| Description: | This class approaches literature from many angles: the creative to the scholarly, the emotional to the ethical, the edifying to the entertaining. At the heart of our study will be a survey of literary "values" such as invention, emotion, style, subversion, beauty, humor-those fundamental reasons readers come to literature in the first place. Through readings and discussion, we will consider the great variety of ways literature expresses these values, and will explore them ourselves via creative assignments. Along the way, we will learn about literary culture today through discussions with nationally renowned writers and scholars who will visit the class, and you will write and workshop your own stories, poems, and non-fiction works. Course enrollment preference is given to first-year students. |
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| | A | --W-F-- | 9:00A-9:50A | TBA | Riker | No final | 12 | 0 | 0 | | |
| B | --W-F-- | 9:00A-9:50A | TBA | Schuman | No final | 12 | 0 | 0 | | |
| C | --W-F-- | 9:00A-9:50A | TBA | Tran | No final | 12 | 0 | 0 | | |
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| Description: | This course provides a survey of the field of Urban Studies, utilizing the city of St. Louis as a field site. The major purpose of the course is to gradually reveal how a city operates internally, and how it operates externally with its sister cities, surrounding metropolitan areas and neighboring states, amidst competing and often contradictory interests. Utilizing historical analysis as a guide, the course will briefly revisit the experiences of previous waves of ethnic groups to the St. Louis metropolitan area, as a lens for understanding the current social, political and economic dilemmas which many urban dwellers in St. Louis now face. The course will reveal to students the intricacies of social welfare issues and policies among high density populations, in St. Louis, that are homogeneous and heterogeneous, at the same time. Visits and discussions with various governmental and nongovernmental agencies, and how such agencies function or dysfunction for various constituencies allow students to ask crucial questions regarding equality of opportunity in a democratic society. Students will also encounter diverse communities and neighborhoods and the intended and unintended consequences of social welfare policies designed to ameliorate urban dilemmas such as poverty and inequality, homelessness, educational underachievement, gentrification, migration and immigration, development, health care, fiscal issues, the informal economy, and issues concerned with crime and social justice, among others. Readings are reinforced and challenged through visits, interactions and observations with broad constituencies and institutions, ranging from city officials to community residents. As such, this course offers a survey discussion of the rich interdisciplinary field of Urban Studies for those who may be interested in pursuing a stand alone major in the field of Urban Studies. |
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| | 01 | --W---- | 2:00P-4:50P | TBA | Camp Yeakey | No final | 19 | 0 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Wysession, Kidder | No final | 80 | 0 | 0 | | |
| A | --W---- | 3:00P-3:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| B | --W---- | 4:00P-4:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| C | ---R--- | 4:00P-4:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| D | ---R--- | 4:00P-4:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| E | ----F-- | 1:00P-1:50P | TBA | TBA | Default - none | 16 | 0 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be automatically unenrolled from this course. |
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| | 01 | -T----- | 9:00A-9:50A | TBA | Dodd | Paper/Project/TakeHome | 15 | 0 | 0 | | |
| 02 | --W---- | 9:00A-9:50A | TBA | Wan | Paper/Project/TakeHome | 15 | 0 | 0 | | |
| 03 | ---R--- | 3:00P-3:50P | TBA | Su | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Christopher Rozek | Take Home | 19 | 0 | 0 | | |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | [TBA] | Paper | 19 | 0 | 0 | | |
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| Description: | This course examines settler colonial societies through the lens of gender and sexuality. Central questions of the course include: How is colonialism a fundamentally gendered process? What is settler colonialism and how is it different from/similar to "extractive" or "franchise" colonialism? How does the political, legal and social construction of indigeneity intersect with other social categories such as race, gender, class and sexuality? How have social movements mobilized against land dispossession globally in ways that incorporate diverse understandings of gender? Looking at various global case studies, we will examine how indigenous feminist scholars and organizers think about and respond to resource extraction, economic exploitation, gender violence, and land theft. Drawing on anti-colonial, queer, indigenous feminist, two-spirit, transnational feminist and anti-capitalist traditions, we will compare settler colonial regimes and modes of organizing across economic, cultural, political, and environmental spheres. This course is for first-year, non-transfer students only. Waitlist managed by dept. |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Brown | Paper/Project/TakeHome | 15 | 0 | 0 | Desc: | Waitlist managed by dept. |
