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Faculty of Arts and Sciences
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Table of Contents
African and African American Studies.....................................................................................................................................7

Subject: African & African Amer Studies..............................................................................................................................7
Subject: Jamaican..............................................................................................................................................................36
Subject: Swahili..................................................................................................................................................................39
Subject: Yoruba.................................................................................................................................................................42
Subject: Twi.......................................................................................................................................................................46
Subject: Pulaar...................................................................................................................................................................50
Subject: Nko (Bamanankan)..............................................................................................................................................50
Subject: Afrikaans..............................................................................................................................................................51
Subject: Somali..................................................................................................................................................................55
Subject: West African Pidgin..............................................................................................................................................58
Subject: Sudanese.............................................................................................................................................................62
Subject: Igbo......................................................................................................................................................................65
Subject: Hausa...................................................................................................................................................................68
Subject: Haitian..................................................................................................................................................................72
Subject: Cameroon............................................................................................................................................................75
Subject: Amharic................................................................................................................................................................77
Subject: Luganda...............................................................................................................................................................80
Subject: Wolof....................................................................................................................................................................81
Subject: Shona...................................................................................................................................................................83
Subject: Malagasi...............................................................................................................................................................86
Subject: Lingala.................................................................................................................................................................87
Subject: Bemba..................................................................................................................................................................90
Subject: Kinyarwanda........................................................................................................................................................91
Subject: Gullah...................................................................................................................................................................94
Subject: Tigrinya................................................................................................................................................................97
Subject: Zulu....................................................................................................................................................................100
Subject: Oromo................................................................................................................................................................104
Subject: Xhosa.................................................................................................................................................................104
American Studies................................................................................................................................................................106
Subject: American Studies...............................................................................................................................................106
Anthropology.......................................................................................................................................................................144
Subject: Anthropology......................................................................................................................................................144
Applied Computation...........................................................................................................................................................239
Subject: Applied Computation..........................................................................................................................................239
Applied Mathematics...........................................................................................................................................................246
Subject: Applied Mathematics..........................................................................................................................................246
Applied Physics...................................................................................................................................................................266
Subject: Applied Physics..................................................................................................................................................266
Architecture, Landscape Arch, and Urban Planning............................................................................................................293
Subject: Design................................................................................................................................................................293
Asian Studies Programs......................................................................................................................................................306
Subject: Regional Studies - East Asia.............................................................................................................................306
Astronomy...........................................................................................................................................................................307
Subject: Astronomy..........................................................................................................................................................307
Biological Sciences in Dental Medicine...............................................................................................................................334
Subject: Bio Sciences in Dental Med...............................................................................................................................334
Biological Sciences in Public Health....................................................................................................................................335
Subject: Biological Sci in Public Hlth................................................................................................................................335
Biomedical Engineering.......................................................................................................................................................368
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Subject: Biomedical Engineering.....................................................................................................................................368
Biophysics...........................................................................................................................................................................372
Subject: Biophysics..........................................................................................................................................................372
Biostatistics..........................................................................................................................................................................424
Subject: Biostatistics........................................................................................................................................................424
Harvard Business School Doctoral......................................................................................................................................450
Subject: Business Doctoral..............................................................................................................................................450
Celtic Languages and Literatures........................................................................................................................................451
Subject: Welsh.................................................................................................................................................................451
Subject: Celtic..................................................................................................................................................................452
Subject: Irish....................................................................................................................................................................467
Subject: Scottish Gaelic...................................................................................................................................................469
Chemical and Physical Biology...........................................................................................................................................471
Subject: Chemical and Physical Biology..........................................................................................................................471
Chemical Biology.................................................................................................................................................................474
Subject: Chemical Biology...............................................................................................................................................474
Chemistry and Chemical Biology.........................................................................................................................................500
Subject: Chemistry...........................................................................................................................................................500
Subject: Physical Sciences..............................................................................................................................................532
Subject: Life & Physical Sciences....................................................................................................................................535
Classics, The.......................................................................................................................................................................536
Subject: Latin...................................................................................................................................................................536
Subject: Classical Studies................................................................................................................................................544
Subject: Classics..............................................................................................................................................................548
Subject: Classical Archaeology........................................................................................................................................581
Subject: Greek.................................................................................................................................................................584
Subject: Modern Greek....................................................................................................................................................591
Subject: Classical Philology.............................................................................................................................................594
Subject: Medieval Latin....................................................................................................................................................596
Subject: Medieval Greek..................................................................................................................................................598
Comparative Literature........................................................................................................................................................599
Subject: Comparative Literature......................................................................................................................................599
Computer Science...............................................................................................................................................................671
Subject: Computer Science.............................................................................................................................................671
Subject: Engineering Sciences........................................................................................................................................717
Earth and Planetary Sciences.............................................................................................................................................719
Subject: Earth & Planetary Sciences...............................................................................................................................719
East Asian Languages and Civilizations..............................................................................................................................760
Subject: E Asian Film & Media Studies............................................................................................................................760
Subject: Japanese Literature...........................................................................................................................................764
Subject: Chinese..............................................................................................................................................................767
Subject: Korean...............................................................................................................................................................800
Subject: Korean Literature...............................................................................................................................................811
Subject: East Asian Buddhist Studies..............................................................................................................................812
Subject: East Asian Studies.............................................................................................................................................815
Subject: Japanese...........................................................................................................................................................824
Subject: Chinese Literature..............................................................................................................................................841
Subject: Chinese History..................................................................................................................................................843
Subject: Vietnamese........................................................................................................................................................845
Subject: Korean History...................................................................................................................................................849
Subject: Japanese History...............................................................................................................................................850
Subject: Mongolian..........................................................................................................................................................851
Subject: Uyghur...............................................................................................................................................................851
Subject: Manchu..............................................................................................................................................................852
Economics...........................................................................................................................................................................854
Subject: Economics.........................................................................................................................................................854
Paulson School of Engineering and Applied Sciences........................................................................................................946
Subject: Computer Science.............................................................................................................................................946
Engineering Sciences..........................................................................................................................................................947
Subject: Engineering Sciences........................................................................................................................................947
English...............................................................................................................................................................................1014
Subject: English.............................................................................................................................................................1014
Environmental Science and Public Policy.........................................................................................................................1151
Subject: Environmental Sci & Public Pol........................................................................................................................1151
Environmental Science and Engineering...........................................................................................................................1156
Subject: Environ Science & Engineering.......................................................................................................................1156
Subject: Engineering Sciences......................................................................................................................................1160
Ethnicity, Migration, Rights................................................................................................................................................1162
Subject: Ethnicity, Migration, Rights..............................................................................................................................1162
Expository Writing..............................................................................................................................................................1166
Subject: Expository Writing............................................................................................................................................1166
Faculty of Arts and Sciences.............................................................................................................................................1305
Subject: Education.........................................................................................................................................................1305
Folklore and Mythology.....................................................................................................................................................1307
Subject: Folklore & Mythology.......................................................................................................................................1307
Freshman Seminars..........................................................................................................................................................1315
Subject: Freshman Seminar..........................................................................................................................................1315
General Education.............................................................................................................................................................1395
Subject: United States in the World...............................................................................................................................1395
Subject: Societies of the World......................................................................................................................................1400
Subject: Culture & Belief................................................................................................................................................1409
Subject: Empirical & Math Reasoning............................................................................................................................1417
Subject: Aesthetic & Interpretive....................................................................................................................................1418
Subject: Ethical Reasoning............................................................................................................................................1426
Subject: Science of Physical Universe...........................................................................................................................1432
Subject: Science of Living Systems...............................................................................................................................1438
Germanic Languages and Literatures...............................................................................................................................1442
Subject: German............................................................................................................................................................1442
Subject: Scandinavian...................................................................................................................................................1468
Subject: Swedish...........................................................................................................................................................1479
Subject: Germanic Philology..........................................................................................................................................1482
Subject: Germanic Studies............................................................................................................................................1483
Global Health and Health Policy........................................................................................................................................1485
Subject: Global Health & Health Policy..........................................................................................................................1485
Government.......................................................................................................................................................................1489
Subject: Government.....................................................................................................................................................1489
Health Policy......................................................................................................................................................................1583
Subject: Health Policy....................................................................................................................................................1583
History...............................................................................................................................................................................1593
Subject: History..............................................................................................................................................................1593
History and Literature........................................................................................................................................................1728
Subject: History & Literature..........................................................................................................................................1728
History of Art and Architecture...........................................................................................................................................1742
Subject: History of Art & Architecture.............................................................................................................................1742
History of Science..............................................................................................................................................................1802
Subject: History of Science............................................................................................................................................1802
House Seminars................................................................................................................................................................1881
Subject: Leverett House Seminar..................................................................................................................................1881
Human Evolutionary Biology.............................................................................................................................................1882
Subject: Human Evolutionary Biology............................................................................................................................1882
Humanities.........................................................................................................................................................................1936
Subject: Humanities.......................................................................................................................................................1936
Linguistics..........................................................................................................................................................................1939
Subject: Linguistics........................................................................................................................................................1939
Mathematics......................................................................................................................................................................1970
Subject: Mathematics.....................................................................................................................................................1970
Medical Sciences...............................................................................................................................................................2035
Subject: Speech & Hearing Sciences............................................................................................................................2035
Subject: Medical Sciences.............................................................................................................................................2047
Subject: Genetics...........................................................................................................................................................2060
Subject: Neurobiology - Graduate..................................................................................................................................2115
Subject: Virology............................................................................................................................................................2199
Subject: Biolog Chem & Molecular Pharm.....................................................................................................................2226
Subject: Human Bio & Translational Med......................................................................................................................2270
Subject: Microbiology.....................................................................................................................................................2307
Subject: Cell Biology......................................................................................................................................................2335
Subject: Biological & Biomedical Sci..............................................................................................................................2376
Subject: Immunology.....................................................................................................................................................2381
Subject: Biomedical Informatics.....................................................................................................................................2453
Subject: Developmental & Regen Biology.....................................................................................................................2457
Medieval Studies...............................................................................................................................................................2470
Subject: Medieval Studies..............................................................................................................................................2470
Middle Eastern Studies......................................................................................................................................................2473
Subject: Middle Eastern Studies....................................................................................................................................2473
Mind, Brain, and Behavior.................................................................................................................................................2474
Subject: Mind, Brain & Behavior....................................................................................................................................2474
Molecular and Cellular Biology..........................................................................................................................................2483
Subject: Molecular & Cellular Biology............................................................................................................................2483
Subject: Life Sciences....................................................................................................................................................2522
Music.................................................................................................................................................................................2527
Subject: Music................................................................................................................................................................2527
Near Eastern Languages and Civilizations........................................................................................................................2594
Subject: Arabic...............................................................................................................................................................2594
Subject: Islamic Civilizations..........................................................................................................................................2613
Subject: Hebrew.............................................................................................................................................................2624
Subject: Modern Hebrew...............................................................................................................................................2630
Subject: Armenian..........................................................................................................................................................2634
Subject: Turkish.............................................................................................................................................................2637
Subject: Akkadian..........................................................................................................................................................2642
Subject: Yiddish.............................................................................................................................................................2646
Subject: Jewish Studies.................................................................................................................................................2651
Subject: Sumerian..........................................................................................................................................................2653
Subject: Persian.............................................................................................................................................................2655
Subject: Classical Hebrew.............................................................................................................................................2660
Subject: Modern Middle East.........................................................................................................................................2663
Subject: Egyptian...........................................................................................................................................................2672
Subject: Ancient Near East............................................................................................................................................2674
Subject: Near Eastern Civilizations................................................................................................................................2679
Subject: Aramaic............................................................................................................................................................2697
Subject: Semitic Philology..............................................................................................................................................2699
Neuroscience.....................................................................................................................................................................2700
Subject: Neuroscience - Undergraduate........................................................................................................................2700
No Department..................................................................................................................................................................2713
Subject: Independent Study...........................................................................................................................................2713
Subject: Graduate Research..........................................................................................................................................2729
Subject: Graduate Audit.................................................................................................................................................2730
Subject: Graduate Independent Study...........................................................................................................................2730
Subject: Graduate Teaching..........................................................................................................................................2731
Organismic and Evolutionary Biology................................................................................................................................2733
Subject: Organismic & Evolutionary Biol........................................................................................................................2733
Subject: Life Sciences....................................................................................................................................................2771
Philosophy.........................................................................................................................................................................2773
Subject: Philosophy.......................................................................................................................................................2773
Physics..............................................................................................................................................................................2846
Subject: Physics.............................................................................................................................................................2846
Subject: Physical Sciences............................................................................................................................................2932
Political Economy and Government..................................................................................................................................2936
Subject: Political Economy & Government....................................................................................................................2936
Population Health Sciences...............................................................................................................................................2937
Subject: Population Health Sciences.............................................................................................................................2937
Psychology........................................................................................................................................................................2962
Subject: Psychology.......................................................................................................................................................2962
Public Policy......................................................................................................................................................................3080
Subject: Public Policy.....................................................................................................................................................3080
Regional Studies - East Asia.............................................................................................................................................3081
Subject: Regional Studies - East Asia...........................................................................................................................3081
Religion, The Study of.......................................................................................................................................................3118
Subject: Religion............................................................................................................................................................3118
Romance Languages and Literatures...............................................................................................................................3242
Subject: Spanish............................................................................................................................................................3242
Subject: Portuguese.......................................................................................................................................................3312
Subject: French..............................................................................................................................................................3332
Subject: Romance Studies.............................................................................................................................................3375
Subject: Italian...............................................................................................................................................................3380
Subject: Catalan.............................................................................................................................................................3399
Subject: Romance Languages.......................................................................................................................................3401
Russia, Eastern Europe, and Central Asia........................................................................................................................3404
Subject: Russia, E Europe & Cntrl Asia.........................................................................................................................3404
Slavic Languages and Literatures.....................................................................................................................................3407
Subject: Slavic...............................................................................................................................................................3407
Subject: Russian............................................................................................................................................................3429
Subject: Polish...............................................................................................................................................................3447
Subject: Ukrainian..........................................................................................................................................................3451
Subject: Czech...............................................................................................................................................................3455
Subject: Bosnian, Croatian & Serbian............................................................................................................................3460
Social Policy......................................................................................................................................................................3465
Subject: Social Policy.....................................................................................................................................................3465
Social Studies....................................................................................................................................................................3466
Subject: Social Studies..................................................................................................................................................3466
Sociology...........................................................................................................................................................................3483
Subject: Sociology.........................................................................................................................................................3483
South Asian Studies..........................................................................................................................................................3552
Subject: Tibetan.............................................................................................................................................................3552
Subject: Sanskrit............................................................................................................................................................3560
Subject: Indo-Persian.....................................................................................................................................................3566
Subject: Hindi-Urdu........................................................................................................................................................3566
Subject: Thai..................................................................................................................................................................3576
Subject: Nepali...............................................................................................................................................................3580
Subject: Tamil................................................................................................................................................................3585
Subject: South Asian Studies.........................................................................................................................................3588
Special Concentrations......................................................................................................................................................3603
Subject: Special Concentrations....................................................................................................................................3603
Statistics............................................................................................................................................................................3608
Subject: Statistics...........................................................................................................................................................3608
Stem Cell and Regenerative Biology.................................................................................................................................3642
Subject: Stem Cell & Regenerative Biol.........................................................................................................................3642
Systems Biology................................................................................................................................................................3654
Subject: Systems Biology..............................................................................................................................................3654
Theater, Dance, and Media...............................................................................................................................................3700
Subject: Theater, Dance & Media..................................................................................................................................3700
Ukrainian Studies..............................................................................................................................................................3722
Subject: Ukrainian Studies.............................................................................................................................................3722
Visual and Environmental Studies.....................................................................................................................................3723
Subject: Visual & Environmental Studies.......................................................................................................................3723
Women, Gender, and Sexuality, Studies of.......................................................................................................................3764
Subject: Women, Gender & Sexuality............................................................................................................................3764
African and African American Studies
Subject: African & African Amer Studies
African & African Amer Studies 10

Introduction to African American Studies (122910)
Cornel West
2019 Spring (4 Credits) Schedule: MW 1030 AM - 1145 AM
Instructor Permissions: None Enrollment Cap: n/a
This course will examine canonical texts of the Afro-American intellectual tradition. W.E.B.Du Bois,
Lorraine Hansberry, and James Baldwin will set the scene and stage for other towering figures such as
Walker, Douglass, Morrison, Wright, Drake, Frazier, Lorde, Wilson, Gates, Cooper, Baraka (Jones), Malcolm
X, and others.
Course Notes: Required of concentrators in the African American Studies track.

Students who transfer into the concentration after their sophomore
year may substitute another African and African American Studies
course already taken if the course addresses the materials covered in
African and African American Studies 10, and the petition is approved
by the Director of Undergraduate Studies.
Additional Course Attributes:

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FAS: General Education Study of the Past
FAS: General Education United States in the World
FAS: Core Curriculum Historical Study A
FAS: Course Level Primarily for Undergraduate Students
All: Cross Reg Availability Available for Harvard Cross Registration
FAS Divisional Distribution Social Sciences
FAS: General Education Societies of the World

Introduction to African Studies (123591)
Jacob Olupona
2018 Fall (4 Credits) Schedule: T 1200 PM - 0245 PM
This course introduces students to the general outlines of African archeology, history and geography, as
well as key concepts in the study of African health, social life , economic situation, arts, and politics. Our
aim is to give students a fundamental vocabulary and interdisciplinary methodology for the study of Africa.
Throughout, we assume that Africa is not a unique isolate but a continent bubbling with internal diversity,
historical change, and cultural connections beyond its shores. The course is open to all students who are
interested in exploring various dimensions of African life and cultures in ancient and modern periods.

Course Notes: Required of concentrators in African Studies track.

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FAS: Core Curriculum Foreign Cultures

Introduction to African Languages and Cultures (118883)
2018 Fall (4 Credits) Schedule:

This introduction to African languages and cultures explores how sub-Saharan Africans use language to
understand, organize, and transmit (culture, history, etc.) indigenous knowledge to successive generations.
Language serves as a road map to comprehending how social, political, and economic institutions and
processes develop: from kinship structures and the evolution of political offices to trade relations and the
transfer of environmental knowledge. As a Social Engagement course, AAAS 20 will wed scholarly inquiry
and academic study to practical experience and personal involvement in the community. Students will be
given the opportunity to study Africans, their languages, and their cultures from the ground up, not only
through textbooks and data sets but through personal relationships, cultural participation, and inquisitive
explorations of local African heritage communities. Throughout the semester you will be asked to employ
video production, ethnographic research, creative writing, "social-portraiture," GIS mapping, and linguistic
study as you engage with Africans, their languages, and their cultures. By examining linguistic debates and
cultural traditions and interrogating their import in the daily lives of Boston-area Africans, we hope to
bridge the divide between grand theories and everyday practices, between intellectual debates and the
lived experiences of individuals, between the American academy and the African world. Ultimately, this
course aims to place Africans themselves in the center of the academic study of Africa.
Course Notes: This course, when taken for a letter grade, meets the General
Education requirement for Societies of the World.

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African & African Amer Studies 91R

Supervised Reading and Research (110605)
Ingrid Monson
2019 Spring (4 Credits) Schedule: TBD

Students wishing to enroll must petition the Director of Undergraduate Studies for approval, stating the
proposed project, and must have permission of the proposed instructor. Ordinarily, students are required
to have taken some coursework as background for their project.
Class Notes:
Ingrid Monson and members of the Department

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African & African Amer Studies 91R

Ingrid Monson
2018 Fall (4 Credits) Schedule: TBD
Instructor Permissions: Instructor Enrollment Cap: n/a
proposed project, and must have permission of the proposed instructor. Ordinarily, students are required
to have taken some coursework as background for their project.
Class Notes:

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Sophomore Tutorial: Concepts, Themes and Theories in African American Studies (123590)
Jacqueline Rivers
2019 Spring (4 Credits) Schedule: M 1200 PM - 0245 PM
This seminar introduces a wide range of key concepts that appear as themes throughout the study of
African American life and research on peoples of African descent. Topics such as the social construction of
race, intersectionality, the African diaspora, nationalism and other ideas are critical to understanding
African American studies from an interdisciplinary perspective. The focus will be on ideas relevant to the
social sciences and to the historical development of the African American experience. This course provides
a grounding in important ideas, as presented in the iconic original texts, that students will encounter as
they continue their pursuit of African American Studies.
Course Notes: Required for concentrators in African and African American Studies.
Open to all undergraduates.
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Junior Tutorial - African American Studies (118023)
Ingrid Monson
proposed project, and must have the permission of the proposed instructor. Ordinarily, students are
required to have taken some coursework as background for their project.
Class Notes:
Recommended Prep: Completion of African and African American Studies 10, or a substitute
course approved by the Director of Undergraduate Studies.

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Junior Tutorial - African American Studies (118023)
Ingrid Monson
Class Notes:

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African & African Amer Studies 98A

Junior Tutorial - African Studies (119818)
Ingrid Monson
Class Notes:

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Junior Tutorial - African Studies (119818)
Ingrid Monson
Class Notes:

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Senior Thesis Workshop (124132)
Ingrid Monson
Thesis supervision under the direction of a member of the Department. Part one of a two part series.
Course Notes: Enrollment limited to honors candidates.
Class Notes: Course taught by Jean Comaroff and members of the department.

Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Full Year Course Divisible Course
African & African Amer Studies 99B

Senior Thesis Workshop (159794)
Ingrid Monson
Thesis supervision under the direction of a member of the Department. Part two of a two part series.
Course Notes: Enrollment limited to honors candidates.
Class Notes: Course taught by Jean Comaroff and members of the department.

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African & African Amer Studies 100X Section: 01

Into the Fire: The Black Intellectual, 1968-2018 (207719)
Jesse McCarthy
2018 Fall (4 Credits) Schedule: TR 0130 PM - 0245 PM
Instructor Permissions: Instructor Enrollment Cap: 30
If the role of the intellectual is to speak on behalf of those who are voiceless and disempowered then the
black intellectual tradition arguably constitutes the original and most enduringly vital intellectual tradition

in the United States. This course traces the history of that tradition from the Civil Rights Movement to the
present. We will consider a broad range of works by writers, philosophers, activists, scholars, poets, and
filmmakers who have sought to impel historic change, record violence, articulate political dissent, celebrate
artistic and sexual freedom, and inspire radical imagination. Authors include Malcolm X, Martin Luther King
Jr., Angela Davis, James Baldwin, Audre Lorde, Amiri Baraka, Alice Walker, Stuart Hall, Essex Hemphill,
Cornel West, bell hooks, Imani Perry, Margo Jefferson, Claudia Rankine, Jesmyn Ward and Ta-Nehisi
Coates, as well as films by Isaac Julien, Spike Lee, and Tanya Hamilton among others

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FAS: Course Level For Undergraduate and Graduate Students
African & African Amer Studies 100Y Section: 01

Introduction to Black Poetry (207721)
Jesse McCarthy
2019 Spring (4 Credits) Schedule: TR 0130 PM - 0245 PM
When we speak of a tradition of black poetry what do we mean? How did those who made this literature
think of their own practice, relate to each other, and to their audiences? How has black poetic practice
evolved and responded to different social, cultural, and political crises? This course will introduce
important figures in this tradition, and the debates that have dominated its production, reception and
practice, as well as its relations to other cultural forms, including popular music, performance, dance, film
and the visual arts. We will read a selection of some of the most significant works in their historical context,
covering a broad sweep from the 18th century to the present day touching on major movements including
the Harlem and Chicago Renaissance, négritude, The Black Arts Movement, Black Feminism, and the Dark
Room Collective. Authors include Phillis Wheatley, Paul Laurence Dunbar, Jean Toomer, Langston Hughes,
Sterling Brown, Una Marson, Robert Hayden, Gwendolyn Brooks, Aimé Césaire, Nicolás Guillén, Amiri
Baraka, Lucille Clifton, Audre Lorde, Derek Walcott, Harryette Mullen, Nathaniel Mackey, Rita Dove, Jericho
Brown, Tracy K. Smith, Ed Roberson, Claudia Rankine, Terrance Hayes, M. NourbeSe Philip, Fred Moten,
and Kevin Young.

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FAS Divisional Distribution Arts and Humanities
African & African Amer Studies 116 Section: 01

Autobiography and Memoir: Remembering the Self (156935)
Jamaica Kincaid
2018 Fall (4 Credits) Schedule: M 1200 PM - 0245 PM

Close readings of classic autobiographies: Fredrick Douglas, Booker T. Washington, Thomas Jefferson,
Henry Adams, Elizabeth Keckley; and contemporary memoirs by Ta Nahesi Coates, Hilton Als among
others. A weekly critical paper is required; the final paper is a creative one, a short memoir.

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Specters of Race and Paroxysms of Violence in Scorsese and Tarantino (110493)
Biodun Jeyifo
2018 Fall (4 Credits) Schedule: R 1200 PM - 0245 PM
Through such films as "Taxi Driver", "Raging Bull", "Pulp Fiction" and "Django Unchained", the course will
explore the avant-garde techniques of cinematic storytelling that Scorsese and Tarantino deploy to explore
America's obsession with the figure of the black male as both a victim and purveyor of extreme violence.

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The History of African Americans From the Slave Trade to the Civil War (144199)
Vincent Brown
2018 Fall (4 Credits) Schedule: TR 1030 AM - 1145 AM
This course surveys African American History from the first migrations of Africans to the Americas during
the Transatlantic Slave Trade to the eve of the U.S. Civil War. Atlantic in scope, our studies will consider
black US history in the context of broader regional variations, highlighting both the distinctive and the
unexceptional features of black society, culture, and politics. Lectures, readings, discussions, and
assignments will emphasize several key themes: the indispensability of slavery to the colonial development
of the Americas, the entrenchment of race as a mode of categorical belonging and discrimination, the
continuity of multivalent struggles for dignity, freedom, and equality, and the shaping force of gender,
geography, and imperial warfare in the transformations of the period. Special attention will be paid to the
interpretive possibilities of representing this history in the form of data, argumentative prose, storytelling,
and works of visual art.

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African & African Amer Studies 119X
Chocolate, Culture, and the Politics of Food (108879)
Carla Martin
2019 Spring (4 Credits) Schedule: W 0300 PM - 0500 PM
This course will examine the sociohistorical legacy of chocolate, with a delicious emphasis on the eating
and appreciation of the so-called "food of the gods." Interdisciplinary course readings will introduce the
history of cacao cultivation, the present day state of the global chocolate industry, the diverse cultural
constructions surrounding chocolate, and the implications for chocolate's future of scientific study,
international politics, alternative trade models, and the food movement. Assignments will address pressing
real world questions related to chocolate consumption, social justice, responsible development, honesty
and the politics of representation in production and marketing, hierarchies of quality, and myths of purity.

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Mass Incarceration in Historical Perspective (156254)
Elizabeth Hinton
2018 Fall (4 Credits) Schedule: MW 0300 PM - 0415 PM
Today 1 in 3 African American boys will spend part of their lives behind bars, a profound reflection of the
limitations of law and democracy in the United States. By examining the connections between race and the
development of legal and penal systems over time, this course investigates the historical process that
eventually gave rise to the mass incarceration of black and Latino Americans in the late twentieth century.
The course is structured according to the major punitive changes that often emerged after the expansion of
constitutional and civil rights for African Americans. Our historical consideration will provide us the
necessary background to address the ongoing consequences of racial disparities in the criminal justice
system and the momentous public policy implications of this dynamic.

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African & African Amer Studies 123Y

The Historical Philosophy of W.E.B. Du Bois (204505)
Cornel West

This course will examine the historical philosophy of the towering Black scholar and great freedom fighter
of the 20th Century. We shall engage in close readings of Du Bois' classic work, "The Souls of Black Folk"
(1903) as well as subsequent essays in his magisterial corpus, especially his classic autobiography, "Dusk
of Dawn" (1940).

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African & African Amer Studies 123Z

American Democracy (111438)
Cornel West
Roberto Mangabeira Unger
2019 Spring (4 Credits) Schedule: R 0100 PM - 0300 PM
Democracy, inequality, and nationalism in America. The white working class and American politics. Class
and race. Identities and interests. Conditions for socially inclusive economic growth. Alternative directions
of institutional change, viewed in light of American history. Democratizing the market and deepening
democracy. Self-reliance and solidarity.
Readings from classic and contemporary works on the United States. Extended take-home examination.
Course Notes: Additional discussion hour scheduled weekly. Offered jointly with the
Law School as 30500-11.
Class Notes: Taught by a combination of lecture and discussion, with an additional

weekly discussion meeting for undergraduates.

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Urban Inequality after Civil Rights (156259)
Elizabeth Hinton
2019 Spring (4 Credits) Schedule: MW 0300 PM - 0500 PM
Why is the United States more segregated today than ever before? By examining the impact of social,
political, and economic transformations in the decades after the civil rights movement, this course

addresses historical developments that functioned to increase segregation and income stratification in
African American communities in the late twentieth century and into the twenty-first. Offered jointly with the
Graduate School of Design as SES 5507.

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Richard Wright: Literature, Philosophy, and Politics (156260)
Tommie Shelby
Glenda Carpio
This course examines the major fiction and nonfiction works of Richard Wright from a literary,
philosophical, and political perspective. We will take an interdisciplinary approach to this wide-ranging and
canonical American author, contextualizing him within the broader tradition of black letters. Readings
include but are not limited to Uncle Tom's Children, Native Son, Black Boy, American Hunger, 12 Million
Black Voices, The Outsider, Black Power, The Color Curtain, White Man Listen!, and Eight Men. The course
also explores major influences in Wright's development including the work of Marx, Sartre, and Freud.

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Faulkner, Interracialism and Popular Television (208092)
Linda Chavers
What could Scandal or How To Get Away with Murder possibly have in common with the works of William
Faulkner? This course puts our classic literature in conversation with current canonical pop culture. Each
week we will examine how Shonda Rhimes's hit television shows Scandal and How To Get Away With
Murder resurrect the same charged topics of interracial sex, black personhood and white anxieties that
William Faulkner described and imagined in his novels Absalom, Absalom and Light in August. All of these
texts tackle themes such as othering, violence as liberation and the spectre of interracialism but what do
they say about them in particular? What does Rhimes highlight about this? Faulkner? What is achieved
textually versus visually? This course looks at how all of these expressions discuss the highly charged
topic of race and blackness and offers a lens through which to look at our daily life.
Class Notes: Will be held in the Beren Common Room in Winthrop House

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19th century Black Women Slave Narratives and the 21st century #MeToo Movement: (207805)
Linda Chavers
What would happen if we genuinely paid attention to the history of American slavery? What threads could
we pull from it about gender, sex and power? This course examines the current discourse around sexual
harassment and assault from the #MeToo movement through the informed lens of Harriet Jacobs's slave
narrative Incidents in the Life of a Slave Girl. Both "texts" involve navigating spaces of subjugation and
supremacy and yet one voice has remained steadily ignored in mainstream audiences. We will also look at
the intersection of race and gender that Incidents reveals and trace how these remain intact or not through
today. We will also look at the life of Sally Hemings in the #MeToo context.

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Zora Neale Hurston and the Anthropology of Race (208035)
Marla Frederick
This course takes up the major writings of anthropologist, Zora Neale Hurston, "A Genius of the South." It
places her oeuvre in its historical context, situated amongst 20th century debates in sociology and
anthropology about the meanings of race, blackness, culture, Africanness and cultural retentions. Trained
in the Columbia school of anthropology by Frans Boas, "the Father of American Anthropology," the course
explores how Hurston's approach to the study of African American life was influenced by Boas' emergent
theories of race. Given Hurston's non-traditional sojourn as a scholar of the American South, a committed
fiction writer and a central figure of the Harlem Renaissance, the course further examines her unique, and
at times confounding, contributions to the social and political order of her day. By placing her work in
conversation with other notable anthropologists we examine the rich tradition of scholars who have
attempted to make sense of race in the context of the Americas.

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Literature, Oratory, Popular Music and the Politics of Liberation (123434)
Biodun Jeyifo
2018 Fall (4 Credits) Schedule: W 1200 PM - 0245 PM
Against the historic background of the civil rights struggles in the United States and the decolonizing
liberation struggles in Africa and the Caribbean, this course explores how utopian or emancipatory
aspirations in diverse genres and media like literature, oratory, and popular music impact people of
different racial groups, gendered identities and social classes. Among the authors, public intellectuals and
performers whose works we will explore are Ralph Ellison and James Brown, Wole Soyinka and Fela Kuti,
Derek Walcott and Bob Marley, and Toni Morrison and Aretha Franklin.

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Hiphop and Don't Stop. I Am Hiphop: Build, Respect, Represent (126710)
Marcyliena Morgan
2019 Spring (4 Credits) Schedule: T 1200 PM - 0245 PM
This reading seminar takes up the question of how and why Hiphop art, culture and politics has taken over
and dominated American public, youth, popular culture and African American discourse in general. I AM
HIPHOP is a vivid exploration into the origins, culture, style, art and enduring influence of hiphop as a
uniquely American black cultural art form adapted around the globe. It explores how hiphop language
ideology has penetrated the 'arts' and American culture by identifying and reframing life in the 21st century.
Readings will be on theoretical, ideological and philosophical arguments embedded in hiphop artistic
practices in the U.S. and throughout the world. We will examine hiphop's influence in all genres including
the arts, social sciences, business, etc. The course will examine how people throughout the world
incorporate hiphop edicts to disseminate public and popular ideologies to represent individuals,
neighborhoods, cities and nations.

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The Hiphop Cipher: "These are the Breaks" (108837)
Marcyliena Morgan
The Hiphop Cipher is an in-depth look at hiphop culture and production. It is for students who are familiar
with hiphop as a cultural and artistic movement and enterprise and/or have taken courses on hiphop and
popular music and culture. The focus of the course will be the year 1995. The course will closely examine a
particular issue and topic and includes guest lecturers and master classes on areas or issues in hiphop
culture, art, scholarship and performance. Fall Winter 2018 will feature Artist in Residence and Grammy
Winning producer 9th Wonder (Patrick Douthit).
These are the Breaks: The connection between vinyl from the 60's, 70's and 80's and birth of what we now
know as hip-hop music, is a connection that is known by producers, DJ's and collectors of music, but not
to academia. Various political, cultural, and social movements of the 1960's created an environment for the
stories of soul, jazz, and funk produced in the 1970's, which in turn created the platform for our most
treasured hip-hop albums (Illmatic, The BluePrint, The Chronic, College Dropout, The Minstrel Show).
"Diggers" from around the world travel from country to country, from record shop to basement, in search of
the original "breaks" used for these albums, in some cases for 10+ years. This course examines the
important break beats in hiphop and the cultural, political and social movements and contexts that the
beats, songs and production represented.
Class Notes: This course will be held in the Hiphop Archive

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Race, Racism, and American Politics (204051)
Lawrence Bobo
2018 Fall (4 Credits) Schedule: W 0900 AM - 1145 AM
This course takes up the questions of whether, how much (if at all), and why racial group identity and
racism influence American political discourse, behavior and policy-making regarding issues of importance
to African American communities. The course will also consider the future of debates within African
American political thought and politics in the coming post-Obama era. The focus will be primarily on the
post World War II era, especially the post-Civil Rights period to the present day. Among the topics we will
address are: Obama and the racial divide in America, the rise of the Tea Party, the new politics of
immigration, and the rhetoric of "law and order" in American politics and its connection to the mass
incarceration. Readings will consider how sociologists, political scientists, and historians have tried to
understand the complex and changing role of race and racism in American politics and policy-making.

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Learning Languages: Communication, Acquisition, Translation and Authorship from Africa and Beyond (207977)
John Mugane
This interdisciplinary, experimental, social engagement course explores the foundations of language
learning and communicative competence from an African perspective. What do language learners at
Harvard have to learn from the polyglots of rural Cameroon, the transnational traders of the Sahara Desert,
the code-switching "beach boys" of the Swahili Coast, and the code-mixing/code-scrambling urban
dwellers? How might studying language acquisition, communicative commerce, and the pragmatics of
association and affiliation from Africa help to make us better language learners, translators, and global
citizens in an increasingly connected world? What does it mean to "know" a language? How is "fluency"
best achieved? Is language best understood as a "skill" as an "opportunity" as a "space" -what? What
happens when we start to think of language not just as an avenue but as a locus of knowledge production,
wealth generation and cultural participation. How does fluency (competence and performance) through
social engagement learning compare to fluency attained through scholarly study? Calling into question
dominant Western modes of language teaching and learning, this course explores new theoretical,
methodological, and practical approaches to language learning, translation, and intellectual
engagement. This course will allow students to bring their own linguistic questions and projects into the
classroom, while at the same time studying the Harvard African Language Program's ongoing experiment
in language teaching and learning. Encouraging hands-on, practical language learning, the course will offer
students the opportunity to attain new linguistic capacities and strategies through "shock language
lessons," to practice collaborative translations with language speakers and tradition bearers, and to
undertake their own communicative adventures in local communities. Readings will include a wide range of
interdisciplinary texts, including Nigerian novels, Anthropological theory, Swahili rap lyrics, historical
Linguistics, Zulu praise poetry, Colonial-era grammars, and STS (science and technology studies)
ethnographies. Coursework will include translations of foreign language texts, reading responses, social
engagement work, and a final analytic or creative project.

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Christianity, Identity, and Civil Society in Africa (125927)
Jacob Olupona
This course is a historical survey of the centuries-old Christian traditions in Africa. It begins with an outline
of the trajectory of Christianity's origins and presence in Africa from its beginning in ancient Mediterranean
lands through the early period of European missionaries to the contemporary period. The course provides
the ethnography of the old mission churches, indigenous independent African churches, and contemporary
evangelical and Pentecostal Charismatic movements. The course explores the role of Christianity in
relation to historical, cultural, social, and material realities of the African continent. It examines a broad
range of topical issues related to conversion, missionization, and the development and growth of Christian
agencies in Africa in relation to the construction of social, theological, and religious identities, as well as

Christianity's response to cultural pluralism, nationhood, citizenship, and civil society.
Course Notes: Offered jointly with the Divinity School as 2337.

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From R & B to Neo Soul: Black Popular Music and Cultural Transformation (124607)
Ingrid Monson
The course focuses on the history of African American popular music from Ray Charles to P-Funk to
Erykah Badu with particular emphasis on its long-term impact on American culture. The rise of classic R &
B, Soul, Motown, Funk, the Philly Sound and Neo-Soul are featured. Key artists include Ray Charles, Aretha
Franklin, the Supremes, Curtis Mayfield, James Brown, Stevie Wonder, George Clinton, Michael Jackson,
Prince, Jill Scott, Erykah Badu, Usher, Alicia Keys, and D'Angelo. The course is especially concerned with
tracing the interrelationships among music, politics, spirituality, and race relations during the Civil Rights
and Black Power years and their legacy for today. During these years the sound of African America
indelibly shaped mainstream American popular culture in far reaching and transformative ways.
Education requirement for either Culture and Belief or Aesthetic and
Interpretive Understanding, but not both.

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FAS: General Education Aesthetic and Interpretive Understanding
FAS: Core Curriculum Literature and Arts B
FAS: General Education Culture and Belief

African Religions (123438)
Jacob Olupona
This course is a basic introduction to the history and phenomenology of traditional religions of the African
peoples. Using diverse methodological and theoretical approaches, the course will explore various forms of
experiences and practices that provide a deep understanding and appreciation of the sacred meaning of
African existence: myth, ritual arts, and symbols selected from West, East, Central, and Southern Africa.


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The Creole Spirits (208021)
Christina Davidson
This course explores the ways that various religious ideas and practices shaped racial formation in the
Afro-diasporic Americas from the colonial period through the twentieth century. The course covers
European and African religious understandings of the Atlantic slave trade in the colonial era as well as
slaves' reactions to colonial social structures and the formation of creolized religions. Students will also
explore topics such as black missionary endeavors, Afro-Creole Spiritualism, Rastafarianism, and Haitian
Vodou.

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African & African Amer Studies 192Y

The Paradox of the Garden: Good and Evil in Paradise (205834)

Selected readings from The Book of Genesis, Frederic Douglass, Thomas Jefferson, Jane Austen, William
Bartram, Anne Spencer among others.

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The Paradox of the Garden: Good and Evil in Paradise (205834)
Jamaica Kincaid

Selected readings from The Book of Genesis, Frederic Douglass, Thomas Jefferson, Jane Austen, William
Bartram, Anne Spencer among others.

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Intersectional and International Social Movements, 1920-2020 (208056)
Tejasvi Nagaraja
This seminar offers a dynamic survey of U.S.-based social movements, over the past century. We will
emphasize intersectional and international dynamics, and how they animate and complicate our major
narratives of activism and organizing. While highlighting the 'long civil rights movement' for Black freedom,
we will also consider overlapping feminist, labor, LGBT and immigrant causes as well as more right-wing
ones. As we move across each decade and issue focus, we will ask how each movement had transnational
dimensions, as well as how race, gender, class, sexuality, or other axes of inequality were braided
together. For example, we will consider how African-American migrations produced encounters with Puerto
Rican migrants and Haitian politics. We will examine stories of union organizing centered on
Latinx and queer workers, as they experienced changing immigration policies or were employed aboard
globe-traveling ships. We will learn how Black-freedom organizer Ella Baker responded to gendered labor
issues, from domestic workers in the Bronx to military service in Asia. We will see how global events from
World War II to Vietnam shaped the political lives of LGBT voices from James Baldwin to Sylvia
Rivera. And we will trace recent waves of feminism as they have navigated issues of welfare advocacy,
South Africa solidarity, immigrant detention, and Black Lives visions. We will follow
these intersectional and international concerns into our own 2010s historical era. Students will get an
introduction to a century of social history and diverse movements, be exposed to a range of cross-
movement biographical portraits, as well as gain exposure to innovative and interdisciplinary approaches.

