NEWLY LISTED COURSE!!!! All the course readings are available online.
This course is designed to enable students to think critically about the relations between nationalism, race and racism. We will comparatively explore the recent rise of popular nationalism, xenophobia, racialization and hostility toward the immigrants and minorities in the contexts of USA, Europe and the Middle East. Drawing on contemporary and historical examples, we will examine how racism and nationalism are linked to colonialism, Islamophobia, religious conflict, capitalism and economic migration. Students will learn about the specificities of old-fashioned, color-blind and new racisms in the USA and Europe through the course readings, documentary films and a field trip. The course has no specific prerequisites. No prior anthropology courses needed.
This seminar explores how human rights have been constructed across transnational, imperial, national, and local spaces in a variety of idioms. Students will be exposed to their contested histories and limits. We explore the history, philosophy, and practice of human rights through the anthropological lens. This class engages students in the study of a variety of primary and secondary sources with readings drawn from political philosophy, legal texts, and historical and anthropological analysis. We explore the key arguments justifying Human Rights, debates around its meaning and efficacy, and the ways in which it has been mobilized to make interventions in the modern world.
ANTH 3590
Social and Cultural Anthropology
TBD
Cross Listed as GSVS 3110: Sustainable Communities
VIDEO INTRO TO THE CLASS:
https://virginia.zoom.us/rec/share/F-g2wJpnz19-jlVWhL3h2PvaVXSadGG8z4NJX624UKdGIVcvGoq39fF7TOz3kR6p.o7nCMYlgeQfF0ir7
Passcode: yiWa@@9E
*What type of student would absolutely love your class?
Anyone interested in: 1) learning more about different conceptions of how to build sustainable communities from around the globe; 2) participating in building knowledge and potential solutions for my community partners (who are in Cairo, Egypt); or 3) doing hands-on experiments.
*What does Morven provide that takes your class to the next level?
Hosting this class at Morven will allow us to mix traditional class formats (e.g. readings/discussions and guest lectures) with hands-on activities (e.g. trying out DIY upcycling items and water purifiers ) and nontraditional class structures (e.g. walking seminars).
This innovative community engaged course focuses upon the Black Aesthetic in the history of American performing arts. All students will explore the legacy of the Jefferson School in the formation of a local African-American arts community, yesterday, today, and in the future. Leslie Scott-Jones, Curator of Learning, Engagement and Public Programs at the Jefferson School African-American Heritage Center, will offer weekly interventions, supplying students with a deep understanding of the rhetorical modes of creation appropriate to the Black Aesthetic, best research practices in this arena, and enable students to nuance Black theatrical practice through local, biographical and dramaturgical lenses. Complementary daily course instruction critically examines the history of Vaudeville, the Theatre Owners Booking Association (TOBA), and African-American contributions to dance in America with a focus upon the instructor’s specialty, tap dancing from its beginnings to Bill “Bojangles” Robinson, the Copasetics, the American Tap Dance Foundation, Gregory Hines, Savion Glover, Dorrance Dance, and the Syncopated Ladies. Research projects are conducted in conjunction with the Jefferson School, resulting in archival work on the Jefferson School Dramatic Club, a thorough exploration of Alice Childress’ oeuvre, or dramaturgical preparation for a production of King Hedley II by August Wilson.
The primary tool associated with project planning is the schedule. Therefore, this course focuses on teaching theoretical concepts and practical techniques for scheduling and controlling construction/engineering projects. The course will provide you with the ability to prepare a comprehensive schedule for a project, including bar charts, network diagrams, resource profiles, and an earned value analysis. You will learn manual and computer-based approaches – 2 for 1!
This course satisfies the Second Writing Requirement. Please contact John Casteen, jtc7y@virginia.edu, with any questions.
This course acquaints students with the contemporary essay’s origins in the history of the genre, formal considerations, conventions, and experiments, and expressive and interpretive potential. The essay’s elasticity, inclusiveness, and breadth set it apart from other genres; it allows fiction’s narrative arc to mingle with poetry’s associative reasoning. We’ll read a variety of living authors, focusing on aspects of narrative and discursive balance, locus of meaning, and allegiance to or departure from the concepts of nonfiction and fact. In written work, students will explore the relationship between writer, subject matter, and reader; credibility and authority to speak; and the nature of claims based on evidence and first-hand personal experience. The course readings generally begin with more topically oriented writing driven by research that de-emphasize the narrative first person, moving through the semester toward more abstract, personal, or formally inventive examples of new work.