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| | 01 | M------ | 4:00P-6:50P | TBA | Steensma, Luscri | Paper/Project/TakeHome | 60 | 0 | 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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| | 01 | M-W---- | 4:00P-5:20P | TBA | Tamsin Kimoto | Paper/Project/TakeHome | 15 | 0 | 0 | Desc: | Waitlist managed by dept. |
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| Description: | In the words of Louis XIV, "fashion is the mirror of history." This first-year seminar will explore what fashion in (art) history can tell us about gender, sexuality, class, race, and revolution. Incorporating a global perspective (although concentrating primarily on the West), further themes to be considered include the textile trade, commerce and empire, identity politics and nation-building. From the chopine to the corset, the pannier to the Pompadour pump, we will incorporate surviving examples of material culture as we explore the art and history of European fashion from the 15th to the 19th century. Course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 1:00P-2:20P | Kemper / 211 | Gabel | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| Description: | How do you "read" a landscape? This Ampersand course introduces ways of seeing and interpreting American histories and cultures, as revealed in everyday built surroundings-homes, highways, farms, factories, stores, recreation areas, small town centers, memorial sites, parks, and even college dorms. The course encourages students to read landscapes around them as multilayered records of past and present social relations, and to speculate for themselves about cultural meanings. It also introduces students to the social, economic, and political forces that have profoundly shaped the American landscape. Students will get to practice their critical "seeing" skills during five local field trips to Cahokia Mounds, Forest Park, Bellefontaine Cemetery, The Hill (Italian neighborhood), and the St. Louis waterfront and Arch. This course is restricted to first-year students only. |
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| | 01 | M-W---- | 4:00P-5:20P | Lopata House / 11 | DeLair | Paper/Project/TakeHome | 15 | 0 | 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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| | 01 | M-W---- | 2:30P-3:50P | TBA | Henke | Paper/Project/TakeHome | 25 | 0 | 0 | | |
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| | 01 | ---R--- | 1:30P-4:20P | (None) / | Andley, Wang, Celorrio Navarro, Abou-Antoun | No final | 40 | 0 | 0 | Desc: | First class meets in Biology Commons (Life Sciences 201). Students will receive more information regarding groups before or during the first class meeting. Afterward, students will breakout into smaller groups in one of the following rooms: Life Sciences 202, McDonnell 312, 412 or Busch Lab 159.
There will be a final presentation (TED talk).
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| Description: | Cancer is the second-leading cause of death worldwide. In spite of focused research efforts, cancer still poses a unique biomedical puzzle as it is now recognized that cancer is not a single disease, but rather a collection of many disorders with underlying mechanistic complexities that can affect most tissues in the human body. This interactive 1st-semester course provides an introductory overview of the biology of human cancers. We touch upon background topics in DNA structure and replication, gene regulation and transcription, protein synthesis, mutations and DNA repair, but the primary focus is on the genetic and molecular changes that normal cells undergo during transformation into malignant tumors. Part I highlights the first three (of eight) central characteristics of cancer (known as the "hallmarks of cancer") - sustained proliferation, evasion of growth suppression, and replicative immortality. 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 as well as enhance reading and critical analysis skills. Students choose a specific topic/theme within the cancer paradigm for further study and near the end of the semester prepare a presentation to the class on its implications in the cancer universe. Midterm Exams, which attendance is required, will be administered on Wednesday, October 16, 6:30 - 8:30 pm & Wednesday, November 20, 6:30 - 8:30 pm. Prerequisite: High school biology and chemistry, while completing AP or Honors biology is highly recommended. Enrollment is limited to 20 students and restricted to first-year students in the "Hallmarks of Cancer & Patient Care" program. |
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| | 01 | -T-R--- | 2:30P-4:20P | TBA | Smith, Thotala | Dec 18 2024 3:30PM - 5:30PM | 0 | 0 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Reynolds, Viteri | Paper | 0 | 0 | 0 | | |