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The African Diaspora: Time, Space, and Belonging (211170)
Youssef J. Carter
This seminar examines how "diaspora" has emerged in conceptual terms and has been used to describe a

specific process of becoming and belonging, particularly for people who have dispersed, or have been
dispersed, into multiple spaces around the globe while at the same time maintaining a sense of
connectedness (solidarity) through the circulation of homeland paraphernalia, political views, and other
devices that act as connective tissue. We will review literatures that focus on transborder practices, and on
the ways in which communities engaging in these practices imagine themselves. We begin by tracking a
genealogy of 'diaspora' in both historical and contemporary dimensions in order to then analyze how it
applies in global African context. This seminar also focuses on how identities become contested and
untethered from state boundaries via diasporic and transnational solidarities, but also on how people
discursively situate, or localize, themselves into particular geographic and temporal contexts. Here, we
address the theme of mobility through analyzing scholarship on transborder practices within a globalized
world, and diasporic existences. We review anthropological writings that center upon the many
entanglements that "glocal" communities face as they circulate around multiple diasporic nodes and
engage multiple social, political, and religious worlds. Diaspora, here, is not taken for granted and the
assumption is not held that diasporas exist automatically, but rather, that their formations are
particularized, locally-shaped, and inflected as purposeful camaraderies via interactions (real or imagined)
between and among sites in ever-evolving networks. Diasporas are not merely sites where static relations
to homeland are simply enacted and maintained—the interactions in and throughout diasporic networks
tend to be more complex and multiple. Diasporas do not just produce mobility, they are themselves variable
in the sense that they continually shift in size, orientation, and perhaps even representation. Collective
envisionings of homeland that configure a solidarity amongst similarly dispersed people can even, over
time, downgrade from diaspora to simple dispersion. Our central aim, then, is to deepen our understanding
of not only the diaspora concept, but also investigate the social and political components of dispersion.

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Social Revolutions in Latin America (110501)
Alejandro de la Fuente
This course seeks to explain why social revolutions have taken place in Latin America and analyzes their
impact on the region. The objective is for students to gain a critical understanding of the origins,
development, and impact of revolutionary movements in Latin America during the twentieth century. We
will try to identify: (1) the historical factors that led to revolutions in the region (the so-called revolutionary
situations); (2) the strategies followed by different movements and how successful they were; (3) the
programs and policies instituted by the different revolutionary governments; (4) the social and political
forces opposed to those policies, including international forces; and (5) the ability of these revolutionary
movements to hold on to power for extended periods of time. The course examines several case studies,
which may include Mexico, Cuba, Chile, Nicaragua, the Zapatista uprising in Chiapas, and the so-called
"Bolivarian revolution" of Venezuela. Our goal is to identify similarities and differences among these cases.

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Martin Luther King, Jr. and the Question of Conscientious Citizenship (207580)
Jonathan Walton
Brandon Terry
2019 Spring (4 Credits) Schedule: TR 1030 AM - 1145 AM
What does it mean to be a conscientious citizen? What are our responsibilities as civic-minded, morally-
engaged members of overlapping communities? This course seeks to answer such questions by exploring
the ethical, religious, and political thought of arguably the greatest public intellectual and activist that the
United States ever produced, Martin Luther King, Jr. In interrogating King's body of public philosophy, as
well as its leading critics and interpreters, we will pursue a body of questions that remain essential to
thinking through the problems of citizenship in the current age. Students will debate: How should we think
about the tensions between conscience and community? How ought we think about the alignment of moral
ends with practical and political means (e.g., violence, law, civil disobedience, coercion, revolution,
rebellion, etc.)? Is there room for public profession of faith in political discourse or is it a conversation
stopper? Lastly, given the persistence of evil and injustice, can suffering in service of justice be redemptive
or does such hope simply reify the structures of injustice?

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FAS: Final Assessment Category Three-hour Exam
African & African Amer Studies 199Z Section: 01

Majesty and Mythology in African Art (207767)
Suzanne Blier
This course serves as an introduction to key themes in Africa art framed around both questions of rulership
and the array of mythological forms that define these and other arts. The course also examines what these
arts reveal about the nature of power, society, and religion in Africa more generally. The diverse ways that
Africans have employed art and architecture to define individual and group identity will also be examined.
Among the topics that will be discussed are palace and community architecture, regalia, women, divine
kingship, cosmology, enthronement ceremonies, history, and the importance of art in diplomacy and war.
The importance of broader art and architectural connections between Africa and other world areas will be
engaged as well, bringing into play issues of colonialism, the global economy, questions of display, and
current concerns with art appropriation and return.
Class Notes: The instructor has asked for the class to be held in the Sackler.

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Africa Rising? New African Economies/Cultures and Their Global Implications (108680)
John Comaroff
Jean Comaroff
M 1200 PM - 0115 PM
In a story titled Africa Rising (2011), The Economist argued that the continent epitomizes both the
"transformative promise of [capitalist ]growth and its bleakest dimensions." This workshop will explore
Africa's changing place in the world - and the new economies, legalities, socialities, and cultural forms that
have arisen there. It will also interrogate the claim that the African present is a foreshadowing of processes
beginning to occur elsewhere; that, therefore, it is a productive source of theory about current conditions
world-wide. The workshop, open to faculty and students, will meet Mondays from 6:00-8:00. 15 students will
be permitted to take it as a course; they will also meet on Mondays, 12:00-1:30. Grades will be based on
participation and a term essay.
Class Notes: Class meets on Mondays from 12pm - 1:30pm and 6pm - 8pm.
Additionally, it will be held in the Barker Center Locke Room (rm. 230)

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FAS: Course Level Primarily for Graduate Students
African & African Amer Studies 209B

Africa Rising? New African Economies/Cultures and Their Global Implications (108694)
George Paul Meiu
M 1200 PM - 0115 PM
In a story titled Africa Rising (2011), The Economist argued that the continent epitomizes both the
"transformative promise of [capitalist] growth" and its bleakest dimensions. This workshop will explore
Africa's changing place in the world - and the new economies, legalities, socialities, and cultural forms that
have arisen there. It will also interrogate the claim that the African present is a foreshadowing of processes
beginning to occur elsewhere; that, therefore, it is a productive source of theory about current conditions
world-wide. The workshop, open to faculty and students, will meet Mondays, 6:00-8:00. 15 students will be
permitted to take it as a course; they will also meet on Mondays, 12:00-1:30. Grades will be based on
participation and a term essay.
Class Notes: Meets Monday from 12p–1:00p and 6p–8p

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Entrepreneurship in Africa (110092)
Jacob Olupona
This course is designed to help students develop an understanding of the socio-economic revolution in the
emerging African market. The goal will be to inspire and equip budding social entrepreneurs with
knowledge and skills specific to context, challenges and innovation in enterprises that advance the
continent with strong social impact. Designed as a seminar course, and team taught by faculty from across
the Harvard schools, each session will focus on a theme - Agriculture & Food, Energy, Healthcare and
Education - that affect development across the African Continent. The course will explore the unique
challenges and opportunities of launching and growing an enterprise in the African context. Students will
examine conditions in North, West, East, Central and Southern Africa and study how the current
environments - political, social, technological and economic - can impact entrepreneurs' approach to
growth, scalability and partnerships as they launch new businesses or social ventures. The course will
explore questions such as how social entrepreneurship theory manifests in practice, how Africa's
challenges are identified and solutions developed, the evolving role of leadership, ethics, governments, and
social sector development in Africa and how entrepreneurs can leverage their ideas to create systems and
policy level social change in Africa. The course will meet weekly including a 1-hour weekly group section
focused on a final project. Students will work in teams to produce a final project business plan for a social
enterprise or a strategy paper that addresses a business and development need specific to a region in
Africa. The course will be open for cross-registration to all Harvard graduate students, limited by capacity
to undergraduate students.

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Topics in African American History (115728)
Evelyn Brooks Higginbotham
This graduate readings seminar surveys African American history from the slave trade through the early
twentieth century. We will examine the experiences of African Americans alongside the history of race
relations in a larger American context. Topics include slavery, abolition, and the transition to freedom;
regional and cultural differences among African Americans; black politics; and issues of gender and class
in black communities. We will also discuss the nature of historical inquiry and differing modes of historical

interpretation.

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Research Design/Proposal Writing (203411)
John Comaroff
Jean Comaroff
This course is a practicum designed to help students craft effective research and grant proposals, learn
how to constructively critique others' proposals, and develop enduring collaborative relationships. Many
writing problems are fundamentally thinking and design problems. For this reason, conceptual structure,
project design, and methodological choices will occupy a great deal of our time. The first half of the
semester will focus on Wenner-Gren-type proposals, the second half on proposals for the National Science
Foundation and similar funders.

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Graduate Proseminar (115727)
Marcyliena Morgan
Students are introduced to major themes, classic texts, and representative current work in the broad
interdisciplinary field of African and African American Studies, with a focus on the Humanities (Literature,
Art, Music, and Religion).
Course Notes: Required for all graduates in African and African American Studies in
their first year.
Class Notes: The Course will be held in the Barker Center Locke Room (rm. 230).

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FAS Divisional Distribution None

FAS: Course Level Graduate Course

Social Theory, In and Out of Africa (207794)
John Comaroff
Jean Comaroff
Social Theory, In and Out of Africa examines, in critical depth, the major theoretical and methodological
approaches that have shaped the history of Anglo-American anthropology and, more generally, social
thought through the prism of Africa. In so doing, it will address (i) the historical roots and philosophical
foundations of these approaches and (ii) their significance for contemporary concerns in the social
sciences at large.

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Theory and Race in the Americas (211217)
Marla Frederick
2019 Spring (4 Credits) Schedule: W 0900 AM - 1145 AM
This course explores myths and theories of race that have informed the construction and
development of social caste and class in the Americas. Reading classical works on race from
scholars like DuBois and Hurston to more contemporary works by scholars like Hartman and
Gregory, we examine the entrenchment yet mutability of race in the context of the Americas.
Looking at both religion and the social sciences, the course explores the ways in which race was
first predicated upon religious myths and ideas and then codified through science and the law.
In this way we appreciate the infusion of race in the very fabric and shaping of the Americas.
Readings, discussions and assignments will emphasize several key themes: race, slavery,
diaspora, racism, respectability and resistance. We take an interdisciplinary approach that
bridges anthropology, philosophy, religion, sociology and political science. In part we will
explore the disciplines' role(s) in making and unmaking race and racism.

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Individual Reading Tutorial (115731)
Lawrence Bobo
Allows students to work with an individual member of the faculty in a weekly tutorial.
Course Notes: Students may not register for this course until their adviser and the
faculty member with whom they plan to work have approved a program
of study.

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Individual Reading Tutorial (115731)
2019 Spring (4 Credits) Schedule:

Allows students to work with an individual member of the faculty in a weekly tutorial.
Course Notes: Students may not register for this course until their adviser and the
faculty member with whom they plan to work have approved a program
of study.

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Individual Research (115732)
Lawrence Bobo
Requires students to identify and carry out a research project under the guidance of a member of the
faculty. Graduate students may use this course to begin work on the research paper required for admission
to candidacy.

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to candidacy.

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Jacob Olupona
to candidacy.

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Directed Writing (119827)
Lawrence Bobo
Requires students to identify a major essay and carry it out under the guidance of a member of the faculty.

Graduate students may use this course to begin to work on the research paper that is a requirement of
admission to candidacy.

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Directed Writing (119827)

Requires students to identify a major essay and carry it out under the guidance of a member of the faculty.
Graduate students may use this course to begin to work on the research paper that is a requirement of
admission to candidacy.

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Teaching, Writing, and Research (210981)


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George Paul Meiu

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George Paul Meiu

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Reading and Research (122706)
Lawrence Bobo
Course Notes: Permission of the instructor and the Director of Graduate Studies is
required for enrollment.

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African & African Amer Studies 398 Section: LEC

George Paul Meiu
Course Notes: Permission of the instructor and the Director of Graduate Studies is
required for enrollment.

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Direction of Doctoral Dissertations (115733)
Lawrence Bobo

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Ali Asani

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Subject: Jamaican
Jamaican AA
Elementary Jamaican Patois (156750)
John Mugane
A study of Jamaican Patois the primary native language of Jamaica at the Elementary level (First year part
1). Contact hours supplemented by digital resources. Emphasis on written expression, reading
comprehension, and oral fluency. Students are strongly encouraged to complete both terms of this course
(parts AA and AB) within the same academic year.
Course Notes: Languages in the tutorial program are offered when there is
demonstrated curricular or academic need on the part of the student,
and when suitable instruction can be arranged. Please contact the
department to learn more.

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FAS: Meets Foreign Lang Req Jamaican Patois
Jamaican AB
Elementary Jamaican Patois (205844)
John Mugane
Instructor Permissions: None Enrollment Cap: 20
A study of Jamaican Patois the primary native language of Jamaica at the Elementary level (First year part
2). Contact hours supplemented by language digital resources. Emphasis on written expression, reading
comprehension, and oral fluency. Students are strongly encouraged to take both parts of the course within
the same academic year. The curriculum builds throughout the year. This course is offered only in the
Spring.

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Jamaican BA
Intermediate Jamaica Patois (205863)
John Mugane
A study of Jamaican Patois the primary native language of Jamaica at the Intermediate level (Second year
part 1). Contact hours supplemented by language lab sessions. Emphasis on written expression, reading
(parts AA and AB) within the same academic year. Students taking Jamaican Patois BA in the Spring must
note that Jamaican Patois BB is offered only in the Spring and must therefore wait for Spring to complete
the course.

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HCOL: Foreign Lang Citation Jamaican Patois
Jamaican BB
Intermediate Jamaican Patois (205881)
John Mugane
A study of Jamaican Patois the primary native language of Jamaica at the Intermediate level (Second year
part 2). Contact hours supplemented by digital resources sessions. Emphasis on written expression,
reading comprehension, and oral fluency. Students are strongly encouraged to take both parts of the
course within the same academic year. The curriculum builds throughout the year. Students taking
Jamaican Patois BA in the Spring must note that Jamaican Patois BB is offered only in the Spring.

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Jamaican 101AR
Advanced Jamaican Patois (205869)
John Mugane
A study of Jamaican Patois the primary native language of Jamaica at the Advanced level in the Fall
semester. As needed, successive advanced readings in Jamaican Patois may be taken under Jamaican
Patois 101ar every Fall.
Recommended Prep: Jamaican Patois B or equivalent

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Jamaican 101BR
Advanced Jamaican Patois II (205878)
John Mugane
A study of Jamaican Patois the primary native language of Jamaica at the Advanced level in the Spring
semester. As needed, successive advanced readings in ]\Jamaican Patois may be taken under Jamaican
Patois 101br every Spring.
Recommended Prep: Jamaican Patois 101ar or equivalent.

Attribute Value(s)
Subject: Swahili
Swahili AA
Elementary Swahili (119819)
John Mugane
2018 Fall (4 Credits) Schedule: MWF 1030 AM - 1145 AM
A study of the lingua franca of East Africa at the elementary level. Contact hours supplemented by
language lab sessions. Emphasis on written expression, reading comprehension, and oral fluency.
Students are strongly encouraged to take both parts of the course within the same academic year. The
curriculum builds throughout the year.
Class Notes: Courses will be held in 1280 Mass ave rm. 360

Attribute Value(s)
FAS: Meets Foreign Lang Req Swahili
Swahili AB
Elementary Swahili (159829)
John Mugane
2019 Spring (4 Credits) Schedule: MWF 1030 AM - 1145 AM
A study of the lingua franca of East Africa at the elementary level. Contact hours supplemented by
language lab sessions. Emphasis on written expression, reading comprehension, and oral fluency.


Attribute Value(s)
Swahili BA
Intermediate Swahili (144184)
John Mugane
Continuation of Swahili A. A study of the lingua franca of East Africa at the elementary level. Contact hours
supplemented by language lab sessions. Emphasis on written expression, reading comprehension, and
oral fluency. Students are strongly encouraged to take both parts of the course within the same academic
year. The curriculum builds throughout the year.
Recommended Prep: Swahili A or the equivalent of one year's study of Swahili.

Attribute Value(s)
HCOL: Foreign Lang Citation Swahili
Swahili BB
Intermediate Swahili (159865)
John Mugane
Continuation of Swahili A. A study of the lingua franca of East Africa at the elementary level. Contact hours

Recommended Prep: Swahili A or the equivalent of one year's study of Swahili.

Attribute Value(s)
Swahili 101AR
Reading in Swahili (119820)
John Mugane
Advanced reading in Swahili.
Class Notes:
John Mugane and assistant
Recommended Prep: Swahili B or equivalent.

Attribute Value(s)
Swahili 101BR
Reading in Swahili II (119821)
John Mugane

Advanced reading in Swahili II.
Class Notes:
Recommended Prep: Swahili 101ar or equivalent.

Attribute Value(s)
Subject: Yoruba
Yoruba AA
Elementary Yoruba (120952)
John Mugane
Yoruba is spoken in the West African countries of Nigeria, Benin Republic, and parts of Togo and Sierra
Leone, therefore constituting one of the largest single languages in sub-Saharan Africa. Yoruba is also
spoken in Cuba and Brazil. Students will acquire the Yoruba language at the basic or elementary level.
Students are strongly enrcouraged to complete both terms of this course (parts AA and AB) within the
same academic year.
Course Notes: Primarily designed for students who have no prior knowledge of
Yoruba. However, students with minimal knowledge of the language
may also register for the course. Not open to auditors.

Attribute Value(s)
FAS: Meets Foreign Lang Req Yoruba
Yoruba AA Section: 01

John Mugane
Students are strongly enrcouraged to complete both terms of this course (parts AA and AB) within the
same academic year.

Attribute Value(s)
Yoruba AB
John Mugane

Attribute Value(s)
Yoruba BA
Intermediate Yoruba (120953)
John Mugane
Continuation of Yoruba A. Yoruba is spoken in the West African countries of Nigeria, Benin Republic, and
parts of Togo and Sierra Leone, therefore constituting one of the largest single languages in sub-Saharan
Africa. Yoruba is also spoken in Cuba and Brazil. Students will acquire the Yoruba language at the basic or
elementary level. Students are strongly enrcouraged to complete both terms of this course (parts AA and
AB) within the same academic year.
Course Notes: Not open to auditors.
Recommended Prep: Yoruba A or the equivalent of one year's study of Yoruba.

Attribute Value(s)
HCOL: Foreign Lang Citation Yoruba
Yoruba BB
Intermediate Yoruba (159873)
John Mugane
Continuation of Yoruba A. Yoruba is spoken in the West African countries of Nigeria, Benin Republic, and
parts of Togo and Sierra Leone, therefore constituting one of the largest single languages in sub-Saharan
Africa. Yoruba is also spoken in Cuba and Brazil. Students will acquire the Yoruba language at the basic or
elementary level. Students are strongly encouraged to take both parts of the course within the same
academic year. The curriculum builds throughout the year.
Recommended Prep: Yoruba A or the equivalent of one year's study of Yoruba.

Attribute Value(s)
Yoruba 101AR
Reading in Yoruba (120954)
John Mugane

Advanced reading in Yoruba.
Class Notes: Hours to be arranged

Recommended Prep: Yoruba B or equivalent.

Attribute Value(s)
Yoruba 101BR
Reading in Yoruba II (120955)
John Mugane
Advanced reading in Yoruba II.
Class Notes: John Mugane and assistant
Recommended Prep: Yoruba 101a or equivalent.

Attribute Value(s)
Yoruba 101BR
Reading in Yoruba II (120955)
John Mugane

Advanced reading in Yoruba II.
Recommended Prep: Yoruba 101a or equivalent.

Attribute Value(s)
Subject: Twi
Twi AA
Elementary Twi (120944)
John Mugane
W 1200 PM - 0115 PM
Twi is one of the regional languages of the Akan speaking peoples of Ghana, constituting the largest ethnic
group in Ghana. Twi is fast becoming the lingua franca of the country. This course aims to help students
acquire the Twi language at the basic or elementary level. Students are strongly enrcouraged to complete
both terms of this course (parts AA and AB) within the same academic year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Twi
Twi AA Section: 01
John Mugane

acquire the Twi language at the basic or elementary level. Students are strongly enrcouraged to complete
both terms of this course (parts AA and AB) within the same academic year.

Attribute Value(s)
Twi AB
John Mugane
acquire the Twi language at the basic or elementary level. Students are strongly encouraged to take both
parts of the course within the same academic year. The curriculum builds throughout the year.

Attribute Value(s)
HCOL: Foreign Lang Citation Twi
Twi BA
Intermediate Twi (120947)
John Mugane

W 0600 PM - 0715 PM
Continuation of Twi A. Twi is one of the regional languages of the Akan speaking peoples of Ghana
constituting the largest ethnic group in Ghana. Twi is fast becoming the lingua franca of the country. The
Akan people are well known for their art and culture, especially the traditional colorful Kente cloth.
Students are strongly encouraged to complete both terms of this course (parts AA and AB) within the same
academic year.
Recommended Prep: Twi A or the equivalent of one year's study of Twi.

Attribute Value(s)
Twi BB
Intermediate Twi (159870)
John Mugane
Continuation of Twi A. Twi is one of the regional languages of the Akan speaking peoples of Ghana
constituting the largest ethnic group in Ghana. Twi is fast becoming the lingua franca of the country. The
Akan people are well known for their art and culture, especially the traditional colorful Kente cloth.
Recommended Prep: Twi A or the equivalent of one year's study of Twi.

Attribute Value(s)

Twi 101AR
Reading in Twi (120948)
John Mugane
Advanced reading in Twi.
Recommended Prep: Twi B or equivalent.

Attribute Value(s)
Twi 101BR
Reading in Twi II (120950)
John Mugane
Advanced reading in Twi II.
Recommended Prep: Twi 101ar or equivalent.

Attribute Value(s)

Subject: Pulaar
Pulaar AA
Elementary Pulaar (206946)
John Mugane
A study of Pulaar the most widely spoken international language in West Africa at the Elementary level
(First year part 1). Contact hours supplemented by digital resources. Emphasis on written expression,
reading comprehension, and oral fluency. Students are encouraged to complete both parts of this course

Attribute Value(s)
FAS: Meets Foreign Lang Req Pulaar
Pulaar AB Section: 01
Elementary Pulaar (206947)
John Mugane
A study of Pulaar the most widely spoken international language in West Africa at the Elementary level
(First year part 2). Contact hours supplemented by language digital resources. Emphasis on written
expression, reading comprehension, and oral fluency. Students are encouraged to complete both parts of
this course (parts AA and AB) within the same academic year. This course is offered only in the Spring.

Attribute Value(s)
FAS: Meets Foreign Lang Req Pulaar
Subject: Nko (Bamanankan)
Nko (Bamanankan) BA
Intermediate Nko (Bamanankan) (206581)

John Mugane
A study of Bamanankan the major language and lingua franca of Mali and Côte-d'Ivoire at the Intermediate
level (Second year part 1). Contact hours supplemented by language lab sessions. Emphasis on written
expression, reading comprehension, and oral fluency. Students are strongly encouraged to take both parts
of the course within the same academic year. The curriculum builds throughout the year. Students taking
Bamanankan BA in the Spring must note that Bamanankan BB is offered only in the Spring and must
therefore wait for Spring to complete the course.

Attribute Value(s)
FAS: Meets Foreign Lang Req Bamanakan
HCOL: Foreign Lang Citation Bamanankan
Nko (Bamanankan) 101AR

Advanced Nko (Bamanankan) (206589)

A study of Bamanankan the major language and lingua franca of Mali and Côte-d'Ivoire at the Advanced
level in the Fall semester. As needed, successive advanced readings in Bamanankan may be taken under
Bamanankan 101ar every Fall.
Recommended Prep: Nko B or eqivalent

Attribute Value(s)
HCOL: Foreign Lang Citation Bamanankan
FAS: Meets Foreign Lang Req Bamanakan
Subject: Afrikaans
Afrikaans AA
Elementary Afrikaans (109427)

John Mugane
A study of Afrikaans a major language spoken in South Africa at the Elementary level (First year part 1).
Contact hours supplemented by digital resources. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Afrikaans
Afrikaans AB
Elementary Afrikaans (205831)
John Mugane
A study of Afrikaans a major language spoken in South Africa at the Elementary level (First year part 2).

Attribute Value(s)
Afrikaans BA
Intermediate Afrikaans (205832)
John Mugane
A study of Afrikaans a major language spoken in South Africa at the Intermediate level (Second year part 1).
Contact hours supplemented by language lab sessions. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year. Students taking Afrikaans BA in the
Spring must note that Afrikaans BB is offered only in the Spring and must therefore wait for Spring to
complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Afrikaans
Afrikaans BA
John Mugane
Spring must note that Afrikaans BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)

Afrikaans BB
John Mugane
Contact hours supplemented by digital resources sessions. Emphasis on written expression, reading
Spring must note that Afrikaans BB is offered only in the Spring.

Attribute Value(s)
Afrikaans 101AR
Advanced Afrikaans (205835)
John Mugane
A study of Afrikaans a major language spoken in South Africa at the Advanced level in the Fall semester.
As needed, successive advanced readings in Afrikaans may be taken under Afrikaans 101ar every Fall.
Recommended Prep: Afrikaans B or equivalent.

Attribute Value(s)

Afrikaans 101BR
Advanced Afrikaans II (205836)
John Mugane
A study of Afrikaans a major language spoken in South Africa at the Advanced level in the Spring semester.
As needed, successive advanced readings in Afrikaans may be taken under Afrikaans 101br every Spring.
Recommended Prep: Afrikaans 101ar or equivalent.

Attribute Value(s)
Subject: Somali
Somali AA
Elementary Somali (206574)
John Mugane
A study of Somali the official language of Somalia at the Elementary level (First year part 1). Contact hours
supplemented by digital resources. Emphasis on written expression, reading comprehension, and oral
fluency. Students are strongly encouraged to take both parts of the course within the same academic year.
The curriculum builds throughout the year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Somali

Somali AA Section: 01
John Mugane
fluency. Students are strongly encouraged to take both parts of the course within the same academic year.
The curriculum builds throughout the year.

Attribute Value(s)
Somali AB
John Mugane
supplemented by language digital resources. Emphasis on written expression, reading comprehension, and
year. The curriculum builds throughout the year. This course is offered only in the Spring.

Attribute Value(s)
Somali BA
Intermediate Somali (206582)
John Mugane

A study of Somali the official language of Somalia at the Intermediate level (Second year part 1). Contact
hours supplemented by language lab sessions. Emphasis on written expression, reading comprehension,
and oral fluency. Students are strongly encouraged to take both parts of the course within the same
academic year. The curriculum builds throughout the year. Students taking Somali BA in the Spring must
note that Somali BB is offered only in the Spring and must therefore wait for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Somali
Somali BB
Intermediate Somali (206586)
John Mugane
A study of Somali the official language of Somalia at the Intermediate level (Second year part 2). Contact
hours supplemented by digital resources sessions. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year. Students taking Somali BA in the
Spring must note that Somali BB is offered only in the Spring.

Attribute Value(s)
Somali 101AR
Advanced Somali (206590)
John Mugane

A study of Somali the official language of Somalia at the Advanced level in the Fall semester. As needed,
successive advanced readings in Somali may be taken under Somali 101ar every Fall.
Recommended Prep: Somali B or equivalent

Attribute Value(s)
Somali 101BR
Advanced Somali II (206594)
John Mugane
A study of Somali the official language of Somalia at the Advanced level in the Spring semester. As needed,
successive advanced readings Somali may be taken under Somali 101br every Spring.
Recommended Prep: Somali 101AR or equivalent

Attribute Value(s)
Subject: West African Pidgin
West African Pidgin AA

Elementary West African Pidgin (204110)
John Mugane
A study of West African Pidgin a major lingua Franca spoken in West Africa at the Elementary level (First
year part 1). Contact hours supplemented by digital resources. Emphasis on written expression, reading
comprehension, oral fluency and literacy. Students are strongly enrcouraged to complete both terms of this
course (parts AA and AB) within the same academic year.

Attribute Value(s)
FAS: Meets Foreign Lang Req West African Pidgin
West African Pidgin AA Section: 01

John Mugane

Attribute Value(s)
West African Pidgin AB

John Mugane
comprehension, oral fluency and literacy. Students are strongly encouraged to take both parts of the
course within the same academic year. The curriculum builds throughout the year. This course is offered
only in the Spring.

Attribute Value(s)
West African Pidgin BA

Intermediate West African Pidgin (205888)
John Mugane
A study of West African Pidgin a major lingua Franca spoken in West Africa at the Intermediate level (First
course (parts AA and AB) within the same academic year. Students taking West African Pidgin BA in the
Spring must note that West African Pidgin BB is offered only in the Spring and must therefore wait for the
following Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation West African Pidgin
West African Pidgin BB

Intermediate West African Pidgin (205871)
John Mugane
comprehension, oral fluency and literacy. Students are strongly encouraged to take both parts of the
course within the same academic year. The curriculum builds throughout the year. Students taking West

African Pidgin BA in the Spring must note that West African Pidgin BB is offered only in the Spring.

Attribute Value(s)
West African Pidgin 101AR

Advanced West African Pidgin (205877)
John Mugane
A study of West African Pidgin a major lingua Franca spoken in West Africa at the Advanced level in the
Fall semester. As needed, successive advanced readings in West African Pidgin may be taken under West
African Pidgin 101ar every Fall.
Recommended Prep: West African Pidgin B or equivalent

Attribute Value(s)
West African Pidgin 101BR

Advanced West African Pidgin II (205883)
John Mugane
A study of West African Pidgin a major lingua Franca spoken in West Africa at the Advanced level in the
Spring semester. As needed, successive advanced readings in West African Pidgin may be taken under

West African Pidgin 101br every Spring.
Recommended Prep: West African Pidgin 101ar or equivalent

Attribute Value(s)
Subject: Sudanese
Sudanese AA
Elementary Sudanese Arabic (127929)
John Mugane
W 0900 AM - 1015 AM
A study of Sudanese Arabic the official and national working language in Sudan at the Elementary level
course within the same academic year. The curriculum builds throughout the year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Sudanese Arabic
Sudanese AB
Elementary Sudanese Arabic (205846)
John Mugane
A study of Sudanese Arabic the official and national working language in Sudan at the Elementary level
(First year part 2). Contact hours supplemented by language digital resources. Emphasis on written
of the course within the same academic year. The curriculum builds throughout the year. This course is
offered only in the Spring.

Attribute Value(s)
Sudanese BA
Intermediate Sudanese Arabic (205886)
John Mugane
A study of Sudanese Arabic the official and national working language in Sudan at the Intermediate level
(Second year part 1). Contact hours supplemented by language lab sessions. Emphasis on written
Sudanese Arabic BA in the Spring must note that Sudanese Arabic BB is offered only in the Spring and
must therefore wait for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Sudanese Arabic
Sudanese BB
Sudanese Arabic (205868)

John Mugane
A study of Sudanese Arabic the official and national working language in Sudan at the Intermediate level
(Second year part 2). Contact hours supplemented by digital resources sessions. Emphasis on written
Sudanese Arabic BA in the Spring must note that Sudanese Arabic BB is offered only in the Spring.

Attribute Value(s)
Sudanese 101AR
Advanced Sudanese Arabic (205872)
John Mugane
2018 Fall (4 Credits) Schedule: WR 0300 PM - 0415 PM
A study of Sudanese Arabic the official and national working language in Sudan at the Advanced level in
the Fall semester. As needed, successive advanced readings in Sudanese Arabic may be taken under
Sudanese Arabic 101ar every Fall.
Recommended Prep: Sudanese Arabic B or equivalent

Attribute Value(s)

Sudanese 101BR
Advance Sudanese Arabic II (205880)
John Mugane
A study of Sudanese Arabic the official and national working language in Sudan at the Advanced level in
the Spring semester. As needed, successive advanced readings Sudanese Arabic may be taken under
Sudanese Arabic 101br every Spring.
Recommended Prep: Sudanese Arabic 101ar or equivalent

Attribute Value(s)
Subject: Igbo
Igbo AA
Elementary Igbo (126308)
John Mugane
M 0600 PM - 0715 PM
M 0300 PM - 0415 PM
A study of Igbo one of the three most widely spoken languages in Nigeria at the Elementary level (First year
part 1). Contact hours supplemented by digital resources. Emphasis on written expression, reading

Attribute Value(s)
FAS: Meets Foreign Lang Req Igbo
Igbo AB
Elementary Igbo (205854)
John Mugane
A study of Igbo one of the three most widely spoken languages in Nigeria at the Elementary level (First year
part 2). Contact hours supplemented by language digital resources. Emphasis on written expression,
only in the Spring.

Attribute Value(s)
Igbo BA
Intermediate Igbo (205860)
John Mugane
M 0600 PM - 0715 PM
A study of Igbo one of the three most widely spoken languages in Nigeria at the Intermediate level (Second
year part 1). Contact hours supplemented by language lab sessions. Emphasis on written expression,
reading comprehension, and oral fluency. Students are strongly encouraged to complete both terms of this
course (parts AA and AB) within the same academic year. Students taking Igbo BA in the Spring must note
that Igbo BB is offered only in the Spring and must therefore wait for Spring to complete the course.
department to learn more..

Attribute Value(s)
HCOL: Foreign Lang Citation Igbo
Igbo BB
Intermediate Igbo (205850)
John Mugane
A study of Igbo one of the three most widely spoken languages in Nigeria at the Intermediate level (Second
year part 2). Contact hours supplemented by digital resources sessions. Emphasis on written expression,
course within the same academic year. The curriculum builds throughout the year. Students taking Igbo BA
in the Spring must note that Igbo BB is offered only in the Spring.

Attribute Value(s)
Igbo 101AR
Advanced Igbo (205865)
John Mugane
M 0600 PM - 0715 PM
A study of Igbo one of the three most widely spoken languages in Nigeria at the Advanced level in the Fall
semester. As needed, successive advanced readings in Igbo may be taken under Igbo 101ar every Fall.

Recommended Prep: Igbo B or equivalent

Attribute Value(s)
Igbo 101BR
Advanced Igbo II (205874)
John Mugane
A study of Igbo one of the three most widely spoken languages in Nigeria at the Advanced level in the
Spring semester. As needed, successive advanced readings in Igbo may be taken under Igbo 101br every
Spring.
Recommended Prep: Igbo 101ar equivalent.

Attribute Value(s)
Subject: Hausa
Hausa AA
Elementary Hausa (126307)
John Mugane
A study of Hausa a most widely used native language and lingua franca in West Africa at the Elementary
level (First year part 1). Contact hours supplemented by digital resources. Emphasis on written expression,


Attribute Value(s)
FAS: Meets Foreign Lang Req Hausa
Hausa AA Section: 01
John Mugane

Attribute Value(s)
Hausa AB
John Mugane
level (First year part 2). Contact hours supplemented by language digital resources. Emphasis on written

of the course within the same academic year. The curriculum builds throughout the year. This course is

Attribute Value(s)
Hausa BA
Intermediate Hausa (118963)
John Mugane
A study of Hausa a most widely used native language and lingua franca in West Africa at the Intermediate
expression, reading comprehension, and oral fluency. Students are strongly encouraged to complete both
terms of this course (parts AA and AB) within the same academic year. Students taking Hausa BA in the
Spring must note that Hausa BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)
HCOL: Foreign Lang Citation Hausa
Course Search Attributes Display Only in Course Search
Hausa BB
Intermediate Hausa (205847)
John Mugane
A study of Hausa a most widely used native language and lingua franca in West Africa at the Intermediate
level (Second year part 2). Contact hours supplemented by digital resources sessions. Emphasis on written
Hausa BA in the Spring must note that Hausa BB is offered only in the Spring.

Attribute Value(s)
Hausa 101AR
Advanced Hausa (205864)
John Mugane
A study of Hausa a most widely used native language and lingua franca in West Africa at the Advanced
level in the Fall semester. As needed, successive advanced readings in Hausa may be taken under Hausa
101ar every Fall.
Recommended Prep: Hausa B or equivalent

Attribute Value(s)
Hausa 101BR
Advanced Hausa II (205870)
John Mugane

A study of Hausa a most widely used native language and lingua franca in West Africa at the Advanced
level in the Spring semester. As needed, successive advanced readings in Hausa may be taken under
Hausa 101br every Spring.
Recommended Prep: Hausa 101ar or equivalent.

Attribute Value(s)
Subject: Haitian
Haitian AA
Elementary Haitian Creole (126306)
John Mugane
M 0600 PM - 0845 PM
A study of Haitian Creole the dominant official and native language of Haiti at the Elementary level (First

Attribute Value(s)
FAS: Meets Foreign Lang Req Haitian Creole

Haitian AB
Elementary Haitian Creole (205859)
John Mugane
A study of Haitian Creole the dominant official and native language of Haiti at the Elementary level (First
year part 2). Contact hours supplemented by language digital resources. Emphasis on written expression,
only in the Spring.

Attribute Value(s)
Haitian BA
Intermediate Haitian Creole (205848)
John Mugane
M 0430 PM - 0545 PM
A study of Haitian Creole the dominant official and native language of Haiti at the Intermediate level
expression, reading comprehension, and oral fluency. SStudents are strongly encouraged to complete both
terms of this course (parts AA and AB) within the same academic year. Students taking Haitian Creole BA
in the Spring must note that Haitian Creole BB is offered only in the Spring and must therefore wait for
Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Haitian Creole
Haitian BB
Intermediate Haitian Creole (205843)
John Mugane
A study of Haitian Creole the dominant official and native language of Haiti at the Intermediate level
(Second year part 2). Contact hours supplemented by digital resources sessions. Emphasis on written
Haitian Creole BA in the Spring must note that Haitian Creole BB is offered only in the Spring.

Attribute Value(s)
Haitian 101AR
Advanced Haitian Creole (205856)
John Mugane
A study of Haitian Creole the dominant official and native language of Haiti at the Advanced level in the Fall
semester. As needed, successive advanced readings in Haitian Creole may be taken under Haitian Creole
101ar every Fall.
Recommended Prep: Haitian Creole B or equivalent

Attribute Value(s)
Haitian 101BR
Advanced Haitian Creole II (205839)
John Mugane
A study of Haitian Creole the dominant official and native language of Haiti at the Advanced level in the
Spring semester. As needed, successive advanced readings in Haitian Creole may be taken under Haitian
Creole 101br every Spring.
Recommended Prep: Haitian Creole 101ar or equivalent

Attribute Value(s)
Subject: Cameroon
Cameroon AA
Elementary Cameroonian Pidgin (205669)
John Mugane
A study of Cameroonian Pidgin the most widespread lingua franca in Cameroon at the Elementary level
course (AA and AB) within the same academic year. The curriculum builds throughout the year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Cameroonian
Cameroon BA
Intermediate Cameroonian Pidgin (205857)
John Mugane
A study of Cameroonian Pidgin the most widespread lingua franca in Cameroon at the Intermediate level
of the course (AA and AB) within the same academic year. The curriculum builds throughout the year.
Students taking Cameroonian Pidgin BA in the Spring must note that Cameroonian Pidgin BB is offered
only in the Spring and must therefore wait for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Cameroonian Pidgin
Cameroon 101AR
Advanced Cameroonian Pidgin (205851)
John Mugane
A study of Cameroonian Pidgin the most widespread lingua franca in Cameroon at the Advanced level in
the Fall semester. As needed, successive advanced readings in Cameroonian Pidgin may be taken under
Cameroonian Pidgin 101ar every Fall.
Recommended Prep: Cameroonian Pidgin B or equivalent

Attribute Value(s)
HCOL: Foreign Lang Citation Cameroonian Pidgin
Subject: Amharic
Amharic AA
Elementary Amharic (126300)
John Mugane
A study of Amharic the statutory national language and major lingua franca of Ethiopia at the Elementary
course within the same academic year. The curriculum builds throughout the year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Amharic
Amharic AB
Elementary Amharic (205838)
John Mugane
A study of Amharic the statutory national language and major lingua franca of Ethiopia at the Elementary
level (First year part 2). Contact hours supplemented by language digital resources. Emphasis on written
of the course within the same academic year. The curriculum builds throughout the year.This course is


Attribute Value(s)
Amharic BA
Intermediate Amharic (205853)
John Mugane
A study of Amharic the statutory national language and major lingua franca of Ethiopia at the Intermediate
expression, reading comprehension, and oral fluency.Students are strongly encouraged to take both parts
Amharic BA in the Spring must note that Amharic BB is offered only in the Spring and must therefore wait
for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Amharic
Amharic BB
Intermediate Amharic (205841)
John Mugane

Spring must note that Afrikaans BB is offered only in the Spring.

Attribute Value(s)
Amharic 101AR
Advanced Amharic (205845)
John Mugane
A study of Amharic the statutory national language and major lingua franca of Ethiopia at the Advanced
level in the Fall semester. As needed, successive advanced readings in Amharic may be taken under
Amharic 101ar every Fall.
Recommended Prep: Amharic B or equivalent.

Attribute Value(s)
Amharic 101BR
Advanced Amharic II (205862)
John Mugane
A study of Amharic the statutory national language and major lingua franca of Ethiopia at the Advanced

level in the Spring semester. As needed, successive advanced readings in Amharic may be taken under
Amharic 101br every Spring.
Recommended Prep: Amharic 101ar or equivalent

Attribute Value(s)
Subject: Luganda
Luganda AA
Elementary Luganda (206567)
John Mugane
A study of Luganda the major language spoken in Uganda at the Elementary level (First year part 1).

