderness the same thing? Has the howling, terrible, untamed wildness of the seventeenth-century forest relocated to another sphere, in the wildness of wildfires in California and throughout the west? Is climate the new frontier, the new wilderness, where Americans encounter untamed wildness in droughts, floods, violent storms, and extreme weather? Have we come full circle to more biblical imagery, with apocalypse replacing wilderness as the rubric under which we encounter the wild? This course will begin with a look at biblical antecedents and their influence on white colonists encountering landscapes inhabited by native people. From there we’ll move to the literature of westward exploration, and further encounters with indigenous populations and their lands, in selections from the journals of Jefferson-commissioned Lewis and Clark. Then it’s on to the mid-nineteenth pivot toward wildness in the eyes of Romantic beholders, foremost among them Henry David Thoreau, patron saint of preservation and the environmental movement. Next comes John Muir, whose vision of wilderness begat the U.S. National Park System, admired around the globe and synonymous for many with user-friendly wildness. Proceeding to the twentieth-century, we’ll add important voices, such as Aldo Leopold’s and Rachel Carson’s and Rebecca Solnit’s, as the preservation impulse merges with concern about public health and social justice. We’ll complete our tour in the twenty-first century by joining the intensifying conversation about whether the visions of Thoreau, Muir, et al. are exclusively white and male. Open to all. Those in the Environmental Thought and Practice Program welcome.
 ENGL 3660Modern Poetry
18482 001Lecture (3 Units)Open 0 / 30Mark EdmundsonTuTh 12:30pm - 1:45pmTBA
 ENGL 3______In this course we’ll seek to understand and appreciate a group of brilliant modern poets. We begin with William Butler Yeats, a poet who achieved consistent artistic greatness. (But whose ethics and politics provoke some questions.) Then on to Robert Frost, who offers immediate, and very real satisfactions, but who also, on extended study, reveals a deeper, darker side. We’ll read Wallace Stevens next, a stunningly original poet, who looked for paradise in his own imagination. Then we’ll consider T.S. Eliot—author of the culture-shaking poem, “The Waste Land.” With that basis we’ll move out to the singular observer and moralist, Marianne Moore; the independent and high spirited poet of African American life, Langston Hughes; and Elizabeth Bishop, artful poet of loneliness and solitude. Perhaps we’ll end with a contemporary poet or two. Ross Gay? Frederick Seidel? There will be a couple of quizzes, and a paper at the end in which students offer informed appreciation of their favorite writer in the course.
 ENGL 3910Satire
18430 001Lecture (3 Units)Open 0 / 40John O'BrienTuTh 9:30am - 10:45amTBA
 What is satire? Most of us think that we can more or less identify a satire when we see it, but beyond that, defining satire and talking it about meaningfully have often proven elusive. In this course, we will work to figure out not only what satire is, but what it does, socially and politically. We will read satires from the ancient world to the present, from authors like the Roman poet Juvenal, the Irish cleric Jonathan Swift, the Norwegian novelist Gerd Brandenberg, and the American writer Paul Beatty. We will also consider film and video satires, as well as what crops up in the media in the course of the semester—because we know that something will. Midterm and final exams; two writing exercises and occasional contributions on a group e-mail thread or wiki.
 ENGL 4500Seminar in English Literature
 Women Poets, Race, Land, and Memory
19871 001SEM (3 Units)Open 0 / 18Alison BoothTuTh 9:30am - 10:45amTBA
 Students may apply to take this course at the 5000-9000-level. This seminar will focus on celebrated female poets Anne Spencer (1882-1975), part of the Harlem Renaissance while living in Lynchburg, Virginia; and E. Pauline Johnson, Tekahionwake (1861-1913), a Canadian international star representing Mohawk heritage. These poets presented their relationships to Nature and place in different ways, and explored poetic voices that responded to British and American poets, including Longfellow and the Brownings. We will also read other female poets of color of the 19th-21st centuries, centered on ideas of race, gender, place, and environment. Our work will include exploring unpublished archives (Special Collections), reading biographies and criticism, getting comfortable with reading and interpreting poetry, writing two essays, brief experimentation with digital tools, a brief take-home exam. The course welcomes all; no previous dissatisfaction with your experiences of poetry, research, or technology should make you hesitate! Note: we have an opportunity to collaborate with a course offered TR 11:30-12:15 in Architecture/Architectural History and studies of design/landscape; both courses are related to a UVA Three Cavaliers grant about Anne Spencer’s house and garden (options for paid internships in 2022).
 Gothic Forms
19875 002SEM (3 Units)Open 0 / 18Cynthia WallMoWe 3:30pm - 4:45pmTBA
 Gothic literature burst onto the scene in the eighteenth century with ruined castles, ethereal music, brooding villains, surprisingly sturdy heroines, and surprisingly ineffective heroes, all performing as metaphors of our deepest fears and fiercest resistances. Throughout the nineteenth and twentieth centuries the gothic continued as a genre of cultural anxiety. This seminar will survey gothic literature through both history and genre: from the classic novels, such as Horace Walpole’s The Castle of Otranto (1764), Matthew Lewis’s The Monk (1797), Mary Shelley’s Frankenstein (1818) (and James Whale’s iconic 1931 film, Frankenstein), Jane Austen’s Northanger Abbey (1818), Robert Louis Stevenson’s Dr. Jekyll and Mr. Hyde (1886), and Shirley Jackson’s The Haunting of Hill House (1959); through the poetry of John Keats, Samuel Taylor Coleridge, Christina Rossetti; the plays of Matthew Lewis and Richard Brinsley Peake; and the short stories of Edgar Allan Poe, Charlotte Perkins Gilman, W. W. Jacobs, Shirley Jackson,Richard Matheson, and Stephen King. And we will ask ourselves: What are we afraid of? Active participation, a presentation, weekly short commentaries, one short paper (5-7pp) and one longer research paper (10-12pp).
 ENGL 4520Seminar in Renaissance Literature
 Afterlives of the Epic
19751 002SEM (3 Units)Open0 / 15 (0 / 15)James KinneyTuTh 9:30am - 10:45amTBA
 TR 09:30AM-10:45AM What becomes of the epic, especially (but not only) in Renaissance England? Where has it been, and where does it still have to go? Why does the most elevated of literary modes in traditional reckonings end up seeming passe or impossible to so many moderns? Works to be read include Homer's epics, The Aeneid, The Inferno, Paradise Lost, Robinson Crusoe, The Dunciad, and The Waste Land. Class requirements: lively participation including brief email responses, two shorter or one more substantial term paper, and a final exam.