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| Description: | Today, the number of displaced people as its highest: one out of every 113 people on Earth. In this course, we begin with an understanding of what it means to be a refugee, and we discuss readings that lead us to an understanding of the modern refugee as we contextualize the significance of such terms as 'refugee,' 'asylum,' 'sanctuary,' 'non-refoulement,' or 'forced displacement.' With this foundation, we move to the role that language plays with resettlement into society and examine factors in the legal, healthcare and educational systems. We examine global work done through the United Nations Educational, Scientific and Cultural Organization and more, and we concentrate on the current state of refugees and New Americans in St. Louis and the USA. The course fosters critical thinking across academic disciplines, encourages practical implications of research on global citizenship, and includes invited guest lectures by local practitioners and other Washington University scholars. This course is restricted to first-year students in the Global Citizenship Program. |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Kerschen | Project | 15 | 0 | 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: | In the rich culture of ancient Rome, there were both many examples of "villainy" and much commentary on what constituted a "villain." In this seminar, we will read ancient historical and literary accounts featuring the great "villains" of Rome, such as the evil king Tarquinius Superbus, the tyrannical Marc Antony, and Agrippina the Younger, the conniving mother of the emperor Nero. Our sources will give us a useful view of the daily life, social structures, governments, economies, and multiple religions of Roman culture. Furthermore, we will come to see how traces of Romans (virtuous and villainous) live on today! After a semester of critical reading, class discussions, and writing, you should leave the course with a greater understanding of Roman culture broadly, different ideas of what constitutes a "villain," and the impact that Rome still has on our modern world.
Note: This course is for first-year, non-transfer students only. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Gonzales | Dec 16 2024 10:30AM - 12:30PM | 15 | 0 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | Kemper / 103 | Childs, Stefaniak | Paper/Project/TakeHome | 16 | 0 | 0 | | |
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| Description: | In spite of -- and because of -- its propensity for terrifying readers and viewers, horror has proven to be one of the most resilient and popular genres across all forms of media. Why are audiences attracted to a genre that causes fear, revulsion, and distress? This course will consider the cultural, philosophical, and generic dimensions of horror and explore how it operates across an array of media platforms: film, literature, television, comics, and video games. We will read two literary masters of the genre, H.P. Lovecraft and Stephen King, and we will screen some of the most successful horror films of the last 50 years. We will also study horror through a variety of critical frameworks, including gender, stardom, special effects, transnationality, adaptation, transmedia storytelling, and interactivity. The course will culminate in two extended case studies. In the first, we will compare and contrast literary, filmic, and televisual adaptations of "The Shining." In the second, we will consider "The Walking Dead" as a franchise that spreads its narrative across comics, multiple television programs, and video games. Enrollment limited to first-year students. Required screenings: Tuesdays @ 7pm |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Fleury | No final | 0 | 0 | 0 | | |
| A | -T----- | 7:00P-10:00P | TBA | Fleury | No final | 0 | 0 | 0 | | |
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| Description: | A consideration of three primary areas of research in cognitive science: attention, memory, and language. These topics are used to illustrate the techniques by which mental abilities are investigated and explained in psychology and neuroscience: the focus, in particular, is on the use of reaction time studies, brain imaging, and cell recordings to isolate the basic components that make up complex functions. In addition to the central concepts and theories in each area, the course will address philosophical implications of this research concerning how the mind and brain are related, how the mind-brain encodes or represents information, and the nature of consciousness. And there will be an emphasis on applying these findings to important problems, such as Alzheimer's disease and deficits due to brain damage. The class is taught by three members of the faculty from different disciplines and combines a whole-group lecture with small discussion classes. The goal is to give students a good understanding of the interdisciplinary nature of cognitive science and to help them develop the ability to think and write critically about scientific research into the mind-brain. Prerequisite: admission to the Hewlett Program in the Study of the Mind-Brain. 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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| | 01 | M-W---- | 1:00P-2:20P | TBA | Braver, Cohen-Shikora | No final | 20 | 0 | 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: | Missouri's Natural Heritage is for first year students in the Pathfinder program. We will hold many classes outdoors and learn about your home for the next four years. The Missouri survey course will cover our geology, archaeology, and native fauna, as well as restoration, and management of our diverse habitats (prairie, forest, glade, and stream) and the biology of our diverse plant and animal wildlife (arthropods, mollusks, fish, salamanders, lizards, birds, and mammals). In addition to weekly lecture and discussion, students in this class will visit sites across the state during a number of weekend field trips and weekend camping trips. Enrollment reserved for Pathfinder Fellows. |