Attribute Value(s)
FAS: Meets Foreign Lang Req Luganda
Luganda BA
Intermediate Luganda (206569)
John Mugane
A study of Luganda the major language spoken in Uganda at the Intermediate level (Second year part 1).
the same academic year. The curriculum builds throughout the year. Students taking Luganda BA in the
Spring must note that Luganda BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)
HCOL: Foreign Lang Citation Luganda
Luganda 101AR
Advanced Luganda (206571)
John Mugane
A study of Lingala a major spoken in the Democratic Republic of the Congo (DRC), The Republic of Congo,
Angola and the Central African Republic at the Advanced level in the Fall semester. As needed, successive
advanced readings in Lingala may be taken under Lingala 101ar every Fall.
Recommended Prep: Luganda B or equivalent

Attribute Value(s)
HCOL: Foreign Lang Citation Luganda
Subject: Wolof
Wolof AA
Elementary Wolof (205984)
John Mugane

A study of Wolof the major language spoken in Senegal at the Elementary level (First year part 1). Contact
hours supplemented by digital resources. Emphasis on written expression, reading comprehension, and
oral fluency. Students are strongly enrcouraged to complete both terms of this course (parts AA and AB)
within the same academic year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Wolof
Wolof BA
Intermediate Wolof (205986)
John Mugane
A study of Wolof the major language spoken in Senegal at the Intermediate level (Second year part 1).
comprehension, and oral fluency. Students are strongly enrcouraged to complete both terms of this course
(parts AA and AB) within the same academic year. Students taking Wolof BA in the Spring must note that
Wolof BB is offered only in the Spring and must therefore wait for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Wolof
Wolof 101AR
Advanced Wolof (205988)
John Mugane
A study of Wolof the major language spoken in Senegal at the Advanced level in the Fall semester. As
needed, successive advanced readings in Wolof may be taken under Wolof 101ar every Fall.
Recommended Prep: Wolof B or equivalent

Attribute Value(s)
HCOL: Foreign Lang Citation Wolof
Subject: Shona
Shona AA
Elementary Shona (205977)
John Mugane
A study of Shona a major language spoken mainly in Zimbabwe at the Elementary level (First year part 1).

Attribute Value(s)
FAS: Meets Foreign Lang Req Shona
Shona AB
Elementary Shona (205979)
John Mugane
A study of Shona a major language spoken mainly in Zimbabwe at the Elementary level (First year part 2).
Contact hours supplemented by language digital resources. Emphasis on written expression, reading

Spring.

Attribute Value(s)
Shona BA
Intermediate Shona (205980)
John Mugane
A study of Shona a major language spoken mainly in Zimbabwe at the Intermediate level (Second year part
1). Contact hours supplemented by language lab sessions. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year. Students taking Shona BA in the
Spring must note that Shona BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)
HCOL: Foreign Lang Citation Shona
Shona BB
Intermediate Shona (205981)
John Mugane
A study of Shona a major language spoken mainly in Zimbabwe at the Intermediate level (Second year part
2). Contact hours supplemented by digital resources sessions. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year. Students taking Shona BA in the
Spring must note that Shona BB is offered only in the Spring.

Attribute Value(s)
Shona 101AR
Advanced Shona (205982)
John Mugane
A study of Shona a major language spoken mainly in Zimbabwe at the Advanced level in the Fall semester.
As needed, successive advanced readings in Shona may be taken under Shona 101ar every Fall.
Recommended Prep: Shona B or equivalent

Attribute Value(s)
Shona 101BR
Advanced Shona II (205983)
John Mugane
A study of Shona a major language spoken mainly in Zimbabwe at the Advanced level in the Spring
semester. As needed, successive advanced readings Shona may be taken under Shona 101br every Spring.
Recommended Prep: Shona 101AR or equivalent

Attribute Value(s)

Subject: Malagasi
Malagasi AA
Elementary Malagasi (206685)
John Mugane
A study of Malagasi the language spoken in Madagascar at the Elementary level (First year part 1). Contact

Attribute Value(s)
FAS: Meets Foreign Lang Req Malagasy
Malagasi BA
Intermediate Malagasi (206687)
John Mugane
A study of Malagasi the language spoken in Madagascar at the Intermediate level (Second year part 1).
the same academic year. The curriculum builds throughout the year. Students taking Malagasi BA in the
Spring must note that Malagasi BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)
HCOL: Foreign Lang Citation Malagasi
Malagasi 101AR
Advanced Malagasi (206689)
John Mugane
A study of Malagasi the language spoken in Madagascar at the Advanced level in the Fall semester. As
needed, successive advanced readings in Malagasi may be taken under Malagasi 101ar every Fall.
Recommended Prep: Malagasi B or equivalent

Attribute Value(s)
HCOL: Foreign Lang Citation Malagasi
Subject: Lingala
Lingala AA
Elementary Lingala (206679)
John Mugane
Angola and the Central African Republic at the Elementary level (First year part 1). Contact hours
fluency. Students are strongly encouraged complete both terms of this course (parts AA and AB) within the
same academic year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Lingala

Lingala AB
Elementary Lingala (206680)
John Mugane
Angola and the Central African Republic at the Elementary level (First year part 2). Contact hours
supplemented by language digital resources. Emphasis on written expression, reading comprehension, and
year. The curriculum builds throughout the year. This course is offered only in the Spring.

Attribute Value(s)
Lingala BA
Intermediate Lingala (206681)
John Mugane
Angola and the Central African Republic at the Intermediate level (Second year part 1). Contact hours
oral fluency. Students are strongly encouraged complete both terms of this course (parts AA and AB)
within the same academic year. Students taking Lingala BA in the Spring must note that Lingala BB is
offered only in the Spring and must therefore wait for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Lingala

Lingala BB
Intermediate Lingala (206682)
John Mugane
Angola and the Central African Republic at the Intermediate level (Second year part 2). Contact hours
supplemented by digital resources sessions. Emphasis on written expression, reading comprehension, and
oral fluency.Students are strongly encouraged to take both parts of the course within the same academic
year. The curriculum builds throughout the year. Students taking Lingala BA in the Spring must note that
Lingala BB is offered only in the Spring.

Attribute Value(s)
Lingala 101AR
Advanced Lingala (206683)
John Mugane
Angola and the Central African Republic at the Advanced level in the Fall semester. As needed, successive
advanced readings in Lingala may be taken under Lingala 101ar every Fall.
Recommended Prep: Lingala B or equivalent

Attribute Value(s)
Lingala 101BR
Advanced Lingala II (206684)
John Mugane

Angola and the Central African Republic at the Advanced level in the Spring semester. As needed,
successive advanced readings in Lingala may be taken under Lingala 101br every Spring.
Recommended Prep: Lingala 101AR or equivalent

Attribute Value(s)
Subject: Bemba
Bemba BA Section: 01
Intermediate Bemba (205992)
John Mugane
A study of Bamanankan the major language and lingua franca of Mali and Côte-d'Ivoire at the Intermediate
of the course (AA and AB) within the same academic year. The curriculum builds throughout the year.
Students taking Bemba BA in the Spring must note that Bemba BB is offered only in the Spring and must
therefore wait for Spring to complete the course.

Attribute Value(s)
HCOL: Foreign Lang Citation Bemba
FAS: Meets Foreign Lang Req Bemba
Bemba BB
Intermediate Bemba (206344)
John Mugane

A study of Bemba a major language spoken in Zambia at the Intermediate level (Second year part 2).
the same academic year. The curriculum builds throughout the year. Students taking Bemba BA in the
Spring must note that Bemba BB is offered only in the Spring.

Attribute Value(s)
Bemba 101BR
Advanced Bemba II (205994)
John Mugane
A study of Bamanankan the major language and lingua franca of Mali and Côte-d'Ivoire at the Advanced
level in the Spring semester. As needed, successive advanced readings in Bamanankan may be taken
under Bamanankan 101br every Spring.
Recommended Prep: Bemba 101AR or equivalent

Attribute Value(s)
Subject: Kinyarwanda
Kinyarwanda AA
Elementary Kinyarwanda (206603)
John Mugane
A study of Kinyarwanda the language spoken in all of Rwanda at the Elementary level (First year part 1).

comprehension, and oral fluency. Students are strongly encouraged complete both terms of this course

Attribute Value(s)
FAS: Meets Foreign Lang Req Kinyarwanda
Kinyarwanda AB
Elementary Kinyarwanda (206604)
John Mugane
A study of Kinyarwanda the language spoken in all of Rwanda at the Elementary level (First year part 2).
Contact hours supplemented by language digital resources. Emphasis on written expression, reading
Spring.

Attribute Value(s)
Kinyarwanda BA
Intermediate Kinyarwanda (206605)
John Mugane
A study of Kinyarwanda the language spoken in all of Rwanda at the Intermediate level (Second year part
1). Contact hours supplemented by language lab sessions. Emphasis on written expression, reading
comprehension, and oral fluency. Students are strongly encouraged complete both terms of this course
(parts AA and AB) within the same academic year. Students taking Kinyarwanda BA in the Spring must note
that Kinyarwanda BB is offered only in the Spring and must therefore wait for Spring to complete the

course.

Attribute Value(s)
HCOL: Foreign Lang Citation Kinyarwanda
Kinyarwanda BB
Intermediate Kinyarwanda (206606)
John Mugane
A study of Kinyarwanda the language spoken in all of Rwanda at the Intermediate level (Second year part
2). Contact hours supplemented by digital resources sessions. Emphasis on written expression, reading
the same academic year. The curriculum builds throughout the year. Students taking Kinyarwanda BA in
the Spring must note that Kinyarwanda BB is offered only in the Spring.

Attribute Value(s)
Kinyarwanda 101AR Section: 01

Advanced Kinyarwanda (206607)
John Mugane
A study of Kinyarwanda the language spoken in all of Rwanda at the Advanced level in the Fall semester.
As needed, successive advanced readings in Kinyarwanda may be taken under Kinyarwanda 101ar every
Fall.
Recommended Prep: Kinyarwanda B or equivalent

Attribute Value(s)
Kinyarwanda 101BR
Advanced Kinyarwanda II (206608)
John Mugane
A study of Kinyarwanda the language spoken in all of Rwanda at the Advanced level in the Spring
semester. As needed, successive advanced readings inKinyarwanda may be taken under Kinyarwanda
101br every Spring.
Recommended Prep: Kinyarwanda 101AR or equivalent

Attribute Value(s)
Subject: Gullah
Gullah AA
Elementary Gullah (206597)
John Mugane
A study of Gullah, a creole language spoken by the descendants of slaves in the Sea Islands and coastal
regions of Georgia, South Carolina, and Northeast Florida, at theElementary level . Contact hours
within the same academic year. Students taking Gullah AA in the Spring must note that Gullah AB is offered
only in the Spring.

Attribute Value(s)
FAS: Meets Foreign Lang Req Gullah
Gullah AB
Elementary Gullah (206598)
John Mugane
regions of Georgia, South Carolina, and Northeast Florida, at the elementary level (Second year part 2).
the same academic year. The curriculum builds throughout the year. Students taking Gullah AA in the
Spring must note that Gullah AB is offered only in the Spring.

Attribute Value(s)
Gullah BA
Intermediate Gullah (206599)
John Mugane
regions of Georgia, South Carolina, and Northeast Florida, at the Intermediate level. Contact hours
within the same academic year. Students taking Gullah BA in the Spring must note that Gullah BB is offered
only in the Spring.

Attribute Value(s)
HCOL: Foreign Lang Citation GULLAH
Gullah BB
Intermediate Gullah (206600)
John Mugane
regions of Georgia, South Carolina, and Northeast Florida, at the Intermediate level. Contact hours
year. The curriculum builds throughout the year. Students taking Gullah BA in the Spring must note that
Gullah BB is offered only in the Spring.

Attribute Value(s)
Gullah 101AR
Advanced Gullah (206601)
John Mugane
regions of Georgia, South Carolina, and Northeast Florida, at the Advanced level. Contact hours
oral fluency.
Recommended Prep: Gullah B or equivalent

Attribute Value(s)
Gullah 101BR
Advanced Gullah II (206602)
John Mugane
regions of Georgia, South Carolina, and Northeast Florida, at the advanced level. Contact hours
oral fluency.
Recommended Prep: Gullah 101AR or equivalent

Attribute Value(s)
Subject: Tigrinya
Tigrinya AA
Elementary Tigrinya (126313)
John Mugane
2018 Fall (4 Credits) Schedule: WF 0600 PM - 0845 PM
A study of Tigrinya a major language spoken in Ethiopia at the Elementary level (First year part 1). Contact

Attribute Value(s)
FAS: Meets Foreign Lang Req Tigrinya

Tigrinya AB
Elementary Tigrinya (205852)
John Mugane
A study of Tigrinya a major language spoken in Ethiopia at the Elementary level (First year part 2). Contact
hours supplemented by language digital resources. Emphasis on written expression, reading
Spring.

Attribute Value(s)
Tigrinya BA
Intermediate Tigrinya (205887)
John Mugane
A study of Tigrinya a major language spoken in Ethiopia at the Intermediate level (Second year part 1).
the same academic year. The curriculum builds throughout the year. Students taking Tigrinya BA in the
Spring must note that Tigrinya BB is offered only in the Spring and must therefore wait for Spring to

Attribute Value(s)
HCOL: Foreign Lang Citation Tigrinya
Tigrinya BB
Intermediate Tigrinya (205855)
John Mugane
A study of Tigrinya a major language spoken in Ethiopia at the Intermediate level (Second year part 2).
the same academic year. The curriculum builds throughout the year. Students taking Tigrinya BA in the
Spring must note that Tigrinya BB is offered only in the Spring.

Attribute Value(s)
Tigrinya 101AR
Advanced Tigrinya (205875)
John Mugane
A study of Tigrinya a major language spoken in Ethiopia at the Advanced level in the Fall semester. As
needed, successive advanced readings in Tigrinya may be taken under Tigrinya 101ar every Fall.
Recommended Prep: Tigrinya B or equivalent

Attribute Value(s)
Tigrinya 101BR
Advanced Tigrinya II (205882)
John Mugane
A study of Tigrinya a major language spoken in Ethiopia at the Advanced level in the Spring semester. As
needed, successive advanced readings Tigrinya may be taken under Tigrinya 101br every Spring.
Recommended Prep: Tigrinya 101ar or equivalent.

Attribute Value(s)
Subject: Zulu
Zulu AA
Elementary Zulu (126316)
John Mugane
A study of Zulu a major language spoken in South Africa at the Elementary level (First year part 1). Contact

Attribute Value(s)
FAS: Meets Foreign Lang Req Zulu
Zulu AA
John Mugane

Attribute Value(s)
Zulu AB
John Mugane
hours supplemented by language digital resources. Emphasis on written expression, reading
Spring.

Attribute Value(s)
Zulu BA
Intermediate Zulu (205889)
John Mugane
A study of Zulu a major language spoken in South Africa at the Intermediate level (Second year part 1).
comprehension, and oral fluency. Students are strongly enrcouraged to complete both terms of this course
(parts AA and AB) within the same academic year. Students taking Zulu BA in the Spring must note that
Zulu BB is offered only in the Spring and must therefore wait for Spring to complete the course.
Course Notes: This course is offered only when there is demonstrated curricular and
academic need on the part of the student. Please consult the Director
of Language Programs for more information. Not open to auditors.

Attribute Value(s)
HCOL: Foreign Lang Citation Zulu
Zulu BB
Intermediate Zuu (205861)
John Mugane
A study of Zulu a major language spoken in South Africa at the Intermediate level (Second year part 2).
the same academic year. The curriculum builds throughout the year. Students taking Zulu BA in the Spring
must note that Zulu BB is offered only in the Spring.

Attribute Value(s)
Zulu 101AR
Advanced Zulu (205879)
John Mugane
A study of Zulu a major language spoken in South Africa at the Advanced level in the Fall semester. As
needed, successive advanced readings in Zulu may be taken under Zulu 101ar every Fall.
Recommended Prep: Zulu B or equivalent

Attribute Value(s)
Zulu 101BR
Advanced Zulu II (205884)
John Mugane
A study of Zulu a major language spoken in South Africa at the Advanced level in the Spring semester. As
needed, successive advanced reading Zulu may be taken under Zulu 101br every Spring.
Recommended Prep: Zulu 101ar or equivalent

Attribute Value(s)

Subject: Oromo
Oromo AA Section: 01
Elementary Oromo (206575)
John Mugane
A study of Oromo a major language spoken in several countries including Ethiopia, Kenya, and Somalia at
the Elementary level (First year part 1). Contact hours supplemented by digital resources. Emphasis on
written expression, reading comprehension, and oral fluency. Students are strongly encouraged to take
both parts of the course within the same academic year. The curriculum builds throughout the year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Oromo
Subject: Xhosa
Xhosa AA Section: 01
Elementary Xhosa (206994)
John Mugane
A study of Xhosa a major language spoken in South Africa at the Elementary level (First year part 1).
comprehension, and oral fluency. Students are encouraged to complete both parts of this course (parts AA
and AB) within the same academic year.

Attribute Value(s)
FAS: Meets Foreign Lang Req Xhosa

American Studies
Subject: American Studies
American Studies 200 Section: 01

Major Works in American Studies (113328)
Philip Deloria
2018 Fall (4 Credits) Schedule: M 0945 AM - 1145 AM
A survey of the field, with an emphasis on the range of interdisciplinary methods in the humanities, history,
and social sciences.
Course Notes: Required of first and second-year graduate students in American

Studies and open to others by permission of the instructor.

Attribute Value(s)
American Studies 314A

Colloquium on Pedagogy and Professional Development (205186)
Vincent Brown
Topics in pedagogy and professional development for third-year students in American Studies. Stongly
recommended for American Studies G-3s, and open to others by permission of the instructor.
Students must complete both terms of the course (parts A and B) within the same academic year in order to
received credit.
Course Notes: Instructor and meeting time for 2018-19 to be determined.

Attribute Value(s)
Full Year Course Indivisible Course
American Studies 314B

Colloquium on Pedagogy and Professional Development (205188)
Vincent Brown
Topics in pedagogy and professional development for third-year students in American Studies. Strongly
recommended for American Studies G-3s, and open to others by permission of the instructor.
Students must complete both terms of this course (parts A and B) within the same academic year in order
to receive credit.
Course Notes: Instructor and meeting time for 2018-19 to be determined.

Attribute Value(s)
American Studies 398

Brandon Terry

Attribute Value(s)

Sven Beckert

Attribute Value(s)

Robin Bernstein

Attribute Value(s)

Robin Bernstein

Attribute Value(s)

Vincent Brown

Attribute Value(s)

Vincent Brown


Attribute Value(s)

Carol Oja

Attribute Value(s)

Steven Biel

Attribute Value(s)

Steven Biel

Attribute Value(s)

Ann Braude

Attribute Value(s)

Ann Braude

Attribute Value(s)

Stephanie Burt

Attribute Value(s)
Stephanie Burt

Attribute Value(s)

Glenda Carpio

Attribute Value(s)

Glenda Carpio

Attribute Value(s)


Joyce Chaplin

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Amanda Claybaugh

Attribute Value(s)

Amanda Claybaugh

Attribute Value(s)

Henry Gates

Attribute Value(s)

Henry Gates

Attribute Value(s)


Attribute Value(s)

Attribute Value(s)

Andrew Jewett

Attribute Value(s)

Andrew Jewett

Attribute Value(s)


Walter Johnson

Attribute Value(s)

Walter Johnson

Attribute Value(s)

Robin Kelsey

Attribute Value(s)

Robin Kelsey

Attribute Value(s)

Alex Keyssar

Attribute Value(s)

Alex Keyssar

Attribute Value(s)

James Kloppenberg

Attribute Value(s)
James Kloppenberg

Attribute Value(s)

Jill Lepore

Attribute Value(s)

Jill Lepore

Attribute Value(s)


Erez Manela

Attribute Value(s)

Erez Manela

Attribute Value(s)

Lisa McGirr

Attribute Value(s)

Lisa McGirr

Attribute Value(s)

Dan McKanan

Attribute Value(s)

Dan McKanan

Attribute Value(s)

Louis Menand

Attribute Value(s)
Louis Menand

Attribute Value(s)

Ingrid Monson

Attribute Value(s)

Ingrid Monson

Attribute Value(s)


Elisa New

Attribute Value(s)

Elisa New

Attribute Value(s)

Julie Reuben

Attribute Value(s)

Julie Reuben

Attribute Value(s)

Mayra Rivera

Attribute Value(s)

Mayra Rivera

Attribute Value(s)

Jennifer L. Roberts

Attribute Value(s)
Jennifer L. Roberts

Attribute Value(s)

Tommie Shelby

Attribute Value(s)

Tommie Shelby

Attribute Value(s)


Marc Shell

Attribute Value(s)

Marc Shell

Attribute Value(s)

Doris Sommer

Attribute Value(s)

Doris Sommer

Attribute Value(s)

John Stauffer

Attribute Value(s)

John Stauffer

Attribute Value(s)

Laurel Ulrich

Attribute Value(s)
Laurel Ulrich

Attribute Value(s)

Carrie Lambert-Beatty

Attribute Value(s)


Attribute Value(s)


Ju Yon Kim

Attribute Value(s)

Ju Yon Kim

Attribute Value(s)


Attribute Value(s)

Lorgia García Peña

Attribute Value(s)

Ju Yon Kim

Attribute Value(s)

Roberto Gonzales

Attribute Value(s)

Janet Browne

Attribute Value(s)
Brandon Terry

Attribute Value(s)

Deborah Anker

Attribute Value(s)

Philip Deloria

Attribute Value(s)


Roberto Gonzales

Attribute Value(s)


Attribute Value(s)

Philip Deloria

Attribute Value(s)



Attribute Value(s)



Attribute Value(s)

Direction of Doctoral Dissertation (124363)
Sven Beckert

Attribute Value(s)

Sven Beckert

Attribute Value(s)

Robin Bernstein

Attribute Value(s)

Robin Bernstein

Attribute Value(s)

Glenda Carpio

Attribute Value(s)

Glenda Carpio

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Amanda Claybaugh

Attribute Value(s)

Amanda Claybaugh

Attribute Value(s)

Nancy Cott

Attribute Value(s)

Nancy Cott

Attribute Value(s)

Attribute Value(s)


Attribute Value(s)

Andrew Jewett

Attribute Value(s)


Andrew Jewett

Attribute Value(s)

Walter Johnson

Attribute Value(s)

Walter Johnson

Attribute Value(s)

Mark Jordan

Attribute Value(s)

Mark Jordan

Attribute Value(s)

Louis Menand

Attribute Value(s)

Louis Menand

Attribute Value(s)
Jennifer L. Roberts

Attribute Value(s)

Jennifer L. Roberts

Attribute Value(s)

Doris Sommer

Attribute Value(s)


Doris Sommer

Attribute Value(s)

John Stauffer

Attribute Value(s)

John Stauffer

Attribute Value(s)

Laurel Ulrich

Attribute Value(s)

Laurel Ulrich

Attribute Value(s)

Brandon Terry

Attribute Value(s)

Mayra Rivera

Attribute Value(s)
Julie Reuben

Attribute Value(s)

Julie Reuben

Attribute Value(s)

Philip Deloria

Attribute Value(s)


Philip Deloria

Attribute Value(s)

Mayra Rivera

Attribute Value(s)

Vincent Brown

Attribute Value(s)


Attribute Value(s)

Anthropology
Subject: Anthropology
Anthropology 91XR
Supervised Reading and Research in Archaeology (123451)
Rowan Flad
Special study of selected topics in archaeology, given on an individual basis and directly supervised by a
member of the department. May be taken for a letter grade or pass/fail. To enroll, a student must submit a
petition form (available from the Head Tutor for Archaeology or downloadable from the department's
Anthropology[Archaeology] website), signed by the adviser with whom he or she wishes to study, and a
proposed plan of study.
Course Notes: This course is offered via the Archaeology track within Anthropology

Attribute Value(s)
Anthropology 91XR
Supervised Reading and Research in Archaeology (123451)
Rowan Flad
Special study of selected topics in archaeology, given on an individual basis and directly supervised by a
member of the department. May be taken for a letter grade or pass/fail. To enroll, a student must submit a
petition form (available from the Head Tutor for Archaeology or downloadable from the department's
Anthropology[Archaeology] website), signed by the adviser with whom he or she wishes to study, and a
proposed plan of study.
Course Notes: This course is offered via the Archaeology track within Anthropology

Attribute Value(s)
Anthropology 91ZR
Supervised Reading and Research and Research in Social Anthropology (123453)
Philip Kao
Special study of selected topics in Anthropology, given on an individual basis and directly supervised by a
member of the Department. May be taken for a letter grade or Pass/Fail. To enroll, a student must submit to
the Anthropology Undergraduate Office, Tozzer 103B, a course form signed by the adviser under whom
s/he wishes to study and a proposed plan of study. Anthro 91zr form available from the Undergrad Office,
or the department website.
Course Notes: This course is offered via the Social Anthropology track within
Anthropology.

Attribute Value(s)
Anthropology 91ZR
Supervised Reading and Research and Research in Social Anthropology (123453)
Philip Kao
Special study of selected topics in Anthropology, given on an individual basis and directly supervised by a
member of the Department. May be taken for a letter grade or Pass/Fail. To enroll, a student must submit to
the Anthropology Undergraduate Office, Tozzer 103B, a course form signed by the adviser under whom
s/he wishes to study and a proposed plan of study. Anthro 91zr form available from the Undergrad Office,
or the department website.
Anthropology.

Attribute Value(s)
Anthropology 92XR
Archaeological Research Methods in Museum Collections (123454)
Rowan Flad
Special (individual) study of Peabody Museum (PM) collections approved by the PM Director and directly

supervised by a member of the PM curatorial staff. Requires a project involving a museum collection
developed in consultation with the supervisor.
Course Notes: Must be taken for a letter grade. Priority given to students in
Anthropology and related departments. To enroll, submit a petition
form (available on the Anthropology [Archaeology] website), signed by
the supervisor, the PM Director, and the Head Tutor for Archaeology
and including a proposed research agenda, preferably during the term
preceding the term of enrollment. See the Head Tutor for Archaeology
or members of the Peabody Museum curatorial staff for more
information.

Attribute Value(s)
Anthropology 92XR
Archaeological Research Methods in Museum Collections (123454)
Rowan Flad
Special (individual) study of Peabody Museum (PM) collections approved by the PM Director and directly
supervised by a member of the PM curatorial staff. Requires a project involving a museum collection
developed in consultation with the supervisor.
Anthropology and related departments. To enroll, submit a petition
form (available on the Anthropology [Archaeology] website), signed by
the supervisor, the PM Director, and the Head Tutor for Archaeology
and including a proposed research agenda, preferably during the term
preceding the term of enrollment. See the Head Tutor for Archaeology
or members of the Peabody Museum curatorial staff for more
information.

Attribute Value(s)
Anthropology 92ZR
Social Anthropology Research Methods in Museum Collections (123455)
Philip Kao

Special (individual) study of Peabody Museum collections directly supervised by a faculty member and a
member of the curatorial staff. Requires a project involving a Harvard Museum collection, developed in
consultation with the supervisors.
Anthropology and related departments

Attribute Value(s)
Anthropology 97X
Sophomore Tutorial in Archaeology (113567)
Jason Ur
This course will focus on archaeological thinking, the cognitive skeleton of the discipline of archaeology,
the principles and the logic that are the foundation of all archaeological conclusions and research. Central
to this is an understanding of research design, archaeological theory and interpretation, culture and
material culture; as well as an understanding of how to examine and construct an archaeological argument.
Course Notes: This course is offered via the Archaeology track within Anthropology.

Attribute Value(s)
Anthropology 97Z
Sophomore Tutorial in Social Anthropology (143028)
Steven C. Caton
The course is designed as a foundational course with the specific purpose of introducing the principal
social theorists whose work has been crucial to the discipline of social anthropology, that is: Marx,
Durkheim, Weber, and Foucault. The first objective is to delineate the broad outlines of their thought and
the central questions that informed their intellectual and political interventions. The second objective is to
provide a solid grounding in the key concepts as well as the theoretical and methodological contributions
of these social theorists. Finally, we will seek to demonstrate how contemporary anthropological theory
continues to engage with their work.
Course Notes: Required of all concentrators. Weekly 2-hour sections to be arranged.

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Anthropology 98A
Junior Tutorial in Anthropology (205494)
Philip Kao
This course is focused on preparing students to do anthropological fieldwork and develop their own
research projects. Through concrete case studies and practical exercises students will be introduced to
different approaches to developing research problems, conducting research, and ethnographic writing.
Topics covered will include defining research questions and objects of study, situating projects within
scholarly literature, and bringing together research data and analysis in different forms of anthropological
writing.
The aim of the course is not an exhaustive overview of research design but to familiarize students with
some of the key practices and concerns of anthropological research and writing. The course seeks to guide
students in reading anthropological texts, understanding the range of data and its representations,
unpacking the analytical moves being made in the text, and thinking through the implications of such
presentation.
The course is divided into two main components. The first focuses on a case study of a developing
anthropological work by the instructor. Through select readings related to their topic of interest and
original research documents (proposals, fieldnotes, media, news reports, photographs, analytical essays,
among others) students will learn the process of turning a research question into an anthropological
project. The case study is also meant to prepare students for the experience of conducting their own
research and serve as an example of how to transform research findings into anthropological writing.
Simultaneously, this course is also a research practicum in which students will apply what they have
learned to design their own anthropological projects and share with each other research goals,
experiences, and components of their emerging work. Through structured assignments, seminar
workshops, and regular individual meetings with their instructor students will produce an original research
essay based on their research over the course of the semester.
Course Notes: Required of all concentrators in Anthropology.
Class Notes: Required of all concentrators in Anthropology.

Occasional plenary sessions scheduled for Wednesday's 6-8pm.
There is a mandatory organizational meeting for all juniors on

Friday, September 7, at 11 AM in Tozzer 203.

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Anthropology 98B
Junior Tutorial for Thesis Writers in Anthropology (205522)
Philip Kao
This individual tutorial is for anthropology students intending to write a senior thesis, and is normally
undertaken with an advanced graduate student during the second term of junior year. Students will have
weekly meetings with the project advisor for the purposes of developing the appropriate background
research on theoretical, thematic, regional, and methodological literature relevant to their thesis topic, and
fully refining their summer research proposal. The tutorial's final paper will be comprised of a research
proposal representing the research undertaken during the semester.
Class Notes: Strongly recommened for any anthropology junior intending to write a
senior thesis. Taken in addition to the requried fall term group junior
tutorial, Anthropology 98a.

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Anthropology 99A
Thesis Tutorial in Anthropology - Senior Year (205184)
Philip Kao
This is a full year research and writing seminar limited to senior honors candidates. The course is intended
to provide students with practical guidance and advice during the thesis writing process through
structured assignments and peer feedback on work-in-progress. It is intended to supplement not replace
faculty thesis advising (with the requirement of consulting regularly with the advisor built into the
assignments) and, most importantly, allow students to share their work and experiences with other thesis
writers in a collegial and supportive environment. The seminar will be run jointly by the Department of
Anthropology Assistant Director of Undergraduate Studies and the Writing Tutor. Part one of a two part
series.
Class Notes: There is a mandatory meeting for all senior thesis writers on Friday,
September 7, at 1 pm, in Tozzer 203.

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Anthropology 99B
Thesis Tutorial in Anthropology - Senior Year (205185)
Philip Kao
This is a full year research and writing seminar limited to senior honors candidates. The course is intended
to provide students with practical guidance and advice during the thesis writing process through
structured assignments and peer feedback on work-in-progress. It is intended to supplement not replace
faculty thesis advising (with the requirement of consulting regularly with the advisor built into the
assignments) and, most importantly, allow students to share their work and experiences with other thesis
writers in a collegial and supportive environment. The seminar will be run jointly by the Department of
Anthropology Assistant Director of Undergraduate Studies and the Writing Tutor. Part two of a two-part
series.
Requirements: Prerequisite Anthro 99A

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Anthropology 1010
The Fundamentals of Archaeological Methods & Reasoning (112378)
Matt Liebmann
Rowan Flad
2018 Fall (4 Credits) Schedule: MW 1030 AM - 1145 AM
A comprehensive introduction to the practice of archaeology and major themes from our human past: how
do archaeologists know where to dig? How do we analyze and understand what we find? What do we know
about the origins of the human species, agriculture, cities, and civilization? The course integrates methods
and theory, and utilizes Peabody Museum collections, to show how we reconstruct ancient diet, trade, and
political systems. We also explore the role of archaeology in colonialism, modern politics, and film.
Course Notes: One 2 hour section per week.

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FAS: General Education Empirical and Mathematical Reasoning
FAS: Core Curriculum Social Analysis

Anthropology 1059
Deep History (205088)
Matt Liebmann
Daniel Smail
Transcending disciplinary boundaries, "Deep History" brings the entirety of the human past together into a
single historical narrative. Lectures and discussions enable students to anchor their understanding of the
human past in tangible remains—a tool, a piece of ceramic or rock art, a shell-bead. These, in turn, provide
models for students as they research objects of their own choosing. Spanning the world and traveling from
the deep past to the present, this course offers students a chance to engage with a new kind of historical
identity and provides a counterbalance to the short-termism common in our public sphere.
Course Notes: This course is equivalent to Anthropology 1059 . Credit may be earned
for either History 1059 or Anthropology 1059, but not both.

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Anthropology 1060
Archaeological Science (111192)
Richard Meadow
Pressing issues in archaeology as an anthropological science. Stresses the natural science and
engineering methods archaeologists use to address these issues. Reconstructing time, space, and human
ecologies provides one focus; materials technologies that transform natural materials to material culture
provide another. Topics include 14C dating, ice core and palynological analysis, GIS and other remote
sensing techniques for site location, organic residue analysis, comparisons between Old World and New
World bronze production, invention of rubber by Mesoamerican societies, analysis and conservation of
Dead Sea Scrolls.
Class Notes: Richard Meadow is the contact person for this course at Harvard and
provides the final grade to the Registrar for each participant
registering for the course through Harvard. He must also approve
student participation in the course, which is given through The Center
for Materials Research in Archaeology and Ethnology, a Boston Area
consortium based at MIT. The director of the program and the course
head is Professor Heather Lechtman. For more information, please
contact her at lechtman@mit.edu
Recommended Prep: One year of college-level chemistry or physics.

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Anthropology 1095
Urban Revolutions: Archaeology and the Investigation of Early States (113901)
Jason Ur
Jeffrey Quilter
Examines the development and structure of the earliest state-level societies in the ancient world.
Archaeological approaches are used to analyze the major factors behind the processes of urbanization and
state formation in Mesopotamia, Egypt, Central Asia, the Indus Valley, and Mesoamerica. The
environmental background as well as the social, political, and economic characteristics of each civilization
are compared to understand the varied forces that were involved in the transitions from village to urbanized
life. Discussion sections utilize archaeological materials from the Peabody Museum and Semitic Museum
collections to study the archaeological methods used in the class.
Course Notes: No previous knowledge of archaeology is necessary.

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Anthropology 1130
Archaeology of Harvard Yard (121141)
Patricia Capone
Diana Loren
Archaeological data recovered from Harvard Yard provide a richer and more nuanced view of the 17th
through 19th century lives of students and faculty in Harvard Yard, an area that includes the Old College
and Harvard Indian College. Students will excavate in Harvard Yard, process and analyze artifacts, and
report on the results. Additional topics to be covered include regional historical archaeology, research
design, surveying, archival research, stratigraphy, and artifact analysis.

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Anthropology 1131
Archaeology of Harvard Yard II: Laboratory Methods and Analysis (123195)
Diana Loren
Patricia Capone
Open to students who participated in the fall term investigations in Harvard Yard, this course focuses on
the detailed analysis of the materials recovered in the excavations, within the context of archival and
comparative archaeological and historical research. The analysis will also include an evaluation of the
results of the ground-penetrating radar surveys conducted prior to the excavations, as part of the research
design for the next season of investigations of the Indian College site.
Recommended Prep: Anthropology 1130, Archaeology of Harvard Yard.

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Anthropology 1145
The Green Planet: Plants that changed human history (211105)
Ari Caramanica
2019 Spring (4 Credits) Schedule: F 1200 PM - 0245 PM
This course explores the role of several extraordinary plants in the emergence of complex society, the
shaping of global economies through time, and the development of modern science. While plants have
been featured in human history as a resource (shelter, fuel, fiber, food, or medicine) they also act as
recursive agents: plants give shape to our lives, especially in the process of place-making, and are
simultaneously shaped by these interactions. The course will begin with an introduction to botany for
social scientists and continue with a 'close-reading' of a selection of plants, including sugar cane, Prosopis
, Gingko, and the potato. This class looks beyond how plants end up on our plates and challenges students
to consider the broader impacts of human-plant relations.

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Anthropology 1150
Ancient Landscapes (120579)
Jason Ur
Archaeological approaches to settlement and land use at the regional scale. Issues will include settlement
systems, agricultural and pastoral systems, the role of humans environmental change, and also the
methods used to investigate them.

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Anthropology 1168
Maya Glyphs (128061)
Nicholas Carter
Learn to read and write in Maya glyphs to discover the most spectacular civilization in the Americas in its
own words! This course covers the basics of Maya writing and art using the outstanding visual and material
collections of the Corpus of Maya Hieroglyphic Inscriptions and Peabody Museum of Archaeology and
Ethnology. It explores the indigenous Maya myths, histories, and stories of life at the ancient courts of
lords and nobles.

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Anthropology 1182
People of the Sun: The Archaeology of Ancient Mexico (109568)
William Fash
When Europeans first arrived in what is today Mexico and Central America, they encountered indigenous
cities and empires rivaling those of Europe at the time. This course examines the builders of these
civilizations, focusing on the cultures of highland Mexico such as the Aztec and Zapotec, as well as their
predecessors and contemporary descendants. Topics include the origins of food production; development

of regional exchange networks; rise of towns, temples, and urbanism; emergence of states and empires;
and resilience of native lifeways through Conquest and Colonial periods. Peabody Museum collections are
incorporated into class discussions and assignments.

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Anthropology 1216
Makings of Crisis: The Anthropology of Disaster, Past and Present (211104)
Ari Caramanica
While floods, droughts, hurricanes, and famine, appear to be natural events, such disasters are largely
social experiences. Traditional forms of hazard research rely on ecological or economic models of
adaptation, adjustment, and response, often to the exclusion of an anthropological and deep-time
perspective. In the current era of more frequent and intense climate-change related events, this course
proposes a re-evaluation of the traditional approach. We will survey of some of the most infamous
disasters in human history and re-trace the emergence of hazard research. The class will challenge
students to question the role of culture in the creation of 'natural' disasters. Finally, the class is an
introduction to foundational literature for students with interests in environmental policy, ecology, the
Anthropocene, and the anthropology and archaeology of climate change and disaster.

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Anthropology 1250
The Pyramids of Giza: Technology, Archaeology, History (127050)
Peter Manuelian
Focuses on the Pyramids, Sphinx, and tombs at Giza (ca. 2500 BC), in the context of ancient Egyptian
history, art, and archaeology. The HU-MFA Expedition excavated Giza, resulting in today's Giza Project at
Harvard. Seminar takes place in Harvard's Visualization Center with 3D viewing of the Giza Necropolis on a
23-foot screen, and consists of introductory lectures, student presentations, and field trips. Topics range
from challenges of archaeological information processing to Old Kingdom mortuary art and architecture, to
issues of ownership and repatriation. Students will also contribute to the (real world) Giza Project at
Harvard.

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Anthropology 1401
Human Migration & US-Mexico Borderlands: Moral Dilemmas & Sacred Bundles in Comparative Perspective
(160434)
Davíd L. Carrasco
Responding to one of the major political, economic and religious developments of our times, this course
locates the immigration crisis of the Mexico-U.S. borderlands within the epic context of human migration in
history and global perspectives. The first part of the course will read and critique a series of books and
articles about human migration, Mexican migrations to the U.S. in the last 120 years and the enigma and
fluidity of national borders. The course will then develop a comparative perspective on immigration by
comparing Mexican migrations with migrations from a) Latin America to the U.S, b) the African American
migration within the U.S. from south to north, c) contemporary migrations from Africa to countries of the
European Union. Questions such as 'what economic and political forces cause people to migrate?', 'do they
migrate as individuals or families?'. 'How do walls, fences and borders work and what do they mean?' and
'what is immigration reform-anyway?' will be explored. We will examine the profound economic and moral
dilemmas facing migrants, families, children, sending and receiving countries. The course uses Professor
Carrasco's concept of 'sacred bundles' to explore the question 'what cultural and religious resources help
migrants survive the ordeal of migration and establish new identities?' Jointly offered with Harvard Divinity
School as HDS 3140.
Course Notes: Course has additional section hour to be arranged.
Class Notes: The course will meet at Andover Hall, Room 116 - Sperry on the
Harvard Divinity School Campus

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Anthropology 1600
Anthropological Investigations: Ways of Thinking and Being in the World (123339)
Stephen Scott
How does social anthropology—the study and representation of contemporary societies through fieldwork
and ethnographic writing—intervene in the contemporary world? This course offers an overview of social
anthropology's central tenets and impact through focused explorations of contemporary anthropological

research and writing. We begin with an overview of social anthropology, its key concepts and methods,
followed by three modules introducing anthropological perspectives on contemporary issues: (1)
globalization and capitalism, with a focus on commodity chains; (2) public culture and mass media,
focusing on the public mediation of religious movements and youth culture; and (3) technoscience and
society, focusing on biomedicine and emergent biosocialities. Each three-weeklong module is comprised of
theoretical readings, a series of case studies, and a book-length ethnography. The course is structured
around a set of ethnographic exercises and writing assignments: a thick description, a media analysis, an
interview, and an op-ed.
Anthropology.

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Anthropology 1604
The Anthropology of Law (207708)
Ronald Niezen
This course has two principal goals: The first is to introduce students to the key issues, concepts, and
methods of the anthropology of law as a distinct field of research. This part of the course in the first several
weeks covers the intellectual history of legal anthropology, outlining the legacy of the most influential
approaches to the comparative and ethnographic study of legal systems. Second, the anthropology of law
will be approached as a sub-discipline with important things to say about contemporary cultural contests,
activism, group representation, and identity formation. It has emerged in the past decade or so as a
particularly ground breaking field of research, in part because it has become central to understanding the
changed dynamics of cultural expression and collective identity through new avenues of communication
and transnational networking. In many parts of the world, legal systems are "pluralizing," often integrating
local conceptions of justice with formal procedures and institutions. At the same time, more people and
organizations than ever before are using the institutions and mechanisms of law to achieve conditions of
equal access to the benefits of rights, recognition, and prosperity, above all through new standards and
processes of human rights and environmental justice.
Class Notes: Professor Ronald Niezen is the William Lyon Mackenzie King
Visiting Professor of Canadian Studies.

