| | 01 | -T----- | 3:00P-3:50P | TBA | Delarazan | Paper/Project/Take Home | 15 | 14 | 0 | | |
| 02 | --W---- | 9:00A-9:50A | TBA | Shearon | Paper/Project/Take Home | 15 | 0 | 0 | | |
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| | 01 | --W---- | 3:00P-3:50P | TBA | Kohlman | Paper/Project/Take Home | 40 | 31 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Gao-Miles | Paper | 0 | 18 | 0 | | |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Eikmann | Paper/Project/Take Home | 0 | 15 | 0 | | Desc: | Enrollment in this course is restricted to students enrolled in Fall 2024 Ampersand: American Stories |
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| Waits Not Allowed |
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| | Description: | Mindfulness is a term that is becoming increasingly used in popular culture to refer to a set of skills associated with increased attentional focus, successful stress-management, and improved health, sleep, and emotional well-being. This course will expose students to the various facets of mindfulness from both an applied and scientific perspective, by teaching mindfulness skills through a set of easy-to-learn practices and exercises, and by surveying of empirical research regarding mindfulness effects on cognition, emotion, brain function, and health. The goal of the seminar will be to provide practical skills that can contribute to personal development, emotional well-being, and academic success, while also developing critical thinking skills in learning how to read and evaluate primary scientific literature on mindfulness. Open to First-year students only. |
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| | Description: | Environmental inequalities threaten the health and well-being of low-income communities and communities of color who are increasingly on the frontlines in the fight against climate change, air and water pollution, food security, and many other urgent environmental problems. Like many urban areas, the St. Louis region faces egregious social, environmental and health disparities. In this course, we critically examine the role of racism and other structural policy inequalities that produce unequal environments and how those unequal environments contribute to public health disparities in St. Louis and beyond. We explore the use of public health data, policy options, and case studies that allow for evidence-based solutions to environmental racism and improved population health. This course that combines small group sessions, case studies and speakers working on environmental justice in the St. Louis region. We provide students with interdisciplinary perspectives and methods, challenging them to address racism and environmental policy through a population health lens. Student learning will be assessed through case studies, reflections, online assignments, and exams. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Krummenacher, Hobson | Paper/Project/Take Home | 75 | 15 | 0 | | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be unenrolled from this course. |
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| | Description: | Black holes are the Universe's most extreme objects: they are so massive and compact that gravity bends space and time into a knot. The signature property of a black hole is that your can get in, but not out. In this second semesterr, we discuss what is currently known about black holes, starting from Einstein's theories about space, time, and gravity, through the first observational evidence for black holes, to the latest images of the shadows cast by black holes taken with the largest telescopes on earth. This class is designed to bend your mind when figuring out why clocks run slower when approaching the edge of a black hole, what could be at the center of a black hole or even at the other side. At the same time, we will discuss the inner workings of the most advanced telescopes that astronomers have developed to study black holes, and the strategies astronomers employ to develop ever more sensitive instruments. Also expect a fair bit of astronomy in this class,when we discuss how black holes form, when and how they grow, and which roles they play in cosmic eco-systems such as the Milky Way Galaxy.The course will function as the second part of a new Ampersand Program, "Gateway Expeditions into Exoplanets and Black Holes". There is no prerequisite for taking this course. This course is only for first-year students admitted to the Ampersand Program. |
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| | 01 | -T-R--- | 4:00P-5:20P | McDonnell / 361 | Krawczynski | May 7 2025 6:00PM - 8:00PM | 0 | 16 | 0 | | |
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| | Description: | This course is a continuation of L81 1200. Where do modern people spend almost a third of their life? Their beds! In addition to facilitating sleep and relaxation and its association with marriage and sexuality, the bed also is the centerpiece and likely the most expensive item of furniture item in the bedroom. Across cultures, from medieval Europe to imperial China, beds served as tokens of status that marked families' success and material wealth in increasingly commercialized and stratified societies. In the modern era, beds have drawn scrutiny from sociologists, sexologists, and social critics interested in questions of gender, family, and sexuality. A historical bed might also capture other meanings: its pathways through production, circulation, and consumption might illuminate global trading networks in lumber, labor, and finished commodities. It might reveal (or allow people to imagine) the transmission of craft knowledge, family formation, wealth accumulation (or dissipation), and social mobility. With these possibilities in mind, students will investigate and restore an antique Chinese wedding bed. Work will combine digital tools with humanistic research methods to facilitate a cultural history that engage questions of intimacy, nuptials, curation and conservation, and global trade and cultural exchanges. Prerequisite: first-year, non-transfer students only. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Ma, Sangrey, Ferreira | Paper/Project/Take Home | 0 | 9 | 0 | | |