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| | 01 | -T----- | 3:00P-4:50P | TBA | Messbarger, Olynyk | Paper/Project/TakeHome | 75 | 0 | 0 | Desc: | This course is for first year (non-transfer) students only. Students who are not in their first year will be unenrolled from this course. |
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| A | ---R--- | 3:00P-3:50P | TBA | [TBA] | No final | 38 | 0 | 0 | Desc: | This course is for first year (non-transfer) students. Students who are not first years will be unenrolled from this course. |
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| B | ---R--- | 4:00P-4:50P | TBA | [TBA] | No final | 37 | 0 | 0 | Desc: | This course is for first year (non-transfer) students. Students who are not first years will be unenrolled from this course. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Gao-Miles | Paper | 12 | 0 | 0 | | |
| 02 | M-W---- | 10:00A-11:20A | TBA | Gao-Miles | Paper | 12 | 0 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Trivers, VanRiper | Paper/Project/TakeHome | 75 | 0 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | McMillan / 150 | Jacobsen | Paper/Project/TakeHome | 0 | 0 | 0 | | |
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| Description: | As sources of national memory and identity, public monuments, place names, historical markers, and other elements of commemorative landscapes are potential sites of cultural violence (e.g., alienation, disrespect, and erasure) contributing to broader conflict and inequality, and therefore important considerations in movements for equal opportunity and justice. Some contend that memory sites are "the new lunch counters," where our racial politics are worked out. This course examines the racial politics of commemorative objects and practices, and commemorative intervention as a strategy of anti-racist activism. We begin with an historical survey of various ways that racism has been inscribed on the commemorative landscape, and readings in history, political theory, cultural studies, and other fields to gain insight on these contested commemorative objects, their development, and social significance. We then turn to a critical assessment of efforts to remove and recontextualize commemorative objects, and to erect new objects commemorating neglected figures and issues. We consider how these reparative efforts relate to what political theorists call remedies of recognition, and specifically how they might aid in advancing equal opportunity and justice. Through our study and engagement with contested commemorative landscapes, including local, national, and global cases, students will become familiar with the burgeoning interdisciplinary field of memory studies, diverse forms and sites of commemoration, local and global efforts to advance what has been termed "commemorative justice," and challenges they face. |
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| | 01 | ---R--- | 3:00P-5:50P | TBA | Ward | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| Description: | What's "wrong" with English, or French, or Chinese, or any one of the 6,000+ languages spoken natively by humans today? Why invent a language like Esperanto to be a common tongue among all people, or invent a "calculus of thought" to "perfectly" express pure meaning? Why is it hard to sound romantic while speaking Klingon? What are the benefits of Lojban's attempt to rid the world of confusion and ambiguity? This course explores the design of and motivation for constructed languages from a modern linguistic point of view. Constructed languages are those that are the result of some conscious and deliberate design rather than ones occurring naturally. We will explore the different motivations for language construction, from the desire to create a "perfect language", to fictional world building, to fostering global harmony. In characterizing the different types of invented languages, students will develop familiarity with the basic tools of linguistic theory, focusing on phonology, morphology, syntax, and semantics. Languages analyzed in detail include Klingon, Esperanto, Heptapod B, Lojban, Dothraki, Valyrian, Elvish, and various philosophical languages. This class is only open to first-year students. |
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| | 01 | M-W-F-- | 9:00A-9:50A | TBA | Danis | No final | 18 | 0 | 0 | | |
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| | 01 | M---F-- | 9:00A-9:50A | McDonnell / 362 | Kundel | Dec 13 2024 8:00AM - 10:00AM | 42 | 0 | 0 | Desc: | In Person Instruction |