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Anthropology 1610
Ethnographic Research Methods (119379)

Kaya Williams
Introduction to methodology for contemporary ethnographic field research in anthropology. Students

complete assigned and independent research projects relying on a variety of ethnographic methods, under
supervision of department faculty.
Course Notes: Open to undergraduates only. Preference given to anthropology

concentrators.
Social anthropology juniors are strongly encouraged to enroll in

Anthropology 1610 and Anthropology 98a in the same semester.

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Anthropology 1634
Indigeneity, Rights, and the Politics of Identity (207709)
Ronald Niezen
2019 Spring (4 Credits) Schedule: M 0945 AM - 1145 AM
It has been more than a half-century since the concept of 'indigenous peoples' became an international
legal category that opened space for the social justice claims of peoples as individuals and collectivities
with a common experience of marginalization, dispossession, discrimination, and contested cultural
differences. This course will familiarize students with the key issues, concepts, and methods of
anthropology as they relate to indigenous peoples. It will pay particular attention to the common challenges
faced by indigenous peoples and discuss how indigenous peoples and organizations are using the
institutions and mechanisms of NGO advocacy and law in their attempts to achieve equal access to the
benefits of political recognition, development in their own terms, and a broader respect for collective
human rights. Case studies will be drawn from Canada, Africa, Northern Europe, Latin America, Australia
and the South Pacific.
Course Notes: Advanced undergraduate seminar, limited enrollment (12-18)
Class Notes: Professor Ronald Niezen will teach this course, William Lyon
Mackenzie King Professorship of Canadian Studies, for 2018-19.
Recommended Prep: prerequisite: introductory level course in anthropology.

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Anthropology 1661
(Mis)Understanding Islam Today (203842)
Bilal Malik
This course grapples with key controversies – suicide bombings, blasphemy, gender, Muslim minorities,
Islamism – as a point of entry into understanding Muslim cultures and societies. Drawing on insights from
Cultural Anthropology and related fields (Religious Studies, History, Government, Philosophy, Law), the
course also encourages self-reflection on our own assumptions regarding religion, secularism, freedom,
tolerance and violence. Finally, by dwelling on the case of cross-cultural (mis)understandings related to
Islam, the course underscores that no matter what our personal objectives – social theorizing, developing
policy, or being an engaged global citizen – there is value in understanding how historical and cultural
contexts shape us all. No prior familiarity with Islam is required or assumed.
Course Notes: Q-scores listed at http://goo.gl/yKXrHE and https://goo.gl/vidcam.

Open to all concentrations/years; no prior familiarity with Islam or
Anthropology is required/assumed. Eligible for Anthro/ NELC/ Hist&Lit
credit and potentially for GenEd (under new policies). Offered by the
Social Anthropology program (also offered as HSEMR-LE 75 - students
may not take both classes for credit). Meeting time to be finalized on
enrolled students' preference. See course site for details, or email
bmalik@fas

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Anthropology 1669
Black Muslims: Race, Religion, and Culture in the United States (208329)
Youssef J. Carter
This seminar is an interdisciplinary examination of African-descended Muslims in the United States

whereby we unpack the establishment of Black Muslim communities, simultaneous politics of race
and religion, exegetical fissures, and questions of gender, citizenship and marginalization among
others. We take a diasporic approach to our study of Black Muslimness by thinking with and
beyond the African-American Muslim narrative in order to include how Black migrant
communities (Africans, Caribbeans, etc.) have navigated life in the United States. Course themes
include The Continuities and Contours of Black Muslimness, Islam in Africa, Atlantic Struggles and
the Slave Trade, Black Religious Orthodoxies & Reversion Narratives, Muslims Navigating Race
and Gender, The Complexities of Caribbean-American Muslimness, Islam and Hip-Hop in
Blackamerican context, and Intra-religious difference.

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Anthropology 1683
The City Jail: Race and Incarceration in the United States (205306)
Kaya Williams
This course will investigate the conditions of mass incarceration in America through the figure of the
municipal jail (which sees on average twelve million admissions annually). We will begin with the question
"What is a jail?" and move from there to interrogate the cultural, economic, political and legal forces that
shape the conditions of possibility for the 21st century jail. Taking as objects of study both the jail itself
and the practice of incarcerating people in local jails, this course will combine scholarly work on U.S.
criminal justice with a variety of non-academic texts including legal decisions, contemporary journalism,
and documentary film. Over the course of the semester students will learn to "locate" the city jail in a
number of different ways: within the complex political and economic structures of the American
municipality, within the criminal justice system writ large, and within the country's long history of anti-black
racism and struggles for freedom. Students will use the jail itself as a conceptual anchor from which to
question the taken-for-granted terms of American practices of captivity

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Anthropology 1686
The Anthropology of Energy: Power, Politics and Pollution (207821)
Philip Kao
This course will explore the topical and theoretical ways energy is emerging to
become an important theme in contemporary anthropological research. Our
increasing exploitation and extraction of planetary resources both above and below
ground is leading cross-disciplinary researchers to revisit energy generation, usage,
and conceptualization. Drawing from a range of energy ethnographies, students will
study issues pertaining to energy exploration, labor, consumption, and even
pollution. This course will examine the extent to which energy networks can be said to
exist, and furthermore whether energy infrastructures, which are often invisible in
daily social life, can be detected and even studied ethnographically. We will also
explore how energy politics and power articulate particular social and material
relationships, and how various 'energy regimes' (including future energy sources and
transformations) have unique consequences at the local community, state, and global-
anthropocenic levels. Thus, a major aim of the course is to help students become
more aware of the social and cultural effects of the energy industry, whilst also
helping them discover ways to make energy issues more public, visible, and
connected. Along these lines, students taking the course will be able to see how
ideologies and the politics of energy and energy discourse continue to shape people's
histories and futures in dynamic and uneven ways.

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Anthropology 1795
Language and Politics (122440)
Stephen Scott
This course draws on the anthropological study of language and culture to look at the role of language and
communication in political formations. The first part develops a general approach to language and politics
by focusing on the concept of ideology, more particularly, the relationship between linguistic ideologies
and political ideologies. Subsequently, we will use this work to study the political dimensions of two
broader semiotic processes: the semiotics of standardization in language and other cultural forms; the
semiotics of publicity and the discursive construction of public authority. Throughout the course, we will
see how linguistic and communicative practices and ideologies come to mediate the making of polities,
publics, and peoples, and indeed the very forms that politics take, including the very meaning of the
political within those forms.
Education requirement for Culture and Belief.

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Anthropology 1800
Race and Caste (207678)
Ajantha Subramanian
Race and caste are two of the most enduring forms of social stratification. While their histories date well
before the advent of political democracy, they have taken on new forms in the context of democratic social
transformation and capitalist development. In this course, we will grapple with the meanings, uses, and
politics of race and caste historically and in the contemporary moment. Drawing on mid-20th century
sociological debates on race and caste as comparative categories, empirical work in history and
anthropology that traces the legacies of imperialism and capitalism in shaping race and caste, and insights
from anti-racist and anti-caste social movements, this course considers the intersections of (and
divergences between) the two forms of stratification. What does thinking race and caste together illuminate
about the nature of ascriptive identity and inequality today?

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Anthropology 1861
Anthropology and the Colonial Present (211122)
Veronika Kusumaryati
"The conquest of the earth, which mostly means the taking it away from those who have a different
complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much."
(Joseph Conrad. Heart of Darkness. [1899]pp. 7)
Despite rich scholarship on postcolonialism and decolonization, indigenous communities, activists, critical
theorists, and national liberation movements still use colonialism as a core concept to understand present
social realities. Much scholarship on colonialism, however, still focuses on colonialism as a past historical
reality, not to mention that most studies also use Euro-American models to understand various forms of
colonial relations. Recent scholarship in anthropology has attempted to reorient the study of colonialism by
considering the continuing legacy (or duress) of colonialism, ongoing settler colonialism, and cases of
crypto-colonialism. Questions of rupture or continuity of colonialism increasingly becomes relevant as
anthropology explores experiences of decolonization both inside and beyond the academia. Going beyond
this trend, and based on more recent ethnographies of colonialism, this course will explore the usefulness
of colonialism as a theoretical and political concept to understand the present forms of relations that are
linked to domination and exploitation. This course suggests that, across these issues and around the

world, anthropology should extend its interest through a new conception of colonialism and coloniality that
not only accounts for the variety of colonial experiences but also the presentness of colonial relations
(something that I will call 'a colonial present'). Drawing on readings from anthropology, history, and
literature, students will consider various specific contexts in which colonialism emerges, but primarily
examine contemporary forms of colonialism in the 21st century. We will look at the language of
development and human rights, the post in the postcolonial states, the work of global financial institutions,
race and racial differences, gender orders in colonial societies, issues of archives, and how anthropology
(including archaeology) has responded or should respond to the call for decolonization.

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Anthropology 1895
The Social and the Digital: Introduction to Internet Cultures (211106)
The internet has become a ubiquitous part of contemporary life. With its power to shape peoples' experiences and
interactions, the internet has become, as Tim O'Reilly calls it, a social platform (2014). But what does this entail? What
are the implications of this notion to our identities, cultural practices, and social institutions? This course will address
major themes in studies of the internet from anthropological perspectives. Anthropology, long known for the study of
the exotic and the unfamiliar, will help students understand how the internet becomes, arguably, the most important
social technology for our generation. While the internet is an emerging field of inquiry in anthropology, growing
literature on the anthropology of/on the internet demonstrates two ways in which anthropology explores the possibility
of studying the internet. First, anthropology offers sustained accounts on topics such as intimacies and relationships,
identities, democracy, privacy, truth/information/knowledge, and corporations that have been transformed by the
arrival of the internet. Secondly, anthropology offers ethnography as a research methodology to examine a range of
internet phenomena. This course will thus combine both critical readings on the topics of the internet and a series of
mini-research assignments to help students practice their ethnography of/on the internet.

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Anthropology 1900
Counseling as Colonization? Native American Encounters with the Clinical Psy-ences (208154)
Joseph Gone
American Indian, First Nations, and other Indigenous communities of the USA and Canada contend with
disproportionately high rates of "psychiatric" distress. Many of these communities attribute this distress to
their long colonial encounters with European settlers. Concurrently, throughout the 20th century, the
disciplines and professions associated with mind, brain, and behavior (e.g., psychiatry, psychology,
psychoanalysis) consolidated their authority and influence within mainstream society. These "psy-ences"
promote their professional practices (e.g., diagnosis, psychotherapy) as plausible remedies for Indigenous
social suffering, but many Indigenous communities remain skeptical of—and resistant to—these clinical
approaches, primarily for cultural and political reasons. In this seminar, we will consider whether and how
the concepts, categories, tools, and techniques of the mental health professions might be appropriately
adapted and/or adopted for use with Indigenous communities in an increasingly globalized world. In
recognition of the (post)colonial status of these populations, we will attend closely to alterNative cultural
and spiritual approaches that have been identified and promoted by Indigenous people themselves as
conducive to healing and wellness. This course is designed for upper-level undergraduate students
interested in medical anthropology, professional psychology, pre-medicine, Indigenous studies, and related
social and health sciences. Students will participate in regular seminar discussions, write routine
responses to assigned readings, and submit major independent research papers addressed to the
promotion of Indigenous well-being. Student engagement and exchange during class is essential, so
routine attendance and participation are expected throughout the semester.

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Anthropology 1957
Laboratory Lives: Scientific Spaces, Selves, Subjects (204442)
Stephen Scott
Scientific laboratories have become important cultural sites for making new knowledge about the world,
and in doing so, for remaking society, nature, and the relationship between the two. But what are scientific
laboratories? How do they produce knowledge? How is the knowledge they produce shaped by nature and
society, and how does that knowledge reshape society and nature? This course examines the scientific
laboratory from an anthropological perspective, through key ethnographic, historical, and theoretical
readings that explore the distinct spaces, selves, and subjects that make up "laboratory life." The first half
of the class introduces the lab as a socio-historically situated cultural space dedicated to producing
authoritative knowledge through experimental practices. The second half then takes a deeper look at the
scientific selves and various human and nonhuman actors that inhabit these distinct experimental spaces,
exploring issues of agency, objectivity, and experimentality as they are pursued and problematized at the
lab bench. Course topics include: the emergence of the laboratory sciences and the figure of the scientific
self in history; the normative dimensions of the experimental life as a calling and a profession; instruments,
inscription practices, and scientific objectivity as both problem and epistemic virtue; the laboratory as a
site of fact production, and experimentation as a social and semiotic process; the relationship between
scientific labs, nature, and society at large, with comparison to other related spaces of knowledge, from
cathedrals to artist's studios to the psychotherapist's couch; and finally the role of laboratories, models,
and simulations in the politics of knowledge animating debates about global climate change. More
generally, scientific laboratories have become important sites for social research in the growing field of
science studies, a field to which anthropologists and their ethnographic methods have made important

contributions. This course explores these contributions.

Attribute Value(s)
Anthropology 1976
Schools in Culture, Culture in Schools (204446)
Bilal Malik
At the macro level, schools are embedded in larger historical and social contexts, including liberalism,
modernity, globalization, citizenship, and nationalism. At the micro-level, schools themselves comprise
important cultural dynamics. This course examines schools at both levels to explore: Are schools sites of
social stasis or social transformation? Do they create conditions of emancipation or do they further
projects of subordination? What is 'learnt' in schools beyond the stated objectives of educationists? What
are the promises and limitations of social theory and ethnographic research for educational practice and
policy? We will explore these questions by drawing on studies on various dimensions of education, based
both in the United States and abroad.
Class Notes: This discussion-based course is open to students of all years and
concentrations, and is also available for cross-registration, but
enrollment is limited and by instructor-permission. Eligible for GenEd
(under new policies); see course site for details, or email bmalik@fas.

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Anthropology 1988
Kinship, Citizenship, and Belonging (156380)
George Paul Meiu
The domains of family life, kinship, and intimacy represent central sites for the construction and
contestation of social and political belonging. This course introduces students to classic and contemporary
theories of society, kinship, and citizenship by way of theorizing how economic production, sovereignty,
and everyday life emerge through the regulation of relatedness. Anthropologists of the late nineteenth
century and of the first half of the twentieth century turned kinship into a key domain for understanding
social cohesion and political organization. In the past three decades -- following feminist, Marxist, and
queer critiques -- anthropologists explored how discourses about kinship and the family anchored the

ideologies and practices of modernity, colonialism, nationalism, and globalization. In this course, we ask:
What can various forms of kinship teach us about the politics of social reproduction and the making of
citizenship -- its modes of belonging and exclusion -- in the contemporary world?
Anthropology.

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Anthropology 2000
Osteoarchaeology Lab (113280)
Richard Meadow
Introduction to the osteoarchaeological analysis. Identification of animal bones and teeth from
archaeological sites using comparative materials and their characterization employing visual, metric, and
microscopic methods.
Course Notes: Given in alternate years. Open to qualified undergraduates. Fulfills

laboratory course requirement for archaeology graduate students and
archaeological science requirement for undergraduate concentrators.
Class Notes: This course meets in the Zooarchaeology Laboratory of the Peabody
Museum, 11 Divinity Ave, room 35B.

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Anthropology 2010AR
Materials in Ancient Societies:Ceramics (120535)
Richard Meadow
This course examines the technologies used in the production of ceramic vessels, bricks, tiles, and mortars
in ancient and non-industrial societies. It also focuses on the laboratory-analytical techniques that enable
reconstruction of these technologies.
The course has been designed to consider: (1) the principles of geology and of materials science and
engineering that provide an understanding of the properties and behavior of clays (and other ceramic
materials) as materials systems; (2) the activities involved in producing, using, and distributing ceramic

materials and ceramic products; (3) the culture-producing and culture-using aspects of ceramic
technologies.
Laboratory sessions include microscopy with emphasis on petrography of ceramics and geological
materials, mechanical testing of fired ceramics, and the appropriate methods for documenting and
reporting the analyses of archaeological artifacts made from ceramic materials.
Class Notes: This course meets at MIT, with the first meeting taking place at 9 am on
September 4, 2018 in the CMRAE Graduate Laboratory: MIT Room 16-
536. During this first meeting, the weekly schedule for the class and
labs will determined. Contact Dr. Jennifer Meanwell at jmeanwel@mit.
edu for further information. Open to graduate students and advanced
undergraduate students. This course is offered via the Archaeology
track within Anthropology. Contact Dr. Richard Meadow at
meadow@fas.harvard.edu for answers to Harvard-specific questions
relating to this course.
Recommended Prep: Pre-Registration is required. Please contact anthrouc@fas.harvard.edu

for further information.

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Anthropology 2010BR
Materials in Ancient Societies: Ceramics (121158)
Richard Meadow
This seminar-laboratory subject provides in-depth study of the technologies of ancient societies.
Course Notes: Anthropology 2010ar is commonly taken before Anthropology 2010br.
Meets at M.I.T.

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Anthropology 2100
Archaeological Site Formation Processes (207822)
Christian Tryon
Archaeologists study 'sites' to understand what life was like in the past as well as to understand how things
have changed over time. But what are these things we call sites? How were they formed, and why do we
have them to study in the first place? What happens to 'things' buried in the ground for thousands of
years, and how does the fragmentary nature of what preserves at these sites skew our interpretations of the
past? In this course we will focus on an understanding of the many natural and cultural processes that
affect the formation of the archaeological record. These range from geological studies of events such as
floods and erosion and learning to recognize their distinctive stratigraphic signatures, neotaphonomic and
biogeochemical studies of the life history of a animals from death and disarticulation to fossilization and
recovery, ethnoarchaeological and experimental observations of how, where, and how many humans
discard refuse (a.k.a. 'artifacts'), and theoretical approaches to how our perceptions of something as basic
as 'time' fundamentally alters how we can use the archaeological record. Every archaeological
interpretation must begin with an understanding of how the record came to exist, and this course provides
students an essential foundation to independently arrive at that understanding.

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Anthropology 2110R
Issues in Mesoamerican Archaeology (144159)
William Fash
2018 Fall (4 Credits) Schedule: T 0945 AM - 1145 AM
Considers current topics and debates in the archaeology of Mesoamerica, with special emphasis on ancient
Maya civilizations. Readings and discussions focus on aspects of social process, political history, and their
interplay with ritual and ideology.

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Anthropology 2177
Jaguar-Men and Golden Cities: The Archaeology of South America (128017)
Gary Urton
Provides an overview of Pre-Columbian civilizations on the continent of South America from the earliest
record of human habitation to the time of the European invasion, in the sixteenth century. Focuses on the
archaeology of the Amazon and Orinoco rivers, the Andes, and the Pacific coast of Peru and Chile.
Extensive use will be made of the South American collections in the Peabody Museum.

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Anthropology 2245
The Archaeology of Technology (211101)
Rowan Flad
This seminar explores the concept of technology in archaeological contexts. We will begin with a focus on
general concepts in the archaeology of technology – attempting to evaluate the various definitions of the
term and their archaeological implications. This will involve a critical examination of how technology has
been explored in archaeological contexts. In addition we will examine the dominant paradigms in studies
of production and technology and debate the assumptions of these paradigms – including the relationships
between technology and social complexity, "power," gender, value and identity. The course is designed for
graduate students who wish to bring a cross-cultural perspective on technology to bear on their own
research in a particular region. Advanced undergraduates are very welcome. The goal of the class is not to
instill any one particular perspective on the archaeology of technology but instead to provide students with
a broad exposure to many of the contemporary issues in the field.

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Anthropology 2250A
Proseminar in Archaeology (125614)
Ari Caramanica
Richard Meadow
2018 Fall (4 Credits) Schedule: F 1200 PM - 0245 PM
This graduate seminar reviews critical issues in archaeological approaches to small-scale societies,
including methods and interpretations relating to the study of mobility, sedentism, seasonality, plant and
animal exploitation, and migration.

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Anthropology 2316
Religious Narratives: Shamans, Empires, Borderlands (211316)
Davíd L. Carrasco
This seminar is 1) an advanced introduction to the study of religion 2) through use of myths, storytelling,
art, film and music 3) organized by three anthropological categories; shamanism, empire and borderlands.
The course will break open these religious patterns to explore dreams and curers, psychoanalysis and
words, center and periphery, class and gender, persuasion and coercion, sacrifice and prayer, bodies and
blood, bridges and walls, colonialism and liberation. Each week's gathering will consist of lecture/student
presentations/discussions of threads and knots in the texts and imagery. The course will read Ashis Nandy,
Toni Morrison, Rodolfo Anaya, Marie Cardinal, Judith Sherman, Gloria Anzaldua, among others. Jointly
offered with the Harvard Divinity School.
Class Notes: No Auditors permitted.

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Anthropology 2631
Theories and Discourses of Religion (211108)
Youssef J. Carter
This seminar examines how the study of religion(s) and religious traditions have yielded multiple theories
through which scholars have sought to define and describe how systems of faith impact behaviors,
intervene in political events, and shape social relations among practitioners and beyond. We begin by
unraveling debates about how, or whether, one defines 'Religion' and what is at stake in endeavoring to
categorize faith traditions in such a way that renders them legible to academic study. We highlight how
social scientists have studied small-scale societies and larger global networks in order to grapple with
questions of "the sacred" while also taking time to draw what might be useful, and also problematic, about
the theories that emerged through their work. By reviewing the linkages between political realms, diasporic
networks, state institutions and the varying traditions that shape them, we will review also how religion
operates as a frame upon which discourses of belonging and citizenship are mobilized. This seminar is not
merely concerned however with how religions incorporate individuals into social contexts for the sake of
political concerns. Therefore, we also look at the poetics of the body by tracking how corporeal
observances and modes of worship have been analyzed in order to think about the material body as a
medium for transcendent experience, conjuring the otherworldly, and witnessing the unseen.
Course Notes: Advanced Undergraduate students welcome and encouraged.

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Anthropology 2646
Infrastructure and its Imaginaries (205303)
Stephen Scott
Infrastructures are the sociotechnical unconscious of modern societies. Bridges, cables, and pipes, but
also assemblages of affect, information, and value—infrastructures underpin everyday living by
coordinating the flow of people, things, and knowledge. Infrastructures often remain unremarked, and only
when they break down do we become aware of them. Recently, however, infrastructures have surfaced as a
key problem in public life. In response, a growing body of scholarship has sought to rethink infrastructure,
its politics and poetics. Drawing on classic and contemporary readings, this course takes up the
anthropology of infrastructure. What is infrastructure? What new questions and concerns are raised by
exploring sociocultural worlds through the optic of infrastructure? What concepts and methods are helpful
for researching and writing about infrastructure? The first part of the course tackles these conceptual and
methodological questions; the second part turns to recent ethnographies of infrastructure, exploring
infrastructural politics; the third part looks at infrastructures in terms of the imaginaries they help stabilize
and sustain.

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Anthropology 2650A
History and Theory of Social Anthropology: Proseminar (110977)
Michael Herzfeld
A critical review of the major theoretical approaches in social anthropology.
Course Notes: Required of candidates for the PhD in Social Anthropology. Not open
to undergraduates.

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Anthropology 2650B
History and Theory of Social Anthropology: Proseminar (144623)

George Paul Meiu
Continuation of Anthropology 2650a.
Course Notes: Required of candidates for the PhD in Social Anthropology. Not open
to undergraduates.

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Anthropology 2682
Anthropology of Urbanism: Japan in Comparative Perspective (109413)
Theodore Bestor
This course examines patterns of Japanese urbanism -- social, cultural, historical, and built-environmental
-- through interdisciplinary discussion. It is open to graduate students in any department or programs.
Students are required to attend lectures of SW 33 Tokyo; students in Anthro 2682 will participate in
specialized discussion sections and will frame term projects tailored to their future research plans in close
consultation with the professor. The seminar is equally open to graduate students with strong interests in
urban anthropology, in urban design and planning, and in Japanese/Asian Studies in history, the social
sciences, and the humanities.
Course Notes: Students must also attend all lectures of Societies of the World 33
"Tokyo".

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Anthropology 2695
Design Anthropology: Objects, Landscapes, Cities (107371)
Gareth Doherty
2019 Spring (4 Credits) Schedule: F 1030 AM - 0129 PM
In recent years, there has been a movement in anthropology toward a focus on objects, while design and
planning have been moving toward the understanding of objects as part of a greater social, political, and
cultural milieu. This seminar explores their common ethnographic ground. The course is about both the

anthropology of design, and the design of anthropology.
For designers, the goals will be to learn thick ethnographic observation and description; applying
theoretical concepts in making connections between ethnographic data; and moving from ethnography to
design proposals. Anthropologists will be challenged to think about different forms of fieldwork by
collaborating with non-anthropologists and working toward a collective ethnography; using visual
information to represent ethnographic information and insights; and applying anthropological skills to the
study of objects, materiality, and design processes.
The seminars will be filled with different components and tasks, including lectures and synopses of the
weekly topic, fieldwork-based exercises, learning how to take notes or record data using different media,
analyzing ethnographic data, sharing thinking on individual projects, and discussing assigned readings.
Students will be expected to engage in two large projects over the course of the semester. The first is
fieldwork centered on the border region between Ireland and Northern Ireland, March 15-24, with pairs of
students carrying out an ethnography of specific communities. Class periods leading up to that fieldwork
will prepare students-methodologically, ethnographically, and theoretically-for this exercise.
After fieldwork, students will analyze their findings in relation to certain conceptual themes that drive much
of design anthropology but also bear on the specific nature of design problems and opportunities in Ireland
and Northern Ireland. This will prepare students to complete the second large project of the course: a term
essay or design proposal capturing their thinking on design anthropology and fieldwork in Ireland/Northern
Ireland.
This course will include a trip to Derry-Londonderry, Northern Ireland and County Donegal in the Republic
of Ireland for 16 students, 8 from the GSD and 8 from FAS. Travel will take place on March 15-24. FAS
Students who travel in this course will need to make arrangements to pay $300 with the Graduate School of
Design's Department of Landscape Architecture. Students may enroll in only one traveling course or
studio in a given term, and are responsible for the cost of all meals and incidentals related to the trip,
including visas and any change fees related to modifications to the set flight itinerary.
Course Notes: Offered jointly with the Graduate School of Design as GSD 3336.
Students enrolled in Anthro 2695 will need to make arrangements to

pay $300 for international travel, in addition to the costs of meal and
incidentals with the Graduate School of Design's Department of
Landscape Architecture. Students are responsible for obtaining the
necessary visas. One set itinerary is made for the trip with no
modifications. If students wish to modify the itinerary, it may be
possible for them to do so in direct contact with the travel agent, and
the student is responsible for any change fees incurred. Students will
need to sign a travel waiver in the Department of Landscape
Architecture and register their trip with Harvard Travel Assist.
Class Notes: This course will include a trip to Derry-Londonderry, Northern Ireland
and County Donegal in the Republic of Ireland for 16 students, 8 from
the GSD and 8 from FAS. Travel will take place on March 15-24. FAS
Students who travel in this course will need to make arrangements to
pay $300 with the Graduate School of Design's Department of
Landscape Architecture. Students may enroll in only one traveling
course or studio in a given term, and are responsible for the cost of all
meals and incidentals related to the trip, including visas and any
change fees related to modifications to the set flight itinerary.
NOTE: First course meeting will be held in Gund 109 (GSD).

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Anthropology 2710
Event, Time, Memory (116071)
Steven C. Caton
This course examines the way anthropology has looked at time theoretically and ethnographically. It begins
with a comparison of the way different cultures have "classified" time and time reckoning,. This is then
followed by the anthropology of the event as started by Marshall Sahlins' and his work on Captain Cook's
arrival in the Pacific, and host of other analyses of the "event" that came after it (drawing inspiration from
historiography). The third framework is the study of "memory," particularly the idea of collective memory,
as it bears on both anthropological and historical analysis. The fourth framework has to do with different
formulations of "temporalities" that infuse our experiences of "everyday" life. Besides anthropological
readings, the course will draw from historiography and philosophy to inform what we mean by event, time,
and memory.
Course Notes: No prior knowledge of anthropology is required. Graduates and

undergraduates are welcome

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Anthropology 2722
Sonic Ethnography (108976)
Ernst Karel
This is a practice-based course in which students record, edit, and produce anthropologically informed
audio works which interpret culture and lived experience. Listening sessions will provide a broad context of
contemporary work using location recordings, and readings will situate the practice within the growing field
of sound studies. In their projects, students will experiment with technical and conceptual strategies of
recording and composition as they engage with questions of ethnographic representation through the
sensory dimension of sound.
Course Notes: Interested students must attend first meeting of class during shopping
week to speak with teaching staff about course enrollment procedure.
Recommended Prep: Experience in media production helpful but not required.

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Anthropology 2725
History and Anthropology: Seminar (110313)
Ajantha Subramanian
Vincent Brown
2019 Spring (4 Credits) Schedule: T 0900 AM - 1145 AM
Explores exchanges between the disciplines of History and Anthropology, emphasizing overlaps and
distinctions in the treatment of mutual concerns such as the representation of time and space, the
conceptualization of power, and the making of the subject.

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Anthropology 2727
Anthropology of Media, Critical Surveys (110009)
This course is a critical survey of the principal studies in the anthropology of media. It will address
the aesthetic and political debates across the history of this sub-discipline in anthropology whose
central questions include: In what ways has anthropology engaged with media? What role do
different types of media play in constituting the cultures and societies in which we live? How has the
emergence of digital media transformed the anthropology of media? How do we as anthropologists
go about researching media? The course begins with a critical look at anthropology itself to
interrogate broader issues that are particularly endemic to the field, such as media production,
consumption, and circulation, and issues of representations and power. Students will examine
various media forms, from photography, radio, television, film, to the internet, and learn different
anthropological theories and methods for conducting media research. Discussions and assignments
in the course are geared towards a critical understanding of media. By the end of the course,
students are expected to gain critical tools to analyze mass media and their role in advancing
specific political, economic, and cultural interests, and to devise an intervention to existing media
representations and relations of power.
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Anthropology 2738
Remaking Life and Death (211109)
Anya Bernstein
This course is a critical reading graduate seminar focusing on how defining the boundaries between life
and death became a matter of profound political, cultural, and scientific debate. Guided by the concepts of
bio- and necropolitics, we will explore the shifting relations between body and person, human and time, and
technology and biology while attending to the changing political, biomedical and religious contexts. The
course includes readings from a number of anthropological subfields, including medical anthropology,
anthropology of science and technology, religion, politics, and the Anthropocene. We will discuss the
range of issues, from the classic studies of mortuary rituals to political lives of dead bodies to
technoscientific reconfigurations of the human and of life itself.

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Anthropology 2744
Madness and Globalization (207648)
Byron Good
Alasdair Donald
Michael Fischer
While the term 'mental illness' evokes aseptic technical categories and medical
nosologies, 'madness,' in its deliberate murkiness, embraces broader and deeper
meanings, including 'post-colonial disorders' of individuals and societies. This course
will analyze the ways in which diverse aspects of globalization impact, intersect and
shape personal experiences of 'madness' – both mental illnesses and social disorders.
Largely based on readings of ethnographic and cross-cultural literature, the course will
examine, among other issues: the process of colonization, which racialized psychiatric
interpretations of the individual's behavior and suffering; colonial and postcolonial

engagements with psychoanalysis; the postcolonial standardization of nosologies and
treatments, based mostly on biomedical categories, and the complex negotiations of the
meanings of modernity; the resulting cases of 'globalization' of approaches to mental
health/illness in non-Western contexts; the attempt at the decolonization of anthropology
and psychiatry alike; the impact of violence, forced migration and displacement on the
the psychological equilibrium and mental health of individuals, and the globalization of
PTSD; and the impact of neoliberal economic policies and ideologies, as well as the
global mental health movement, on the world of the mentally ill.

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Anthropology 2796
Medical Anthropology: Advanced Topics (160441)
Arthur Kleinman
A review of the latest and most advanced contributions to theory, methods, especially ethnography,
findings, as well as policy contributions in medical anthropology.
Course Notes: Open to advanced undergraduates with some social science

background (does not have to be anthropology). Undergraduates, who
are not Anthropology concentrators or who have not taken SW 25,
before enrolling formally, please contact the instructor to discuss
whether you have an adequate background for the course.

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Anthropology 2800
Social Theory, In and Out of Africa (160345)
Jean Comaroff
John Comaroff
Examines, in critical depth, the major theoretical and methodological approaches that have shaped the

history of Anglo-American anthropology and, more generally, social thought through the prism of Africa. In
so doing, it will address (i) the historical roots and philosophical foundations of these approaches and (ii)
their significance for contemporary concerns in the social sciences at large.

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Anthropology 2981
Takes on Whiteness (211103)
Kaya Williams
What do we talk about when we talk about whiteness? We are working in times in which the effects of
whiteness are hyper-visible and yet whiteness itself is difficult to address. Scenes of white supremacy
dominate the national news and the dominance of whiteness in the spaces of our pedagogy and
scholarship are no less glaring; and yet it is often unclear what exactly people mean by the word. This
course will approach whiteness as an open question, systematically asking how and where whiteness
makes its presence known and considering the limits of the language available to engage with whiteness
practically and intellectually. The course will combine academic analyses of whiteness with popular
representations and well-worn tropes, paying particular attention to the work whiteness does in the world.
Because whiteness is on its surface a concept deeply tied to the visual, this course will seek to explore in
particular the non-visual dimensions of whiteness, asking how whiteness can be felt, heard, and tasted as
well as where it can be seen. This course will coincide with an end-of-semester event on campus that will
focus on the ways in which whiteness shapes the conditions of research and pedagogy on campuses such
as Harvard, and students in the course will participate in and help to document that event.

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Anthropology 3000
Reading Course (113022)
Anya Bernstein
Special reading in selected topics under the direction of members of the Department.
Course Notes: Consult the appropriate member of the Department.

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Anthropology 3000
Anya Bernstein

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Anthropology 3000 Section: 002

Theodore Bestor

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Theodore Bestor


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Davíd L. Carrasco

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Davíd L. Carrasco

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Lucien Castaing-Taylor


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Steven C. Caton

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Steven C. Caton

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Jean Comaroff

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Jean Comaroff

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John Comaroff

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John Comaroff

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Paul Farmer

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Paul Farmer

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William Fash

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William Fash


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Rowan Flad

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Rowan Flad

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Joseph Gone


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Joseph Gone

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Byron Good

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Byron Good

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Nicholas Harkness

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Nicholas Harkness

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Ieva Jusionyte

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Michael Herzfeld

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Arthur Kleinman

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Ieva Jusionyte

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Matt Liebmann

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Arthur Kleinman


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Peter Manuelian

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Matt Liebmann

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Richard Meadow


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Peter Manuelian

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George Paul Meiu

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Richard Meadow

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Michael J. Puett

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George Paul Meiu

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Jeffrey Quilter

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Michael J. Puett

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Ajantha Subramanian

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Jeffrey Quilter

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Christian Tryon

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Ajantha Subramanian


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Gary Urton

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Christian Tryon

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Jason Ur


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Gary Urton

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Anthropology 3001
Reading for General Examination (116603)
Anya Bernstein
Individual reading in preparation for the General Examination for the PhD degree.
Course Notes: Restricted to candidates for the PhD degree and ordinarily to those
who have completed at least one year in residence.

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Anthropology 3001
Anya Bernstein

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Theodore Bestor

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Theodore Bestor

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Davíd L. Carrasco

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Davíd L. Carrasco

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Steven C. Caton

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Steven C. Caton

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Jean Comaroff

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Jean Comaroff

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John Comaroff

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John Comaroff

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Paul Farmer

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Paul Farmer

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William Fash

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William Fash

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Rowan Flad

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Rowan Flad

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Joseph Gone

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Joseph Gone

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Byron Good

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Byron Good

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Nicholas Harkness

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Nicholas Harkness

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Ieva Jusionyte

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Michael Herzfeld

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Arthur Kleinman

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Ieva Jusionyte

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Matt Liebmann

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Arthur Kleinman

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Peter Manuelian

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Matt Liebmann

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Richard Meadow

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Peter Manuelian

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George Paul Meiu

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Richard Meadow

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Michael J. Puett

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George Paul Meiu

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Jeffrey Quilter

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Michael J. Puett

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Ajantha Subramanian

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Jeffrey Quilter

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Christian Tryon

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Ajantha Subramanian

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Jason Ur

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Christian Tryon

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Gary Urton

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Jason Ur

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Gary Urton

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Kaya Williams

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Anthropology 3100
Old World Archaeology (Europe, Asia, and Africa) (113033)
Rowan Flad

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Old World Archaeology (Europe, Asia, and Africa) (113033)
Christian Tryon

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Anthropology 3111
Asiatic Archaeology and Ethnography (115989)
Rowan Flad

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Anthropology 3120
Scientific Archaeology (111990)
Richard Meadow

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Anthropology 3130
Archaeology and Ethnography of the Near and Middle East (134882)
Jason Ur

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Anthropology 3140
Methods and Theory in Archaeology (116109)
Rowan Flad
Class Notes:
Members of the Department

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Anthropology 3200
Dissertation Writing Workshop in Social Anthropology (110152)
Michael Herzfeld
Course Notes: With permission of instructor, priority to dissertation writers in the PhD
programs in Anthropology (Social Anthropology and Archaeology).
This course is offered via the Social Anthropology track within

Anthropology.

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Anthropology 3400

Class Notes: Members of the Department

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Anthropology 3400


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Anthropology 3410
Teaching Fellows (210892)

For students acting as Teaching fellows affiliated with the Antropology Department.

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Anthropology 3410
Teaching Fellows (210892)

For students acting as Teaching fellows affiliated with the Antropology Department.

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Anthropology 3500
Anya Bernstein

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Anthropology 3500
Anya Bernstein

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Theodore Bestor

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Theodore Bestor


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Davíd L. Carrasco

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Davíd L. Carrasco

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Steven C. Caton

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Steven C. Caton


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Jean Comaroff

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Jean Comaroff

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John Comaroff


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John Comaroff

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Paul Farmer

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Paul Farmer


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William Fash

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William Fash

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Rowan Flad


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Rowan Flad

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Joseph Gone

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Joseph Gone


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Byron Good

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Byron Good

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Nicholas Harkness


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Nicholas Harkness

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Ieva Jusionyte

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Michael Herzfeld


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Arthur Kleinman

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Ieva Jusionyte

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Matt Liebmann


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Arthur Kleinman

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Peter Manuelian

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Matt Liebmann


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Richard Meadow

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Peter Manuelian

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George Paul Meiu


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Richard Meadow

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Michael J. Puett

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George Paul Meiu


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Jeffrey Quilter

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Michael J. Puett

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Ajantha Subramanian


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Jeffrey Quilter

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Christian Tryon

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Ajantha Subramanian


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Jason Ur

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Christian Tryon

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Gary Urton


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Jason Ur

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Gary Urton

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Anthropology 3555
Advanced Critical Media Practice (207768)
This course is for graduate students pursuing the PhD Secondary Field in Critical Media Practice as well as other

students creating artistic or interpretive media projects that are complementary to their scholarship. Open to any
media or subject matter, the course is centered around exhaustive, constructive critique of independent projects,
supplemented by workshops, screenings and visiting artists.
Recommended Prep: Interview with instructor and project proposal.

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ALL: Exclude from Canvas Feed Exclude from Canvas Feed
Anthropology 3626
Research Design/Proposal Writing (116522)
Anya Bernstein
This course is part seminar, part practicum. Its purpose is to help students conceptualize and design a
research project, to craft effective research and grant proposals, and to prepare for ethnographic and
archival work. The first and longest part of the course will focus on formulating a researchable project, in
all its various elements; how to write a statement of problem, to frame arguments/theses, to situate work in
the appropriate anthropological literature/s, to develop a methodological approach, and techniques,
commensurate with the objectives and claims of the study, and to make a case for its significance and
contribution to the discipline. To the extent time permits, the class will also pursue a secondary objective:
imparting professional skills, primarily in the area of writing and publishing, but also in oral presentation,
that will be useful to students throughout their professional lives.
Course Notes: By permission only. The class is open to third year social
anthropology students who have done most of the background reading
for their PhD dissertation research and are actively working on a
formal research proposal, of which they have a draft in hand.

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Anthropology 3628
Anthropological Research Methods (108949)
Anya Bernstein
Steven C. Caton
Theodore Bestor
Ronald Niezen
Joseph Gone
Michael J. Puett
Byron Good
This team-taught course offers a conceptual overview of research methods used by anthropologists.
Topics include: formulating a research question, writing field notes, interviewing, the ethics of
fieldwork, multi-sited research, the use of archives and visual media, as well as more in-depth engagement
with particular objects of study.
Course Notes: This course is limited to graduate students in anthropology.
Class Notes: This is a team-taught course with members of the Anthropology

faculty.

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Applied Computation
Subject: Applied Computation
Applied Computation 209A

Data Science 1: Introduction to Data Science (109898)
Pavlos Protopapas
Kevin A. Rader
Data Science 1 is the first half of a one-year introduction to data science. The course will focus on the
analysis of messy, real life data to perform predictions using statistical and machine learning methods.
Material covered will integrate the five key facets of an investigation using data: (1) data collection - data
wrangling, cleaning, and sampling to get a suitable data set; (2) data management - accessing data quickly
and reliably; (3) exploratory data analysis – generating hypotheses and building intuition; (4) prediction or
statistical learning; and (5) communication – summarizing results through visualization, stories, and
interpretable summaries. Part one of a two part series. The curriculum for this course builds throughout the
academic year. Students are strongly encouraged to enroll in both the fall and spring course within the
same academic year. Part one of a two part series.
Course Notes: Only one of CS 109a, AC 209a, or Stat 121a can be taken for credit.
Students who have previously taken CS 109, AC 209, or Stat 121
cannot take CS 109a, AC 209a, or Stat 121a for credit.
Recommended Prep: Programming knowledge at the level of CS 50 or above, and statistics

knowledge at the level of Stat 100 or above (Stat 110 recommended).
Requirements: Not to be taken in addition to Computer Science 109, or Computer

Science 109A, or Statistics 121, or Statistics 121A.