 ENGL 4540Seminar in Nineteenth-Century Literature
 Romantic Poetry
 Romantic Poetry
18986 002SEM (3 Units)Open0 / 18Mark EdmundsonTuTh 3:30pm - 4:45pmTBA
 Romantic Poetry: In this seminar we’ll read closely in the work of the major English Romantic poets: Blake, Wordsworth, Shelley, Keats, Coleridge, and Byron. We’ll end with a novel by Jane Austen, probably “Pride and Prejudice,” which will give us a useful vantage to evaluate the Romantic project. A short paper and a longer one, plentiful class discussion.
 ENGL 4559New Course in English Literature
 The Bible Part 1: Hebrew Bible / Old Testament
 THE BIBLE: Part 1
18359 001Lecture (3 Units)Open0 / 15Stephen CushmanMoWe 11:00am - 12:15pmTBA
 The stories, rhythms, and rhetoric of the Bible have been imprinting readers and writers of English since the seventh century. Moving through selections from the Hebrew Bible / Old Testament, from Genesis through the prophets, this course focuses on deepening biblical literacy and sharpening awareness of biblical connections to whatever members of the class are reading in other contexts. Along the way we will discuss English translations of the Bible; the process of canonization; textual history; and the long trail of interpretive approaches, ancient to contemporary. Our text will be the New Oxford Annotated Bible, 5th ed. All are welcome. No previous knowledge of the Bible needed or assumed. PLEASE NOTE: Professor John Parker will teach a course focusing on the New Testament in spring 2022. Both courses will read the New Testament gospel of Mark, connecting the semesters, but you do not have to take the fall course as a prerequisite for the spring one.
 ENGL 4561Seminar in Modern Literature and Culture
 Coetzee and Rushdie
18427 001SEM (3 Units)Open0 / 18Christopher KrentzMoWeFr 12:00pm - 12:50pmTBA
 In this course we’ll explore the work of two of the most well-known postcolonial novelists working in English: J.M. Coetzee (originally from S. Africa) and Salman Rushdie (originally from India). In some ways they are a study in contrasts: while Coetzee has produced spare fiction whose sentences the Nobel Prize committee in 2003 praised for being “pregnant with meaning,” Rushdie’s books are verbose, playful, and funny, whizzing among many rhetorical modes. Yet in many ways they pair up well: both first achieved prominence in the 1980s; both masterfully use language to critique their historical moments and the authoritarian regimes around them; both protest censorship, with Rushdie famously having to go into hiding to avoid a fatwa, or death sentence by Iran's supreme ruler, in 1988; and both have chosen to live away from the nations of their birth. We’ll probably read Coetzee’s novels Waiting to the Barbarians, Life & Times of Michael K, Disgrace, and Summertime, and Rushdie’s Midnight’s Children, East, West, The Moor’s Last Sigh, as well as excerpts from his other work. You should expect some great reading, enlivening discussions, new insight into other parts of the world, and some literary-critical writing assignments that give you the chance to do some research.
 ENGL 5559New Course in English Literature
 Reinventing Shakespeare
 Reinventing Shakespeare across various genres and media
18483 002SEM (3 Units)Open0 / 15Clare KinneyMoWe 2:00pm - 3:15pmTBA
 Click on blue number 18483 for course description!
 Shakespeare’s works have been regularly appropriated by both literary critics and creative artists to serve very different cultural agendas at various historical moments. In this course we will take a close look at four plays and their afterlife, in each case exploring the resonance of their reshaping and revision in a variety of media (while also paying some attention to the critical reception of the works and to contemporary scholarship on Shakespearian adaptation). Why is Shakespeare such a malleable cultural icon? What do these creative re-productions suggest about the cultural forces underlying the apparently unceasing need to remake and/or “correct” and/or supplement “Shakespeare’s genius”? Tentative list of plays whose metamorphoses we will explore: A Midsummer Night’s Dream; Hamlet; King Lear; The Tempest. Course requirements: lively participation in discussion, an oral presentation, one short research exercise, one long term paper, a portfolio of e-mail responses.
 Theories of Rhetoric & Affect
18989 003SEM (3 Units)Open0 / 15T. Kenny FountainTh 3:30pm - 6:00pmTBA
 What part does language and representation play in our construction and experience of emotion? This course will engage that question by exploring the intersection of rhetorical studies, literary studies, and affect studies. Specifically, we will examine how emotion, sensation, and affect have been conceptualized, condemned, and celebrated—from Plato to contemporary neuroscience. Rather than answer this animating question once and for all, we will read primary and secondary works across a vast historical period to better understand the often-connected ways thinkers have wrestled with the question and its philosophical and practical implications. We will begin with ancient Greek and Roman debates about the dangerous power of rhetoric and poetry to stir emotions by engaging one’s imagination and memory. Next, we will turn to a host of medieval and early modern works (from philosophical and literary treatises to ars rhetorica and ars poetriae) that build from this ancient tradition as a means of taking seriously emotion and passion as sources for both art and ethics. Finally, we will end in the 20th and 21st centuries, where scholars of rhetoric, literature, and digital media argue with and against the work of philosophers and scientists—each seeking to explain the role emotion and affect play in the formation of self, the work of politics, and the experience of contemporary life. Course requirements will include class participation, short reading-based responses, a longer paper, and an op-ed designed for a public audience. Important Note on the Course: For decades, scholars from within rhetorical studies have critiqued the field for its narrow focus on white, European rhetorical traditions, a focus that frequently excludes or marginalizes the perspectives of non-white, non-male, non-US, and non-western scholars and theorists (Godfried Agyeman Asante, “#RhetoricSoWhite and US Centered,” 2019). This course takes seriously that critique and responds by expanding what we think of as "the" rhetorical tradition and including work on rhetoric, affect, and emotion by scholars from backgrounds and perspectives often overlooked by dominant approaches to rhetoric.