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, 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 attempt to trace the rise of Romantic aesthetics as a key chapter in history of modern literary expression. Works by Blake, Wordsworth, Coleridge, Mary and Percy Shelley, Keats, Byron, and more. FULFILLS THE 1700-1900 REQUIREMENT FOR THE ENGLISH MAJOR
The course’s theme will focus particularly upon the critical discussion of diversity and representation within texts consumed by younger readers. We will focus on narratives from marginalized voices (primarily racial and ethnic minorities and LGBTQ+ writers and content) and probably read a lot from banned book lists (which means we will probably delve into more intense and "adult" material than you expect from YA content. This isn't a Twilight, Hunger Games or Divergent class. Many of these works are being or have been pulled from high school libraries at one time or another. I'll provide any appropriate warnings as needed, but you can expect to be challenged by the material.
This course will survey and explore a range of literature from the 20th and 21st centuries written for or marketed to an adolescent audience. Readings will consist of short stories and novel-length works from multiple genres which will be contextualized within literary history and by critical scholarship.
The central idea of the course is that combining walking and writing practices can enable unique and deep connections to the natural world and, thus, can be the basis for more responsible environmental relations. We'll construe "walking" fairly broadly (especially as a means of resisting an ableist framework) as a way of paying attention to the real, embodied knowledge that emerges in contact with nature, and we'll consider how walking itself establishes a mode of active engagement rather than passive or distant approaches that too often keep us from seeing the environment in all its richness.
Students can expect to read primary texts from the long tradition of environmental writers focusing on walking (authors like Thoreau and Rebecca Solnit and UVa's own Brian Teare) as well as some very interesting theory regarding environmental walking as a critical intellectual practice, they can expect to get much experience in the composition of different types of writing integral to paying attention to nature specifically, and they can expect to compose at least one larger writing project that grows out of one or more of the small exercises. We'll have much time to discuss course materials in the context of developing a repertoire of writing methods and compositional choices, and students will be reading and responding to each other to cultivate a community of writers in a workshop environment.
While this course is offered online -- what might seem counterintuitive for a class so focused on direct contact with nature -- it affords unique opportunities for students to engage from different locations, report on those diverse experiences, and collaborate in a way that builds a wide-ranging environmental sensibility.
This course satisfies the Second Writing Requirement.
Technical communication is the bridge between science/technology and larger audiences. Clear, readable, and adaptive methods of communication and writing are necessary to share information and ideas across disciplines, expertise, and between academia and the public.This course will explore technical communication through writing, computer generated graphic aids, as well as oral presentations and collaboration. Students will practice writing as a process adaptable to any rhetorical situation. Students will practice common genres in technical communication and will learn the essential rhetorical and persuasive strategies utilized in relaying information in these formats.
Why is everyone suddenly going to Portugal? Why do we travel? What is the difference between a traveler and a tourist? Using different types of writing, including journal entries, forum posts, peer reviews, and formal papers, we will explore the world of travel writing. Since we all write best about subjects and ideas we are passionate about, we will work together to generate interesting questions about the role of travel in our culture, as well as about specific books and essays. We will also investigate the world of tourism and consider the many ethical issues that arise in the exploration of our modern world. Throughout the course, we will ponder questions like:
• What is the relationship between travel writer, reader, and inhabitant?
• How can we use writing to navigate the relationship between writer, reader, inhabitant, and place?
• What is the role of “outsider” in travel writing?
• How does travel writing encourage us to see ourselves differently?
• How can we use the very best of travel writing—the sense of discovery, voice, narrative suspense—in other forms of writing, including academic essays?
• Can travel writing evoke political and social change?
As the summer semester unfolds, I hope we will revise and refine our views, paying close attention to how we put words together to write powerfully and engagingly about travel.
This class will be FULLY REMOTE for the duration of the course timeline.
Explores the theory of Geographic Information Systems (GIS) and their applications in a range of disciplines using various GIS software packages. Example applications are from physical and social sciences. For students interested in immediate applications of GIS in their work. Experience with word processing, file managers, and other computing skills is essential. Prerequisite: The equivalent of the College natural science/mathematics and social science area requirements.
This class will consist of daily lectures with open laboratory hours during the latter portion of class for questions. Students will be graded on the submission of assignments, potential quizzes, and a final project (groups: undergraduates, individual: graduate students).
Some classes may be recorded and released for students viewing at their own discretion, while the majority of classes are expected to be held in live time via Zoom. Students must have reliable access to an electronic device capable of running Remote Apps or ArcGIS Pro.
EVSC 5020
Introduction to Geographic Information Systems (GIS)
This class will be FULLY REMOTE for the duration of the course timeline.
Explores the theory of Geographic Information Systems (GIS) and their applications in a range of disciplines using various GIS software packages. Example applications are from physical and social sciences. For students interested in immediate applications of GIS in their work. Experience with word processing, file managers, and other computing skills is essential. Prerequisite: The equivalent of the College natural science/mathematics and social science area requirements.