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| | 01 | -T----- | 1:00P-3:50P | Schnuck Pav / 202 | Martin, Rectenwald | No Final | 0 | 11 | 0 | | Desc: | Enrollment limited to the current Pathfinders in FL23
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Kinney | No Final | 0 | 24 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | Description: | Cancer is poised to overtake heart disease as the number one cause of death in the United States and represents a significant burden to the U.S. health system. As such, a deeper understanding of the underlying biology of human cancers and their treatment modalities will be important for those pursuing a future in the health sciences. In this interactive 2nd-semester course, we continue our exploration of the "hallmarks of cancer," emphasizing the dysfunction of essential biological processes like cell proliferation, programmed cell death, energy metabolism, and immune surveillance. Classical diagnosis and treatment methods are compared with newer strategies, such as targeted and immune therapies. Finally, the growing role of personalized medicine and "omics" technologies in tumor classification, patient prognosis, and therapy are discussed. The course is a mix of lectures, student-led discussions/presentations, and activities. Lectures provide an overview of each topic, while activities and discussions of cutting-edge oncology topics in the news and primary literature familiarize students with current trends in cancer research/treatment as well as enhance reading and critical analysis skills. Students choose a specific type of cancer for further study and near the end of the semester prepare a presentation to the class on its molecular and cellular etiology, epidemiology, pathology, diagnosis, and current/future treatment options.
Prerequisite: Completion of "The Biology of Cancer, Part I" (BIOL 144); enrollment is limited to students in the "Hallmarks of Cancer & Patient Care" program.
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| | 01 | -T-R--- | 2:30P-4:20P | Simon / 018 | Smith | May 7 2025 3:30PM - 5:30PM | 0 | 21 | 0 | | |
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| | Description: | This workshop, which is restricted to and required of participants in the Global Citizenship Program, is a continuation of the Fall L61 FYP 1503 workshop. The spring GCP Workshop is praxis-oriented and asks students to apply and further reflect on the concepts learned during the Fall. This year, we will collaborate with youth from the International Institute on a storytelling project focused on our relationship to global citizenship. This project aims to build relationships and foster a sense of community through shared narratives and diverse perspectives. Additionally, students are encouraged to volunteer in the community. Each workshop session will provide a space for collective sharing about our experiences in the community and offer tools for meaningful engagement, social change, community building, and collective care. Towards the end of this journey, students will have gained important frameworks to understand the global and its relationship to our local realities, meaningful life experiences collaborating across differences, and powerful tools for future community engagement. A trip at the end of the semester, after exams, will provide further opportunities for hands-on learning and interaction with organizations and people involved in the themes of the course. |
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| | 01 | -T----- | 4:00P-5:50P | TBA | Viteri | No Final | 0 | 18 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Green, GSell | No Final | 0 | 17 | 1 | | |
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| | Description: | In this course, we'll learn about the artform of comics. For a long time, many people would not use the word "art" in that sentence, but such people confuse the form of comics, which is a way to communicate, with individual pieces of content, which can range in quality. What are comics, then? To start defining them, we'll have to separate them from comic books, and look at their long, worldwide history. We'll ask if Mayan picture panels count as comics (maybe). We'll ask the same question about Egyptian hieroglyphs (no) and William Hogarth prints (probably). What's the difference between comics and comic books? Why do the Mayan pictures count but not the Egyptian ones? Who was William Hogarth? Take this class and find out! Once we've established what comics are, we can analyze how they work, which is the major content of the class. We'll see how comics make sense by relying on our most fundamental perceptions, like how we experience time, process empathy, and organize visual information. We'll see these rules at work in a handful of historically remote (read: old) comics, before we quickly jump to the early-twentieth century and the advent of the funny pages. From there, we'll move on to comic books, and while we'll spend some time on superheroes from various eras, we'll see that comic books aren't all superpowers and spandex (not that there's anything wrong with that!). They're also a useful form for memoir and storytelling about race, sexuality, politics, and everyday life. The course textbook will be Scott McCloud's Understanding Comics. Additional primary texts may include but are not limited to: George Herriman's Krazy Kat, Jerry Siegel and Joe Shuster's Superman, Alan Moore's Miracleman, Neil Gaiman's Sandman, Alison Bechdel's Fun Home, Marjan Satrapi's Persepolis, and Chuck Brown's Bitter Root. Course is for first-year, non-transfer students only. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | O'Bryan | No Final | 15 | 15 | 1 | | |