 ENGL 5830Introduction to World Religions, World Literatures
 Prayer and material culture across the English Reformation (this course meets with ENGL 8110)
19865 001SEM (3 Units)Open0 / 15 (0 / 15)Elizabeth FowlerTuTh 12:30pm - 1:45pmTBA
 This course meets with ENGL 8110, but students enrolled in it will have slightly different (and slightly fewer) assignments, in line with its role in introducing cross-disciplinary work in religion and literature. The course will focus on devotional practices and their instruments and supports: texts, objects, body techniques. The English Reformation provides a fascinating laboratory in which we can see a rapid transformation of devotional culture and see how it matters whether, for instance, a prayer or a poem concerns an altar or a table. Research and writing about the relation between words and other instruments (beads and badges, books, relics, candles, icons, furniture, architecture, and so forth). WRWL students: either 5830 or 8110 can count towards your requirement; choose according to your interests.
 ENGL 5831Proseminar in World Religions, World Literature
19866 001SEM (1 Units)Open0 / 15Elizabeth FowlerFr 2:00pm - 3:00pmTBA
 An ongoing 1-credit workshop open to all. See 'details' link left; write fowler@virginia.edu for more.
 This one-credit, pass/fail seminar meets most weeks for an hour (probably Fridays at 2) and brings together students from many departments and disciplines who are interested in the intersections between religions and literatures in their work. All are welcome, MAs and PhDs; our syllabus is student-driven and often invites guests from around the university, offers a place to present work (following our rule of fewer than 10 pages of reading a session), and is ongoing from semester to semester, giving a home to scholars who prize comparatism, lack of boundaries, and warm collegiality. Judaism, Islam, Christianity, Buddhism, French, Spanish, Arabic, English, more--it’s all in our purview. Meets together with RELG 5821, its Religious Studies counterpart. Write Elizabeth Fowler for more information: fowler@virginia.edu.
 ENGL 8110Medieval Transitions to the Renaissance
 The Art of Prayer: Lyric Theory and the Senses
18364 001Lecture (3 Units)Open0 / 15 (0 / 15)Elizabeth FowlerTuTh 12:30pm - 1:45pmTBA
 An investigation into the relation of lyric texts and material culture. Meets with ENGL 5830, but has somewhat different research and writing projects. The goal is to develop your facility with poems, poetics and lyric theory, with research into your choice among things like books, painting, icons, reliquaries, statues, tombs, furniture, landscape, or architecture, and with thought about language and objects over historical time. The sequence of exercises, pursued independently and collaboratively, is designed to help you draft an essay aimed at publication. We start with medieval books of hours, psalters, and prayers by the likes of William Herebert, John Lydgate, and the ubiquitous and probably female Anonymous. Then we enter the Reformation with the Book of Common Prayer and prayers by Mary Sidney, Edmund Spenser, John Donne, George Herbert, Richard Crashaw, and more. Concepts of linguistic temporality, habitus, speech act theory, syncretism, ductus, spatiality, presence, virtuality, and the history of the senses and emotions will be part of our toolbox. No need to know Latin or Middle English beforehand, but I hope you'll be open to acquiring a little.
 ENGL 8500Studies in English Literature
 Oceanic Connections
 Black Atlantic and Indian Ocean Histories
Website  18431 001SEM (3 Units)Open0 / 12Debjani GangulyTu 3:30pm - 6:00pmTBA
 The course will explore the emergence of the ‘oceanic’ as a powerful paradigm 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.
 ENGL 8520Studies in Renaissance Literature
 Afterlives of Epic.
19752 001SEM (3 Units)Open0 / 15 (0 / 15)James KinneyTuTh 9:30am - 10:45amTBA
 TR 09:30AM-10:45AM What becomes of the epic, especially (but not only) in Renaissance England? Where has it been, and where does it still have to go? Why does the most elevated of literary modes in traditional reckonings end up seeming passe or impossible to so many moderns? Works to be read include Homer's epics, The Aeneid, The Inferno, Paradise Lost, Robinson Crusoe, The Dunciad, and The Waste Land. Class requirements: lively participation including brief email responses, two shorter or one more substantial term paper, and a final exam.
 ENGL 8596Form and Theory of Poetry
 Thomas Jefferson for Poets
 Thomas Jefferson for Poets
12083 001SEM (3 Units)Permission0 / 14Kiki PetrosinoWe 2:00pm - 4:30pmTBA
 This is a course designed for MFA students. If room permits, MA and PhD students may apply for instructor permission. Before seeking permission on SIS, contact Prof. Kiki Petrosino (cmp2k@virginia.edu) for more information.
 The memory of Thomas Jefferson is everywhere in Charlottesville. His house. His words. His image. His University. What does it mean to live and write here, in the “Academical Village” he designed for the sons of wealthy planters? In this seminar, we’ll contemplate Thomas Jefferson as an occasion to study how we, as artists, connect place, space, and imagination. If the creative process, by definition, invites poets to forge new pathways of language, then what happens when we gather in a centuries-old place suffused with the spirit—and contradictions—of one Founding Father? Our approach to these questions will be multi-layered. Together we’ll explore a mix of contemporary literary works engaging aspects of Jefferson’s legacy, with particular attention to the contributions of women, indigenous peoples, and African Americans. We’ll begin by examining Jefferson’s own writings alongside contemporary historical analyses and commentary. We’ll also read craft texts and theory on documentary poetics, the practice of combining research and poetic composition. Coursework, including two field trips (one self-guided), will give students the opportunity to produce a research-based poetic text engaging themes inspired by the course material. Though this is a readings-based course, students should be prepared and willing to participate in writing exercises, to exchange works-in-progress, and to offer constructive critique.