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| | 01 | -T----- | 4:00P-5:50P | TBA | Viteri | No final | 19 | 0 | 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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| | 01 | M-W---- | 4:00P-5:20P | Simon / 018 | GSell | Paper/Project/TakeHome | 0 | 0 | 0 | | |
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| Description: | This first-year seminar introduces students to major works of the Chinese, Korean, and Japanese traditions. Although written centuries in the past, these texts still reverberate with meaning today and offer important means to understand the often chaotic and confusing events occurring daily around us. What is the self? What is the relationship between the individual and society? How do we live an ethical life? What is literature and for whom is it intended? In grappling with these questions, students will directly engage with the texts through close reading and in-class discussion. Students will, at the same time, also ask broader questions that concern how knowledge is produced, spread, and consumed: what is a canon? Who are the gatekeepers? What does it mean to approach East Asia through a set of "canonical" texts? Among the texts considered will be The Analects, Daodejing, Lotus Sutra, Tale of Genji, Tales of the Heike, Tales of Moonlight and Rain, Samguk yusa, and Memoirs of Lady Hyegyong. Prerequisite: first-year, non-transfer students only. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Poletto | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| Description: | This course challenges the idea that consciousness is created in the brain alone. Exploring the mind-body connection through a phenomenological lens, we will explore how we experience sensory stimuli, spatial presence, sense of self, and agency through our bodies. With guided phenomenological introspection, we will study how perceptual-action links give rise to consciousness and shape our subjective understanding of the world. This course will integrate biological, psychological, and philosophical perspectives to investigate the nature of the mind. Students will gain a broad understanding of both historical milestones in the development of "enactivism" and current experimental techniques enabling research into perception, embodiment, presence, virtual reality, augmented reality, and the neural correlates of consciousness. This course is for first-year, non-transfer students only. |
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| | 01 | M-W---- | 8:30A-9:50A | TBA | Harrison, Barkasi | Dec 12 2024 8:00AM - 10:00AM | 25 | 0 | 0 | | |
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| Description: | Literature has traditionally been a welcoming space for people who, by choice or history, do not fit easily in the mainstream of community life. The widespread changes and upheavals of the last century have vastly expanded the ranks of such people, accelerating the processes of immigration and exile while fundamentally altering traditional notions of home and belonging. This course will examine fiction by writers such as Jhumpa Lahiri, Albert Camus, Jean Rhys, Franz Kafka, and Teju Cole, who write from and about the position of "outsider," exploring what such texts have to say about living in an unsettled, diasporic modern world - a world in which real belonging seems an increasingly elusive goal. In reading these texts, we will investigate how their authors have portrayed the journeys, hopes, and hardships of dislocation and alienation, as well as the role literature might play in creating a sense of community for immigrants, refugees, and people living in various forms of exile. Course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Brown | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | [TBA] | No final | 15 | 0 | 0 | | |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Bornstein | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | [TBA] | No final | 15 | 0 | 0 | | |
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| Description: | This course investigates literary representations of addiction, from Thomas De Quincy's CONFESSIONS OF AN ENGLISH OPIUM-EATER (1821) to Ottessa Moshfegh's MY YEAR OF REST AND RELAXATION (2018). We will study the development of familiar stages in narratives of substance abuse-i.e. experimentation, transcendence, downward spiral, "rock bottom," and recovery/sobriety-posing questions like: What symbolic and literal positions have people with addictions occupied in their societies? How has the modern pharmaceutical industry and the War on Drugs impacted perceptions of "typical" drug use? How do race, gender, age, class, and sexuality factor into the imagination and realities of chemical dependency? To what non-narcotic substances-e.g. media, gambling, sex, adrenaline-do we consider people addicted? We will read diverse selections of poetry, fiction, scholarship, and memoir from authors like Samuel Coleridge, William Burroughs, James Baldwin, Sherman Alexie, Denis Johnson, Irvine Welsh, Paul B. Preciado, Melissa Broder, Tao Lin, Michelle Alexander, Laurie Weeks, Mian Mian, Reginald Dwayne Betts, and Nico Walker. Through discussions and short writing assignments, we will explore various imaginations of people with addictions as tortured souls, creative geniuses, immature party-goers, and/or depraved monsters, seeking to better understand the way experiences of addiction shape perception, and in turn, how perceptions of addiction shape human experience. |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Henderson | No final | 18 | 0 | 0 | | |