This class will consist of daily lectures with open laboratory hours during the latter portion of class for questions. Students will be graded on the submission of assignments, potential quizzes, and a final project (groups: undergraduates, individual: graduate students).
Some classes may be recorded and released for students viewing at their own discretion, while the majority of classes are expected to be held in live time via Zoom. Students must have reliable access to an electronic device capable of running Remote Apps or ArcGIS Pro.
VIDEO INTRO TO THE CLASS:
https://virginia.zoom.us/rec/share/F-g2wJpnz19-jlVWhL3h2PvaVXSadGG8z4NJX624UKdGIVcvGoq39fF7TOz3kR6p.o7nCMYlgeQfF0ir7
Passcode: yiWa@@9E
*What type of student would absolutely love your class?
Anyone interested in: 1) learning more about different conceptions of how to build sustainable communities from around the globe; 2) participating in building knowledge and potential solutions for my community partners (who are in Cairo, Egypt); or 3) doing hands-on experiments.
*What does Morven provide that takes your class to the next level?
Hosting this class at Morven will allow us to mix traditional class formats (e.g. readings/discussions and guest lectures) with hands-on activities (e.g. trying out DIY upcycling items and water purifiers ) and nontraditional class structures (e.g. walking seminars).
This workshop introduces students to map history research as well as digital humanities methods using GIS software tools. The focus of our work will be examining maps in the Seymour I. Schwartz Collection of North American Maps, 1500-1800 at UVA's Small Special Collections Library. Students will research maps in the collection and produce interactive websites on the ArcGIS Storymaps platform that illustrate their findings. We will discuss history of cartography scholarship, work with original materials in Special Collections, and learn about visualization practices and methods. There are no required books for this course, and no prior ArcGIS experience is expected or required.
Music
MUSI 2350
Technosonics: Digital Music and Sound Art Composition
While we will discuss the historical and theoretical developments of the field, most of the course will be geared towards giving you hands-on, practical experience making music using algorithms and other digital tools.
We will focus on the U.S. music industry after the 1970s. How has the market philosophy of neoliberalism transformed music? Can relationships to music go deeper than mere consumption? We will consider disco, hip hop, and alternative rock, censorship and regulation, advertising and mood management. A course for anyone who loves music and wants to think about how their relationship to it is framed by - and exceeds - the rationality of the market.
We will focus on the U.S. music industry after the 1970s. How has the market philosophy of neoliberalism transformed music? Can relationships to music go deeper than mere consumption? We will consider disco, hip hop, and alternative rock, censorship and regulation, advertising and mood management. A course for anyone who loves music and wants to think about how their relationship to it is framed by - and exceeds - the rationality of the market.
This will be a zero-cost course materials course. There will be no assigned text-book. All readings (papers, chapters, podcasts, etc.) will be made available through Canvas.
This course is designed as an undergraduate introduction to the study of international political economy (IPE). IPE is the subfield of political science concerned with the interaction of economics and politics at the international level: how politics shape international economics, and vice versa. The main substantive focus of the course will be on the political consequences of international trade, foreign direct investment, and international migration. The main geographic focus will be the United States, although examples will be drawn from across the world.
This course explores William Shakespeare’s political writings and what they reveal about our contemporary normative assumptions about politics. What do his plays tell us about central themes in political theory/philosophy like the nature of the state, sovereignty, nationalism, tyranny, revolution, and justice? And what do these things teach us about the grounds of – and limits to – authority, freedom, and human life?
This course will be offered asynchronously.
The textbook for the course is "The Lean Six Sigma Pocket Toolbook" by George, Rowlands, Price, and Maxey (~$18 on Amazon)
This course covers an introduction to Lean enterprise and Six Sigma, and will introduce students to various process improvement tools and techniques. These tools/techniques include (but are not limited to) DMAIC (Define, Measure, Analyze, Improve, and Control), value stream mapping, process mapping, gage R&R, data analysis, multivari-analysis, design of experiments, statistical process control, and process capability analysis. Through this course, students will gain enough proficiency to apply these tools, techniques, and methodologies to real-world situations.
Upon completion of this course, students should be able to:
• Recognize key attributes of a successful Six Sigma program
• Understand the fundamentals of DMAIC methodology
• Learn and be able to utilize Six Sigma problem-solving tools and techniques
• Learn the lean concept and utilize pertinent Lean tools
• Understand the need for advanced methodologies
Ultimately, this course should prepare students for Green Belt certification (if they choose to pursue it).
This course does not have official prereqs, but working knowledge of Statistics will be beneficial. The course will be offered asynchronously with lecture materials, assigned readings, etc. posted early so students can get ahead to better balance their schedules.
Expand All
ANTH 2250
MoTuWeThFr 10:30am - 12:45pm
MoTuWeThFr 10:30am - 12:45pm
TBA
TBA
-