 ENGL 8820Critical Methods
 How Should a Critic Be
18488 001Discussion (3 Units)Open0 / 15Emily OgdenMoWe 2:00pm - 3:15pmTBA
 How should a critic be? This course approaches the question of critical method in terms of ethos rather than in terms of technique. Our focus in considering the history of critical method from the twentieth century to the present will be on ethos, the characteristic spirit that governs practice and self-understanding for practitioners in a certain period or within a certain school of thought. Following historians of science Lorraine Daston and Peter Galison, the course assumes that we can learn a great deal about scholarly practice by looking at the various “regulative ideals” to which critics hold themselves. A focus on ethos directs us toward considering criticism as having intrinsic value for the communities that practice it (rather than instrumental value for “society” or “democracy”). It also can serve as an invitation to us to ask how we want to be, as critics, in the present and future. This course surveys critical methods from the twentieth century to the present, with a special though not exclusive focus on practitioners who identify themselves as “critics” and who are trained or work in English departments. It is not a practicum course; that is, you shouldn’t expect to emerge with a set of tips about how to produce critical writing. Instead, we could call it an interested history: we will consider the open question of how we should practice and who, as critics, we might decide we should be, in relation to the way fellow critics have answered these questions. We will likely read such critics as: T. S. Eliot, I. A. Richards, William K. Wimsatt, Zora Neale Hurston, Lionel Trilling, Hortense Spillers, D. A. Miller, Fredric Jameson, Stanley Cavell, Robert Reid-Pharr, Saidiya Hartman, Christina Sharpe, Merve Emre, Rachel Buurma, Laura Heffernan, and Toril Moi. Course members should expect a significant reading load and near-weekly short writing assignments.
Writing and Rhetoric
 ENWR 1510Writing and Critical Inquiry
 Writing about Identities
 Experiments in Learning
13522 068SEM (3 Units)Open 0 / 3Stephanie CerasoTuTh 11:00am - 12:15pmTBA
 How do humans learn? When and where does learning occur? Why are we better at learning some things than others? Is it possible to learn how to learn? What does it mean to really learn something? This seminar will serve as a collective inquiry into the experience of learning. We will be reading and writing about a range of topics related to learning, such as curiosity, motivation, failure, boredom, attention and distraction, uncertainty, and more. In addition, our own histories of and investments in learning will serve as key course texts. Rather than talking about learning in an abstract way, you will spend a lot of time examining your own formal and informal learning experiences. Play and experimentation are also core principles of this class. Alongside more traditional writing assignments, you will get to create a mini video documentary about learning something new and participate in various “learning experiments” throughout the semester.
 ENWR 3640Writing with Sound
14169 001WKS (3 Units)Open 0 / 16Stephanie CerasoTuTh 2:00pm - 3:15pmNew Cabell Hall 111
 This project-based course explores podcasting as a dynamic form of 21st century storytelling. Students will learn to script, design, edit, and produce a range of compelling audio compositions. In addition to reading about and practicing professional audio storytelling techniques (e.g. interviewing, writing for the ear, sound and music design), students will develop several original projects. No experience with digital audio editing is necessary. Beginners welcome!
French
 FREN 3030Phonetics
11776 001Lecture (3 Units)Open0 / 18Gladys SaundersTuTh 9:30am - 10:45amTBA
  FREN 3030 is an introductory course in French phonetics. It provides basic concepts in articulatory phonetics and phonological theory, and offers students techniques for improving their own pronunciation. The course will cover the physical characteristics of individual French sounds; the relationship between these sounds and their written representation (orthography); the rules governing the pronunciation of "standard French"; the most salient phonological features of selected French varieties; phonetic differences between French and English sounds; and to some extent, ‘la musique du français’, i.e., prosodic phenomena (le rythme, l’accent, l’intonation, la syllabation). Practical exercises in 'ear-training' (the perception of sounds) and 'phonetic transcription' (using IPA) are also essential components of this dynamic course. Pre-requisite: FREN 2020 (or equivalent). Course taught in French; counts for major/minor credit in French and Linguistics TR 9:30 am – 10:45 am (Saunders)
 FREN 3043The French-Speaking World III: Modernities
 Great Books
12735 001SEM (3 Units)Open 0 / 18Ari BlattTuTh 9:30am - 10:45amTBA
 Rather than focus on any single theme, movement, motif, or overarching problematic, this seminar will examine a few of the most admired and influential novels in the history of modern French literature. Special attention will be paid to the potential uses (and to the ultimate uselessness) of literature. How might reading fiction inform our understanding of the world and our place in it? Texts may include, but are certainly not limited to: Balzac’s tale of a young law student’s drive to make it in the big city in Le Père Goriot; Flaubert’s portrait of the original desperate housewife in Madame Bovary; Robbe-Grillet’s scandalously puzzling La jalousie ; Georges Perec's critique of consumer society in the 1960s (Les Choses); and Maylis de Kerangal's mesmerizing, polyphonic novel about a heart transplant (Réparer les vivants). We might also end our semester with an "extremely contemporary" novel published during the last year or two. Required work may include: active participation in class discussion, weekly ruminations on the readings posted to a forum on Collab, an oral presentation, and two analytical essays. Course conducted entirely in French. Prerequisite: FREN 3032.
 FREN 4560Advanced Topics in Nineteenth-Century Literature
 19th-century French Romanticism.
17713 001Lecture (3 Units)Open0 / 18Claire LyuMoWe 2:00pm - 3:15pmTBA
 Ce cours vous invite à explorer la triple quête – du moi, du bonheur, et de l’amour – dans laquelle s’engage la jeunesse romantique française de la première moitié du 19ème siècle où de nombreux facteurs culturels, sociaux, historiques, et politiques (y compris la tombée de Napoléon Ier) concourent à façonner une esthétique littéraire à la fois complexe et contradictoire. A travers une lecture approfondie de poèmes, nouvelle, roman, traité/ manifeste, nous examinerons la sensibilité, la passion, et la révolte qui animent les héros et les héroïnes romantiques pour interroger comment ils conçoivent le moi, vivent l’amour, et poursuivent le bonheur. Nous nous intéresserons à la manière dont le genre et la différence sexuelle se construisent dans l’univers romantique ainsi qu’à la manière dont le romantisme se libère du classicisme et prépare la modernité. Tout au long du semestre, nous essayerons de dégager la pertinence de la pensée et de l’expérience romantiques du passé pour notre époque contemporaine qui est tout aussi préoccupée par le moi (ou son image), le bonheur (ou le succès), et bien sûr, l’amour. Cours requis : Un cours sur la littérature, la culture, ou le cinéma français au-delà de FREN 3032 (ou l’accord de la professeure).