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| | 01 | ---R--- | 12:00P-12:50P | Rebstock / 309 | Stein | No final | 12 | 0 | 0 | Desc: | In person instruction |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Lindsey, Morgan | Paper/Project/TakeHome | 80 | 0 | 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: | The goal of this course is to provide a glimpse into how youth reshape African society. Whether in North Africa with the Arab Spring, in West Africa with university strikes, or in East Africa through a linguistic full bloom, youth have been shaping social responses to societies for a long period. In this course, we will study social structures, including churches, NGOs, developmental agencies as well as learn about examples of Muslim youth movements, and the global civil society. The course will also explore how youth impact cultural movements in Africa and how they influence the world. In particular, we will examine Hip-Hop movements, sports, and global youth culture developments that center on fashion, dress, dance, and new technologies. By the end of the course, students will have enriched ideas about youth in Africa and ways to provide more realistic comparisons to their counterparts in the United States. Course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | DIALLO | Paper/Project/TakeHome | 15 | 0 | 0 | Desc: | This course is for Freshman only. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Kurtzman | No final | 0 | 0 | 0 | | |
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| | 01 | M-W-F-- | 10:00A-10:50A | TBA | Berg | No final | 16 | 0 | 0 | | |
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| | 01 | -T----- | 3:30P-4:45P | Rebstock / 322 | Stein | No final | 60 | 0 | 0 | Desc: | In Person Instruction
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| | 01 | --W---- | 1:00P-3:50P | TBA | Losos | No final | 0 | 0 | 0 | Desc: | first class meeting in McDonnell 212
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| | 01 | -T----- | 2:30P-3:50P | Schnuck Pav / 202 | Fike | No final | 0 | 0 | 0 | | |
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| | 01 | ---R--- -T----- | 1:00P-2:50P 1:00P-3:50P | TBA TBA | Hafer, Shaffer | No final | 0 | 0 | 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: | Biotechnology is truly interdisciplinary, incorporating a myriad of pieces from biology, chemistry, engineering, physics, computer sciences, management, public policy, and law that apply the scientific process to societal challenges. This course introduces topics for science and engineering majors with an interest in biotech, and it teaches scientific concepts to business students considering careers in biotech management and entrepreneurship. Students whoi complete Biol 2010 understand key science concepts, how discoveries lead to applications addressing global challenges, how to effectively use a variety of resources to explore connections between science and biotech business, how to synthesize information from different fields, and how to exhibit strong teamwork skills and communicate information in written and oral forms. This course also provides a gateway for students interested in the two-year Biotech Explorers Program (BEP). The first two weeks of the course introduce students to the history of biotechnology, the BEP, and the use of case studies. The remainder of the course uses a series of four three-week units that combine lecture material, in-class group assignments, and readings to introduce the science and scope of biotechnology. For each unit, student teams also develop short case studies of St. Louis biotech companies and present their findings to the class. A series of site visits introduce students to the vibrant St. Louis biotech community. This course is for students in the Biotech Explorers Program only. |
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| Description: | Students enrolled in this course engage in close and sustained reading of a set of texts that are indispensable for an understanding of the European literary tradition, texts that continue to offer invaluable insights into humanity and the world around us. Homer's Iliad is the foundation of our class. We then go on to trace ways in which later poets and dramatists engage the work of predecessors who inspire and challenge them. Readings move from translations of Greek, Latin, and Italian, to poetry and drama composed in English. In addition to Homer, we will read works of Sappho, a Greek tragedian, Plato, Vergil, Ovid, Petrarch, and Shakespeare. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Purchase | Paper/Project/TakeHome | 19 | 0 | 0 | | |
| 02 | -T-R--- | 4:00P-5:20P | TBA | Stamatopoulou | Paper/Project/TakeHome | 20 | 0 | 0 | | |
| 03 | M-W---- | 2:30P-3:50P | TBA | Ake | Paper/Project/TakeHome | 20 | 0 | 0 | | |