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FAS Divisional Distribution Science & Engineering & Applied Science
Applied Computation 209B

Data Science 2: Advanced Topics in Data Science (203547)
Pavlos Protopapas
Mark Glickman
Data Science 2 is the second half of a one-year introduction to data science. Building upon the material in

Data Science 1, the course introduces advanced methods for data wrangling, data visualization, and
statistical modeling and prediction. Topics include big data and database management, interactive
visualizations, nonlinear statistical models, and deep learning. Part two of a two part series. The curriculum
for this course builds throughout the academic year. Students are strongly encouraged to enroll in both the
fall and spring course within the same academic year. Part two of a two part series.
Course Notes: Can only be taken after successful completion of CS 109a, AC 209a,
Stat 121a, or equivalent. Students who have previously taken CS 109,
AC 209, or Stat 121 cannot take CS 109b, AC 209b, or Stat 121b for
credit.
Recommended Prep: CS 109a, AC 209a, or Stat 121a required.
Requirements: Requisite: (Must take CS 109A OR APCOMP 209A OR STAT 121A

before taking APCOMP 209B) AND (Cannot take APCOMP 209B, if
already taken APCOMP 209 OR CS 109 OR CS 109B OR STAT 121 OR
STAT 121B)

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Applied Computation 221

Critical Thinking in Data Science (207093)
James Waldo
This course examines the wide-ranging impact data science has on the world and how to think critically
about issues of fairness, privacy, ethics, and bias while building algorithms and predictive models that get
deployed in the form of products, policy and scientific research. Topics will include algorithmic
accountability and discriminatory algorithms, black box algorithms, data privacy and security, ethical
frameworks; and experimental and product design. We will work through case studies in a variety of
contexts including media, tech and sharing economy platforms; medicine and public health; data science
for social good, and politics. We will look at the underlying machine learning algorithms, statistical models,
code and data. Threads of history, philosophy, business models and strategy; and regulatory and policy
issues will be woven throughout the course.
Course Notes: This does not count as a technical or disciplinary course for SEAS PhD
students, nor for SEAS masters-degree students outside of CSE and
Data Science.
Recommended Prep: CS 109A, Introduction to Data Science or equivalent by instructor

approval.

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Computational Methods in the Physical Sciences (128101)
Sauro Succi
In this Course, we shall familiarize with the main computational methods which permit to simulate and
analyze the behavior of a wide range of problems involving fluids, solids, soft matter, electromagnetic and
quantum systems, as well as the dynamics of (some) biological and social systems.
The course consists of three main parts,
Part I : Fields on Grids
Part II : Mesoscale Particle Methods
Part III: Statistical Data Analysis and Learning
In Part I, we shall discuss the fundamentals of grid discretization and present concrete applications to a
broad variety of problems from classical and quantum physics, such as Advection-Diffusion Reaction
transport, Navier-Stokes fluid-dynamics, nonlinear classical and quantum wave propagation. Both regular
and complex geometrical grids will be discussed through Finite Differences, Volumes and Elements,
respectively.
In Part II we shall discuss mesoscale technique based on the two basic mesoscale descriptions: probability
distribution functions, as governed by Boltzmann and Fokker-Planck kinetic equations, and stochastic
particle dynamics (Langevin equations). The lattice Boltzmann method will be discussed in great detail,
with applications to fluids and soft matter problems. Mesoscale particle methods, such as Dissipative
Particle Dynamics will also be illustrated in detail.
Finally, in Part III, we shall present data analysis & learning tools of particular relevance to complex
systems with non-gaussian statistics, such as turbulence, fractional transport and extreme events in
general. An introduction to Physics-Aware Machine Learning will also be presented.
Recommended Prep: None, but basic notions of numerical analysis and scientific computing
would help.

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Computational Design of Materials (128103)
Boris Kozinsky
This course will teach theoretical background and practical applications of modern computational methods
used to understand and design properties of advanced functional materials. Topics will include classical
potentials and quantum first-principles energy models, density functional theory methods, Monte Carlo

sampling and molecular dynamics simulations of phase transitions and free energies, fluctuations and
transport properties, and machine learning approaches. Examples will be based on rational design of
industrially relevant materials for energy conversion and storage, electronic and magnetic devices, and
nanotechnology.
Course Notes: Applied Computation 275 is also offered as Applied Physics 275.
Students may not take both for credit.
Recommended Prep: Undergraduate coursework in quantum mechanics and solid-state

physics, physical chemistry, linear algebra, thermodynamics and
statistical mechanics.

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Applied Computation 290R

Extreme Computing: Project-based High Performance Distributed and Parallel Systems (160444)
David Sondak
Computer simulations are recognized as an essential part of scientific and engineering pursuits. Their
predictive power will play an ever more important role in scientific discoveries, national competitiveness,
and in solving societal problems. For predictions of real-world problems, the ability to scale solution
techniques, algorithms, and software to large-scale is of utmost importance. This course will explore the
techniques, infrastructure, and algorithms used for extreme computing. The course will be organized into
two modules, each focusing on a different aspect of fluid mechanics. The first module will focus on
simulating turbulence in incompressible fluids using the finite element method, while the second module
will focus on hemodynamic simulations using the Lattice Boltzmann Method. Both topics have important
scientific and societal relevance and benefit enormously from large scale computing. The faculty from
Harvard, in collaboration with visiting researchers from Sandia National Laboratories, Sapienza University,
and the Institute for Calculus Applications in Italy, will conduct the lectures and lab sessions. Computing
resources will be provided for the class projects.
Recommended Prep: Strong programming experience will be helpful.

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Computational Science and Engineering Capstone Project (156202)
David Sondak

The CSE capstone project is intended to integrate and apply the skills and ideas CSE students acquire in
their core courses and electives. By requiring students to complete a substantial and challenging
collaborative project, the capstone course will prepare students for the professional world and ensure that
they are trained to conduct research. There will be no homework or lectures. Students will be dealing with
real-world problems, messy data sets, and the chance to work on an end-to-end solution to a problem using
computational methods.

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Interdisciplinary Seminar in Computational Science & Engineering (109339)
Daniel Weinstock
2018 Fall (4 Credits) Schedule: WF 0300 PM - 0415 PM
This course, centered on the Institute for Applied Computation Science (IACS) seminar series, will provide
broad exposure to cutting-edge topics, applications, and unifying concepts in Computational Science &
Engineering. Students will read, present and discuss journal articles related to IACS talks, attend the
seminars and meet with visiting speakers. Possible topics to be covered include scientific visualization,
computational approaches to disease, mathematical neuroscience, computational archeology, and
computational finance.

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Special Topics in Applied Computation (109613)
Pavlos Protopapas
Supervision of experimental or theoretical research on acceptable applied computation problems and

supervision of reading on topics not covered by regular courses of instruction.
Course Notes: Open to graduate students and AB/SM candidates only. This course is
graded and is ordinarily taken with the approval of the Committee on
Higher Degrees. Applicants must file a project sheet before study
cards are filed. Project sheets may be obtained from the Student
Affairs Office, Pierce Hall 110.

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Special Topics in Applied Computation (109613)
Pavlos Protopapas
Supervision of experimental or theoretical research on acceptable applied computation problems and

Course Notes: Open to graduate students and AB/SM candidates only. This course is
graded and is ordinarily taken with the approval of the Committee on
Higher Degrees. Applicants must file a project sheet before study
cards are filed. Project sheets may be obtained from the Student
Affairs Office, Pierce Hall 110.

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Special Topics in Computational Science and Engineering (156535)
Daniel Weinstock

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Special Topics in Computational Science and Engineering (156535)
Daniel Weinstock


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Applied Computation 399-TIME

Academic Related Work for SEAS Graduate Students (210893)
Daniel Weinstock
Enrollment in AC 399-TIME is open to any CSE or Data Science Master's student. Interested students
should contact Daniel Weinstock at dweinsto@seas.harvard.edu.

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Applied Computation 399-TIME

Academic Related Work for SEAS Graduate Students (210893)
Daniel Weinstock
Enrollment in AC 399-TIME is open to any SEAS Ph.D., M.E., or S.M. student who holds a SEAS or FAS
Teaching Fellow (TF) appointment and is engaged in teaching a course. Once hired to teach in a specific
course, whether within or outside SEAS, the student must complete the online form at http://tinyurl.
com/seastfapplication.
SEAS Ph.D. students who are required to enroll in the Bok Center's non-credit Communicating Science
seminar in order to meet the GSAS English Language Proficiency requirement may also enroll in 4 units of
AC 399-TIME.

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Applied Mathematics
Subject: Applied Mathematics
Applied Mathematics 21A

Mathematical Methods in the Sciences (118408)
Sarah Iams
Multivariate calculus: functions of two or three variables, approximating functions, partial differentiation,
directional derivatives, multiple integration. Vectors: dot and cross products, parameterized curves, line
and surface integrals. Vector calculus: gradient, divergence and curl, Green's, divergence and Stokes'
theorems. Complex numbers.
Course Notes: May not be taken for credit by students who have passed Mathematics
21a.
Recommended Prep: Mathematics 1b or equivalent.

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FAS: Core Curriculum Quantitative Reasoning
Applied Mathematics 21B

Mathematical Methods in the Sciences (115123)
Margo Levine
Linear algebra: matrices, vector spaces, linear maps, determinants, eigenvalues, eigenvectors, inner
products, and singular values. Applications to ordinary differential equations, difference equations, Markov
chains, least squares. Examples draw upon everyday experience, economics, engineering, natural science,
and statistics.
Course Notes: May not be taken for credit by students who have passed Mathematics
21b.

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Applied Mathematics 22A

Solving and Optimizing (211334)
Steven Gortler
This course covers a combination of linear algebra and multivariate calculus with an eye towards solving
systems of equations and optimization problems. Students will learn how to prove some key results, and
will also implement these ideas with code.
Linear algebra: matrices, vector spaces, bases and dimension, inner products, least squares problems,
eigenvalues, eigenvectors, singular values, singular vectors.
Multivariate calculus: partial differentiation, gradient and Hessian, critical points, Lagrange Multipliers.
Course Notes: Not to be taken in addition to AM21b or Math21b. Some overlap with
AM21a and Math21a.
Can be used in conjunction with Stat110 to fulfill the mathematics
requirements for computer science.
Recommended Prep: Mathematics 1b or an equivalent background in mathematics.

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Applied Mathematics 50
Introduction to Applied Mathematics (122564)
Doeke Hekstra
This course provides an introduction to the problems and issues of applied mathematics, focusing on
areas where mathematical ideas have had a major impact on diverse fields of human inquiry. The course is
organized around two-week topics drawn from a variety of fields, and involves reading classic
mathematical papers in each topic. The course also provides an introduction to mathematical modeling and
programming.
Course Notes: Course limited to 35 students. Sections Friday, 3:00pm-4:15pm.
Recommended Prep: Mathematics 1b is a prerequisite, although it can be taken

concurrently. Some limited concepts from Mathematics 21a / Applied
Mathematics 21a will be used, but they can be learned during the
course. The course provides an introduction to programming with a
mathematical focus, and starts from the level of a complete beginner.

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Applied Mathematics 91R

Margo Levine
Sarah Iams
An individual project of guided reading and research culminating in a substantial paper or other piece of
work which can be meaningfully evaluated to assign a letter grade; may not be taken on a PA/FL basis.
Students engaged in preparation of a senior thesis ordinarily should take Applied Mathematics 99r instead.
Course Notes: May be taken as a half course in either term; normally may not be
taken for more than two terms. Students should consult their advisers
and concentration literature for further information and guidance.
Applications must be signed by the student, by the faculty member
supervising the project (who will recommend the grade), and by the
Director of Undergraduate Studies, who will sign the student's study
card once the project and its method of evaluation have been
approved.

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Margo Levine
Sarah Iams
An individual project of guided reading and research culminating in a substantial paper or other piece of
work which can be meaningfully evaluated to assign a letter grade; may not be taken on a PA/FL basis.
Students engaged in preparation of a senior thesis ordinarily should take Applied Mathematics 99r instead.
taken for more than two terms. Students should consult their advisers
and concentration literature for further information and guidance.
Applications must be signed by the student, by the faculty member
supervising the project (who will recommend the grade), and by the
Director of Undergraduate Studies, who will sign the student's study
card once the project and its method of evaluation have been
approved.

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Thesis Research (115654)
Margo Levine
Sarah Iams
Provides an opportunity for students to engage in preparatory research and the writing of a senior thesis.
Graded on a SAT/UNS basis as recommended by the thesis supervisor. The thesis is evaluated by the
supervisor and by two additional readers.
taken for more than two terms. The Director of Undergraduate Studies
will sign the student's study card once a faculty member has agreed in
writing to supervise preparation of the thesis, and reaffirmed this
agreement if the course is to be repeated. Students should consult
their advisers and concentration literature for further information and
guidance.

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Thesis Research (115654)
Margo Levine
Sarah Iams
Provides an opportunity for students to engage in preparatory research and the writing of a senior thesis.
Graded on a SAT/UNS basis as recommended by the thesis supervisor. The thesis is evaluated by the
supervisor and by two additional readers.
taken for more than two terms. The Director of Undergraduate Studies

will sign the student's study card once a faculty member has agreed in
writing to supervise preparation of the thesis, and reaffirmed this
agreement if the course is to be repeated. Students should consult
their advisers and concentration literature for further information and
guidance.

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Statistical Inference for Scientists and Engineers (132127)
Robert D. Howe
Introductory statistical methods for students in the applied sciences and engineering. Random variables
and probability distributions; the concept of random sampling, including random samples, statistics, and
sampling distributions; the Central Limit Theorem and its role in statistical inference; parameter estimation,
including point estimation and maximum likelihood methods; confidence intervals; hypothesis testing;
simple linear regression; and multiple linear regression. Introduction to more advanced techniques as time
permits.
Recommended Prep: Math 21a or Applied Math 21a or equivalent.

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Complex Analysis and Series Expansions for Applications to Science, Engineering and Finance (122094)
Efthimios Kaxiras
Introduces fundamental concepts for solving real-world problems and emphasizes their applications
through motivational examples drawn from science, engineering and finance. Topics: special distribution
functions; series expansions of functions and their convergence; functions of complex variables, Taylor
and Laurent expansions; wave (Fourier) and wavelet expansions and transforms, and their uses in solving
differential equations and in signal analysis; connections to machine learning (neural networks),
probabilities, random numbers and stochastic optimization methods.

Recommended Prep: Applied Mathematics 21a and 21b or Mathematics 21a and 21b.

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Ordinary and Partial Differential Equations (143432)
Margo Levine
2018 Fall (4 Credits) Schedule: MWF 1200 PM - 0115 PM
Ordinary differential equations: power series solutions; special functions; eigenfunction expansions.
Elementary partial differential equations: separation of variables and series solutions; diffusion, wave and
Laplace equations. Brief introduction to nonlinear dynamical systems and to numerical methods.
Recommended Prep: Applied Mathematics 21a and 21b, or Mathematics 21a and 21b.

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Applied Algebra (135449)
Salil Vadhan
Introduction to abstract algebra and its applications. Sets, subsets, and partitions; mappings, operations,
and equivalence relations; groups, rings, and fields, polynomials, encryption, computer coding, application
of modular arithmetic, combinatorial designs, lattices, application of trellis representation of lattices, fast
algorithms.
Recommended Prep: Applied Mathematics 21b or Mathematics 21b.

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Graph Theory and Combinatorics (118482)
Leslie Valiant
Topics in combinatorial mathematics that find frequent application in computer science, engineering, and
general applied mathematics. Specific topics taken from graph theory, enumeration techniques,
optimization theory, combinatorial algorithms, and discrete probability.

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Nonlinear Dynamical Systems (121989)
Sarah Iams
F 0130 PM - 0245 PM
An introduction to nonlinear dynamical phenomena, covering the behavior of systems described by

ordinary differential equations. Topics include: stability; bifurcations; chaos; routes to chaos and
universality; approximations by maps; strange attractors; fractals. Techniques for analyzing nonlinear
systems are introduced with applications to physical, chemical, and biological systems such as forced
oscillators, chaotic reactions, and population dynamics.
Course Notes: Course enrollment limited to 30 students. Formerly Applied

Mathematics 147.
Recommended Prep: Mathematics 21a and 21b, or Applied Mathematics 21a and 21b.

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Mathematical Modeling (118021)
Zhiming Kuang

Abstracting the essential components and mechanisms from a natural system to produce a mathematical
model, which can be analyzed with a variety of formal mathematical methods, is perhaps the most
important, but least understood, task in applied mathematics. This course approaches a number of
problems without the prejudice of trying to apply a particular method of solution. Topics drawn from
biology, economics, engineering, physical and social sciences.
Course Notes: Applied Mathematics 115 is also offered as Engineering Sciences 115.
Students may not take both for credit. Undergraduate Engineering
Students should enroll in Engineering Sciences 115.
Recommended Prep: Applied Mathematics 105, 108, 104 or Math 112 strongly recommended.
Additional skills in analysis, algebra, probability, statistics and
computer programming will increase the value of the course to
students.

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L Mahadevan
Recommended Prep: Applied Mathematics 105, 108, 104 or Math 112 strongly recommended.
Additional skills in analysis, algebra, probability, statistics and
computer programming will increase the value of the course to
students.
Requirements: Prerequisite: Must take APMTH 105 OR APMTH 108 OR APMTH 104 OR
MATH 112 before taking APMTH 115.

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Applied Linear Algebra and Big Data (113876)
Eli Tziperman
Topics in linear algebra which arise frequently in applications, especially in the analysis of large data sets:
linear equations, eigenvalue problems, linear differential equations, principal component analysis, singular
value decomposition, data mining methods including frequent pattern analysis, clustering, outlier
detection, classification, and machine learning including neural networks. Examples will be given from
physical sciences, biology, climate, commerce, internet, image processing and more.
Course Notes: Enrollment in this course is limited to 205 students and will be
determined by a lottery if interest exceeds the limit.
Recommended Prep: Applied Mathematics 21a,b or equivalent, Computer Science 50 or

programming experience.

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Introduction to Optimization: Models and Methods (123662)
Yiling Chen
Introduction to basic mathematical ideas and computational methods for solving deterministic and
stochastic optimization problems. Topics covered: linear programming, integer programming, branch-and-
bound, branch-and-cut, Markov chains, Markov decision processes. Emphasis on modeling. Examples from
business, society, engineering, sports, e-commerce. Exercises in AMPL, complemented by Maple or Matlab.
Recommended Prep: Applied Mathematics 21b or Mathematics 21b (linear algebra) and
some knowledge of probability and statistics at the level of Statistics
110 or Applied Mathematics 101 or permission of instructor.

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Physical Mathematics I (112798)
Michael P. Brenner
Introduction to methods for developing accurate approximate solutions for problems in the sciences that
cannot be solved exactly, and integration with numerical methods and solutions. Topics include:
dimensional analysis, algebraic equations, complex analysis, perturbation theory, matched asymptotic
expansions, approximate solution of integrals.
Recommended Prep: Applied Mathematics 104 and 105, or equivalent; basic programming
knowledge at the Computer Science 50 level.

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Physical Mathematics II (143530)
Xiaolin Wang
Theory and techniques for finding exact and approximate analytical solutions of partial differential
equations: characteristics, eigenfunction expansions, transform techniques, integral relations, Green
functions, variational methods, perturbation methods and asymptotic analysis.
Course Notes: Applied Mathematics 201 and Applied Mathematics 202 are
independent of each other and may be taken at any order.
Recommended Prep: Applied Mathematics 105 or equivalent. Also useful: Applied

Mathematics 104 or equivalent.

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Introduction to Disordered Systems and Stochastic Processes (156203)
Ariel Amir
The course will familiarize the students with various applications of probability theory, stochastic modeling
and random processes, using examples from various disciplines, including physics, biology and
economics.
Recommended Prep: Calculus and linear algebra, basic knowledge of probability theory.
Knowledge of MATLAB will be helpful.

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Advanced Scientific Computing: Numerical Methods (110684)
Christopher Rycroft
An examination of the mathematical foundations of a range of well-established numerical algorithms,

exploring their use through practical examples drawn from a range of scientific and engineering
disciplines. Emphasizes theory and numerical analysis to elucidate the concepts that underpin each
algorithm. There will be a significant programming component. Students will be expected to implement a
range of numerical methods through individual and group-based project work to get hands-on experience
with modern scientific computing.
Recommended Prep: Familiarity with linear algebra and calculus; basic programming
knowledge at the Computer Science 50 level.

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Advanced Scientific Computing: Stochastic Methods for Data Analysis, Inference and Optimization (127561)
Rahul Dave
Develops skills for computational research with focus on stochastic approaches, emphasizing
implementation and examples. Stochastic methods make it feasible to tackle very diverse problems when
the solution space is too large to explore systematically, or when microscopic rules are known, but not the
macroscopic behavior of a complex system. Methods will be illustrated with examples from a wide variety
of fields, like biology, finance, and physics.
Recommended Prep: Basic knowledge of a computer programming language (preferably

Python), basic knowledge of statistics.

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Inverse Problems in Science and Engineering (135919)
Michael P. Brenner
Many problems in science and engineering are inverse problems. Any experiment that requires an
explanation can be couched thus - given the data, what is the theory/model that provides it - this is an
inverse problem. In engineering, a given function (in a product/software …. ) requires a design - again an
inverse problem. This course will introduce a wide array of features of inverse problems from science and
engineering - from oil prospecting and seismology to cognitive science, from particle physics to
engineering design. We will then introduce deterministic and probabilistic algorithms for solving these
problems. Much of the class will be spent studying how the recent revolution in deep neural networks can
(and cannot) be used to solve such inverse problems. The class will have a substantial computational
component -- part of every class session will contain instruction and computer implementation of the
algorithms in question. Students will carry out final projects in their own area of interest. Programming
will be taught and carried out in Python and Tensorflow.
Recommended Prep: Linear algebra, Differential equations, Basic probability, some MATLAB
experience.

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Patterns (204956)
L Mahadevan
Anupam Gupta
Cihan Kaplan
Mattia Serra
Vamsi Arza
The topic for the course this year will be the dynamics of fluid flow, on scales that range from MHD in stars
to active matter flows in cells to 2D electron gases, and of course fluid flows on the human scale, with

which we will start. Specific content will include: Hydrodynamic Stability and Turbulence, Coherent
Structures and Dynamical Systems, Methods for Numerical Simulation, Multiphase and Non-Newtonian
Flows, Thin Film Flows, Biophysical, Geophysical and Astrophysical Flows, Active Matter Flows, Viscous
Electronics. The course will meet for 150 minutes once a week, with 90 minutes devoted to lecture, and 60
minutes devoted to a discussion of 2-4 papers that build on the theory.
Recommended Prep: Prerequisites: Graduate standing and/or exposure to field theory at the
level of electrodynamics, statistical mechanics, general relativity,
continuum mechanics.

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Advanced Optimization (107600)
Yaron Singer
This is a graduate level course on optimization which provides a foundation for applications such as
statistical machine learning, signal processing, finance, and approximation algorithms. The course will
cover fundamental concepts in optimization theory, modeling, and algorithmic techniques for solving large-
scale optimization problems. Topics include elements of convex analysis, linear programming, Lagrangian
duality, optimality conditions, and discrete and combinatorial optimization. Exercises and the class project
will involve developing and implementing optimization algorithms.
Applied Mathematics 121 or equivalent or permission of instructor.
Comfort with programming.

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Advanced Scientific Computing: Numerical Methods for Partial Differential Equations (203586)
Christopher Rycroft
2019 Spring (4 Credits) Schedule: WF 0900 AM - 1015 AM
This course examines a variety of advanced numerical methods, with a focus on those relevant to solving
partial differential equations that arise in physical problems. Topics include the finite volume method, finite
element method, and interface tracking methods. Associated problems in numerical linear algebra and

optimization will be discussed. The course will examine the mathematical underpinnings of each method,
as well as look at their practical usage, paying particular attention to efficient implementations on modern
multithreaded and parallel computer architectures.
Recommended Prep: Intermediate programming ability at the level of CS50/51, APMTH 111,
or APMTH 205. Knowledge of multivariable calculus, linear algebra,
and partial differential equations.

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Computational Methods in the Physical Sciences (207546)
Sauro Succi
In this Course, we shall familiarize with the main computational methods which permit to simulate and
analyze the behavior of a wide range of problems involving fluids, solids, soft matter, electromagnetic and
quantum systems, as well as the dynamics of (some) biological and social systems.
The course consists of three main parts,
Part I : Fields on Grids
Part II : Mesoscale Particle Methods
Part III: Statistical Data Analysis and Learning
In Part I, we shall discuss the fundamentals of grid discretization and present concrete applications to a
broad variety of problems from classical and quantum physics, such as Advection-Diffusion Reaction
transport, Navier-Stokes fluid-dynamics, nonlinear classical and quantum wave propagation. Both regular
and complex geometrical grids will be discussed through Finite Differences, Volumes and Elements,
respectively.
In Part II we shall discuss mesoscale technique based on the two basic mesoscale descriptions: probability
distribution functions, as governed by Boltzmann and Fokker-Planck kinetic equations, and stochastic
particle dynamics (Langevin equations). The lattice Boltzmann method will be discussed in great detail,
with applications to fluids and soft matter problems. Mesoscale particle methods, such as Dissipative
Particle Dynamics will also be illustrated in detail.
Finally, in Part III, we shall present data analysis & learning tools of particular relevance to complex
systems with non-gaussian statistics, such as turbulence, fractional transport and extreme events in
general. An introduction to Physics-Aware Machine Learning will also be presented.
Recommended Prep: None, but basic notions of numerical analysis and scientific computing
would help.

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Decision Theory (203548)
Demba Ba
Mathematical analysis of decision making. Bayesian inference and risk. Maximum likelihood and
nonparametric methods. Algorithmic methods for decision rules: perceptrons, neural nets, and back
propagation. Hidden Markov models, Blum-Welch, principal and independent components.
Course Notes: Engineering Sciences 201 is the same as Applied Mathematics 231.
Recommended Prep: Applied Mathematics 21a,b or Mathematics 21a,b, and Statistics 110 or
equivalents.

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Information Processing and Statistical Physics (160447)
Yue Lu
This course introduces students to several fundamental notions and methods in statistical physics that
have been successfully applied to the analysis of information processing systems. Discussions will be
focused on studying such systems in the infinite-size limit, on analyzing the emergence of phase
transitions, and on understanding the behaviors of efficient algorithms. This course seeks to start from
basics, assuming just undergraduate probability and analysis, and in particular assuming no knowledge of
statistical physics. Students will take an active role by applying what they learn from the course to their
preferred applications.
Recommended Prep: Analysis (Math 21a/b, or equivalent), Probability (Statistics 110,

Engineering Sciences 150, or equivalent).

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Special Topics in Applied Mathematics (116840)
L Mahadevan
Supervision of experimental or theoretical research on acceptable applied mathematics problems and

Course Notes: Open to graduate students and AB/SM candidates only. Students must
arrange such work with a member of the School of Engineering and
Applied Sciences. This course is graded and is ordinarily taken with
the approval of the Committee on Higher Degrees. Applicants must file
a project sheet before study cards are filed. Project sheets may be
obtained from the Student Affairs Office, Pierce Hall 110.

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Special Topics in Applied Mathematics (116840)
L Mahadevan
Supervision of experimental or theoretical research on acceptable applied mathematics problems and


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Stochastic Processes, Dynamical Systems, Applied Differential Geometry (131434)
Roger Brockett


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Stochastic Processes, Dynamical Systems, Applied Differential Geometry (131434)
Roger Brockett

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Special Topics in Physical Mathematics (116187)
Michael P. Brenner

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Special Topics in Physical Mathematics (116187)
Michael P. Brenner

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Topics in Macroscopic Physics and Quantitative Biology (118975)
L Mahadevan

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Topics in Macroscopic Physics and Quantitative Biology (118975)
L Mahadevan

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Biological Applications of Mathematics and Automatic Computers (138190)
William Bossert

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Biological Applications of Mathematics and Automatic Computers (138190)
William Bossert

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Scientific Computation and Mathematical Modeling (159776)
Christopher Rycroft

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Scientific Computation and Mathematical Modeling (159776)
Christopher Rycroft

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Theoretical Neuroscience and Neural Computation (212607)
Cengiz Pehlevan

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Theoretical Mechanics in the Earth and Engineering Sciences (116297)
James Rice

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Theoretical Mechanics in the Earth and Engineering Sciences (116297)
James Rice

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Applied Physics
Subject: Applied Physics
Applied Physics 50A

Physics as a Foundation for Science and Engineering, Part I (108880)
Kelly Miller
AP 50a is the first half of a one-year, team-based and project-based introduction to physics. This course
teaches students to develop scientific reasoning and problem-solving skills. AP50a topics include:
kinematics; linear and rotational motion; conservation of momentum and energy; forces; gravity;
oscillations and waves. Multivariable and vector calculus is introduced and used extensively in the course.
Students work in teams on three, month-long projects, each culminating in a project fair.
Course Notes: AP50a is designed specifically for engineering and physics majors and
is equivalent in content and rigor to a standard introductory physics
course for scientists and engineers (Physical Sciences 12a, Physics
15a), but focuses on the application of physics to real-world problems.
Lecture meets 9:00am-11:00am. Students must attend one 2-hour
section on Friday. Section times will be assigned upon enrollment (9-
11am, 11-1pm, 1-3pm, 3-5pm).
Recommended Prep: Mathematics preparation at least at the level of Mathematics 1b

concurrently is required. However, some elementary ideas from
multivariable calculus are used and students are encouraged to take
Applied Mathematics 21a or Mathematics 21a concurrently. This
course can be taken concurrently with AM 21a to meet the calculus
prerequisite.

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FAS: General Education Science of the Physical Universe
FAS: General Education Science of Living Systems
Applied Physics 50B

Physics as a Foundation for Science and Engineering, Part II (108882)
Eric Mazur
Federico Capasso
AP 50b is the second half of a one-year, team-based and project-based introduction to physics. This course
teaches students to develop scientific reasoning and problem-solving skills. AP50b topics include:

electrostatics; electric currents; magnetostatics; electromagnetic induction; Maxwell's Equations;
electromagnetic radiation; geometric optics; and, wave optics. Multivariable and vector calculus is
introduced and used extensively in the course. Students work in teams on three, month-long projects, each
culminating in a project fair. The twice-weekly class periods are all inclusive: there are no separate labs or
discussion sections.
Course Notes: AP50b is designed specifically for engineering and physics majors and
is equivalent in content and rigor to a standard introductory physics
course for scientists and engineers (Physical Sciences 12a, Physics
15a), but focuses on the application of physics to real-world problems.
Students must attend one 2-hour section on Friday. Section times will
be assigned upon enrollment (9-11am, 11-1pm, 1-3pm, 3-5pm).
Recommended Prep: A solid knowledge of multivariable calculus at the level of Applied

Math 21a or Math 21a is required. Mathematics 21a can be taken
concurrently.

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Applied Physics 195

Introduction to Solid State Physics (131331)
Donhee Ham
The physics of crystalline solids and their electric, magnetic, optical, and thermal properties. Designed as a
first course in solid-state physics. Topics: free electron model; Drude model; the physics of crystal binding;
crystal structure and vibration (phonons); electrons in solids (Bloch theorem) and electronic band
structures; metals and insulators; semiconductors (and their applications in pn junctions and transistors);
plasmonic excitations and screening; optical transitions; solid-state lasers; magnetism, spin waves,
magnetic resonance, and spin-based devices; dielectrics and ferroelectrics; superconductivity, Josephson
junctions, and superconducting circuits; electronic transport in low-dimensional systems, quantum Hall
effect, and resonant tunneling devices.
Course Notes: APPHY 195 is also offered as PHYSICS 195. Students may not take
both for credit.
Recommended Prep: Elementary quantum mechanics.

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Applied Physics 216
Quantum and Classical Electromagnetic Interaction with Matter (141253)
Donhee Ham
The first half of the course will cover the interaction of quantized atoms with electromagnetic fields,
introducing a number of basic concepts such as coherent Rabi transitions vs. rate-equation dynamics,
stimulated & spontaneous transitions, and energy & phase relaxations. These will be then used to study a
range of applications of atom-field interactions, such as nuclear magnetic resonance, molecular beam and
paramagnetic masers, passive and active atomic clocks, dynamic nuclear polarization, pulse sequence
techniques to coherently manipulate atomic quantum states, and laser oscillators with applications. We will
also touch upon the interaction of quantized atoms with quantized fields, discussing the atom + photon
(Jaynes-Cummings) Hamiltonian, dressed states, and cavity quantum electrodynamics. The second half will
cover the classical interaction of electromagnetic fields with matter, with special attentions to collective
electrodynamics in particular, magnetohydrodynamics and plasma physics with applications in
astrophysics, space physics, and Bloch electrons in crystalline solids.
Recommended Prep: Undergraduate-level electromagnetism and quantum mechanics are

recommended.

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Applied Physics 217

Foundations of Modern Optics (121975)
Lene Hau
Optical systems and lasers have revolutionized both technology and basic research. We cover
the fundamental physics of light and of light-matter interactions, including optical wave-
propagation, ray optics, optical imaging and Fourier optics, quantization of electromagnetic
fields, and nano-optics. We will illustrate the material with its applications in atomic physics and
biological imaging.
Recommended Prep: Undergraduate course in electromagnetism: Physics 153 or similar.

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Applied Physics 218
Electrical, Optical, and Magnetic Properties of Materials (121594)
Xin Li
This course covers the electrical, optical and magnetic properties of several technologically important
materials systems. It provides a general introduction of structure-property relations; defect chemistry
including Kroger-Vink diagram and charged point defect; ionic conductivity in electrochemical intercalation
energy storage materials; optical properties of wide bandgap metal oxides; spin, charge and crystal
structure coupling, and their ordering and disordering.
Recommended Prep: Introductory solid-state physics or equivalent course.

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Applied Physics 225

Introduction to Soft Matter (121403)
Jennifer Lewis
Shmuel Rubinstein
Introduction to the physics of soft matter, also called complex fluids or squishy physics, includes the study
of capillarity, thin films, polymers, polymer solutions, surfactants, and colloids,. Emphasis is on physical
principles which scale bulk behavior. Students will understand the concepts, experimental techniques, and,
especially, the open questions. Lecture notes are supplied in place of a textbook.
Recommended Prep: Applied Physics 284 or Physics 262. Knowledge of basic

thermodynamics, statistical mechanics and differential equations.

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Applied Physics 275

Computational Design of Materials (110087)
Boris Kozinsky
This course will teach theoretical background and practical applications of modern computational methods
used to understand and design properties of advanced functional materials. Topics will include classical
potentials and quantum first-principles energy models, density functional theory methods, Monte Carlo
sampling and molecular dynamics simulations of phase transitions and free energies, fluctuations and
transport properties, and machine learning approaches. Examples will be based on rational design of
industrially relevant materials for energy conversion and storage, electronic and magnetic devices, and
nanotechnology.
Course Notes: Applied Physics 275 is also offered as Applied Computation 275.
Recommended Prep: Undergraduate coursework in quantum mechanics and solid-state

physics, physical chemistry, linear algebra, thermodynamics and
statistical mechanics.

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Applied Physics 278

Computational Physics of Solids and Fields (208932)
Prineha Narang
This course will introduce students to state-of-the-art techniques in computational physics of fields and
solids, covering ground-state and excited-state phenomena. Further this course will explore transport
methods including Boltzmann Transport Methods (and associated numerical challenges with 3D electron
and phonon transport calculations), computational methods to study the electron-phonon interaction and
finite temperature calculations. We will discuss how to leverage GPU-accelerated computing for
computational physics and materials calculations.
This course will also intersect with computational electrodynamics with ab initio material
response incorporated. We will study electron-phonon interactions in solids from the point of
view of ab initio calculations (including, but not limited to Wannier function methods and
strategies for k-point sampling with large energy mismatch) and explore the origin of temperature
dependence of optical spectra in direct and indirect-gap semiconductors, relaxation rates of
photoexcited carriers and implications of excited-states in transport observed in quantum
materials. The class with also cover recently discovered classes of quantum materials and
describe these using single-particle and many-body computational techniques. Finally, we will
cover linking electrodynamical and photonic calculations with intrinsic properties of quantum
materials.
Recommended Prep: Graduate quantum mechanics and introductory theory of solids class.

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Applied Physics 282
Solids: Structure and Defects (142998)
Frans Spaepen
Bonding, crystallography, diffraction, phase diagrams, microstructure, point defects, dislocations, and
grain boundaries.
Course Notes: Intended for students in applied mechanics, materials science,

condensed matter physics, chemistry, and earth sciences.

Attribute Value(s)
Applied Physics 284

Statistical Mechanics (131392)
Vinothan Manoharan
Basic principles of statistical mechanics with applications, including the equilibrium properties of classical
and quantum gases; phase diagrams, phase transitions and critical points, as illustrated by the gas-liquid
transition and simple magnetic models; Bose-Einstein condensation.
Course Notes: APPHY 284 and Physics 262 are taught in alternate years. Either
course can be used to satisfy the statistical mechanics requirement in
the Physics PhD program or the Applied Physics model PhD program.
Students may wish to take Physics 262 when this course is bracketed.
Recommended Prep: Ordinarily, Physics 143a, b, and Physics 181 or Engineering Sciences
181.

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Applied Physics 291

Electron Microscopy Laboratory (116509)
David Bell
Lectures and laboratory instruction on transmission electron microscopy (TEM) and Cs corrected,
aberration-correction microscopy and microanalysis. Lab classes include; diffraction, dark field imaging, X-
ray spectroscopy, electron energy-loss spectroscopy, atomic imaging, materials sample preparation,
polymers, and biological samples.
Course Notes: Primarily for graduate students planning to use TEM for their research.

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Applied Physics 292

Kinetics of Condensed Phase Processes (134488)
Frans Spaepen
Kinetic principles underlying atomic motions, transformations, and other atomic transport processes in
condensed matter. Application to atomic diffusion, continuous phase transformations, nucleation, growth,
coarsening and mechanisms of plastic deformation.
Course Notes: Intended for students in applied mechanics, materials science,

condensed matter physics, chemistry, and earth sciences.
Recommended Prep: An undergraduate-level course in thermodynamics.

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Applied Physics 295A

Introduction to Quantum Theory of Solids (143855)
Eugene Demler
Electrical, optical, thermal, magnetic, and mechanical properties of solids will be treated based on an
atomic scale picture and using the independent electron approximation. Metals, semiconductors, and
insulators will be covered, with possible special topics such as superconductivity.
Course Notes: Applied Physics 295a is also offered as Physics 295a. Students may
not take both for credit.
Recommended Prep: Applied Physics 195 or equivalent, and a graduate level quantum
mechanics course similar to Physics 251a. (Physics 251b would be
helpful and may be taken concurrently.)

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Applied Physics 295B

Quantum Theory of Solids (146948)
Eugene Demler
This course presents theoretical description of solids focusing on the effects of interactions between
electrons. Topics include Fermi liquid theory, dielectric response and RPA approximation, ferro and
antiferromagnetism, RKKY interactions and Kondo effect, electron-phonon interactions and
superconductivity.
Course Notes: Applied Physics 295b is also offered as Physics 295b. Students may
Recommended Prep: Physics 251a,b, an introductory course in solid state physics, or

permission of instructor.

Attribute Value(s)
Applied Physics 296

Mesoscale and Low Dimensional Devices (204955)
Philip Kim
2019 Spring (4 Credits) Schedule: WF 0130 PM - 0245 PM
Concepts of condensed matter physics are applied to the science and technology of beyond-CMOS
devices, in particular, mesoscale, low-dimensional, and superconducting devices. Topics include: quantum
dots/wires/wells and two-dimensional (2D) materials; optoelectronics with confined electrons; conductance
quantization, Landauer-Buttiker formalism, and resonant tunneling; magneto oscillation; integer and
fractional quantum Hall effects; Berry phase and topology in condensed matter physics; various Hall
effects (anomalous, spin, valley, etc.); Weyl semimetal; topological insulator; spintronic devices and
circuits; collective electron behaviors in low dimensions and applications; Cooper-pair boxes and
superconducting quantum circuits.
Recommended Prep: Undergrad level condensed matter physics (AP/P195).