 FREN 4585Advanced Topics in Cultural Studies
 Love and Sex in the French Renaissance
 Love, Sex, Marriage, and Friendship in Renaissance France
17714 002Lecture (3 Units)Open0 / 18Gary FergusonTuTh 3:30pm - 4:45pmTBA
 If passions and emotions are part of human nature, the forms they take and the ways in which they are and can be expressed vary greatly over time and between cultures. How were love, sex, marriage, and friendship understood and lived in sixteenth-century France – in each case between members of the opposite sex and the same sex? How did they evolve in this pivotal period of transition between the Middle Ages and the modern world? How were they inflected by intellectual, social and cultural movements such as the Reformation, Humanism, developing notions of the individual, and ongoing debates about the nature of women? Through the study of a combination of contemporary texts and modern films, we will explore a fascinating culture, at once similar to and different from our own – one whose stories (like that of Romeo and Juliet) still speak to us today and with whose legacy we live and continue to grapple.
 FREN 4744The Occupation and After
17715 001SEM (3 Units)Open 0 / 18Ari BlattTuTh 11:00am - 12:15pmTBA
 While in 2014 the French spent a year commemorating the centenary of the start of the “Great War” (“la Der des Ders,” the so called “war to end all wars”), in the summer of 2015 the nation marked another important anniversary: namely, seventy years since the Liberation of Paris during World War II. The German occupation of France, which lasted from 1940 until 1945, was one of the most consequential periods in the nation’s history, one that left an indelible mark on the French national psyche that continues to rouse the country’s collective memory to this day. After an initial examination of the political and social conditions in France under the Nazi regime, this seminar proposes to explore the enduring legacy of those “Dark Years” by investigating how the complex (and traumatic) history of the Occupation has impacted French culture during the last half of the twentieth century and into the first decades of the twenty first. Discussions will focus on a variety of documentary and artistic sources—novels and films, mostly, though we will also explore photography and the graphic novel—that attest to what historians refer to as contemporary France’s collective “obsession” with the past. Readings and films may include (but are not limited to) work by Némirovsky, Vercors, Perec, Duras, Modiano, Salvayre, Daeninckx, Claudel, Sartre, Clouzot, Melville, Resnais, Ophüls, Berri, Malle, Chabrol, and Audiard. Course conducted in French. Prerequisite: At least one 3000-level FREN course above 3032.
German
 GERM 3230Contemporary German: Writing and Speaking
 Contemporary German: Writing and Speaking
Website  10513 001Lecture (3 Units)Open 0 / 15William McDonaldTuTh 2:00pm - 3:15pmTBA
 A new course offering an encounter with authentic German, as it is spoken and written in modern day contexts. The textbook is the Internet, from which students draw, then discuss current topics of individual choice, including world politics, environmental issues, and cultural events. Grammar review as needed. Cultures and Societies of the World’
 GERM 3510Topics in German Culture
 Screening Nature in German Film
 Natur im Film
13955 001SEM (3 Units)Open 0 / 18Paul DobrydenMoWe 3:30pm - 4:45pmTBA
 This course examines representations of nature and the environment in German cinema. Films claiming to represent nature raise foundational questions of history, philosophy, and aesthetics. What aspects of nature do films depict? What does it mean to ‘know’ nature through film and images? To whom do such films want to appeal and why, and how do they do so? And what is ‘nature’ in the first place? Films and discussion in German; readings in German and English.
 GERM 3559New Course in German
 Black German Literatures
18339 001SEM (3 Units)Open 0 / 18Julia GuttermanTuTh 12:30pm - 1:45pmTBA
 This course considers the diverse styles and genres of Black German literatures written since the 1980s, ranging from Afro-German poetry to autobiography and autofiction, essay and activist writing, and spoken word performance. We engage with questions about the Black experience in Germany, identity production, and Black German literature in the global context of the Black diaspora. Readings include May Ayim, Olivia Wenzel, Sharon Dodua Otoo, Ijoma Mangold, and Philipp Khabo Köpsell. All readings and discussions in German. Prerequisite GERM 3010 or instructor’s permission.
German in Translation
 GETR 3372German Jewish Culture and History
14441 001Lecture (3 Units)Open 0 / 60 (0 / 60)Gabriel Finder+1TuTh 3:30pm - 4:45pmTBA
 This course provides a wide-ranging exploration of the history and culture of German (-speaking) Jewry from 1750 to 1945 and beyond. It focuses especially on the Jewish response to modernity in Central Europe, a response that proved highly productive, giving rise to a range of lasting transformations in Jewish life in European politics, society and culture. Until the mid-eighteenth century, Jewish self-definition was relatively stable. From that point on, it became increasingly contingent and open-ended. Before the rise of Nazism in 1933, German Jewish life was characterized by a plethora of emerging possibilities. This course explores this vibrant and dynamic process of change and self-definition. It traces the emergence of new forms of Jewish experience, and it shows their unfolding in a series of lively and poignant dramas of tradition and transformation, division and integration, dreams and nightmares. The course seeks to grasp this world through the lenses of history and culture, and to explore the different ways in which these disciplines illuminate the past and provide potential insights into the present and future. In addition to Jews in Germany, the course will also explore developments in Jewish life in Austria and Switzerland. This course is intended to acquaint students with the study of German (-speaking) Jewish history and culture and assumes no prior training in the subject. Class meetings will combine lecture and discussion. Course requirements will include essays of varying length. Conscientious participation in class discussion is expected. Readings will be drawn from both primary and secondary literature. Represented in the primary reading will be central figures in the annals of German-speaking Jewry, including Gotthold Ephraim Lessing, Rahel Varnhagen, Heinrich Heine, Arthur Schnitzler, Gershom Scholem, Franz Kafka, and Ruth Klüger. This course fulfills the Second Writing Requirement.
 GETR 3390Nazi Germany
18405 100Lecture (3 Units)Open 0 / 60 (0 / 60)Manuela AchillesMoWe 10:00am - 10:50amTBA
 This course examines the historical origins, political structures, social dynamics, cultural practices, and genocidal crimes of the Nazi Third Reich. Requirements include regular attendance, two essays, and a final examination. No prerequisites.