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| | Description: | With the rise of "Bookstagrammers" and Tik Tok's "Book Girlies," today binge reading is often seen as a badge of honor, identifying only the most dedicated and passionate of readers. This, however, was not always the case. Such voracious reading was once considered a dangerous form of consumption, leading to addiction, contagion, and corruption - especially for female readers. This course will trace a history of such infectious reading, beginning in the eighteenth century, and investigate why some of the past's most pathologized novels were also named its most feminine ones. We will explore what makes a novel addictive, why women were believed so susceptible to these novels' influence, and what stories of repression and resistance may be hiding behind women's literary "guilty pleasures." In doing so, we will reflect on the act of reading itself, exploring different ways for critically engaging with a text and asking how reading continues to inform our understanding of gender in the modern day. We will read works by Richard B. Sheridan, Anne Radcliffe, Jane Austen, Mary Elizabeth Braddon, John Ruskin, and Margaret Oliphant as well as works by contemporary feminist and affect theorists such as Rita Felski, Tara MacDonald, Sianne Ngai, and Sara Ahmed to better understand how the long 19th century's novel debates continues to inform how we read and relate to novels in our own lives. Each unit of this course will be centered around a different genre that has historically been maligned for its dangerous influence over women, including the sentimental romance, gothic fiction, and sensation fiction. In the final unit, we will look at contemporary forms of obsessive reading, such as the rise of fandom culture. This course is for first-year, non-transfer students only. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Clayton | No Final | 15 | 15 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Harrison | Paper/Project/Take Home | 0 | 18 | 1 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Boumgarden, Van Engen | Paper/Project/Take Home | 75 | 38 | 0 | | Desc: | This course is for first year (non-transfer) students only. Students who are not first year students will be unenrolled from this course. |
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| | Description: | In this course, we seek to answer that question by showing how chemistry is a thread that runs through many disciplines, including biology, physics, astronomy, geology, medicine and environmental science. We will learn about the many types of chemistry-oriented research that are conducted at WashU, along with presentations by several chemists who have gone on to use their chemistry degree in industry or in other adjacent fields. This is a terrific way to gain exposure about how to prepare your own academic pathway through many diverse fields, through using chemistry as a platform.
In this first year opportunity seminar style course, we rely on active dialogue in the classroom, through questions and discussion. You can expect to learn about science communication tools and gain some practice with translating difficult science concepts to a broader audience. This will include short written assignments, but also can include graphical depictions of information and data (tools that may be understood well for science outreach or for professional uses of social media.) |
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| | 01 | M------ | 4:00P-5:20P | TBA | Hayes | No Final | 25 | 6 | 0 | | |
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| | 01 | M-W---- | 5:00P-6:20P | TBA | Parsons | Paper/Project/Take Home | 15 | 7 | 0 | | Desc: | Course will be offered MW 5:00-6:20pm. |
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| | A | ---R--- | 1:00P-2:50P | McDonnell / 362 | Hafer, Shaffer | No Final | 25 | 21 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course offers a critical survey of Western political thought from the 16th century onward, focusing on the modern notion of "politics" that first and foremost designates the relationship between the nation state and its subjects, social individuals. What is the state and how does the state structure social life? How does it legitimize its power? And finally, what does philosophy offer us in terms of critiques of and alternatives to the bourgeois nation state? To answer these questions, we will read a number of important texts by political theorists and critical social theorists such as Thomas Hobbes, John Locke, G.W.F. Hegel, Karl Marx, W.E.B Du Bois, Rosa Luxemburg, and Angela Davis. Our discussion will focus on topics such as ideology, state and violence; labor, property and freedom; and finally, the entanglement of race, class, and gender. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Gais | Paper/Project/Take Home | 19 | 19 | 11 | | |
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| | Description: | Pakistan is the second largest Muslim nation and the sixth most populous country in the world. First imagined as an anti-majoritarian and anti-imperial idea, the nation came to be split between East and West Pakistan, with a hostile Indian nation dividing the country. The subsequent emergence of Bangladesh, from within, exposed the complexities of US imperial and Indian power, colonialism, identity, ethnicity, race, nationalism and repression. More recently, the War on Terror has once again exploited the ethnic and cultural conflicts produced by world histories of power and resistance.
The events of the past two hundred years have undoubtedly and violently exacerbated the politicization of social and cultural identities. This course situates Pakistan in the context of pre-colonial social formations, British colonialism, internal colonialism, US imperialism, the Cold War, Soviet interests, Indian regional hegemony and then turns to the powerful and diverse struggles launched by its own citizens against these external forces. How did successive empires construct and politicize social identities, and how did people contest and adapt these? How did caste, gender, race and religion shape empire and anti-imperial histories?