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Applied Physics 299R

Special Topics in Applied Physics (131373)
Eric Mazur
Supervision of experimental or theoretical research on acceptable applied physics problems and


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Applied Physics 299R

Special Topics in Applied Physics (131373)
Eric Mazur
Supervision of experimental or theoretical research on acceptable applied physics problems and


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Applied Physics 302
Applied Condensed Matter Physics (121977)
Donhee Ham

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Applied Physics 302

Applied Condensed Matter Physics (121977)
Donhee Ham

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Applied Physics 304

Materials Science of Biological Inorganic Nanostructures (123949)
Joanna Aizenberg

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Applied Physics 304

Materials Science of Biological Inorganic Nanostructures (123949)

Joanna Aizenberg

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Applied Physics 322

Materials Physics and Engineering (125476)
David Clarke

Attribute Value(s)
Applied Physics 322

David Clarke

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Applied Physics 326

Optics with Cold Atoms, Nano-structures, and Bio-molecules (116852)
Lene Hau

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Applied Physics 326

Optics with Cold Atoms, Nano-structures, and Bio-molecules (116852)
Lene Hau

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Applied Physics 330

Heterogeneous Nanophotonic Devices and Bio-templated Electronic Materials (125472)
Evelyn Hu

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Applied Physics 330

Evelyn Hu

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Applied Physics 332
Experimental Condensed Matter Physics (131285)
Robert Westervelt

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Applied Physics 332

Experimental Condensed Matter Physics (131285)
Robert Westervelt

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Applied Physics 334

Electronic Properties of Nanostructures, Interaction of Biomolecules with Nanostructures, and X-Ray (143230)
Jene Golovchenko

Attribute Value(s)
Applied Physics 336

Theoretical Study of the Structure and Electronic Properties of Nanoscale Materials and Biological M (148255)

Efthimios Kaxiras

Attribute Value(s)
Applied Physics 336

Theoretical Study of the Structure and Electronic Properties of Nanoscale Materials and Biological M (148255)
Efthimios Kaxiras

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Applied Physics 338

Growth and Properties of Nanostructures and Nanostructure Assemblies; Development and Application of (146784)
Charles Lieber

Attribute Value(s)
Applied Physics 338

Growth and Properties of Nanostructures and Nanostructure Assemblies; Development and Application of (146784)
Charles Lieber

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Applied Physics 340

Topics in Electromagnetic Theory (131560)
Tai Wu

Attribute Value(s)
Applied Physics 340

Topics in Electromagnetic Theory (131560)
Tai Wu

Attribute Value(s)
Applied Physics 342

Nano-Lasers and Single-Photon Sources (122881)
Marko Loncar

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Applied Physics 342
Nano-Lasers and Single-Photon Sources (122881)
Marko Loncar

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Applied Physics 346

Interdisciplinary Dissertation Research (109412)
David Keith

Attribute Value(s)
Applied Physics 346

Interdisciplinary Dissertation Research (109412)
David Keith

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Applied Physics 348

Mechanics in Earth and Environmental Science (113128)

James Rice

Attribute Value(s)
Applied Physics 348

James Rice

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Applied Physics 350

Experimental Physics in Low Dimensional Materials (156736)
Philip Kim

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Applied Physics 350

Experimental Physics in Low Dimensional Materials (156736)
Philip Kim

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Applied Physics 354

Physics of Bacterial Growth (156741)
Ariel Amir

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Applied Physics 354

Physics of Bacterial Growth (156741)
Ariel Amir

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Applied Physics 356

Special Topics in Theoretical Engineering (116189)
Michael P. Brenner

Attribute Value(s)
Applied Physics 356
Special Topics in Theoretical Engineering (116189)
Michael P. Brenner

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Applied Physics 360

Nonlinear Laser Physics and Materials Engineering (133140)
Eric Mazur

Attribute Value(s)
Applied Physics 360

Nonlinear Laser Physics and Materials Engineering (133140)
Eric Mazur

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Applied Physics 362

Photonics, Quantum Devices and Nanostructures (117862)

Federico Capasso

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Applied Physics 362

Photonics, Quantum Devices and Nanostructures (117862)
Federico Capasso

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Applied Physics 364

Experimental Soft Condensed Matter Physics (112454)
David Weitz

Attribute Value(s)
Applied Physics 364

Experimental Soft Condensed Matter Physics (112454)
David Weitz

Attribute Value(s)
Applied Physics 366

Experimental Condensed Matter: Ballistic Transport in Semiconductors, Nanostructures, and Tunneling (113769)
Venkatesh Narayanamurti

Attribute Value(s)
Applied Physics 366

Experimental Condensed Matter: Ballistic Transport in Semiconductors, Nanostructures, and Tunneling (113769)

Attribute Value(s)
Applied Physics 368

Topics on Condensed Matter Physics (113715)
David R. Nelson

Attribute Value(s)
Applied Physics 368
Topics on Condensed Matter Physics (113715)
David R. Nelson

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Applied Physics 370

Experimental Condensed Matter: Synchrotron X-Ray Scattering Studies of Interfacial Phenomena (Liquid (144348)


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Applied Physics 372

Biological Physics and Quantitative Biology (125419)
Daniel Needleman

Attribute Value(s)
Applied Physics 372

Biological Physics and Quantitative Biology (125419)
Daniel Needleman

Attribute Value(s)
Applied Physics 374

Signaling Processing and Systems Biology (126172)
Sharad Ramanathan

Attribute Value(s)
Applied Physics 374

Signaling Processing and Systems Biology (126172)
Sharad Ramanathan

Attribute Value(s)
Applied Physics 376

Nonlinear Dynamics of Soft Interfaces (110265)
Shmuel Rubinstein

Attribute Value(s)
Applied Physics 376

Nonlinear Dynamics of Soft Interfaces (110265)
Shmuel Rubinstein

Attribute Value(s)
Applied Physics 384

Topics in Atmospheric and Climate Dynamics (121287)
Zhiming Kuang

Attribute Value(s)
Applied Physics 384

Zhiming Kuang

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Applied Physics 388
Climate Dynamics and Physical Oceanography (118649)
Eli Tziperman

Attribute Value(s)
Applied Physics 388

Eli Tziperman

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Applied Physics 392

Experimental Soft Condensed Matter and Materials Physics (120887)
Vinothan Manoharan

Attribute Value(s)
Applied Physics 392

Experimental Soft Condensed Matter and Materials Physics (120887)

Vinothan Manoharan

Attribute Value(s)
Applied Physics 394

Experimental Studies of Interfaces and Surfaces (116593)
Cynthia Friend

Attribute Value(s)
Applied Physics 394

Experimental Studies of Interfaces and Surfaces (116593)
Cynthia Friend

Attribute Value(s)
Applied Physics 396

Topics in Materials Science (142229)
Michael Aziz

Attribute Value(s)
Applied Physics 396

Topics in Materials Science (142229)
Michael Aziz

Attribute Value(s)
Applied Physics 398

Materials Science (148042)
Frans Spaepen

Attribute Value(s)
Applied Physics 398

Frans Spaepen

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Architecture, Landscape Arch, and
Urban Planning
Subject: Design
Design 300 Section: 0005

Reading and Research in Architecture, Landscape Architecture, or Urban Planning (117756)
Giuliana Bruno

Attribute Value(s)

Giuliana Bruno

Attribute Value(s)

Jerold Kayden

Attribute Value(s)
Jerold Kayden

Attribute Value(s)
Design 300
Antoine Picon

Attribute Value(s)
Design 300
Antoine Picon

Attribute Value(s)


K. Hays

Attribute Value(s)

K. Hays

Attribute Value(s)

Erika Naginski

Attribute Value(s)

Erika Naginski

Attribute Value(s)

Eve Blau

Attribute Value(s)

Eve Blau

Attribute Value(s)

Peter Galison

Attribute Value(s)
Peter Galison

Attribute Value(s)

Alina Payne

Attribute Value(s)

Alina Payne

Attribute Value(s)


Christine Smith

Attribute Value(s)

Christine Smith

Attribute Value(s)

Sonja Duempelmann

Attribute Value(s)

Sonja Duempelmann

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Edward Eigen

Attribute Value(s)
Edward Eigen

Attribute Value(s)

Sheila Jasanoff

Attribute Value(s)

Sheila Jasanoff

Attribute Value(s)


Ali Malkawi

Attribute Value(s)

Ali Malkawi

Attribute Value(s)

Diane Davis

Attribute Value(s)

Diane Davis

Attribute Value(s)

Neil Brenner

Attribute Value(s)

Neil Brenner

Attribute Value(s)
Design 302
Teaching (208326)

Provides teaching credit for students affiliated with Architecture, Urban Planning and Landscape.

Attribute Value(s)
Design 302
Teaching (208326)

Provides teaching credit for students affiliated with Architecture, Urban Planning and Landscape.

Attribute Value(s)
Design 303
Research Faculty Related (208327)

For students affiliated with Architecture, Landscape, and Urban Planning. May be used for faculty-related
research, such as working in a lab or as a research associate.

Attribute Value(s)
Design 303
Research Faculty Related (208327)

For students affiliated with Architecture, Landscape, and Urban Planning. May be used for faculty-related
research, such as working in a lab or as a research associate.

Attribute Value(s)

Design 304
Direction of Doctoral Dissertations in Architecture (111709)

Indicates time spent researching, reading, or writing in relation to doctoral studies.

Attribute Value(s)
Design 304
Direction of Doctoral Dissertations in Architecture (111709)


Attribute Value(s)
Design 307
Direction of Doctoral Dissertations in Landscape Architecture (120264)


Attribute Value(s)
Design 307
Direction of Doctoral Dissertations in Landscape Architecture (120264)


Attribute Value(s)
Design 310
Direction of Doctoral Dissertations in Urban Planning (115401)


Attribute Value(s)
Design 310
Direction of Doctoral Dissertations in Urban Planning (115401)


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Asian Studies Programs
Subject: Regional Studies - East Asia
Regional Studies - East Asia 390

Research (208339)
Alexander Zahlten
Unsupervised research course. Permission of Academic Advisor and Director of Graduate Studies needed
to enroll in the course.
Course Notes: This course is not open to G1 students.

Attribute Value(s)
Regional Studies - East Asia 391

Coursework (208335)

Course Notes: This course is open to G2's and above, consists of unsupervised
coursework.

Attribute Value(s)

Astronomy
Subject: Astronomy
Astronomy 2
Celestial Navigation (111305)
Philip Sadler
2018 Fall (4 Credits) Schedule: T 1130 AM - 0129 PM
T 0700 PM - 0759 PM
Never be lost again! Find your way on sea, land, or air by employing celestial and terrestrial techniques.
Acquire expertise in using navigators' tools (sextant, compass, and charts) while learning the steps to the
celestial dance of the sun, moon, stars, and planets. This 108-year-old course continues to rely on practical
skills and collaborative problem-solving, while utilizing historical artifacts (instruments, maps, captains'
logs) and student-built devices. Culminating in a day-long cruise to practice navigation skills.
Course Notes: Minimal lecturing; predominantly practical activities with individual

attention from teaching staff. Math beyond high school trigonometry
and geometry unnecessary. This course is offered each year.
Class Notes: Class meets during lunch each Tuesday in the Classroom and again
just after dinner the same day in Phillips Auditorium.

Attribute Value(s)
Astronomy 5
Astrosociology (205519)
Gerhard Sonnert
In an age of magnificent astronomical progress and discoveries, the increasing knowledge of the cosmos
has manifold repercussions in society and culture. This course will examine how outer space-related
phenomena impact, or potentially impact, society and culture, and vice versa. Especially in light of the
proliferating discovery of exoplanets, an intriguing topic of astrosociology is presented by the possibility of
the existence of extraterrestrial civilizations, their detection, communication with them, and even contact.
Course Notes: This course is being offered in anticipation of approval as a GenEd

course in Fall 2018.

Attribute Value(s)
Astronomy 16
Stellar and Planetary Astronomy (118136)
John Johnson
2019 Spring (4 Credits) Schedule: MWF 0300 PM - 0415 PM
Instructor Permissions: Department Enrollment Cap: 36
This course provides an introduction to the physical principles describing the formation and evolution of
stars and their planetary companions. Topics include thermal radiation and stellar spectra; telescopes;
energy generation in stars; stellar evolution; orbital dynamics; the Solar system; and exoplanets. This
course includes an observational component: students will determine the distance to the Sun, and use the
Clay Telescope atop the Science Center to study stellar evolution and detect exoplanets.
Course Notes: This course is offered each year.
Recommended Prep: An introductory course in mechanics, which may be taken

concurrently, satisfied by Physics 11a, Physics 15a, Physics 16 or
Physical Sciences 12a.
Requirements: Prerequisite: Physics 15a, Physics 16, or Physical Sciences 12a. May
be taken concurrently.

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FAS: Core Curriculum Science A
Astronomy 17
Galactic and Extragalactic Astronomy (125884)
Daniel Eisenstein
This course provides an introduction to the physical principles describing galaxies and the composition
and evolution of the Universe. Topics include the interstellar medium; star clusters; the structure and
dynamics of the Milky Way; other galaxies; clusters of galaxies; active galaxies and quasars; cosmology;
and the early universe. This course includes an observational component: In addition to observing galaxies
with the Science Center Clay Telescope, students will use the millimeter-wavelength telescope at the
Harvard-Smithsonian Center for Astrophysics to measure the rotation velocity of the Milky Way galaxy and

to determine its mass.
Class Notes: The Friday class listing is temporary so students wishing to register
for the course should plan that attendance on Fridays may not be
required. This will be confirmed at the first class or earlier.
Recommended Prep: An introductory course in mechanics, which may be taken

concurrently, satisfied by Physics lla, Physics 15a, Physics 16, or
Physical Sciences 12a.
Requirements: Prerequisite: An introductory course in mechanics, which may be

taken concurrently, satisfied by Physics 15a, Physics16, or Physical
Sciences 12a.REQ; Astronomy 17

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Astronomy 91R
Edo Berger
Supervised reading and research in a subject of astrophysics that is not normally included in the regular
course offerings of the department.
Course Notes: Students must arrange for course supervision with an individual
member of the Department. The course may be counted only once
toward the concentration requirements, and may not be taken more
than twice. This course is offered each semester.
Class Notes: Abraham Loeb and members of the Department
Requirements: Prerequisite: Astronomy 16 OR Astronomy 17

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Astronomy 91R
Edo Berger
Supervised reading and research in a subject of astrophysics that is not normally included in the regular
course offerings of the department.
Course Notes: Students must arrange for course supervision with an individual
member of the Department. The course may be counted only once
toward the concentration requirements, and may not be taken more
than twice. This course is offered each semester.
Class Notes: Abraham Loeb and members of the Department

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Astronomy 98
Research Tutorial in Astrophysics (112487)
Xingang Chen
M 0130 PM - 0245 PM
This junior tutorial introduces students to research at the forefront of astrophysics, and provides
opportunities for students to meet with research scientists and individuals active in science policy,
education, and journalism. Students meet weekly for a lecture and discussion over dinner with a guest
speaker, preceded by a reading and a preparatory seminar. Students will be mentored throughout the term
on a research project of their choosing. The Harvard-Smithsonian Center for Astrophysics is home to one
of the largest groups of astronomers in the world, providing extensive opportunities for undergraduate
research.

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Astronomy 99A
Senior Thesis in Astrophysics (116041)
David Charbonneau
Individually supervised reading and research leading to the senior thesis. The Harvard-Smithsonian Center
for Astrophysics is home to one of the largest groups of astronomers in the world, providing extensive
opportunities for undergraduate research. Both Part A and Part B must be taken in the same academic year
in order for students to receive credit. Part one of a two part series.
Requirements: Prerequisite: Astronomy 98

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Astronomy 99B
Senior Thesis in Astrophysics (159800)
David Charbonneau
Individually supervised reading and research leading to the senior thesis. The Harvard-Smithsonian Center
for Astrophysics is home to one of the largest groups of astronomers in the world, providing extensive
opportunities for undergraduate research. Both Part A and Part B must be taken in the same academic year
in order for students to receive credit. Part two of a two part series.
Recommended Prep: Astronomy 98.

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Astronomy 100
Methods of Observational Astronomy (125880)
Edo Berger

In this course we will learn the basic tools of modern astronomical research, including telescopes,
detectors, imaging, spectroscopy, and common software. Emphasis will be placed on both the theory
behind telescopes and their use, and hands-on experience with real data. Using this basic knowledge we
will analyze science-level astronomical data from a wide range of telescopes and review the basic
properties of stars, galaxies, and other astronomical objects of interest. The course includes a trip to the F.
L. Whipple Observatory on Mount Hopkins, Arizona, to gather data with various telescopes.
Class Notes: This lab meets for two hours 12 pm - 2 pm on Mondays and
Wednesdays
Recommended Prep: Astronomy 16 or Astronomy 17.

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Astronomy 191
Astrophysics Laboratory (113262)
John Kovac
Laboratory and observational projects in astrophysics. Students design and undertake two projects from a
selection including: observational studies of the cosmic microwave background radiation, molecules in
interstellar clouds, the rotation of the galaxy, galactic molecular sources with the submillimeter array
(SMA), stars and clusters with the Clay Telescope; and laboratory experiments including super-conducting
submillimeter detectors, x-ray CCDs, and hard x-ray imaging detectors and telescopes.
Course Notes: Primarily for concentrators in astrophysics or combined concentrators

with physics. Students with physics as their primary concentration, but
with a serious interest in astrophysics, may take this to satisfy their
laboratory requirement (in lieu of Physics 191) upon petition to the
Head Tutor in Physics. This course is offered each year.
Class Notes: The first meeting of this course will be in Pratt Conference Room
which is the ground floor of the Perkin Building at 60 Garden Street.
Class times may change depending on the availability of the enrollees.
Requirements: Prerequisite Astronomy 191: Astronomy 16, OR Astronomy 17, OR

Physics 15C

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Astronomy 200
Radiative Processes in Astrophysics (124966)
Ramesh Narayan
This course offers a survey of radiative processes of astrophysical importance from radio waves to gamma
rays. Topics include thermal and non-thermal processes, including bremsstrahlung, synchrotron radiation,
and Compton scattering; radiation in plasmas; aspects of atomic and molecular spectra.
Course Notes: Open to seniors concentrating in Astrophysics or Physics. This course

is offered each year.
Recommended Prep: Physics 143a.

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Astronomy 201
Astrophysical Fluids & Plasmas (124099)
Lars Hernquist
Fluid and gas dynamics with applications drawn from astrophysical phenomena. Topics include: kinetic
theory, diffusive effects, incompressible fluids, inviscid and viscous flows, boundary layer theory, accretion
disks, fluid instabilities, turbulence, convection, gas dynamics, linear (sound) waves, method of
characteristics, Riemann invariants, supersonic flow, non-linear waves, shocks, similarity solutions, blast
waves, radiative shocks, ionization fronts, magnetohygrodynamics, hydromagnetic shocks, dynamos,
gravitational collapse, principles of plasma physics, Landau damping, computational approaches, stability
criteria, particle based (Lagrangian) methods, adaptive mesh refinement, radiation hydrodynamics.
Course Notes: This course offered alternate years.

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Astronomy 203
Interstellar Medium and Star Formation (118138)
Karin Oberg
The interstellar medium (ISM) is the reservoir of gas and dust between stars. It is the nursery of new stars
and planets, and the depository of energy and material from stellar winds and supernovae. This course will
treat the often extreme physics and chemistry of the interstellar medium under its observed range of
temperatures, densities, and radiation fields. It will cover the processes that govern the interactions
between the ISM, stars and their host galaxies, including star and planet formation, and feedback from
stellar deaths. The observational and laboratory methods and results that underpin the theories of
interstellar environments will be highlighted.
Course Notes: This course offered in alternate years.

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Astronomy 204
Stellar Astrophysics (118266)
Charles Conroy
Stars are the basic building blocks of the universe, and they are responsible for the production of most
elements via nucleosynthesis. This course covers the energy generation and transport in stars, stellar
atmospheres and radiative transfer, stellar evolution, asteroseismology & variability, compact objects and
supernovae.
Course Notes: This course offered in alternate years.
Recommended Prep: Astronomy 200 (may be taken concurrently).

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Astronomy 209
Exoplanet Systems (108130)
David Charbonneau
A survey of the rapidly evolving field of exoplanets with the goal of equipping students with the ability to
identify and pursue research questions. Topics include observational methods and instrumentation to
detect and characterize exoplanets; properties of stellar hosts; formation and dynamical evolution of
planetary systems; composition and physical structure of planets; planetary atmospheres; habitable zones
and biosignatures.
Course Notes: This course is intended for graduate students and upper division
undergraduates concentrating in astrophysics or related fields.
Students who do not have a CfA computer account should contact the
course head well in advance of the first day of class. Offered in
alternate years.
Recommended Prep: Astronomy 16, and a course in mechanics at the level of Physics 15a
or above.

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Astronomy 300
Topics in Modern Astrophysics (122728)
Nicholas Murphy
A seminar, reading, or research course may be arranged with any of the faculty listed. Students can also
arrange to obtain Astronomy 300 credit for reading or research with scientific staff members of the Harvard-
Smithsonian Center for Astrophysics; consult Astronomy Department office.

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Astronomy 300
Charles Lada


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Astronomy 300 Section: 002

Alyssa Goodman

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Alyssa Goodman

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Jason Eastman

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Abraham Loeb

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Abraham Loeb

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Charles Conroy

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Charles Conroy

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David Charbonneau

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David Charbonneau

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Daniel Eisenstein

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Daniel Eisenstein

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Douglas Finkbeiner

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Douglas Finkbeiner

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Dimitar Sasselov

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Dimitar Sasselov

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David Wilner

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David Wilner


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Edo Berger

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Edo Berger

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John Johnson

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John Johnson

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John Kovac

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John Kovac

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Karin Oberg

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Karin Oberg

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Lars Hernquist

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Lars Hernquist

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Ramesh Narayan

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Ramesh Narayan

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Sean Andrews

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Sean Andrews


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Maria Lopez-Morales

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Sheperd Doeleman

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Jonathan Grindlay

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Jonathan Grindlay

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David Latham

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Nicholas Murphy

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David Latham

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Charles Lada

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Maria Lopez-Morales

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Robert Scholten

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Jason Eastman

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Astronomy 301
Recorded time for Teaching Fellows (208322)
Robert Scholten
Please register for this course during the semesters you are teaching in both Astronomy department
courses or any other department of the University. Typical TF position is .25 FTE which is equivalent to 4
units.

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Astronomy 301
Recorded time for Teaching Fellows (208322)

Please register for this course during the semesters you are teaching in both Astronomy department
courses or any other department of the University. Typical TF position is .25 FTE which is equivalent to 4
units.

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Astronomy 302
The Science of Teaching Science (117515)
Philip Sadler
Learn the secrets of lecturing well, leading discussions, connecting to real-world applications, and creating

tests in any scientific discipline as we focus on relevant educational research and case studies, plus
engage in practical classroom activities.
Course Notes: Open to graduate students in all areas of science. Assignments help
illustrate research findings from life, earth, and physical science
education. Undergraduates with an interest in teaching at the pre-
college level may be admitted with instructor permission. This course
offered each year.
Recommended Prep: Experience as a teaching fellow or tutor.

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Astronomy 305
Topics in Origins of Life Research (161303)
Dimitar Sasselov
This course will cover a broad range of contemporary topics in origins of life research through a set of 10
two-week modules taught by members of the Origins of Life Initiative faculty.
Enrolled students will be required to attend at least six of the offered modules over the course of two
semesters. The course will meet twice per week, and each two week module will be comprised of a stand-
alone topic with a single assignment.
Class Notes: The course schedule for 305 is a bit complicated. Please consult the
syllabus on this site:
https://origins.harvard.edu/graduate_consortium

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Astronomy 305
Topics in Origins of Life Research (161303)

This course will cover a broad range of contemporary topics in origins of life research through a set of 10
two-week modules taught by members of the Origins of Life Initiative faculty.
Enrolled students will be required to attend at least six of the offered modules over the course of two

semesters. The course will meet twice per week, and each two week module will be comprised of a stand-
alone topic with a single assignment.

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Biological Sciences in Dental Medicine
Subject: Bio Sciences in Dental Med
Bio Sciences in Dental Med 300

Research with Faculty (117895)
Yingzi Yang
Class Notes:
Members of the Committee

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Bio Sciences in Dental Med 300

Research with Faculty (117895)
Bjorn Olsen
Class Notes:

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Biological Sciences in Public Health
Subject: Biological Sci in Public Hlth
Biological Sci in Public Hlth 201R

Laboratory Rotations (126402)
Brendan Manning
Members of the Division of Biological Sciences offer hands-on experimental methods of research in
biological sciences. Students write a paper and give an oral presentation regarding their 10-week laboratory
project.
Course Notes: Offered jointly with the School of Public Health as DBS 300.

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Biological Sci in Public Hlth 201R

Laboratory Rotations (126402)
Brendan Manning
Members of the Division of Biological Sciences offer hands-on experimental methods of research in
biological sciences. Students write a paper and give an oral presentation regarding their 10-week laboratory
project.
Course Notes: Offered jointly with the School of Public Health as DBS 300.

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Biological Sci in Public Hlth 208

Human Physiology (113276)
Stephanie Shore

An introduction to the principles governing function in the human body designed to provide a framework in
physiology for future public health researchers and professionals who have not taken college level
physiology courses. Emphasis on the concept of homeostasis and on integrative aspects of physiology.
Examples of pathophysiology and environmental physiology highlight these processes.
Course Notes: Offered jointly with the School of Public Health as EH 205. Required
lab.
Class will take place in Kresge G2
Recommended Prep: College-level introductory biology or permission of the instructor.
THIS CLASS HAS PRIORITY ENROLLMENT
Priority Wave Groups

Wave 1 | All EH Degree Students, PHS EPI
Wave 2 | PHD BPH & Wave 1
Wave 3 | Open Enrollment
Priority Wave Timing

Wave 1 | 08/16/2018 01:00PM – 08/28/2018 11:59PM
Wave 2 | 08/29/2018 12:00AM – 08/30/2018 11:59PM
Wave 3 | 08/31/2018 12:00AM – Enrollment Deadline (varies by session)
Any student who does not meet the Wave 1 or Wave 2 criteria can add
themselves to the waitlist (if enrollment requirements are met) at any
time during the enrollment period. At the beginning of each priority
wave, students on the waitlist who meet the Wave's criteria will be
automatically enrolled in the course (pending no time conflicts)
**Cross-Registrants and Non-Degree Students will be enrolled on a

space available basis after the enrollment deadline for the course

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Pathophysiology of Human Disease (112431)
Stephanie Shore
Nancy Long Sieber
Surveys major human disease problems in the cardiovascular, respiratory, hematopoietic, reproductive,
and gastrointestinal systems. Emphasis on understanding the pathophysiologic basis of common disease
manifestations and the pathogenesis of the disease process.

Course Notes: Offered jointly with the School of Public Health as EH 208.
Recommended Prep: A college-level human physiology course.
Class runs from 1/28/19-5/17/19.

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Principles of Toxicology (115767)
Jin-Ah Park
Emphasizes mechanisms of injury and clinical consequences following exposures to environmental and
occupational chemicals. Examines actions at the molecular, cellular, organ system, and organismal levels.
Discusses methods for detecting, evaluating, analyzing, and combating toxic effects.
Recommended Prep: Organic chemistry and mammalian physiology or equivalent.

Wave 1 | EH Degree Students
Wave 2 | BPH PHD & Wave 1

Wave 1 | 08/16/2018 01:00PM – 08/28/2018 11:59PM
Wave 2 | 08/29/2018 12:00AM – 08/30/2018 11:59PM


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Biological Sciences Seminars (110521)
Marianne Wessling-resnick
Emphasis of this course is effective scientific communication. Students will develop skills in writing and
critiquing grants and scientific papers, learn about the grant application process, and present seminars that
focus on structure, language and content appropriate for technical and lay audiences. Topics covered will
apply to public health concerns in biological sciences across various disciplines.
Course Notes: Required for all first year BPH PhD students.
Class will take place in Building 2, Conference Room 102.

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The Biological Basis of Human Nutrition (111293)
Frank M. Sacks
A review of the biochemistry of carbohydrates, fats, proteins, vitamins, and minerals in the context of
human disease. Contemporary topics are emphasized. Particular emphasis given to current knowledge of
the mechanisms that may explain the role of diet in the causation and/or prevention of ischemic heart
disease, diabetes, obesity, hypertension, and cancer. Recommended dietary intakes of selected nutrients
are discussed in order to understand their limitations.
Course Notes: Offered jointly with the Medical School as BPH 733.0 and with the
School of Public Health as NUT 202.
Recommended Prep: Introductory nutrition course. Prior familiarity with nutrition and the
health sciences expected, as well as a basic knowledge of
biochemistry and human physiology.

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Biological Sci in Public Hlth 301QC
Molecular Basis for Nutritional & Metabolic Diseases (127598)
Chih-Hao Lee
Gokhan Hotamisligil
W 0200 PM - 0329 PM
Students have an opportunity to review and analyze key papers that provide physiological and molecular
evidence that bears on a topic of current interest in human nutrition and related disorders. Additionally,
students learn skills necessary for critical thinking, and oral and written presentations.
Course Notes: Offered jointly with the School of Public Health as ID 512.
Offered Spring 1, which runs from 1/28/19 to 3/15/19.

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Interdisciplinary Training in Pulmonary Sciences Part II (127599)
Quan Lu
T 0945 AM - 1044 AM
The intersection of environment and health is by necessity an interdisciplinary focus. The most promising
advances in lung biology and respiratory disease are resulting from teams of scientists with diverse
disciplinary training, including biology, medicine, engineering, and physics. In addition to a strong
foundation in a specific discipline, the ability to recognize and act upon opportunities presented by outside
disciplines is a crucial skill. This course is designed to train scientists to approach lung biology and
respiratory diseases with an interdisciplinary perspective, in particular by bridging the gap between life
sciences and physical/engineering sciences. With a focus on laboratory sciences and on mechanistic
levels of understanding, course materials will cover 3 main problem areas: asthma, air pollution, and lung
infection. The course consists of weekly course-meetings (lectures and case-studies) plus weekly research
seminars from the physiology program. Students will gain skills in recognizing the relative strengths and
weaknesses of different disciplinary approaches applied to pulmonary sciences, in designing
interdisciplinary experiments effectively, and in interpreting interdisciplinary results critically.
Class runs from 1/28/19-5/17/19.
Class Notes: Offered jointly with the School of Public Health as EH 513.

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Ecological and Epidemiological Control of Parasitic Diseases (127601)
Dyann Wirth
Manoj Duraisingh
Jeffrey Dvorin
Provides an introduction to ecological and epidemiological concepts basic to the control of infectious
agents. Considers important parasitic diseases of particular significance in the developing areas of the
world. Epidemiological principles of vector-associated diseases are elucidated through study of entities
such as malaria and schistosomiasis.
Course Notes: This class is in Fall 1 which starts on 8/28/17 and ends on 10/20/17.
Offered jointly with School of Public Health as IID 201.
Class Notes: Offered jointly with School of Public Health as IID 201.
Recommended Prep: Background in biology required; knowledge of pathogenesis of

infectious diseases desirable.
Fall 1 course. Class runs from 9/4/18-10/26/18.

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Interdisciplinary Training in Pulmonary Sciences Part 1 (127602)
Quan Lu
Bernardo Lemos
T 0945 AM - 1044 AM
The intersection of environment and health is by necessity an interdisciplinary focus. The most promising
advances in lung biology and respiratory disease are resulting from teams of scientists with diverse
disciplinary training, including biology, medicine, engineering, and physics. In addition to a strong

foundation in a specific discipline, the ability to recognize and act upon opportunities presented by outside
disciplines is a crucial skill. This course is designed to train scientists to approach lung biology and
respiratory diseases with an interdisciplinary perspective, in particular by bridging the gap between life
sciences and physical/engineering sciences. With a focus on laboratory sciences and on mechanistic
levels of understanding, course materials will cover 3 main problem areas: asthma, air pollution, and lung
infection. The course consists of weekly course-meetings (lectures and case-studies) plus weekly research
seminars from the physiology program. Students will gain skills in recognizing the relative strengths and
weaknesses of different disciplinary approaches applied to pulmonary sciences, in designing
interdisciplinary experiments effectively, and in interpreting interdisciplinary results critically.
Course Notes: Offered jointly with School of Public Health as EH 512.
Class runs from 9/4/18-12/21/18

Wave 1 | EH Degree Students
Wave 2 | BPH PHD & Wave 1

Wave 1 | 08/16/2018 01:00PM – 08/28/2018 11:59PM
Wave 2 | 08/29/2018 12:00AM – 08/30/2018 11:59PM

Class Notes: Offered jointly with School of Public Health as EH 512.

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Tuberculosis (127603)
Sarah Fortune
This is a comprehensive survey course on tuberculosis featuring lectures by some of the leading

authorities in the field. The course is designed for students from diverse backgrounds, with the goal of
teaching cross-disciplinary thinking and communication. It frames the global TB epidemic as a multi-scale
problem, introducing students to the challenges posed by the basic biology of the organism, the clinical
challenges of TB care and the health systems challenges associated with a disease that disproportionately
impacts resource limited populations. The course will use case-based teaching - posing current questions
that students will be asked to address from the perspective of key constitutes in the field. Students will be
evaluated on the basis of class participation and a written response to a problem in the field.
Course Notes: Offered jointly with School of Public Health as IID 202.
Spring 1 - which runs from 1/28/19 - 3/15/19.
Class Notes: Offered jointly with School of Public Health as IID 202. The course will
be taught in Kresge Kresge 202A at the HSPH campus during spring 1
(1/23/17 - 3/17/17)

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Regulation of the Cellular Uptake of Macromolecular Nutrients (131478)

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Regulation of the Cellular Uptake of Macromolecular Nutrients (131478)

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Molecular Genetic Analysis of Gene Expression and Drug Resistance in Parasitic Protozoan, Including (131484)
Dyann Wirth

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Molecular Genetic Analysis of Gene Expression and Drug Resistance in Parasitic Protozoan, Including (131484)
Dyann Wirth

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Signaling Mechanisms of Peptide Hormones, Genetic and Molecular Basis of Obesity and Diabetes (123667)
Gokhan Hotamisligil

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Signaling Mechanisms of Peptide Hormones, Genetic and Molecular Basis of Obesity and Diabetes (123667)
Gokhan Hotamisligil

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Study of Epidemiologic and Biological Characteristics of HIV Viruses in Africa (140160)
Phyllis Kanki

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Study of Epidemiologic and Biological Characteristics of HIV Viruses in Africa (140160)
Phyllis Kanki

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Human Lipoprotein Metabolism: Biochemistry and Metabolic Modeling (116391)
Frank M. Sacks

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Human Lipoprotein Metabolism: Biochemistry and Metabolic Modeling (116391)
Frank M. Sacks

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Assessment of the Impact of Workplace Pollutants on Health (121446)
David Christiani

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Assessment of the Impact of Workplace Pollutants on Health (121446)
David Christiani

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Environmental Epigenetics (159945)
Andrea Baccarelli

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Environmental Epigenetics (159945)
Andrea Baccarelli

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Scientific Course Related Work (208165)
2019 Spring (2 Credits) Schedule: MTWRF -

Students may register for this course when independent work is being undertaken that is not specifically
indicated in a numbered course.
Course Notes: For GSAS PhD students only.
Class Notes: For GSAS PhD students only.

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Scientific Course Related Work (208165)
2018 Fall (2 Credits) Schedule: MTWRF -

Students may register for this course when independent work is being undertaken that is not specifically
indicated in a numbered course.

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Scientific Research Related Work (208167)
2019 Spring (2 Credits) Schedule: MTWRF -

This course may be used to indicate that research work is being undertaken that is not directly related to
the student's dissertation work (i.e., additional laboratory research for a faculty member).

Attribute Value(s)

Scientific Research Related Work (208167)
2018 Fall (2 Credits) Schedule: MTWRF -

This course may be used to indicate that research work is being undertaken that is not directly related to
the student's dissertation work (i.e., additional laboratory research for a faculty member).

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Scientific Teaching Fellow Related Work (208168)

This can be used to indicate that a student has received a teaching appointment and is engaged in teaching
a course.
It is inappropriate for graduate students to receive credit for the same

work for which they are financially compensated, therefore, this should
be used and not the course being taught.

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Scientific Teaching Fellow Related Work (208168)

This can be used to indicate that a student has received a teaching appointment and is engaged in teaching
a course.
It is inappropriate for graduate students to receive credit for the same

work for which they are financially compensated, therefore, this should
be used and not the course being taught.

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Molecular Basis of Host Cell Invasion, Signaling, Differentiation by the Human Pathogen, T. cruzi (112702)
Barbara Burleigh

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Molecular Basis of Host Cell Invasion, Signaling, Differentiation by the Human Pathogen, T. cruzi (112702)
Barbara Burleigh

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Study of Human and Primate T-lymphotrophic Retroviruses Including Agents that Cause AIDS (112704)
Myron Essex

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Study of Human and Primate T-lymphotrophic Retroviruses Including Agents that Cause AIDS (112704)
Myron Essex


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Mechanical Basis of Airway and Lung Parenchymal Function (112707)
Jeffrey Fredberg

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Mechanical Basis of Airway and Lung Parenchymal Function (112707)
Jeffrey Fredberg

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Lung Macrophage Differentiation and Function (112714)
Lester Kobzik
Class Notes:
Lester Kobzik (Medical School, Public Health) 1313

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Lung Macrophage Differentiation and Function (112714)
Lester Kobzik
Class Notes:
Lester Kobzik (Medical School, Public Health) 1313

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Physiological and Pharmacological Aspects of Bronchoconstriction (112726)
Stephanie Shore

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Physiological and Pharmacological Aspects of Bronchoconstriction (112726)
Stephanie Shore

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Human Immunodeficiency Virus Envelope Glycoproteins and Vaccine Development (112727)
Joseph G. Sodroski
Class Notes:
Joseph G. Sodroski (Medical School, Public Health) 1712

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Human Immunodeficiency Virus Envelope Glycoproteins and Vaccine Development (112727)
Joseph G. Sodroski
Class Notes:
Joseph G. Sodroski (Medical School, Public Health) 1712

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Virulence Factors of Mycobacteria (116290)
Eric J. Rubin

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Virulence Factors of Mycobacteria (116290)
Eric J. Rubin

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Approaches to Population Biology and the Epidemiology of Infectious Diseases (116291)
Marc Lipsitch

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Approaches to Population Biology and the Epidemiology of Infectious Diseases (116291)
Marc Lipsitch

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Host-Pathogen Interactions of Shigella (116293)
Marcia Goldberg

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Biological Sci in Public Hlth 368 Section: 01

Host-Pathogen Interactions of Shigella (116293)
Marcia Goldberg

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Molecular Mechanisms Underlying the Pathogenesis of Human Malaria (120257)
Manoj Duraisingh

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Molecular Mechanisms Underlying the Pathogenesis of Human Malaria (120257)

Manoj Duraisingh

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Nuclear Lipid Receptors as Therapeutic Targets of Metabolic Diseases (121278)
Chih-Hao Lee

Attribute Value(s)

Nuclear Lipid Receptors as Therapeutic Targets of Metabolic Diseases (121278)
Chih-Hao Lee

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Signaling Pathways Underlying Tumorigenesis and Metabolic Diseases (121279)
Brendan Manning

Attribute Value(s)

Signaling Pathways Underlying Tumorigenesis and Metabolic Diseases (121279)
Brendan Manning

Attribute Value(s)

Secretion and Pathogenesis in M. tuberculosis (123059)
Sarah Fortune

Attribute Value(s)

Secretion and Pathogenesis in M. tuberculosis (123059)
Sarah Fortune

Attribute Value(s)
Transcriptional Mechanisms that Regulate Inflammatory Gene Expression (127158)
Tiffany Horng

Attribute Value(s)

Transcriptional Mechanisms that Regulate Inflammatory Gene Expression (127158)
Tiffany Horng

Attribute Value(s)

Interplay Between the Innate Immune System/Intestinal Microbial Communities (127157)
Wendy Garrett

Attribute Value(s)

Interplay Between the Innate Immune System/Intestinal Microbial Communities (127157)

Wendy Garrett

Attribute Value(s)

Receptor Signaling and Disease (127512)
Quan Lu

Attribute Value(s)

Receptor Signaling and Disease (127512)
Quan Lu

Attribute Value(s)

Aging, Stress Resistance and Dietary Restriction (107908)
James Mitchell

Attribute Value(s)

Aging, Stress Resistance and Dietary Restriction (107908)
James Mitchell

Attribute Value(s)

Gene regulation and environmental epigenetics (109265)
Bernardo Lemos

Attribute Value(s)

Gene regulation and environmental epigenetics (109265)
Bernardo Lemos

Attribute Value(s)
Sex and Reproduction Anopheles gambiae: Targets for the Control of Malaria Transmission (109266)
Flaminia Catteruccia

Attribute Value(s)

Sex and Reproduction Anopheles gambiae: Targets for the Control of Malaria Transmission (109266)
Flaminia Catteruccia

Attribute Value(s)

The Molecular Genetics of Aging (109267)
William Mair

Attribute Value(s)

The Molecular Genetics of Aging (109267)

William Mair

Attribute Value(s)

The Tumor Suppressor p53-mediated Stress Response in Human Cancer (109269)
Zhi-Min Yuan

Attribute Value(s)

The Tumor Suppressor p53-mediated Stress Response in Human Cancer (109269)
Zhi-Min Yuan

Attribute Value(s)

Functional analysis of microbial communities and the human microbiome (109362)
Curtis Huttenhower

Attribute Value(s)

Functional analysis of microbial communities and the human microbiome (109362)
Curtis Huttenhower

Attribute Value(s)

Cell Metabolism: Biology and Disease (156651)
Robert Farese

Attribute Value(s)
Biological Sci in Public Hlth 389 Section: 01

Cell Metabolism: Biology and Disease (156651)
Robert Farese

Attribute Value(s)
Cellular Mechanisms of Lipid Homeostasis (156652)
Tobias Walther

Attribute Value(s)

Cellular Mechanisms of Lipid Homeostasis (156652)
Tobias Walther

Attribute Value(s)

The evolution and spread of pathogens (160461)
Yonatan Grad

Attribute Value(s)

The evolution and spread of pathogens (160461)

Yonatan Grad

Attribute Value(s)

Airway epithelium and chronic lung disease (203598)
Jin-Ah Park
Airway epithelium and chronic lung disease

Attribute Value(s)

Airway epithelium and chronic lung disease (203598)
Jin-Ah Park
Airway epithelium and chronic lung disease

Attribute Value(s)

DNA Repair and Personalized Medicine (204514)
Zachary Nagel
Attribute Value(s)

DNA Repair and Personalized Medicine (204514)
Zachary Nagel

Attribute Value(s)

Regulation of programmed cell death in health and disease (205566)
Kristopher Sarosiek

Attribute Value(s)

Regulation of programmed cell death in health and disease (205566)
Kristopher Sarosiek

Attribute Value(s)

Evolutionary Genomics of Malaria Parasites and Mosquito Vectors (000396)
Daniel Neafsey

Attribute Value(s)

Evolutionary Genomics of Malaria Parasites and Mosquito Vectors (000396)
Daniel Neafsey

Attribute Value(s)

Kidney Injury, Repair and Regeneration (207466)
Joseph Bonventre

Attribute Value(s)

Kidney Injury, Repair and Regeneration (207466)
Joseph Bonventre


Attribute Value(s)

Biomedical Engineering
Subject: Biomedical Engineering
Biomedical Engineering 110

Physiological Systems Analysis (150189)
Maurice Smith
A survey of systems theory with applications from bioengineering and physiology. Analysis: differential
equations, linear and nonlinear systems, stability, the complementary nature of time and frequency domain
methods, feedback, and biological oscillations. Applications: nerve function, muscle dynamics,
cardiovascular regulation. Laboratory: neural models, feedback control systems, properties of muscle,
cardiovascular function.
Recommended Prep: Applied Mathematics 21b or Mathematics 21b or equivalent.