 GETR 3462Neighbors and Enemies
18414 001Lecture (3 Units)Open 0 / 30 (0 / 30)Manuela AchillesMoWe 2:00pm - 3:15pmTBA
 A biblical injunction, first articulated in Leviticus and then elaborated in the Christian teachings, stipulates that one should love one’s neighbor as oneself. This course explores the friend/enemy nexus in German history, literature and culture. Of particular interest is the figure of the neighbor as both an imagined extension of the self, and as an object of fear or even hatred. We will examine the vulnerability and anxiety generated by Germany’s unstable and shifting territorial borders, as well as the role that fantasies of foreign infiltration played in defining German national identity. We will also investigate the racial and sexual politics manifested in Germany’s real or imagined encounters with various foreign “others.” Most importantly, this course will study the tensions in German history and culture between a chauvinist belief in German racial or cultural superiority and moments of genuine openness to strangers. In the concluding part of this course, we will consider the changing meanings of friendship and hospitality in a globalizing world. Requirements include regular attendance and three short essays. Fulfills the second writing and historical requirements. No examinations. No prerequisites.
 GETR 3464Medieval Stories of Love and Adventure
 Medieval Stories of Love and Adventure
Website  14190 001SEM (3 Units)Open 0 / 20William McDonaldTuTh 3:30pm - 4:45pmTBA
 An interactive course, involving reading, discussion, music, and art, that seeks, through selected stories of the medieval period, to shed light on institutions, themes, and customs. At the center is the Heroic Circle, a cycle with connections to folklore, the fairy tale, and Jungian psychology—all of which illuminate the human experience. Discover here the genesis of Arthurian film, Star Wars, Game of Thrones, and more. All texts on Collab. Second Writing Requirement Cultures and Societies of the World
 GETR 3559New Course in German in Translation
 Infectious: Narratives and Images of Contagion
18415 001SEM (3 Units)Open 0 / 30Paul DobrydenTuTh 2:00pm - 3:15pmTBA
 This course looks at the phenomenon of contagion in a variety of domains, from anthropology and aesthetics to literature and film. What role has contagion played in reflections on history and culture? How do stories and images of infectious disease intersect with constructions of class, race, gender, and sexuality? We will also discuss contagion as a metaphor for media themselves, from the printing press to the internet.
 GETR 3600Faust
18338 001Lecture (3 Units)Open 0 / 20Lorna MartensTuTh 11:00am - 12:15pmTBA
 Faust: the man who is so hungry for power, knowledge, and extraordinary experiences that he makes a deal with the devil to get what he wants. After enjoying an amazing life made possible by his allegiance with the supernatural (diabolical division), what happens to this overreacher? Does he go to Hell? After considering the origins of the legend, we’ll read Christopher Marlowe’s Tragical History of the Life and Death of Doctor Faustus and Goethe’s Faust, Parts I and II.
 GETR 3730Modern Poetry: Rilke, Valéry and Stevens
18336 001SEM (3 Units)Open 0 / 20Lorna MartensTuTh 2:00pm - 3:15pmTBA
 Rilke, Valéry, and Stevens Lorna Martens Studies in the poetry and prose of these three modernist poets, with emphasis on their theories of artistic creation. The original as well as a translation will be made available for Rilke's and Valéry's poetry. Their prose works will be read in English translation. Requirements: Three 6-7-page papers (one on each poet); participation in seminar discussion, including oral presentations on poems; final exam.
Global Studies-Global Studies
 GSGS 4559New Course in Global Studies
 Multiculturalism and Settler Colonialism
18870 001Lecture (3 Units)Open 0 / 15Helena ZeweriTu 3:30pm - 6:00pmTBA
  This seminar is a deep dive into the history of multiculturalism as a philosophy and a set of policies at the center of modern settler colonial nation-states. We will examine the double-edged sword of multiculturalism: how it has recognized difference and diversity yet continued to keep communities in place. How can we think about multiculturalism as part of settler colonial ideas of conquest, erasure, and the management of populations?
Global Studies-Security and Justice
 GSSJ 3559New Course in Global Security and Justice
 Refugee Mobilities, Border Zones, and Human Rights
18868 001Lecture (3 Units)Open 0 / 20Helena ZeweriTuTh 2:00pm - 3:15pmTBA
 What is the experience of being displaced and looking for a better life? When a refugee reaches their ‘final destination,’ what is their experience of arrival? How are the movements, journeys and pathways of refugees cause for concern for the nation-state? This interdisciplinary course examines the relationship between refugee journeys (mobility), the hardships they confront (vulnerability), and the places in which these take place (border zones).
 Gender, Race & Humanitarianism
18866 002Lecture (3 Units)Open 0 / 40Helena ZeweriTuTh 12:30pm - 1:45pmTBA
 This course examines the gendered and racialized aspects of humanitarian interventions and projects throughout the world. We will look at how the recipients of humanitarian aid are represented within organization literature, advocacy material, film, and within media coverage. What can an understanding of such gendered and racial biases tell us about humanitarianism’s stated commitment to neutrality and universality? What alternative possibilities exist for inclusive and equitable forms of humanitarianism today?
Global Studies-Environments and Sustainability
 GSVS 3559New Course in Global Environments and Sustainability
 Natural Resource Policy at Home and Abroad
18867 001Lecture (3 Units)Open0 / 40Spencer PhillipsMoWe 3:30pm - 4:45pmTBA
 In this course, students will survey the main currents of U.S. and international natural resource policy (air and water quality, endangered species protection, public land management, private land conservation, participation in international conventions), consider their origins in broader streams of conservation thought (utilitarian, romantic, progressive), and learn to evaluate and assess these policies using examples from current natural resource and environmental challenges (energy independence, biodiversity loss, recreational access, climate change). Students will also gain familiarity with the actors and processes by which environmental policy decisions are made (Congress, agencies, interest groups, appropriations, oversight, rulemaking, and environmental and related assessments). Principal assignments will be themed around “live”/current natural resource policy making. A Washington DC field tour (tentative) provides a chance to hear from environmental policy-makers, analysts and advocates. Instruction for the course will be primarily through discussion of reading assignments (Thoreau, Leopold, Carson, et al. but also legislation, CFR, Federal Register, and agency and public input into policy processes). Lecture will be used to present/emphasize key processes, analytical frameworks (e.g. environmental assessments and environmental impact statements) and how politics plays into policy.