Our sources will be historical, ethnographic, and literary. We will cover topics such as colonial fantasies, decolonization, the political uses of social categories of tribe, caste, language and gender, the political economy of militarism, terrorism, 'development', activism, diasporic formations, poetry, music and art. The course will deepen our collective understanding of a critical series of developments in world history. Just as crucially, we will build a framework within which to address the stereotypes about Pakistan that dominate popular and media discourses today.
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| | 01 | -T----- | 3:00P-5:50P | TBA | Chandra | Paper/Project/Take Home | 15 | 14 | 0 | | |
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| | Description: | Villainous figures such as pirates, bandits, rebels, and terrorists have easily jumped from the historical record into the broader cultural imaginary. But what, beyond their disdain for the law, do they have in common? This course will survey several outsider archetypes across 19th- and 20th-century Europe and its empires. We will ask: what does it mean to be "outside" of the community, and which mechanisms and spaces have historically produced and maintained this exclusion? With particular attention to the history of European imperialism, we will analyze how images of outcasts and outlaws have been shaped by perceptions of gender, race, and class, and how they have produced distinct forms of management and policing. For the final project, students will create biographical pages for a select number of European outcasts on Wikipedia. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Schult | Paper/Project/Take Home | 15 | 12 | 0 | | |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Wilson | Paper/Project/Take Home | 0 | 20 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Tarbouni | Paper/Project/Take Home | 0 | 23 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | Description: | This course traces the development in Italy of what we know as the modern museum. Unfolding chronologically from the Renaissance to the current day, the course will examine the origins and rise of art, natural history, science, and national museums across the peninsula from Rome to Venice, Florence to Naples. We will study the establishment of the early public art museums epitomized by the Vatican Museums, the Uffizi Gallery, and the Capitoline Museums. We will examine the impact on national and cultural identity of Fascist propaganda museums instituted under Mussolini's regime, and we will conclude with an examination of extraordinary new museums in Italy, such as the interactive MUSME (Museum of Medicine) in Padua, and the MEIS (National Italian Judaism and Shoah Museum) in Ferrara. Art Curators, and Museum directors will visit our course. Taught in English. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Messbarger | No Final | 15 | 15 | 2 | | |
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| | Description: | This course will explore the intersection of literature and culture in Ireland from the establishment of the Fianna Fail government of de Valera in the 1930s, through the lean years of the 40s-70s, to the economic boom of the Celtic Tiger in the 1990s and beyond. To appreciate this small nation's rocky road to a successful entrance into the European Union, economic security and national confidence, we will closely read how Ireland's rich and diverse literature casts a cold but feeling eye on its hard-earned independence and fraught nationalism. For the fiction, poetry, and drama of Ireland not only mirrors but often moves the story of this nation's growth and transformation over the decades of economic, social, and political strife. Writers to be studied will include Kate O'Brien, Samuel Beckett, Edna O'Brien, Seamus Heaney, Eavan Boland, Eiléan Ní Chuilleanáin, Brian Friel, William Trevor, John McGahern, Nuala Ní Dhomhnaill, Sebastian Barry, Colm Tóibín, Marina Carr, and Conor Mc Pherson. The Ampersand Ireland trip will take place in May 2025, after final exams. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Finneran, Killen | May 7 2025 3:30PM - 5:30PM | 12 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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As the Holocaust recedes into the historical past, our knowledge of the event becomes increasingly dominated by literary and cinematic representations of it. This course focuses on such depictions of the Holocaust in literature and film and raises a number of provocative questions: What does it mean to represent the horror of the Holocaust, and how can literary works and films adequately do so? Can one effectively depict the event in realistic terms, or do unrealistic representations work better? What happens to the history of the Holocaust when it becomes the subject of a fictional text? Who is authorized to speak for the victims? Are representations of perpetrators appropriate? Which experiences of the Holocaust are most often represented in the contemporary public imagination, and which are ignored or repressed? Can one speak of a "master narrative" of the Holocaust? We will grapple with these challenging questions by examining representations in a range of genres and media, including survivor memoirs, wartime accounts, journalistic explorations, fictional narratives, a graphic novel, art and photography, documentary and feature film, museums and memorial sites, and social media. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | McGlothlin | No Final | 0 | 23 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | 01 | TBA | | TBA | Cohen-Shikora | See Instructor | 26 | 6 | 0 | | |
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