Physiology at the level of Engineering Sciences 53 suggested.

Attribute Value(s)

Cellular Engineering (119067)
Kevin K. Parker
This is a combined introductory graduate/upper-level undergraduate course that focuses on examining

modern techniques for manipulating cellular behavior and the application of these techniques to problems
in the biomedical and biotechnological arenas. Applications in drug discovery, regenerative medicine, and
cellular agriculture will be discussed. Topics will include controlling behavior of cells through cell-matrix
interactions, cytoskeletal architecture, and cell behavior in processes such as angiogenesis and wound
healing. Lectures will review fundamental concepts in cell biology before delving into topical examples
from current literature. Students will work weekly in the lab learning cell culture techniques, soft
lithography, microscopy, and classical in vitro assays measuring cell behavior.
Course Notes: BE121 and ES222 are the same course. This course has a mandatory
laboratory section that will require hands-on work outside of
scheduled lecture times.
Recommended Prep: Inorganic chemistry, cell biology, physics, and mathematics at the
level of Applied Mathematics 21 or Mathematics 21. Suggested courses
include organic chemistry and molecular biology.

Attribute Value(s)

Tissue Engineering (121282)
David Mooney
Fundamental engineering and biological principles underlying field of tissue engineering, along with
examples and strategies to engineer specific tissues for clinical use. Students will prepare a paper in the
field of tissue engineering, and participate in a weekly laboratory in which they will learn and use methods
to fabricate materials and perform 3-D cell culture.
Recommended Prep: Biochemistry or cell biology background.

Attribute Value(s)

Introduction to Biomedical Imaging and Systems (204470)
Linsey Moyer
The course is designed as an introduction for students who want to gain both hands on training as well as
an introduction to the physics and image reconstruction techniques involved in generating images. The
course will introduce the fundamentals of the major imaging modalities including, but not limited to:
electron microscopy, optical microscopy, x-ray, computed tomography, ultrasound, MRI, and nuclear
imaging, as well as an overview of in vivo imaging and molecular imaging. This course also includes a lab
section every other week.
Course Notes: Enrollment limited to 24 students.
Recommended Prep: Physics, Calculus; Basic biology helpful but not required.
Requirements: Prerequisite: Applied Physics 50b OR Physical Sciences 12b OR

Physics 15b OR PHYSCI 3 AND Math1b or higher

Attribute Value(s)

Introduction to Bioelectronics (211359)
Jia Liu
This course provides an introduction to bioelectronics and its applications in neuroscience,

neuroengineering, cardiology, wearable technology and so on. The focus is on the basic principles of
bioelectricity, biochemistry and physiological behaviors of biological systems and how to design tools to
precisely measure and control them. Key themes throughout the course will include bioelectricity,
biochemistry, cellular and tissue physiological behavior, optogenetics, sensors, stimulators, circuits,
signals, biointerface and applications. This includes both the practical and theoretical aspects of the topic.
Recommended Prep: Applied Physics 50b (OR Physical Sciences 12b, OR Physics 15b), and
Math 1a or equivalent. Some background in chemistry and biology at
the level of ES 53 is helpful but not required.

Attribute Value(s)

Neural Control of Movement (122341)
Maurice Smith
Approaches from robotics, control theory, and neuroscience for understanding biological motor systems.
Analytical and computational modeling of muscles, reflex arcs, and neural systems that contribute to motor
control in the brain. Focus on understanding how the central nervous system plans and controls voluntary
movement of the eyes and limbs. Learning and memory; effects of variability and noise on optimal motor
planning and control in biological systems.
Course Notes: Offered in alternate years.
Recommended Prep: Mathematics 21b or Applied Mathematics 21b or equivalent, probability

and statistics, Applied Physics 50a, Physical Sciences 12a, or
equivalent.

Attribute Value(s)
Introduction to Biomaterials (110020)
Jennifer Lewis
Neel Joshi
A biomaterial is any form of matter that is produced by or interacts with biological systems. One of the
pillars of biomedical engineering is to use naturally derived and synthetic biomaterials to treat, augment, or
replace human tissues. This course examines the structure, properties and processing of biomaterials.
Recommended Prep: Physical sciences 1, Math 1b.
Requirements: Prerequisite: (LS 1A or LPS A or PS 1 or PS 11) AND (Math 1b or

higher)

Attribute Value(s)

Biophysics
Subject: Biophysics
Biophysics 170
Evolutionary and Quantitative Genomics (121318)
Leonid Mirny
2018 Fall (4 Credits) Schedule: MW 1100 AM - 1229 PM
Aims to develop deep quantitative understanding of basic forces of evolution, molecular evolution, genetic
variations and their dynamics in populations, genetics of complex phenotypes, and genome-wide
association studies. Application of these foundational concepts to cutting edge studies in epigenetics,
gene regulation and chromatin; cancer genomics, and microbiomes. Modules consist of lectures, journal
club discussions of high impact publications, and guest lectures that provide clinical correlates. Homework
assignments and final projects aim to develop hands-on experience and understanding of genomic data
from evolutionary principles.
Course Notes: Also listed as HST.508

Meets on MIT Campus for 2018 Fall semester.
Mondays & Wednesdays 11:00 am-12:30pm. Bldg/Rm to be
announced.
http://web.mit.edu/hst.508/HST.508_Biophysics_170/Welcome.html
Class Notes: Meets on MIT Campus, Mondays & Wednesdays, 11:00 am -12:30 pm.
Bldg. 56, Room 154

Attribute Value(s)
Biophysics 204
Structural Biology From Molecules to Cells (119219)
Stephen Harrison
Imaging of molecules and of molecular localization in cells, including x-ray and electron crystallography,
electron microscopy of single molecules, and high-resolution light microscopy. Lectures and student
presentations of selected papers from the literature.
Class Notes: Location for Spring 2019 course offering: Harvard Medical School
Campus
TMEC (Tosteson Medical Education Center) Building, Room 423. 240
Longwood Avenue, Boston

There are a handful of course dates during the semester that will need
to meet in an alternate classroom. Specific details provided at the first
meeting of class.

Attribute Value(s)
Biophysics 205
Computational and Functional Genomics (119807)
Martha Bulyk
Shamil Sunyaev
Suzanne Gaudet
Experimental functional genomics, computational prediction of gene function, and properties and models
of complex biological systems. The course will primarily involve critical reading and discussion rather than
lectures.
Class Notes: Meets on Harvard Medical School Campus.

Folin Wu Room, Bldg. C, Room 115, 240 Longwood Avenue, Boston.
Recommended Prep: Molecular Biology (MCB 52 or equivalent), solid understanding of basic

probability and statistics.

Attribute Value(s)
Biophysics 242R
Special Topics in Biophysics (117635)
James Hogle
Rachelle Gaudet
Biophysical topics emerging from special interest research not normally available in established
curriculum. This year's focus will be on Membrane Protein Structure.
Course Notes: Weekly lectures with discussion sections.
Class Notes: In Spring 2019, this course will focus on cellular membranes and

membrane proteins, although many of the topics are readily
generalizable to other biological systems. We will focus on in-depth
discussions of contemporary primary literature, with lectures to
provide background knowledge and context prior to each reading and
discussion. Students will learn about various computational and
experimental techniques applied in studies of membrane proteins at
the molecular and cellular level, including structure determination
(including cryoEM), molecular dynamics simulations, sequence
analyses (coevolution), protein dynamics using single-molecule
fluorescence and microscopy, protein engineering (optogenetic tools).
Students will also have opportunities to develop skills in structure
visualization using PyMOL, proposal writing, and peer review.

Attribute Value(s)
Biophysics 300
Introduction to Laboratory Research (121518)
James Hogle
Introductory lectures by associated Biophysics faculty members. Lectures Fall semester only accompanied
by three periods of instruction in laboratories of structural biology, cell and membrane biophysics,
molecular genetics and development, neurobiology, bioinformatics, and physical biochemistry.
Course Notes: Fall semester only: meets on both the Cambridge and HMS campuses.
Contact department Admin for fall course location and individual
faculty member presentation schedule.
Class Notes: M., W., F., at 4:30

James Hogle and members of the Committee

Attribute Value(s)
Biophysics 300
James Hogle

Introductory lectures by associated Biophysics faculty members. Lectures Fall semester only accompanied
by three periods of instruction in laboratories of structural biology, cell and membrane biophysics,
molecular genetics and development, neurobiology, bioinformatics, and physical biochemistry.
Course Notes: Fall semester only: meets on both the Cambridge and HMS campuses.
Contact department Admin for fall course location and individual
faculty member presentation schedule.
Class Notes: M., W., F., at 4:30 pm. Alternates between Harvard Medical School and
Harvard Cambridge campus, dependant on presenter.
James Hogle and members of the Committee Contact Biophysics
Administrator for specific fall semester speaker schedule.

Attribute Value(s)
Biophysics 301
Quantitative Proteomics of Cancer Progression (122043)
Jarrod Marto

Attribute Value(s)
Biophysics 301
Quantitative Proteomics of Cancer Progression (122043)
Jarrod Marto

Attribute Value(s)

Biophysics 302
Quantitative Analysis of Regulatory Networks (123175)
Erin O'Shea

Attribute Value(s)
Biophysics 302
Quantitative Analysis of Regulatory Networks (123175)
Erin O'Shea

Attribute Value(s)
Biophysics 303
NMR Studies of Macromolecular Structure and Function (117817)
Gerhard Wagner

Attribute Value(s)
Biophysics 303
NMR Studies of Macromolecular Structure and Function (117817)
Gerhard Wagner


Attribute Value(s)
Biophysics 304
Basic Mechanisms of T cell Mediated Autoimmune Diseases (122044)
Kai Wucherpfennig

Attribute Value(s)
Biophysics 304
Basic Mechanisms of T cell Mediated Autoimmune Diseases (122044)
Kai Wucherpfennig

Attribute Value(s)
Biophysics 305
Experimental Atomic Physics, Biophysics, and Soft Matter Physics (122045)
Ronald Walsworth

Attribute Value(s)
Biophysics 305
Experimental Atomic Physics, Biophysics, and Soft Matter Physics (122045)
Ronald Walsworth

Attribute Value(s)
Biophysics 306
Quantitative Models of Cellular Behavior to Investigate Protein Function (122046)
Jagesh Shah

Attribute Value(s)
Biophysics 306
Quantitative Models of Cellular Behavior to Investigate Protein Function (122046)
Jagesh Shah

Attribute Value(s)
Biophysics 307
Dynamics of Network Motifs in Single Living Human Cells (122047)
Galit Lahav

Attribute Value(s)
Biophysics 307
Dynamics of Network Motifs in Single Living Human Cells (122047)
Galit Lahav

Attribute Value(s)
Biophysics 309
Motile Behavior of Bacteria (111234)
Howard Berg

Attribute Value(s)
Biophysics 309
Motile Behavior of Bacteria (111234)

Howard Berg

Attribute Value(s)
Biophysics 310
Sensory Information in Neuronal Processes (123176)
Naoshige Uchida

Attribute Value(s)
Biophysics 310
Sensory Information in Neuronal Processes (123176)
Naoshige Uchida

Attribute Value(s)
Biophysics 311
Digital Computer Applications in Biophysics (144404)
William Bossert

Attribute Value(s)
Biophysics 311
Digital Computer Applications in Biophysics (144404)
William Bossert

Attribute Value(s)
Biophysics 312
Multiphoton Microscopy in Imaging Alzheimer's Disease (123177)
Brian Bacskai

Attribute Value(s)
Biophysics 312
Multiphoton Microscopy in Imaging Alzheimer's Disease (123177)
Brian Bacskai

Attribute Value(s)
Biophysics 313
Neurobiology of Vocal Learning (124781)
Bence Olveczky

Attribute Value(s)
Biophysics 313
Neurobiology of Vocal Learning (124781)
Bence Olveczky

Attribute Value(s)
Biophysics 314
Structure of Viruses and Viral Proteins (119788)
James Hogle

Attribute Value(s)
Biophysics 314
Structure of Viruses and Viral Proteins (119788)

James Hogle

Attribute Value(s)
Biophysics 315
Structural Molecular Biology (111966)
Stephen Harrison

Attribute Value(s)
Biophysics 315
Structural Molecular Biology (111966)
Stephen Harrison

Attribute Value(s)
Biophysics 319
Analysis of Structure and Function of Nicotinic Acetylcholine Receptors (125771)
Adam Cohen

Attribute Value(s)
Biophysics 319
Analysis of Structure and Function of Nicotinic Acetylcholine Receptors (125771)
Adam Cohen

Attribute Value(s)
Biophysics 321
Physical Biology of Chromosomes (120940)
Nancy Kleckner

Attribute Value(s)
Biophysics 321
Physical Biology of Chromosomes (120940)
Nancy Kleckner

Attribute Value(s)
Biophysics 322
Structural Diversification of Very Long-Chain Fatty Acids (125775)
Vladimir Denic

Attribute Value(s)
Biophysics 322
Structural Diversification of Very Long-Chain Fatty Acids (125775)
Vladimir Denic

Attribute Value(s)
Biophysics 323
Transcriptional Regulatory Circuits and Neuronal Circuits in Visual Recognition (127669)
Gabriel Kreiman

Attribute Value(s)
Biophysics 323
Transcriptional Regulatory Circuits and Neuronal Circuits in Visual Recognition (127669)

Gabriel Kreiman

Attribute Value(s)
Biophysics 324
Conformational Changes in Macromolecules (125778)
Collin Stultz

Attribute Value(s)
Biophysics 324
Conformational Changes in Macromolecules (125778)
Collin Stultz

Attribute Value(s)
Biophysics 325
Physics of Macromolecular Assemblies and Subcellular Organization (125776)
Daniel Needleman

Attribute Value(s)
Biophysics 325
Physics of Macromolecular Assemblies and Subcellular Organization (125776)
Daniel Needleman

Attribute Value(s)
Biophysics 326
Statistical and Continuum Mechanics of Macromolecular Assemblies (125779)
L Mahadevan

Attribute Value(s)
Biophysics 326
Statistical and Continuum Mechanics of Macromolecular Assemblies (125779)
L Mahadevan

Attribute Value(s)
Biophysics 327
Molecular Genetics (113737)
Frederick Ausubel

Attribute Value(s)
Biophysics 327
Molecular Genetics (113737)
Frederick Ausubel

Attribute Value(s)
Biophysics 329
George Church

Attribute Value(s)
Biophysics 329

George Church

Attribute Value(s)
Biophysics 330
Principles of Self vs. Non-self RNA Discrimination by the Immune System (126673)
Sun Hur

Attribute Value(s)
Biophysics 330
Principles of Self vs. Non-self RNA Discrimination by the Immune System (126673)
Sun Hur

Attribute Value(s)
Biophysics 331
Communication of Information In and Between Cells and Organisms (126674)
Erel Levine

Attribute Value(s)
Biophysics 331
Communication of Information In and Between Cells and Organisms (126674)
Erel Levine

Attribute Value(s)
Biophysics 333
Topics in Biophysics and Molecular Biology (111143)
Brian Seed

Attribute Value(s)
Biophysics 333
Topics in Biophysics and Molecular Biology (111143)
Brian Seed

Attribute Value(s)
Biophysics 334
Decision Making in Cells and Organisms (126675)
Sharad Ramanathan

Attribute Value(s)
Biophysics 334
Decision Making in Cells and Organisms (126675)
Sharad Ramanathan

Attribute Value(s)
Biophysics 335
Developing novel single-molecule methods to study multi-protein complexes (127686)
Joseph John Loparo

Attribute Value(s)
Biophysics 335
Developing novel single-molecule methods to study multi-protein complexes (127686)

Joseph John Loparo

Attribute Value(s)
Biophysics 336
Mass Spectrometric and Proteomic Studies of the Cell Cycle (126676)
Hanno Steen

Attribute Value(s)
Biophysics 336
Mass Spectrometric and Proteomic Studies of the Cell Cycle (126676)
Hanno Steen

Attribute Value(s)
Biophysics 337
Membrane Structure and Function (111008)
Keith Miller

Attribute Value(s)
Biophysics 337
Membrane Structure and Function (111008)
Keith Miller

Attribute Value(s)
Biophysics 338
Foundation of Information Directed Molecular Technology: Programming Nucleic Acid Self-Assembly (127687)
Peng Yin

Attribute Value(s)
Biophysics 338
Foundation of Information Directed Molecular Technology: Programming Nucleic Acid Self-Assembly (127687)
Peng Yin

Attribute Value(s)
Biophysics 339
Theoretical and Experimental Approaches to Study Genetic Variation within Populations (127688)
Michael Desai

Attribute Value(s)
Biophysics 339
Theoretical and Experimental Approaches to Study Genetic Variation within Populations (127688)
Michael Desai

Attribute Value(s)
Biophysics 340
Novel Theory and Experiments in NMR Spectroscopy (127689)
Andrew Kiruluta

Attribute Value(s)
Biophysics 340
Novel Theory and Experiments in NMR Spectroscopy (127689)

Andrew Kiruluta

Attribute Value(s)
Biophysics 341
Structure and Function of Ligand-Gated Ion Channels (121622)
Jonathan Cohen

Attribute Value(s)
Biophysics 341
Structure and Function of Ligand-Gated Ion Channels (121622)
Jonathan Cohen

Attribute Value(s)
Biophysics 342
Novel Optical Detection for Treatment and Monitoring Approaches Targeting Major Disease (127690)
Conor Evans

Attribute Value(s)
Biophysics 342
Novel Optical Detection for Treatment and Monitoring Approaches Targeting Major Disease (127690)
Conor Evans

Attribute Value(s)
Biophysics 343
Theoretical Protein Science, Bioinformatics, Computational Chemistry (120068)
Eugene Shakhnovich

Attribute Value(s)
Biophysics 343
Theoretical Protein Science, Bioinformatics, Computational Chemistry (120068)
Eugene Shakhnovich

Attribute Value(s)
Biophysics 344
Directed Evolution and Design of Simple Cellular Systems (118046)
Jack Szostak

Attribute Value(s)
Biophysics 344
Directed Evolution and Design of Simple Cellular Systems (118046)
Jack Szostak

Attribute Value(s)
Biophysics 345
Regulation of RNA Polymerase Motor Mechanism In Vivo (156013)
Stirling Churchman

Attribute Value(s)
Biophysics 345
Regulation of RNA Polymerase Motor Mechanism In Vivo (156013)

Stirling Churchman

Attribute Value(s)
Biophysics 346
Biofilm Dynamics (116418)
Roberto Kolter

Attribute Value(s)
Biophysics 346
Biofilm Dynamics (116418)
Roberto Kolter

Attribute Value(s)
Biophysics 347
Membrane Dynamics; Membrane Structure (116349)
David Golan

Attribute Value(s)
Biophysics 347
Membrane Dynamics; Membrane Structure (116349)
David Golan

Attribute Value(s)
Biophysics 348
Protein Kinases, Reversible Protein Phosphorylation (114665)
Raymond Erikson

Attribute Value(s)
Biophysics 348
Protein Kinases, Reversible Protein Phosphorylation (114665)
Raymond Erikson

Attribute Value(s)
Biophysics 349
Structural Biochemistry and Cell Biology of Intracellular Membrane Traffic (113957)
Tomas Kirchhausen

Attribute Value(s)
Biophysics 349
Structural Biochemistry and Cell Biology of Intracellular Membrane Traffic (113957)
Tomas Kirchhausen

Attribute Value(s)
Biophysics 350
Organization, Structure and Dynamics of Prokaryotic Cytoplasm (156014)
Ethan Garner

Attribute Value(s)
Biophysics 350
Organization, Structure and Dynamics of Prokaryotic Cytoplasm (156014)

Ethan Garner

Attribute Value(s)
Biophysics 352
Mechanical Force in Nanoscale Biology; Hemostasis to Single-Molecule Centrifugation (156015)
Wesley Wong

Attribute Value(s)
Biophysics 352
Mechanical Force in Nanoscale Biology; Hemostasis to Single-Molecule Centrifugation (156015)
Wesley Wong

Attribute Value(s)
Biophysics 353
Molecular Genetics of Development (114897)
Gary Ruvkun

Attribute Value(s)
Biophysics 353
Molecular Genetics of Development (114897)
Gary Ruvkun

Attribute Value(s)
Biophysics 354
Structural Biology and Cancer Drug Discovery (113908)
Gregory Verdine

Attribute Value(s)
Biophysics 354
Structural Biology and Cancer Drug Discovery (113908)
Gregory Verdine

Attribute Value(s)
Biophysics 355
Chemical Genetics and Genomics (112211)
Stuart Schreiber

Attribute Value(s)
Biophysics 355
Chemical Genetics and Genomics (112211)
Stuart Schreiber

Attribute Value(s)
Biophysics 360
Functional Mapping of Neurons and their Axonal Inputs Across Cortical Laminae (156016)
Mark Andermann

Attribute Value(s)
Biophysics 360
Functional Mapping of Neurons and their Axonal Inputs Across Cortical Laminae (156016)

Mark Andermann

Attribute Value(s)
Biophysics 361
Rational Drug Design; Biomaterials Science; Biophysics (120322)
George Whitesides

Attribute Value(s)
Biophysics 361
Rational Drug Design; Biomaterials Science; Biophysics (120322)
George Whitesides

Attribute Value(s)
Biophysics 362
Molecular Physiology of Ion Channels (113415)
Gary Yellen

Attribute Value(s)
Biophysics 362
Molecular Physiology of Ion Channels (113415)
Gary Yellen

Attribute Value(s)
Biophysics 363
Biophysics of Receptor-Ligand Interactions (124197)
Stephen Blacklow

Attribute Value(s)
Biophysics 363
Biophysics of Receptor-Ligand Interactions (124197)
Stephen Blacklow

Attribute Value(s)
Biophysics 364
Systems Cell Biology (116372)
Pamela Silver

Attribute Value(s)
Biophysics 364
Systems Cell Biology (116372)
Pamela Silver

Attribute Value(s)
Biophysics 365
Visual Processing in Primates (112369)
John Assad

Attribute Value(s)
Biophysics 365
Visual Processing in Primates (112369)

John Assad

Attribute Value(s)
Biophysics 366
Imaging, Optics, and Biology (115666)
David Clapham

Attribute Value(s)
Biophysics 366
Imaging, Optics, and Biology (115666)
David Clapham

Attribute Value(s)
Biophysics 367
Structure Biology of Cytoplasmic Signal Transduction (115667)
Michael Eck

Attribute Value(s)
Biophysics 367
Structure Biology of Cytoplasmic Signal Transduction (115667)
Michael Eck

Attribute Value(s)
Biophysics 368
Probing Polymers with Nanospores, Experimental Condensed Matter Physics (115668)


Attribute Value(s)
Biophysics 369
Organic Chemistry and Chemical Biology of Molecular Evolution (115669)
David Liu

Attribute Value(s)

Biophysics 369
Organic Chemistry and Chemical Biology of Molecular Evolution (115669)
David Liu

Attribute Value(s)
Biophysics 370
Cytoskeleton Dynamics; Mitosis and Cell Locomotion; Small Molecule Inhibitors (115670)
Timothy Mitchison

Attribute Value(s)
Biophysics 370
Cytoskeleton Dynamics; Mitosis and Cell Locomotion; Small Molecule Inhibitors (115670)
Timothy Mitchison

Attribute Value(s)
Biophysics 371
Mechanisms of Synaptic Transmission and Plasticity (115671)
Venkatesh Murthy

Attribute Value(s)
Biophysics 371
Mechanisms of Synaptic Transmission and Plasticity (115671)
Venkatesh Murthy

Attribute Value(s)
Biophysics 372
Protein Transport Across the ER Membrane (115673)
Tom Rapoport

Attribute Value(s)
Biophysics 372
Protein Transport Across the ER Membrane (115673)
Tom Rapoport

Attribute Value(s)
Biophysics 373
DNA Replication and Repair Mechanisms that Suppress Genomic Instability (156017)
Johannes Walter

Attribute Value(s)
Biophysics 373
DNA Replication and Repair Mechanisms that Suppress Genomic Instability (156017)
Johannes Walter

Attribute Value(s)
Biophysics 375
Single-Molecule Biophysics (115676)
Xiaoliang Xie

Attribute Value(s)
Biophysics 375
Xiaoliang Xie

Attribute Value(s)
Biophysics 376
Functional and Computational Genomics Studies of Transcription Factors and Cis Regulatory Elements (116572)
Martha Bulyk

Attribute Value(s)
Biophysics 376
Functional and Computational Genomics Studies of Transcription Factors and Cis Regulatory Elements (116572)
Martha Bulyk

Attribute Value(s)
Biophysics 377
Statistical Theory and Inference for Stochastic Processes: With Applications to Bioinformatics (116573)

Jun Liu

Attribute Value(s)
Biophysics 377
Statistical Theory and Inference for Stochastic Processes: With Applications to Bioinformatics (116573)
Jun Liu

Attribute Value(s)
Biophysics 378
Structural and Cellular Biology of Insulin Signal Transduction (116574)
Steven Shoelson

Attribute Value(s)
Biophysics 378
Structural and Cellular Biology of Insulin Signal Transduction (116574)
Steven Shoelson

Attribute Value(s)
Biophysics 379
Theoretical Population Genetics (116575)
John Wakeley

Attribute Value(s)
Biophysics 379
Theoretical Population Genetics (116575)
John Wakeley

Attribute Value(s)
Biophysics 380
Microarray Data: Issues and Challenges (116576)
Leonid Mirny

Attribute Value(s)
Biophysics 380
Microarray Data: Issues and Challenges (116576)
Leonid Mirny

Attribute Value(s)
Biophysics 381
Xiaowei Zhuang

Attribute Value(s)
Biophysics 381
Xiaowei Zhuang

Attribute Value(s)
Biophysics 382
Regulation of Synaptic Transmission and Dendritic Function in the Mammalian Brain (116678)

Bernardo Sabatini

Attribute Value(s)
Biophysics 382
Regulation of Synaptic Transmission and Dendritic Function in the Mammalian Brain (116678)
Bernardo Sabatini

Attribute Value(s)
Biophysics 384
NMR Spectroscopy on Membrane-associated Proteins and Peptides (119221)
James Chou

Attribute Value(s)
Biophysics 384
NMR Spectroscopy on Membrane-associated Proteins and Peptides (119221)
James Chou

Attribute Value(s)
Biophysics 386
Synaptic Plasticity and Neuronal Networks (118091)
Florian Engert

Attribute Value(s)
Biophysics 386
Synaptic Plasticity and Neuronal Networks (118091)
Florian Engert

Attribute Value(s)
Biophysics 387
Structural Studies of the Stereochemistry of Signaling and Transport through Biological Membranes (118092)
Rachelle Gaudet

Attribute Value(s)
Biophysics 387
Structural Studies of the Stereochemistry of Signaling and Transport through Biological Membranes (118092)
Rachelle Gaudet

Attribute Value(s)
Biophysics 390
Regulation of Mitosis (118096)
Andrew Murray

Attribute Value(s)
Biophysics 390
Regulation of Mitosis (118096)
Andrew Murray

Attribute Value(s)
Biophysics 391
Computational Methods in Genetics, Genomics and Proteomics (118097)

Shamil Sunyaev

Attribute Value(s)
Biophysics 391
Computational Methods in Genetics, Genomics and Proteomics (118097)
Shamil Sunyaev

Attribute Value(s)
Biophysics 392
Biophysics of Mechanosensation (119222)
David Corey

Attribute Value(s)
Biophysics 392
Biophysics of Mechanosensation (119222)
David Corey

Attribute Value(s)
Biophysics 393
The Mechanics and Regulation of Mitosis (119223)
David Pellman

Attribute Value(s)
Biophysics 393
The Mechanics and Regulation of Mitosis (119223)
David Pellman

Attribute Value(s)
Biophysics 394
Experimental Biophysics (119225)
Mara Prentiss

Attribute Value(s)
Biophysics 394
Experimental Biophysics (119225)
Mara Prentiss

Attribute Value(s)
Biophysics 395
Biophysics of Cell Adhesion and Vascular Shear Flow (119226)
Timothy Springer

Attribute Value(s)
Biophysics 395
Biophysics of Cell Adhesion and Vascular Shear Flow (119226)
Timothy Springer

Attribute Value(s)
Biophysics 396
Behavioral Neuroscience and Neurophysiology (119227)

Aravinthan Samuel

Attribute Value(s)
Biophysics 396
Behavioral Neuroscience and Neurophysiology (119227)
Aravinthan Samuel

Attribute Value(s)
Biophysics 397
Research in Integrin Signaling, Cytoskeleton, and Control of Angiogenesis (120730)
Donald Ingber

Attribute Value(s)
Biophysics 397
Research in Integrin Signaling, Cytoskeleton, and Control of Angiogenesis (120730)
Donald Ingber

Attribute Value(s)
Biophysics 399
Biomolecular Nanotechnology (122042)
William Shih

Attribute Value(s)
Biophysics 399
Biomolecular Nanotechnology (122042)
William Shih

Attribute Value(s)

Biostatistics
Subject: Biostatistics
Biostatistics 230
Probability Theory and Applications I (119844)
Marcello Pagano
Axiomatic foundations of probability, independence, conditional probability, joint distributions,

transformations, moment generating functions, characteristic functions, moment inequalities, sampling
distributions, modes of convergence and their interrelationships, laws of large numbers, central limit
theorem, and stochastic processes.
Course Notes: Offered jointly with the School of Public Health as BST230.
Class Notes: A weekly 90-minute lab.
Requirements: Prerequisite: Biostatistics PhD Program

Attribute Value(s)
Biostatistics 231
Statistical Inference I (119845)
Robert Gray
Exponential families, sufficiency, ancillarity, completeness, method of moments, maximum likelihood,

unbiased estimation, Rao-Blackwell and Lehmann-Scheffe theorems, information inequality, Neyman-
Pearson theory, likelihood ratio, score and Wald tests, uniformly and locally most powerful tests,
asymptotic relative efficiency.
Class Notes: Weekly 90-minute lab
Requirements: Prerequisite: Biostatistics 230

Attribute Value(s)
Biostatistics 232
Methods I (119846)
Brent Coull
Introductory course in the analysis of Gaussian and categorical data. The general linear regression model,
ANOVA, robust alternatives based on permutations, model building, resampling methods (bootstrap and
jackknife), contingency tables, exact methods, logistic regression.
Recommended Prep: Signature of instructor required if prereq not met.
Requirements: Prerequisite: Biostatistics PhD Program

Attribute Value(s)
Biostatistics 234
Introduction to Data Structures and Algorithms (160641)
Christoph Lange
Curtis Huttenhower
2019 Spring (4 Credits) Schedule: MW 1130 AM - 0100 PM
Introduction to the data structures and computer algorithms that are relevant to statistical computing. The
implementation of data structures and algorithms for data management and numerical computations are
discussed.
Course Notes: Offered jointly with the School of Public Health as BST 234.

Attribute Value(s)
Biostatistics 235
Advanced Regression and Statistical Learning (119848)
Rajarshi Mukherjee
An advanced course in linear models, including both classical theory and methods for high dimensional
data. Topics include theory of estimation and hypothesis testing, multiple testing problems and false
discovery rates, cross validation and model selection, regularization and the LASSO, principal components
and dimension reduction, and classification methods. Background in matrix algebra and linear regression
required.
Requirements: Prerequisite: Biostatistics 231 AND Biostatistics 233

Attribute Value(s)
Biostatistics 238
Principles and Advanced Topics in Clinical Trials (125262)
David Wypij
This course focuses on selected advanced topics in design, analysis, and interpretation of clinical trials,
including study design; choice of endpoints (including surrogate endpoints); interim analyses and group
sequential methods; subgroup analyses; and meta-analyses.
Course Notes: Offered jointly with the School of Public Health as BST 214 & BST 238.
Requirements: Prerequisite: BIST 230 AND BIST 231 (may be taken concurrently)

Attribute Value(s)

Biostatistics 241
Statistical Inference II (119855)
Rui Wang
Advanced topics in statistical inference. Limit theorems, multivariate delta method, properties of maximum
likelihood estimators, saddle point approximations, asymptotic relative efficiency, robust and rank-based
procedures, resampling methods, nonparametric curve estimation.
Class Notes: Weekly 90-minute lab.
Requirements: Prerequisite: Biostatistics 240

Attribute Value(s)
Biostatistics 244
Analysis of Failure Time Data (119849)
L. Wei
Discusses the theoretical basis of concepts and methodologies associated with survival data and
censoring, nonparametric tests, and competing risk models. Much of the theory is developed using
counting processes and martingale methods.
Requirements: Prerequisite: BIOSTAT 233 AND BIOSTAT 240

Attribute Value(s)
Biostatistics 245 Section: 1

Analysis of Multivariate and Longitudinal Data (119850)

Sebastien Haneuse
The multivariate normal distribution, Hotelling's T2, MANOVA, repeated measures, the multivariate linear
model, random effects and growth curve models, generalized estimating equations, multivariate categorical
outcomes, missing data, computational issues for traditional and new methodologies.
Requirements: Prerequisite: Biostatistics 231 AND Biostatistics 235

Attribute Value(s)
Biostatistics 281
Genomic Data Manipulation (126944)
Curtis Huttenhower
Eric Franzosa
Introduction to genomic data, computational methods for interpreting these data, and survey of current
functional genomics research. Covers biological data processing, programming for large datasets, high-
throughput data (sequencing, proteomics, expression, etc.), and related publications.

Attribute Value(s)
Biostatistics 282
Introduction to Computational Biology and Bioinformatics (126946)
Xiaole (Shirley) Liu

Basic biological problems, genomics technology platforms, algorithms and data analysis approaches in
computational biology. There will be three major components of the course: microarray and RNA-seq
analysis, transcription and epigenetic gene regulation, cancer genomics.
This course is targeted at both biostatistics and biological science graduate students with some statistics
and computer programming background who have an interest in exploring genomic data analysis and
algorithm development as a potential future direction.
Recommended Prep: Biostatistics degree program or Computational Biology and

Quantitative Genetics degree program
Requirements: Prerequisite: STAT 110 OR CS 50 OR BIOSTAT PhD Students

Attribute Value(s)
Biostatistics 311
Teaching Assistant (211229)

Instructor Permissions: Department Enrollment Cap: n/a
Work with instructors in the department in laboratory instruction and other teaching-related duties.

Attribute Value(s)
Biostatistics 350
Research (119866)
Corwin Zigler
For doctoral candidates who have passed their written qualifying examination and who are undertaking
advanced work along the lines of fundamental or applied dissertation research in the department.
Class Notes: Members of the faculty of the department.

Attribute Value(s)
Biostatistics 350
Research (119866)
Corwin Zigler
Class Notes: Members of the faculty of the department.

Attribute Value(s)

Research (119866)
Paige Williams

Attribute Value(s)

Research (119866)
Paige Williams


Attribute Value(s)

Research (119866)
L. Wei

Attribute Value(s)

Research (119866)
L. Wei

Attribute Value(s)

Research (119866)
Eric Tchetgen Tchetgen

Attribute Value(s)

Research (119866)
Eric Tchetgen Tchetgen

Attribute Value(s)

Research (119866)
Donna Spiegelman

Attribute Value(s)

Research (119866)
Donna Spiegelman

Attribute Value(s)

Research (119866)
James Robins

Attribute Value(s)

Research (119866)
James Robins

Attribute Value(s)

Research (119866)
John Quackenbush

Attribute Value(s)

Research (119866)
John Quackenbush

Attribute Value(s)

Research (119866)
Alkes Price

Attribute Value(s)

Research (119866)
Alkes Price

Attribute Value(s)

Research (119866)
Giovanni Parmigiani

Attribute Value(s)

Research (119866)
Giovanni Parmigiani

Attribute Value(s)

Research (119866)
Jukka-Pekka Onnela

Attribute Value(s)

Research (119866)
Jukka-Pekka Onnela

Attribute Value(s)

Research (119866)
Franziska Michor

Attribute Value(s)

Research (119866)
Franziska Michor

Attribute Value(s)

Research (119866)
Xihong Lin

Attribute Value(s)

Research (119866)
Xihong Lin

Attribute Value(s)

Research (119866)
Peter Kraft

Attribute Value(s)

Research (119866)
Peter Kraft

Attribute Value(s)

Research (119866)
Rafael A. Irizarry

Attribute Value(s)

Research (119866)
Rafael A. Irizarry

Attribute Value(s)

Research (119866)
Curtis Huttenhower

Attribute Value(s)

Research (119866)
Curtis Huttenhower

Attribute Value(s)

Research (119866)
Sebastien Haneuse

Attribute Value(s)

Research (119866)
Sebastien Haneuse

Attribute Value(s)

Research (119866)
Francesca Dominici

Attribute Value(s)

Research (119866)
Francesca Dominici

Attribute Value(s)

Research (119866)
Victor De Gruttola

Attribute Value(s)

Research (119866)
Victor De Gruttola

Attribute Value(s)

Research (119866)
Brent Coull

Attribute Value(s)

Research (119866)
Brent Coull

Attribute Value(s)

Research (119866)
Tianxi Cai

Attribute Value(s)

Research (119866)
Tianxi Cai

Attribute Value(s)

Research (119866)
Rebecca Betensky

Attribute Value(s)

Research (119866)
Rebecca Betensky

Attribute Value(s)

Research (119866)
Michael Hughes

Attribute Value(s)

Research (119866)
Michael Hughes

Attribute Value(s)

Research (119866)
Tyler VanderWeele

Attribute Value(s)

Research (119866)
Tyler VanderWeele

Attribute Value(s)

Research (119866)
Liming Liang

Attribute Value(s)

Research (119866)
Liming Liang

Attribute Value(s)

Research (119866)
Lorenzo Trippa

Attribute Value(s)

Research (119866)
Lorenzo Trippa

Attribute Value(s)

Research (119866)
Guocheng Yuan

Attribute Value(s)

Research (119866)
Guocheng Yuan

Attribute Value(s)

Research (119866)
Martin Aryee

Attribute Value(s)

Research (119866)
Martin Aryee

Attribute Value(s)

Research (119866)
Molin Wang

Attribute Value(s)

Research (119866)
Molin Wang

Attribute Value(s)

Research (119866)
Rui Wang

Attribute Value(s)

Research (119866)
Rui Wang

Attribute Value(s)

Research (119866)
Jeffrey Miller

Attribute Value(s)

Research (119866)
Jeffrey Miller

Attribute Value(s)

Harvard Business School Doctoral
Subject: Business Doctoral
Business Doctoral 3000


Students in the PhD in Business Administration, Business Economics, Organizational Behavior, or Health
Policy (management track) should enroll in this course for up to 16 credits to indicate time spent
researching and reading in relation to the their doctoral studies.

Attribute Value(s)
Business Doctoral 3000


Students in the PhD in Business Administration, Business Economics, Organizational Behavior, or Health
Policy (management track) should enroll in this course for up to 16 credits to indicate time spent
researching and reading in relation to the their doctoral studies.

Attribute Value(s)

Celtic Languages and Literatures
Subject: Welsh
Welsh 128
Introduction to Modern Welsh (113699)
Catherine McKenna
2018 Fall (4 Credits) Schedule: MTWR 0900 AM - 1015 AM
Introduction to the Welsh language as spoken and written today, designed for those with little or no prior
knowledge of this vibrant Celtic language. Intensive conversation practice is provided, and students learn
to write fluently. Internet, audio and video exercises using dialogue, music and film augment a
contextualized grammatical survey, and use of authentic literary texts increases as the course progresses.
Course Notes: The combination of Welsh 128 followed by Welsh 129r satisfies the
language requirement. It is recommended in any case that this course
be followed by Welsh 129r. May not be taken Pass/Fail. Not open to
auditors.
Class Notes: Catherine McKenna and others

Attribute Value(s)
FAS: Meets Foreign Lang Req Welsh
Welsh 129R
Intermediate Modern Welsh (114118)
Catherine McKenna
2019 Spring (4 Credits) Schedule: MTWR 0900 AM - 1015 AM
Direct continuation of Welsh 128, developing and deepening students' knowledge of, and skill in, the
modern spoken and written language. By the end of the semester students will be able to converse, read
and write in a number of registers of idiomatic Welsh (academic, literary, informal). Various media, featuring
dialogue, music and film, augment the advanced grammatical survey. Central cultural and historical issues
are discussed.
Course Notes: This course, when taken following Welsh 128, satisfies the language
requirement. May not be taken Pass/Fail. Not open to auditors.
Class Notes: Catherine McKenna and others
Recommended Prep: Welsh 128 or permission of instructor.

Attribute Value(s)
Welsh 225A
Medieval Welsh Language and Literature (113537)
Catherine McKenna
Introduction to the language and culture of medieval Wales, with particular attention to narrative prose
literature and its Celtic, Welsh and Norman contexts. By the end of the term we will have read in the original
one of the Four Branches of the Mabinogi and selections from other texts.
Course Notes: It is suggested that this course be followed by Welsh 225b.

Attribute Value(s)
Welsh 225B
Medieval Welsh Poetry (113711)
Catherine McKenna
Continued readings in medieval Welsh prose and an introduction to Welsh poetry down to 1400. Continued
study of grammar and practice in translation, as well as an introduction to the manuscript sources of the
poetry and their cultural contexts, and the intricacies of medieval Welsh poetics.
Recommended Prep: Welsh 225a or equivalent preparation in Middle Welsh.