 GSVS 4559New Course in Global Environments & Sustainability
 Sustainability Practicum & Evidence-Based Policy
 Sustainability Practicum & Evidence-Based Policy
18871 001Lecture (3 Units)Open0 / 30Spencer PhillipsTh 3:30pm - 6:00pmTBA
 Wendell Berry wrote: “A crowd whose discontent has risen no higher than the level of slogans is only a crowd. But a crowd that understands the reasons for its discontent and knows the remedies is a vital community, and it will have to be reckoned with.” In this course, we use “problem-based learning” to develop relevant facts and sound arguments surrounding local, national, and global sustainability challenges. We will work with live case studies in the U.S. and abroad, and follow the steps from problem formation, through model building, data collection, and qualitative and quantitative analysis, and finally on to technical and advocacy communications grounded in our facts.
History-European History
 HIEU 3390Nazi Germany
18247 100Lecture (3 Units)Open 0 / 54 (0 / 54)Manuela AchillesMoWe 10:00am - 10:50amTBA
 This course examines the historical origins, political structures, social dynamics, cultural practices, and genocidal crimes of the Nazi Third Reich. Requirements include regular attendance, two essays, and a final examination. No prerequisites.
 HIEU 3462Neighbors and Enemies in Germany
18534 001Lecture (3 Units)Open 0 / 27 (0 / 27)Manuela AchillesMoWe 2:00pm - 3:15pmTBA
 A biblical injunction, first articulated in Leviticus and then elaborated in the Christian teachings, stipulates that one should love one’s neighbor as oneself. This course explores the friend/enemy nexus in German history, literature and culture. Of particular interest is the figure of the neighbor as both an imagined extension of the self, and as an object of fear or even hatred. We will examine the vulnerability and anxiety generated by Germany’s unstable and shifting territorial borders, as well as the role that fantasies of foreign infiltration played in defining German national identity. We will also investigate the racial and sexual politics manifested in Germany’s real or imagined encounters with various foreign “others.” Most importantly, this course will study the tensions in German history and culture between a chauvinist belief in German racial or cultural superiority and moments of genuine openness to strangers. In the concluding part of this course, we will consider the changing meanings of friendship and hospitality in a globalizing world. Requirements include regular attendance and three short essays. Fulfills the second writing and historical requirements. No examinations. No prerequisites.
 HIEU 3501Introductory History Workshop
 Early Modern Bodies
 Early Modern Bodies from Plague to Pox
19453 001SEM (3 Units)Open 0 / 13Erin LambertMo 3:30pm - 6:00pmTBA
 See class details page for course description.
 Seminar provides an intro to sources and approaches to historical study. Content includes conceptions of body, health, disease c. 1450-1750, with attention to gender, race, colonialism, etc. How did people in the past understand bodies, health, and sickness? How can historians access topics for which written sources don't often provide direct evidence, such as sexuality? How can we study the body through different lenses: religious ritual, history of medicine, archaeology, etc? By asking these questions, we'll learn how historians think about their work, and students will develop research and writing skills that are essential for history majors.
History-United States History
 HIUS 3081History of the American Deaf Community
19831 001Lecture (3 Units)Open 0 / 20 (0 / 20)Christopher KrentzMoWe 3:30pm - 4:45pmTBA
 Examines the history of deaf people in the United States over the last three centuries, with particular attention to the emergence and evolution of a community of Deaf people who share a distinct sign language and culture. We will read both primary texts from specific periods (by writers like Laurent Clerc and Alexander Graham Bell) and secondary sources (such as Douglas Baynton's Forbidden Signs and Carol Padden and Tom Humphries’ Inside Deaf Culture). We will also view a few historical films. Among other topics, we will consider how hearing society has treated deaf people and the reasons for this treatment; how deaf people have explained and advocated for themselves; how the deaf community complicates our understanding of linguistic and ethnic minorities and of disabled people in the United States; the impact of technology; and what changing constructions of deafness reveal about the history of American culture in general. The class will be taught in spoken English with an interpreter and has no prerequisite, though a background in ASL or in History might be helpful.
Leadership and Public Policy - Substantive
 LPPS 2150Project 1st Gen+ @UVA
Website  17126 001SEM (3 Units)Permission0 / 20Paul MartinTuTh 2:00pm - 3:15pmTBA
 The class will operate as an applied policy lab, identifying problems and advocating for policy changes that will make UVA a place where First Generation and/or Low Income (FGLI) students thrive. A second goal for the class is to create a space where FGLI students and their allies feel comfortable talking candidly about their concerns and the issues they are dealing with. Casting sunshine on the experiences of FGLI students is itself a powerful policy tool.
 
 LPPS 3295Global Humanitarian Crises Response
19702 001Lecture (3 Units)Open0 / 200Kirsten GelsdorfTuTh 3:30pm - 4:45pmTBA
 Taught by a former United Nations official with two decades of experience working in humanitarian aid, this course will look at critical questions defining global humanitarian action and policy. The inability to deliver aid inside Syria, the growth of private sector involvement in humanitarian response, the challenges of providing accountability to affected populations, the complexity of addressing migration and refugee flows, are only some of the policy questions being faced in the humanitarian aid sector. Using historical and critical analysis and case studies; the foundations, dilemmas, and operational realities of providing humanitarian aid will be explored. This class will include practical and professional assignments, as well as guest lectures from other humanitarian responders and practitioners currently serving in crisis zones.
Media Studies
 MDST 3504Topics in Global Media
 Cinema, Politics, and Society in South Asia
17667 005SEM (3 Units)Open 0 / 30Sayan BanerjeeWe 2:00pm - 4:30pmTBA
 Students majoring in a discipline other than Media Studies should contact the instructor for permission to enroll in the course.
 This course will use a collection of assorted films to study the contours of politics and society in India, and greater South Asia, since Independence from colonial rule. The course will investigate important questions on economic development, inequality, ethnicity, conflict, terrorism, and political development in South Asia guided by critically celebrated films and supported by academic scholarship from multiple social science disciplines. Readings would span Communications/Media Studies, Political Science, Sociology, Economics, and relevant interdisciplinary fields.