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| | 01 | M-W---- | 11:30A-12:50P | TBA | Gais | Paper/Project/TakeHome | 19 | 0 | 0 | | |
| 02 | -T-R--- | 1:00P-2:20P | TBA | Johnson | Paper/Project/TakeHome | 19 | 0 | 0 | | |
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| Description: | What is modernity? What kinds of politics are characteristic of modern politics? How did modern figures imagine this new world? What kind of politics were they rejecting in these efforts? This course begins by examining early modern figures, such as Thomas Hobbes and John Locke, and the concepts, principles, and aspirations of the modern project, such as the emergence of the nation state, modern notions of freedom, and religious toleration. Next, we engage with some of the most influential critics of modernity, such as Jean-Jacques Rousseau, Karl Marx, John Stuart Mill, W.E.B. Du Bois, and Hannah Arendt, asking how they challenge our modern intuitions and commitments. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Baxley | Paper/Project/TakeHome | 19 | 0 | 0 | | |
| 02 | M-W---- | 2:30P-3:50P | TBA | Koellner | Paper/Project/TakeHome | 19 | 0 | 0 | | |
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| | 01 | M------ | 3:00P-5:50P | TBA | Montano | Paper/Project/TakeHome | 19 | 0 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Ramos | Paper/Project/TakeHome | 15 | 0 | 0 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Loui | No final | 12 | 0 | 0 | Desc: | Section 01 reserved for First-Year students ONLY. |
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| 02 | -T-R--- | 1:00P-2:20P | TBA | Loui | No final | 12 | 0 | 0 | Desc: | Section 02 reserved for second-year students only. |
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| | 01 | M-W---- | 11:30A-12:50P | Rudolph / 102 | Tarbouni | Paper/Project/TakeHome | 0 | 0 | 0 | | |
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| Description: | What do the valleys of West Virginia have to do with the boulevards of Paris? What threads connect the Haitian Revolution to the French theater or the Harlem Renaissance? In what ways does rap music chart a triangular route from New York to Paris to North Africa, Martinique, or Haiti? These represent a small sample of the historical traces and trajectories of Afro-descended people in France. In this course, we will engage with works that transport us from the era of the Haitian Revolution to the Harlem Renaissance and beyond, illustrating concepts of diaspora in the Francophone world. We will also examine ideas of home, exile, and return in fiction, poetry, politics, rap, and visual art through the lens of Black studies. Taught in English. This course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Dize | Project | 15 | 0 | 0 | | |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Bernstein, Craver | No final | 10 | 0 | 0 | | |
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| Description: | This course will examine the literature of Ireland from the fall of Parnell to the outbreak of the Second World War. This is the period of an emerging cultural nationalism, a great efflorescence of literature in many genres, and some of the most important political, social, and military events in modern Irish history. One of the remarkable things about the period is the close relationship between prominent figures in the literary and artistic world and those in the realm of politics and social change. The result was a rich cross-fertilization of ideas and attitudes which had enormous implications for the future of this embattled island nation. We will explore this vital and transformative exchange by close attention to some primary texts of the period. Writers to be studied will include: Yeats, Gregory, Wilde, Synge, Shaw, Joyce, O'Casey, and Bowen. Course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 2:30P-3:50P | TBA | Finneran, Killen | Dec 18 2024 3:30PM - 5:30PM | 19 | 0 | 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: | Between 1939 and 1945, Nazi troops invaded, occupied and destroyed major parts of Europe. A central aim of the Nazi project was the destruction of European Jewry, the killing of people, and the annihilation of a cultural heritage. This course seeks to deal with questions that, more than seventy years after what is now known as the Holocaust, still continue to perplex. Why did Germany turn to a dictatorship of racism, war, and mass murder? Why did the Nazis see Jews as the supreme enemy, while also targeting Poles, Ukrainians, Soviets, homosexuals, the Roma, and the disabled? The course introduces students to issues that are central to understanding Nazi occupation and extermination regimes. Students will look at survival strategies in Western Europe including emigration, resistance movements in Eastern European ghettos, local residents' reactions to the murder in their midst, and non-European governments' reactions. Course is for first-year, non-transfer students only. |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Pytka | No final | 19 | 0 | 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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| | 01 | M-W---- | 1:00P-2:20P | TBA | Braver, Cohen-Shikora | No final | 0 | 0 | 0 | | |
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