Middle Eastern Studies
 MEST 3492The Afro-Arabs and Africans of the Middle East and North Africa
 Premodern Texts and Modern Contexts
19705 001Lecture (3 Units)Open 0 / 25 (0 / 25)Nizar HermesMo 5:00pm - 7:30pmTBA
 In the course of the semester, special attention will be given to significant moments in the history of Afro-Arab and Arab-African encounters. We will thus situate the texts studied in such contexts as the Zanj rebellion (869–883) in Iraq; the reign of Kāfūr of Egypt and the Levant; the Saharian Afro-Amazigh dynasties of North Africa and al-Andalus (Islamic Iberia) and their eleventh century invasion of the West African empire of Ghana; the sixteenth century Moroccan imperial forays into the Songhai realms and the invasion of Gao, Timbuktu and Djenné, the elite African army of the Afro-Arab sultan Mulāy Ismāʿīl of Morocco (r.672 to 1727),the great Swahili city-Sultanates of East Africa (Mogadishu, Kilwa, and Mombasa), the richly symbiotic Afro-Arab Swahili language and culture, and the pioneering 1846 abolition of slavery in the regency of Tunisia. Turning from Afro-Arabia to premodern America, the last four sessions of our class will examine the American experiences of Esteban the Moor (d.1539), the enslaved North African scout and translator; Bilali Muhammad(d.1857), the enslaved West African held on Sapelo Island of Georgia and author of Meditations, a diary and work on Islamic beliefs in Arabic hailed as the first text of American Muslim literature; Omar ibn Said (d.1864), the enslaved West African scholar who left to posterity the first American slave narrative composed in classical Arabic; and the first North African envoy to the USA Soliman Mellimelli, messenger of the Bey of Tunis to Thomas Jefferson(1805-1806). Together, these figures, their worlds, and the texts left in their wake promise to shed fresh comparative light on the premodern world and its complicated legacies.
Music
 MUSI 4545Computer Applications in Music
 Designing Audio Effect Plug
 Designing Audio Effect Plugins
13370 001Lecture (3 Units)Permission 0 / 15Luke DahlMoWe 3:00pm - 4:15pmTBA
 Audio effects are common and useful tools used in the recording, mixing, and mastering of music and sound, as well as in sound design. This course focuses on understanding, designing and implementing audio effects, and using them for musical projects. We will cover the signal processing involved in effects such as EQ, delay, chorus, flanger, reverb, distortion, and compression, and we will implement these effects as VST or AudioUnit plug-ins by programming in C/C++ and using the JUCE framework. We will emphasize the musical application of our designs, and as a final project students will create a unique new effect that addresses their own musical goals. In other words we will learn fundamental aspects of digital audio, how audio effects work, how all real-time audio processing works "under the hood", and we will design and build our own audio effects. Enrollment is by instructor permission. Students are expected to have experience using digital audio tools (for example as covered in Musi 2350 or Musi 3390), and to have an ongoing music-making or sound-based practice. Previous programming experience is _highly_ desirable.
Physics
 PHYS 1660Practical Computing for the Physical Sciences
Website  12206 001Lecture (1 Units)Open 0 / 18Bryan WrightMo 2:00pm - 2:50pmTBA
 This course, PHYS 1660, will give you a kit of skills and tools that will help you do great things even if you're not a mathematical prodigy. All you need is a little computing expertise. This course is designed for novice programmers: no programming experience is required! We'll teach you all the basic skills you need.
Website  12616 002Lecture (1 Units)Open 0 / 18Bryan WrightWe 3:00pm - 3:50pmTBA
 This course, PHYS 1660, will give you a kit of skills and tools that will help you do great things even if you're not a mathematical prodigy. All you need is a little computing expertise. This course is designed for novice programmers: no programming experience is required! We'll teach you all the basic skills you need.
Politics-Comparative Politics
 PLCP 4500Special Topics in Comparative Politics
 Nation-Building
18457 003SEM (3 Units)Open 0 / 15David WaldnerMo 4:30pm - 7:00pmTBA
 In this research seminar, we consider why American occupation-based, nation-building produced capitalist, liberal democracies in Germany and Japan, while in most other instances, including several cases in Latin America, the Philippines, Vietnam, Afghanistan, and Iraq, American nation-building fell far short of its goals. Readings include theories of nation-building and historical case studies. Following approximately 8-10 class sessions, students will write research papers (approximately 25-30 pages) in close consultation with the instructor.
Religion-Christianity
 RELC 3240Medieval Mysticism
18740 001Lecture (3 Units)Open 0 / 20Professor Kevin HartTuTh 9:30am - 10:45amTBA
 This course is also cross-listed with English as ENG 3515 ("Medieval Literature in Translation"), 18363
 This course introduces students to the flourishing of contemplative (or “mysticial”) writing from the twelfth to the fourteenth centuries. We will converge on The Cloud of Unknowing and Julian of Norwich’s Showings of Divine Love; but we will begin with the amazing treatise The Mystical Ark by Richard of St. Victor, which teaches its readers how to contemplate God in nature. Aquinas disapproved of the treatise, and we’ll find out why when we read his account of it in the Summa theologiæ. Is mysticism a matter of the mind or the heart or both? Is it directed solely to God or can one contemplate anything at all?
Sociology
 SOC 4559New Course in Sociology
 Politics of Data
18376 001SEM (3 Units)Open 0 / 20Teresa SullivanMoWe 4:00pm - 5:15pmTBA
 Statistical agencies are often pressured by political actors in terms of how they collect and report data. The integrity of public data is challenged with advocacy statistics and allegations of "junk science," "fake data," and "alternative facts." We will look at problems and attempted solutions for the U.S. Census, labor statistics, health statistics, and data on poverty and homelessness. Students will learn criteria for judging data quality and complete a term project.
Science, Technology, and Society
 STS 2500Science and Technology in Social and Global Context
 Ethical Analytics: Using Data for Social Good
16850 002Lecture (3 Units)Permission0 / 25 (0 / 25)co-taught by Caitlin Wylie and Gianluca GuadagniMoWe 2:00pm - 3:15pmTBA
 Experts rely on data analytics to inform decision-making about crucial social issues, such as education, employment, access to loans, healthcare, public safety, and reliable research. However, decision-makers tend to trust the outcomes of data analytics without understanding the complex, black-boxed methods that produced these outcomes, such as statistical models and machine-learning algorithms. This course uses case studies of the social implications of datasets to prepare you to 1) investigate techniques of data analytics to open the techniques’ black boxes and understand how they work in order to decide whether they are trustworthy and 2) ask questions about the ethical implications of these techniques and how we use them to shape each other’s lives in order to judge how to best perform ethical analytics.