Attribute Value(s)
Subject: Celtic

Celtic 91R
Catherine McKenna
Instruction and direction of reading on topics not treated in regular courses of instruction.
Class Notes:
Hours to be arranged

Attribute Value(s)
Celtic 91R
Catherine McKenna
Class Notes:
Hours to be arranged

Attribute Value(s)
Celtic 91R Section: 002

Joseph Nagy

Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Natasha Sumner

Attribute Value(s)
Celtic 105
The Folklore of Gaelic Ireland (160495)
Natasha Sumner
An introduction to the traditional stories, lore, customs, and music of Gaelic Ireland. Since collecting began
in the eighteenth and nineteenth centuries, Ireland has amassed one of the most extensive collections of
folklore in the world. Prominent tradition bearers and collectors will be introduced, and issues of collecting
will be considered. Theoretical approaches will be explored to gain a deeper understanding of the material.
All texts will be read in English translation.

Attribute Value(s)
Celtic 106
The Folklore of Gaelic Scotland (127369)
Natasha Sumner
An introduction to the traditional stories, lore, customs, and music of Gaelic Scotland and Nova Scotia.
Scottish Gaelic folklore exploded onto the world stage in the 1760s with the publication of Macpherson's
'Ossianic' epics, which he alleged to have translated from Gaelic originals. The ensuing controversy
motivated scholars to seek out and record Gaelic folklore. The treasure trove they discovered has amazed
those interested in traditional cultures ever since. This course introduces prominent collectors, tradition
bearers, and their traditions. Issues of collecting are considered, and theoretical approaches are explored
to gain a deeper understanding of the material. All texts are available in English translation.

Attribute Value(s)
Celtic 111
Shapeshifters and Manbeasts in Celtic Traditions (207727)
Catherine McKenna
In Irish, Welsh, Scottish and Breton narratives, humans turn into other kinds of animal (and animals into
humans) for many different reasons—as punishment, as escape, as expression of their inner nature, among
others. These stories are written into medieval manuscripts, recorded from oral storytellers in the twentieth
century, recounted in contemporary film, and embedded in popular music. Is there a stable boundary
between the animal and human worlds? We explore shapeshifting stories in all of these modes and media,
reading them against a background of texts about animals and humans from their own times and ours. All
of our readings are in English or English translation: no knowledge of a Celtic language is required.

Attribute Value(s)
Celtic 121
The Art of Storytelling in Medieval Ireland (207728)
Joseph Nagy
An exploration of what we know about storytelling and storytellers in Ireland of the Middle Ages. Also to be
considered are: notions of narrative genres; the hero as storyteller, the storyteller as hero; the interface
among native Irish, Classical, and biblical notions and repertoires of story; the "visuals" of story; stories as
linked together in cycles, or as "prequels" and "sequels." Readings will be in English/translation. No
previous knowledge of Irish or Celtic tradition required.

Attribute Value(s)
Celtic 194
The World of the Celtic Bard (126775)
Catherine McKenna
This course explores the role of the bard in the Celtic-speaking societies of Wales, Ireland and Scotland.
Through the study of narrative sources concerning the origin and nature of poets and poetry, theoretical
and legal texts, and, most especially, bardic poems from the early Middle Ages through the eighteenth
century, we examine the physical, public and political power of a medium--poetic verse--now associated
with "power" in the private and emotional sense only. We study bardic poems in various modes--eulogistic,

satiric, commemorative, prophetic--and we examine the circumstances that support the institution of bardic
poetry and those that contribute to its decline. Among the issues to be considered are patronage,
convention, the relationship of rhetoric and truth, and the functions of poetic form. All readings in English
translation, but there will be some exposure to the forms of bardic poetry in the original languages.

Attribute Value(s)
FAS: Core Curriculum Literature and Arts A
Celtic 300
Catherine McKenna

Attribute Value(s)
Celtic 300
Catherine McKenna

Attribute Value(s)
Celtic 300 Section: 002

Joseph Nagy

Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Natasha Sumner

Attribute Value(s)
Celtic 302
Teaching Modern Celtic Languages (208303)
Catherine McKenna
Any graduate student who is teaching a course in any modern Celtic language may register for 8 credits of
Celtic 302 with the approval of the course head.

Attribute Value(s)
Celtic 302
Catherine McKenna

Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Celtic 303
Teaching Celtic Literatures and Culture (208307)
Catherine McKenna
Any Teaching Fellow in a course offered by the Celtic Department, other than courses in modern Celtic
languages, may register for 4 credits of Celtic 303 per .2 teaching, with the approval of the course head(s).

Attribute Value(s)
Celtic 303
Catherine McKenna

Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Celtic 304
Teaching in Other Fields (208312)
Catherine McKenna
Any PhD student in Celtic (or candidate for an Ad Hoc PhD whose home department is Celtic) who serves
as Teaching Fellow for a course in another department, or in General Education, may register for 4 credits
of Celtic 304 per .2 teaching, with the approval of the Director of Graduate Studies or the student's advisor.
The student may, if he or she prefers, register instead for credits in that department or program's teaching
course.

Attribute Value(s)
Celtic 304
Catherine McKenna
course.

Attribute Value(s)

Joseph Nagy

course.

Attribute Value(s)

Joseph Nagy
course.

Attribute Value(s)

Natasha Sumner
course.

Attribute Value(s)

Natasha Sumner
course.

Attribute Value(s)
Celtic 305
Preparation of Doctoral Dissertation (113390)
Catherine McKenna

Attribute Value(s)
Celtic 305
Catherine McKenna

Attribute Value(s)

Joseph Nagy


Attribute Value(s)

Joseph Nagy

Attribute Value(s)

Natasha Sumner

Attribute Value(s)

Natasha Sumner

Attribute Value(s)
Celtic 350
Teaching Colloquium (207928)
Catherine McKenna
Joseph Nagy
Natasha Sumner
A workshop course focused on the craft of teaching, at Harvard and beyond, in Celtic languages and
literatures and related subject areas. Topics include syllabus design, classroom discussion, responding to
student writing, and assessment. The course includes visiting speakers and analytic visits to classes.
Required of G2 students in Celtic; open to all students in the department.

Attribute Value(s)
Subject: Irish
Irish 132
Introduction to Modern Irish (119128)
Natasha Sumner
An introduction to Irish as it is spoken and written today. Class work is participatory, and includes
conversational role play and games as well as grammar study and drills. Audio and audiovisual resources
reinforce pronunciation and aural comprehension. Songs, proverbs, and poems are an integral part of the
course, introducing students to the vibrant oral and literary tradition of Gaelic Ireland.
Course Notes: The combination of Irish 132 and 133r satisfies the language
requirement. It is recommended in any case that this course be
followed by Irish 133r. May not be taken Pass/Fail. Not open to
auditors.

Attribute Value(s)

FAS: Meets Foreign Lang Req Irish
Irish 133R
Intermediate Modern Irish (119063)
Natasha Sumner
2019 Spring (4 Credits) Schedule: MTWF 0900 AM - 1015 AM
A continuation of Irish 132, developing students' fluency in spoken and written Irish. As our knowledge of
the language expands, we venture into storytelling, journal writing and writing and performing short skits.
Internet, audio and video resources complement the study of grammar and select prose texts.
Course Notes: This course, when taken following Irish 132, satisfies the language
requirement. May not be taken Pass/Fail. Not open to auditors.
Class Notes: Natasha Sumner and others
Recommended Prep: Irish 132 or permission of instructor.
Requirements: Prerequisite: IRISH 132

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Irish 204R
Readings in Early Irish Poetry (123862)
Tomas O Cathasaigh
Readings in selected texts.
Recommended Prep: Irish 200 or permission of the instructor.

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Irish 205R
Readings in Early Irish Prose (111898)
Joseph Nagy
Readings in selected texts.
Recommended Prep: Irish 200 or permission of the instructor.

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Irish 210
Readings in Modern Irish (208011)
Natasha Sumner
Readings in selected texts. Recommended Prep: Irish 160r or permission of the instructor.
Requirements: Prerequisite: IRISH160R

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Subject: Scottish Gaelic
Scottish Gaelic 167

Advanced Scottish Gaelic (208010)
Carol Zall
Geared to the interests and aptitudes of the participants, this course enhances students' confidence in
using Scottish Gaelic as a medium of oral and written communication and introduces them to the Scottish
Gaelic literary tradition.

Attribute Value(s)
FAS: Meets Foreign Lang Req Scottish Gaelic
Scottish Gaelic 168

Advanced Scottish Gaelic, 2nd Semester (212590)
Natasha Sumner
F 0130 PM - 0245 PM
Direct continuation of the fall term course Scottish Gaelic 167.

Attribute Value(s)

Chemical and Physical Biology
Subject: Chemical and Physical Biology
Chemical and Physical Biology 91

Research for Credit in Chemical and Physical Biology (122591)
Dominic Mao
Laboratory research in topics related to the CPB concentration approved by the concentration advisor
and/or head tutors in CPB. A final paper must be submitted to the laboratory sponsor and to the CPB
undergraduate office for review. This course can be repeated once.
Course Notes: Limited to CPB concentrators. Students must have secured a position
in a laboratory prior to enrolling in the course; the instructor will verify
this with the faculty sponsor. Ordinarily may not be taken as a fifth
course. Students must complete basic laboratory safety training and
other safety training required by the host lab prior to starting work.
Class Notes: This course is repeatable once.

Attribute Value(s)
Chemical and Physical Biology 91

Research for Credit in Chemical and Physical Biology (122591)
Dominic Mao
Laboratory research in topics related to the CPB concentration approved by the concentration advisor
and/or head tutors in CPB. A final paper must be submitted to the laboratory sponsor and to the CPB
undergraduate office for review. This course can be repeated once.
Course Notes: Limited to CPB concentrators. Students must have secured a position
in a laboratory prior to enrolling in the course; the instructor will verify
this with the faculty sponsor. Ordinarily may not be taken as a fifth
course. Students must complete basic laboratory safety training and
other safety training required by the host lab prior to starting work.
Class Notes: This course is repeatable once.

Attribute Value(s)
Chemical and Physical Biology 99A

Laboratory Research for Honors Thesis (122592)
Dominic Mao
Laboratory research in topics related to the CPB concentration, culminating in an undergraduate thesis
submitted to the CPB undergraduate office for review by members of the Board of Tutors in Biochemical
Sciences and the greater Boston research community. The course includes a series of workshops designed
to help prepare students for the process of writing their thesis.
Course Notes: Limited to students writing a thesis in CPB. Students are required to
submit a written proposal to the CPB undergraduate office in the
summer for review by the Board of Tutors in Biochemical Sciences for
enrollment that fall. Only those students whose thesis proposals are
approved are eligible to enroll. Ordinarily may not be taken as a fifth
course. Students must complete both terms of this course (parts A and
B) within the same academic year in order to receive credit. Students
must complete basic laboratory safety training and other safety
training required by the host lab prior to starting work."

Attribute Value(s)
Chemical and Physical Biology 99B

Laboratory Research for Honors Thesis (159732)
Dominic Mao
Laboratory research in topics related to the CPB concentration, culminating in an undergraduate thesis
submitted to the CPB undergraduate office for review by members of the Board of Tutors in Biochemical
Sciences and the greater Boston research community. The course includes a series of workshops designed
to help prepare students for the process of writing their thesis.
Course Notes: Limited to students writing a thesis in CPB. Students are required to
submit a written proposal to the CPB undergraduate office in the
summer for review by the Board of Tutors in Biochemical Sciences for
enrollment that fall. Only those students whose thesis proposals are
approved are eligible to enroll. Ordinarily may not be taken as a fifth
course. Students must complete both terms of this course (parts A and
B) within the same academic year in order to receive credit. Students
must complete basic laboratory safety training and other safety
training required by the host lab prior to starting work."

Attribute Value(s)

Chemical Biology
Subject: Chemical Biology
Chemical Biology 300HFA

Introduction to Chemical Biology Research (126695)
Suzanne Walker
Daniel Kahne
Lectures introduce the research areas of current program faculty in Chemical Biology. Students must
complete both parts of this course (parts A and B) within the same academic year in order to receive credit.
Class Notes: TBD and members of the Committee.

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Chemical Biology 300HFB

Introduction to Chemical Biology Research (160580)
Daniel Kahne
Lectures introduce the research areas of current program faculty in Chemical Biology. Students must
Class Notes: TBD and members of the Committee.

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Chemical Biology 350
Chemical Biology Research (124362)
Daniel Kahne
Suzanne Walker
Upper level Chemical Biology students register for this course when they permanently join a lab. Students
should register under the supervising PI.
Class Notes:

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Daniel Kahne
Suzanne Walker
Class Notes:

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Chemical Biology 350 Section: 002

Emily Balskus


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Emily Balskus

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Stephen Blacklow

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Stephen Blacklow


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Arlene Sharpe

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Philip Cole

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Sara Buhrlage

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Sara Buhrlage

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Stirling Churchman

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Stirling Churchman

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Adam Cohen

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Adam Cohen

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Vladimir Denic

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Vladimir Denic

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Stephen Elledge

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Stephen Elledge

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Rachelle Gaudet

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Rachelle Gaudet

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Vadim Gladyshev

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Brian Liau

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Nathanael Gray

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Nathanael Gray

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Stephen Haggarty

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Stephen Haggarty

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Robert Kingston

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Marcia Haigis

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Deborah Hung

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Deborah Hung

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Brian Liau

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Eric Jacobsen

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Cigall Kadoch

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Cigall Kadoch

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Randall King

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Randall King

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Andrew Kruse

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Andrew Kruse

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Amy Wagers

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Seth Rakoff-Nahoum

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David Liu

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David Liu

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Ralph Mazitschek

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Ralph Mazitschek

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Stuart Schreiber

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Stuart Schreiber

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Philip Cole

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David Walt

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Pamela Silver

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Pamela Silver

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Peter Sorger

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Peter Sorger

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Loren Walensky

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Loren Walensky

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Timothy Mitchison

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Timothy Mitchison

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Nathalie Agar

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Nathalie Agar

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Seth Rakoff-Nahoum

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Priscilla Yang

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Abigail Devlin

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Amy Wagers

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David Walt

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Eric Fischer

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Arlene Sharpe

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Amit Choudhary

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Vadim Gladyshev

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Abigail Devlin

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Robert Kingston

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Daniel Kahne
This course is intended for Chemical Biology lab rotations.

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Daniel Kahne
This course is intended for Chemical Biology lab rotations.

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Introduction to Chemical Biology (124812)
Ralph Mazitschek
Stephen Haggarty

This course will provide a survey of major topics, technologies, and themes in Chemical Biology, with
hands-on exposure to a variety of experimental approaches.
Course Notes: Intended for first-year graduate students in the Chemical Biology
Program; permission of the instructor required for all others.

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Chemistry and Chemical Biology
Subject: Chemistry
Chemistry 17
Principles of Organic Chemistry (115137)
Christina Woo
An introduction to organic chemistry, with an emphasis on structure and bonding, reaction mechanisms,
and chemical reactivity.
Course Notes: Open to freshmen with a score of 750 or higher in the College Boards
or the Chemistry Placement Examination; and to students who scored
5 on the Chemistry Advanced Placement Examination; and to the
students who achieved a grade of B or higher in either Physical
Sciences 1, 10, 11, or another college-level introductory chemistry
course. Others may enter only by permission of the instructor. The
Chemistry 17/27 sequence is intended primarily for students in
chemistry or the life sciences, who have completed LPSA or LS1a and
one of the PS courses (PS1, PS10, PS11). The Chemistry 20/30
sequence is intended primarily for students planning a concentration
in chemistry or the physical sciences. Either sequence satisfies the
organic chemistry requirement for medical school. Students may not
count both Chemistry 17 and Chemistry 20 for degree credit. On the
other hand, Chemistry 27 and Chemistry 30 cover different material, so
students interested in taking both courses may choose to do so via
one of two sequences: Chemistry 17-27-30 or Chemistry 20-30-27.
Chemistry 27 satisfies the biochemistry chemistry requirement for
most medical schools.

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Chemistry 20
Organic Chemistry (124312)
Logan S. McCarty
An introduction to structure and bonding in organic molecules; mechanisms of organic reactions; chemical
transformations of the functional groups of organic chemistry; synthesis; determination of chemical

structures by infrared and NMR spectroscopy.
Course Notes: Chemistry 20/30 is an integrated two-semester sequence that prepares

students to study chemistry and other physical sciences, whereas the
Chemistry 17/27 sequence focuses on application of organic chemistry
concepts to the life sciences. Either sequence satisfies the organic
chemistry requirement for medical school and the chemistry
concentration. The content of Chemistry 17 is accelerated and
overlaps with topics from both Chemistry 20 and 30. Students may not
count both Chemistry 17 and 20 toward the degree. However,
Chemistry 27 and Chemistry 20/30 cover different material, so students
may choose to take Chemistry 27 after completing the 20/30 sequence.
Recommended Prep: Open to students who scored 4 or 5 on the Chemistry Advanced

Placement Examination, or who successfully completed Life Sciences
1A or Life and Physical Sciences A. Others should contact the
instructor to discuss their preparation.

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Chemistry 27
Organic Chemistry of Life (117558)
Brian Liau
Chemical principles that govern the processes driving living systems are illustrated with examples drawn
from biochemistry, cell biology, and medicine. The course deals with organic chemical reactivity (reaction
mechanisms, structure-reactivity relationships), with matters specifically relevant to the life sciences
(chemistry of enzymes, nucleic acids, drugs, natural products, cofactors), and with applications of chemical
biology to medicine and biotechnology. An understanding of organic reactions and their "arrow" pushing
mechanisms is required.
Course Notes: Chemistry 27 and 30 may both be taken for degree credit. See note for
Chemistry 17.
Recommended Prep: Chemistry 17 or Chemistry 30 or Chemistry 20 with permission of the

instructor.

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Chemistry 30
Andrew Myers
Continuation of Chemistry 20. Fundamental principles and advanced topics in organic chemistry. Carbonyl
chemistry and pericyclic reactions are covered in particular detail, using principles of stereochemistry,
stereoelectronic theory, and molecular orbital theory as a foundation. Students learn about strategies in
multi-step organic synthesis and are given an introduction into organometallic chemistry. Laboratory: an
introduction to organic chemistry laboratory techniques and experimental organic synthesis.
Course Notes: Chemistry 20 or equivalent.

Chemistry 27 and 30 may both be taken for degree credit. See note for
Chemistry 17.
Recommended Prep: See notes section

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Chemistry 40
Inorganic Chemistry (123126)
Theodore Betley
An introduction to basic concepts of inorganic chemistry. Develops principles of chemical bonding and
molecular structure on a basis of symmetry, applying these concepts to coordination chemistry
(highlighting synthesis), organometallic chemistry (applications to catalysis), materials synthesis, and
bioinorganic processes.
Course Notes: Chemistry 17 or 20

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Chemistry 60
Foundations of Physical Chemistry (114811)
Roy Gordon
A compact introduction to major principles of physical chemistry (statistical mechanics, thermodynamics,

and chemical kinetics ), concurrently providing mathematical and physical foundations for these subjects
and preparation for Chemistry 160 and 161.
Recommended Prep: Physical Sciences 1, 10, 11 or equivalent; completion or concurrent

enrollment in Mathematics 21a or Applied Mathematics 21a;
completion or concurrent enrollment in Physical Sciences 2, 12a or
Physics 15a or equivalent.

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Chemistry 91R
Introduction to Research (113865)
Gregory C. Tucci
Charles Lieber
Reading and/or laboratory work related to one of the research projects under way in the department.
Course Notes: Open to a limited number of chemistry concentrators who are accepted
as research students without having taken Chemistry 98. Written
permission of the sponsor must be filed at the Office of the Associate
Director of Undergraduate Studies in Chemistry. Any student enrolling
in this course must register the name of his or her research mentor
with the course head whose signature must appear on each student's
study card. Must be taken Sat/Unsat.

Gregory C. Tucci and members of the Department

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Chemistry 91R
Introduction to Research (113865)
Gregory C. Tucci
Reading and/or laboratory work related to one of the research projects under way in the department.
Course Notes: Open to a limited number of chemistry concentrators who are accepted
as research students without having taken Chemistry 98. Written
permission of the sponsor must be filed at the Office of the Associate
Director of Undergraduate Studies in Chemistry. Any student enrolling
in this course must register the name of his or her research mentor
with the course head whose signature must appear on each student's
study card. Must be taken Sat/Unsat.

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Chemistry 98R
Introduction to Research - Junior Year (112494)
Gregory C. Tucci
Research under the direction of, or approved by, a member of the faculty of the Department of
Chemistry. This is a junior tutorial.
Course Notes: Open with permission of the instructor to junior chemistry majors who
have satisfactorily completed the non-credit Introduction to Research
Tutorial in the spring term of the sophomore year. In that non-credit
spring term tutorial, taught Tu., Th., 1-2:30, students will attend
introductory lectures and research seminars in order to acquaint
themselves with departmental research programs. In the junior year,
students who complete the non-credit tutorial and obtain placement in
a research laboratory will undertake research as Chemistry 98r. Written
permission of the research adviser must be filed at the office of the
Associate Director of Undergraduate Studies in Chemistry. Any
student enrolling in this course must register the name of his or her
research mentor with the course head whose signature must appear
on each student's study card.
Class Notes: See Course Notes

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Chemistry 98R
Introduction to Research - Junior Year (112494)
Gregory C. Tucci
Research under the direction of, or approved by, a member of the faculty of the Department of
Chemistry. This is a junior tutorial.
Course Notes: Open with permission of the instructor to junior chemistry majors who
have satisfactorily completed the non-credit Introduction to Research
Tutorial in the spring term of the sophomore year. In that non-credit
spring term tutorial, taught Tu., Th., 1-2:30, students will attend
introductory lectures and research seminars in order to acquaint
themselves with departmental research programs. In the junior year,
students who complete the non-credit tutorial and obtain placement in
a research laboratory will undertake research as Chemistry 98r. Written
permission of the research adviser must be filed at the office of the
Associate Director of Undergraduate Studies in Chemistry. Any

Hourse to be arranged: Gregory Tucci and members of the
Department
Spring: Tu, TH at 1:00 pm

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Chemistry 99R
Tutorial - Senior Year (113976)
Gregory C. Tucci
Charles Lieber

Research under the direction of, or approved by, a member of the faculty of the Department of Chemistry.
Course Notes: Open to seniors accredited by the Department as honors candidates.

Students enrolled in Chemistry 99r have the option of writing a thesis.
Written permission of the research adviser must be filed at the office of
the Associate Director of Undergraduate Studies in Chemistry. Any

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Chemistry 99R
Gregory C. Tucci
Charles Lieber
Research under the direction of, or approved by, a member of the faculty of the Department of Chemistry.
Course Notes: Open to seniors accredited by the Department as honors candidates.

Students enrolled in Chemistry 99r have the option of writing a thesis.
Written permission of the research adviser must be filed at the office of
the Associate Director of Undergraduate Studies in Chemistry. Any

Hours to be arranged: Gregory Tucci and members of the Department
Spring: Tu, TH at 1:00 pm

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Chemistry 100R
Experimental Chemistry and Chemical Biology (123022)

Heidi Vollmer-Snarr
A laboratory course where students carry out research and gain exposure to the research process.
Projects will be drawn directly from faculty covering a range of methodologies in chemistry and chemical
biology. Students will regularly discuss their progress and write formal reports.
Course Notes: Note: Chem 100r must be a student's only for-credit research
commitment during the enrolled semester.
Suitable for students either with or without extensive laboratory

experience, but may not be taken concurrently with other research
courses.
Prerequisite: Chemistry 30 or Chemistry 27, and permission of the

instructor
Open to freshmen, sophomores, juniors, and seniors, regardless of

concentration, and suitable for students either with or without
extensive laboratory experience.
First Course Meeting will be on September 10th at 12:00 pm in

Northwest B106
Class Notes: The first course meeting will be on Monday, January 28th at 12:00 pm
in Northwest B106. Chem 100r must be a student's only for-credit
research commitment during the enrolled semester. This course is
suitable for students either with or without extensive laboratory
courses. Prerequisite: Chem 27 or 30, and permission of the instructor.
concentration.

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Chemistry 100R
Experimental Chemistry and Chemical Biology (123022)
Nicholas Colella
A laboratory course where students carry out research and gain exposure to the research process.
Projects will be drawn directly from faculty covering a range of methodologies in chemistry and chemical
biology. Students will regularly discuss their progress and write formal reports.
Course Notes: Note: Chem 100r must be a student's only for-credit research
commitment during the enrolled semester.
Suitable for students either with or without extensive laboratory
courses.
Prerequisite: Chemistry 30 or Chemistry 27, and permission of the

instructor

concentration, and suitable for students either with or without
extensive laboratory experience.
First Course Meeting will be on September 10th at 12:00 pm in

Northwest B106

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Chemistry 105 Section: 1

Advanced Organic Chemistry (109454)
Eric Jacobsen
Advanced reactivity principles in organic chemistry. Students learn to 1) identify and propose mechanisms
for common organic, organometallic, and catalytic reactions; 2) manipulate and analyze three-dimensional
molecular structures. 3) rationalize the principal factors controlling rate and selectivity in organic reactions.
Course Notes: Prerequisites: Chem 30 or evquivalent

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Chemistry 110 Section: 01

Small Molecules and Biological Processes (110241)
Matthew Shair
Small molecules are extraordinarily useful tools to investigate biological processes, perturb cell states and
treat human diseases. They are complementary to many biological techniques (e.g. expression of mutant
proteins, RNAi, genome editing and antibodies) in that they are fast-acting, typically cell permeable, easily
reversible, and they can engage multiple targets simultaneously. In this course, we will discuss how these

useful small molecules are discovered, how they have revealed deep insights into biological processes,
and how they are employed as therapeutics.

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Chemistry 135
Experimental Synthetic Chemistry (112954)
Heidi Vollmer-Snarr
An introduction to the experimental problems encountered in the synthesis, isolation, purification,

characterization, and identification of organic and organometallic compounds. Students perform a variety
of chemical syntheses which encourage technical proficiency, and develop an understanding of both the
theory and practice of laboratory synthesis and spectroscopy.
Course Notes: Recommended as preparation for research in experimental organic

and organometallic chemistry (Chemistry 98r and 99r), or related
disciplines. Recommended: Chemistry 30; permission of the
instructor may be granted for those who have completed 17/27. Lab
times are T or W, 12-8, plus Th or F 1-5, with labs beginning the third
week of the term.
Class Notes: The first course meeting will be on Monday, January 28th at 12:00 pm
in Northwest B106. Chem 135 is recommended as preparation for
research in experimental organic and organometallic chemistry (Chem
98r and 99r), or related disciplines. Prerequisite: Chem 30; permission
of the instructor may be granted for those who have completed Chem
17/27. Lab times are T or W, 12–8 (or another mutually agreed upon
eight-hour block), plus Th or F 1–5 (or another mutually agreed upon
four-hour block); Labs begin the third week of the term.

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Chemistry 145
Experimental Inorganic Chemistry (109110)
Theodore Betley

An introduction to experimental problems encountered in the synthesis, isolation, purification,
characterization, and identification of inorganic compounds, with an emphasis in air-free synthetic
techniques and spectroscopic characterization methods specifically applicable to complexes containing
transition metals.
Course Notes: Chemistry 40 and either Chemistry 27 or 30, or permission of the

instructor.
Recommended Prep: See Notes section

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Chemistry 154
Advanced Inorganic Chemistry (126035)
Daniel Nocera
The physical inorganic chemistry of transition elements will be discussed. The course will emphasize group
theoretical methods of analysis and attendant spectroscopic methods (e.g., electronic, vibrational, EPR,
magnetic) derived therefrom. Connections between molecular structure and electronic structure and how
that parlays into the properties of complexes and their reactivity will be illustrated throughout various
modules, which will touch on advanced problems of interest in the subjects of catalytic, organometallic,
coordination, solid state and bioinorganic chemistries.

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Chemistry 156
Materials Chemistry (207680)
Jarad Mason
This course will survey topics in materials chemistry, emphasizing how atomic-level interactions dictate the
bulk properties of matter. Basic chemical principles will be applied to discuss the design, synthesis, and
characterization of inorganic and organic materials. Specific topics will include: electronic, optical, and
magnetic properties of inorganic solids, nanomaterials, micro and mesoporous materials, phase-change
materials, amorphous solids and glasses, polymers, and membranes. The primary literature will be used to
highlight key historical discoveries and significant recent results relevant to each of these areas.

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Chemistry 160
The Quantum World (112976)
Kang-Kuen Ni
We live in a quantum world. Many essential properties of atoms, molecules and materials stem from their
quantum mechanical nature. In this course, we will focus on the quantum mechanical aspects of physical
chemistry. The basic principles of quantum mechanics will be introduced in tandem with concepts such as
molecular bonding, vibrations, and rotations. The fundamentals of molecular spectroscopy will be seen in
the light of quantum mechanics. The second half of the course will introduce molecular electronic
structure and properties and what goes behind the sciences in quantum chemistry packages. A large
portion of the materials for evaluation will be take-home programming exercises written in interactive
Python (iPython).
Course Notes: Applied Mathematics 21a and 21b, Mathematics 21a and 21b, or
equivalent preparation in calculus and differential equations; Physical
Sciences 1 or equivalent preparation in chemical bonding and
fundamental principles; Physical Sciences 2 or Physics 11a, and
Physical Sciences 3 or Physics 11b.

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Chemistry 161
Statistical Thermodynamics (113217)
Xiaowei Zhuang
An introduction to statistical mechanics, thermodynamics, and chemical kinetics with applications to

problems in chemistry and biology.
Recommended Prep: Chemistry 160 or Physics 143a, or equivalent. Math 21a, or equivalent.

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Chemistry 163
Frontiers in Biophysics (116159)
Adam Cohen
This interdisciplinary course will explore the physical interactions that underpin life: the interactions of
molecules, macromolecular structures, and cells in warm, wet, squishy environments. Topics will include
Brownian motion, diffusion in a potential field, continuum mechanics of polymers, rods, and membranes,
low Reynolds number flow, interfacial forces, electrostatics in solution. The course will also cover recently
developed biophysical tools, including laser tweezers, superresolution microscopies, and optogenetics.
Numerical simulations in Matlab will be used extensively.
Course Notes: Primarily for advanced undergraduate students and graduate students
with either biological or physical backgrounds.
Recommended Prep: Chemistry 160, Chemistry 161, or permission of the instructor.

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Chemistry 165
Experimental Physical Chemistry (119035)
Nicholas Colella
Hands-on introduction to physical methods and techniques used widely in chemistry and chemical physics
research laboratories. Computer-based methods of data acquisition and analysis are used throughout.
Course Notes: Recommended as an efficient preparation for research in experimental

chemistry, chemical physics, engineering sciences, and related
disciplines.
Recommended Prep: Chemistry 7, or Physical Sciences 1, or equivalent; Applied

Mathematics 21a or Mathematics 21a; one full course in physics or
equivalent. Recommended: Chemistry 160, Physics 143a or similar, a
course in Quantum Mechanics.

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Chemistry 171
Biological Synthesis (107702)
Emily Balskus
This course will examine synthesis from a biological perspective, focusing on how organisms construct
and manipulate metabolites, as well as how biological catalysts and systems can be used for small
molecule production. Topics to be covered include mechanistic enzymology, biosynthetic pathways and
logic, biocatalysis, protein engineering, and synthetic biology.

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Chemistry 255
Practical Crystallography in Chemistry and Materials Science (107709)
Shao-Liang Zheng
Due to great technical advances, crystal structure analysis plays an increasingly important role in the
structure determination of complex solids. This course involves the basic principles of crystallography and
covers advanced aspects of practical crystal structure refinement. Topics include crystal symmetry, space
groups, geometry of diffraction, structure factors, and structure refinement. Students will gain a working
knowledge of x-ray crystallographic techniques, including how to: grow quality crystals, collect data,
reduce data, determine a structure, visualize structure, utilize structural databases, publish crystallographic
results. Watch Learning Crystal Structure Analysis at Harvard.
Course Notes: Chemistry 40 or equivalent.

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Chemistry 267
Surface and Interfacial Phenomena (144246)
Cynthia Friend
General principles governing surface and interfacial phenomena are developed using treatment of surface

electronic and geometric structure as a foundation. The course will treat both theoretical and experimental
tools for the investigation of surface structure. Selected spectroscopic techniques will also be treated, with
emphasis on surface phenomena. The latter part of the course will develop principles of absorption,
reaction, and growth phenomena illustrated through current literature topics.
Course Notes: Recommended for graduate and advanced undergraduate students in

Chemistry, Applied Physics, and related areas with interest in Materials
Chemistry and Engineering, Surface Chemistry, Applied Physics, and
other areas dependent on properties and behavior of interfaces.
Recommended Prep: Chemistry 160 and 161 or equivalent; Applied Mathematics 21a or
Mathematics 21a; one full course in physics or equivalent.

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Chemistry 300
Research and Reading (118124)
Daniel Nocera
Individual work under the supervision of members of the Department.
Class Notes:

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Chemistry 300
Research and Reading (118124)
Daniel Nocera
Individual work under the supervision of members of the Department.
Class Notes:

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Chemistry 301HFA
Scientific Teaching and Communications: Practicum (124905)
Gregory C. Tucci
Lu Wang
Sirinya Matchacheep
This course will teach graduate students how to communicate scientific concepts in the classroom.
Students will focus on becoming effective teachers in discussion sections and in the laboratory. The
course will emphasize hands-on experience in teaching and explaining scientific concepts. Students must
Course Notes: Required of all first-year graduate students in the Department of

Chemistry and Chemical Biology.

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Chemistry 301HFB
Scientific Teaching and Communications: Practicum (160578)
Gregory C. Tucci
This course will teach graduate students how to communicate scientific concepts in the classroom.
Students will focus on becoming effective teachers in discussion sections and in the laboratory. The
course will emphasize hands-on experience in teaching and explaining scientific concepts. Students must
Course Notes: Required of all first-year graduate students in the Department of

Chemistry and Chemical Biology.

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Chemistry 302
Organometallic Chemistry (110717)
Eric Jacobsen

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Chemistry 302
Organometallic Chemistry (110717)
Eric Jacobsen

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Chemistry 304
Theoretical Atomic, Molecular, and Chemical Physics (116447)
Eric Heller

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Chemistry 304
Theoretical Atomic, Molecular, and Chemical Physics (116447)
Eric Heller

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Chemistry 311
Physical Chemistry (111823)
Charles Lieber

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Chemistry 311
Charles Lieber

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Chemistry 315
Photochemistry and Kinetics (117520)
James Anderson


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Chemistry 315
Photochemistry and Kinetics (117520)
James Anderson

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Chemistry 318
George Whitesides

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Chemistry 318
George Whitesides

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Chemistry 320
Chemical Biology (107703)
Emily Balskus

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Chemistry 320
Emily Balskus

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Chemistry 323
Stuart Schreiber

Attribute Value(s)
Chemistry 323
Stuart Schreiber

Attribute Value(s)
Chemistry 325
Cynthia Friend

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Chemistry 325
Cynthia Friend

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Chemistry 326
Physical Chemistry and Atomic Physics (110219)

Kang-Kuen Ni

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Chemistry 326
Physical Chemistry and Atomic Physics (110219)
Kang-Kuen Ni

Attribute Value(s)
Chemistry 330
Adam Cohen

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Chemistry 330
Adam Cohen

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Chemistry 331
Approaches Toward Understanding and Treating Human Disease (110712)
Gregory Verdine

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Chemistry 331
Approaches Toward Understanding and Treating Human Disease (110712)
Gregory Verdine

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Chemistry 336
Physical and Inorganic Chemistry and Materials Science (115459)
Roy Gordon

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Chemistry 336
Physical and Inorganic Chemistry and Materials Science (115459)
Roy Gordon

Attribute Value(s)
Chemistry 340
Theodore Betley

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Chemistry 340
Theodore Betley

Attribute Value(s)
Chemistry 342

Daniel Nocera

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Chemistry 342
Daniel Nocera

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Chemistry 344
Inorganic and Materials Chemistry (207213)
Jarad Mason

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Chemistry 344
Inorganic and Materials Chemistry (207213)
Jarad Mason

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Chemistry 350
Theoretical Physical Chemistry (123316)
Eugene Shakhnovich

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Chemistry 350
Theoretical Physical Chemistry (123316)
Eugene Shakhnovich

Attribute Value(s)
Chemistry 360
Brian Liau

Attribute Value(s)

Chemistry 360
Brian Liau

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Chemistry 362
Organic Chemistry & Chemical Biology (204017)
Christina Woo

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Chemistry 362
Organic Chemistry & Chemical Biology (204017)
Christina Woo

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Chemistry 386
Theoretical Chemistry (122695)
Alan Aspuru-Guzik

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Chemistry 386
Theoretical Chemistry (122695)
Alan Aspuru-Guzik

Attribute Value(s)
Chemistry 387
Matthew Shair

Attribute Value(s)
Chemistry 387
Matthew Shair

Attribute Value(s)
Chemistry 388
Andrew Myers

Attribute Value(s)
Chemistry 388
Andrew Myers

Attribute Value(s)
Chemistry 389
Xiaoliang Xie

Attribute Value(s)
Chemistry 389
Xiaoliang Xie

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Chemistry 390
Organic Chemistry and Chemical Biology (112638)
David Liu

Attribute Value(s)
Chemistry 390
Organic Chemistry and Chemical Biology (112638)
David Liu

Attribute Value(s)
Chemistry 391

Hongkun Park

Attribute Value(s)
Chemistry 391
Hongkun Park

Attribute Value(s)
Chemistry 393
Xiaowei Zhuang

Attribute Value(s)
Chemistry 393
Xiaowei Zhuang

Attribute Value(s)
Chemistry 396
Daniel Kahne

Attribute Value(s)
Chemistry 396
Daniel Kahne

Attribute Value(s)
Chemistry 397
Suzanne Walker

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Chemistry 397
Suzanne Walker

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Chemistry 399
CCB Course Related Work (208257)

Students in Chemistry and Chemical Physics may register in this course when independent work is being
undertaken that is not specifically indicated in a numbered course.

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Chemistry 399
CCB Course Related Work (208257)

Students in Chemistry and Chemical Physics may register in this course when independent work is being
undertaken that is not specifically indicated in a numbered course.

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Subject: Physical Sciences

Physical Sciences 1
Chemical Bonding, Energy, and Reactivity: An Introduction to the Physical Sciences (122574)
Hongkun Park
Sirinya Matchacheep
The course covers the chemistry and physics underlying molecular phenomena in the world. Starting from
a single electron, the course will build up to atoms, molecules, and materials. Interactions of molecules are
studied through thermochemistry, equilibria, entropy and free energy, acids and bases, electrochemistry,
and kinetics. Applications include physical principles in biology, global energy demands, and modern
materials and technology.
Course Notes: A few operations of calculus are developed and used. Fluency in pre-
calculus secondary school mathematics is assumed. Students are
expected to have AP or honors level high school chemistry, or have
completed Life Sciences 1a or Life and Physical Sciences A (LPS A)
with a satisfactory grade.
This course is part of an integrated introduction to the physical

science intended for students who plan to pursue a concentration in
the physical or life sciences and/or to satisfy a pre-medical
requirement in general/inorganic chemistry. Physical Sciences 1 and
Physical Sciences 11 cannot both be taken for credit.
Recommended Prep: A few operations of calculus are developed and used. Fluency in pre-
calculus secondary school mathematics is assumed. Students are
expected to have AP or honors level high school chemistry, or have
completed Life Sciences 1a or Life and Physical Sciences A (LPS A)
with a satisfactory grade.

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Physical Sciences 10
Quantum and Statistical Foundations of Chemistry (107367)
Eugene Shakhnovich
An introduction to the fundamental theories of quantum mechanics and statistical mechanics and their role
in governing the behavior of matter. The course begins with the quantum behavior of a single electron and

develops the elements of the periodic table, the nature of the chemical bond, and the bulk properties of
materials. Applications include semiconductor electronics, solar energy conversion, medical imaging, and
the stability and dynamism of living systems. Calculus will be used extensively.
Course Notes: Physical Sciences 10 and Physical Sciences 11 may be taken in any
order. The general chemistry requirement for medical school can be
satisfied with any two of the following courses: Life and Physical
Sciences A, Life Sciences 1a, Physical Sciences 1, Physical Sciences
10, or Physical Sciences 11.
Recommended Prep: A strong background in chemistry (Chemistry AP score of 5, or

Physical Sciences 1, or equivalent preparation), mathematics at the
level of Mathematics 1b (may be taken concurrently), and some
familiarity with physics (force, energy, work, and electric charge).

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Physical Sciences 11
Foundations and Frontiers of Modern Chemistry: A Molecular and Global Perspective (107368)
James Anderson
Gregory C. Tucci
Lu Wang
The Physical Sciences hold the key to solving unprecedented problems at the intersection of science,
technology, and an array of rapidly emerging global scale challenges. The course emphasizes a molecular
scale understanding of energy and entropy; free energy in equilibria, acid/base reactivity, and
electrochemistry; molecular bonding and kinetics; catalysis in organic and inorganic systems; the union of
quantum mechanics, nanostructures, and photovoltaics; and the analysis of nuclear energy. Case studies
are used both to develop quantitative reasoning and to directly link these principles to global strategies.
Course Notes: Students are expected to have high school chemistry, or have
completed Life and Physical Sciences A (LPS A) or Life Sciences 1a
(LS 1a), or have received permission of the instructors. Physical
Sciences 10 and Physical Sciences 11 may be taken in any order. The
general chemistry requirement for medical students can be satisfied
with any two of the following courses: Life and Physical Sciences A,
Life Sciences 1a, Physical Sciences 1, Physical Sciences 10, or
Physical Sciences 11. NOTE: Physical Sciences 1 and Physical
Sciences 11 cannot both be taken for credit.
Recommended Prep: A few operations of calculus are developed and used. Fluency in pre-
calculus secondary school mathematics is assumed.

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Subject: Life & Physical Sciences
Life & Physical Sciences A

Foundational Chemistry and Biology (123833)
Gregory C. Tucci
Michael Mavros
Martin Samuels
This course introduces fundamental concepts in chemistry and biology. Topics in chemistry include
stoichiometry, acids and bases, aqueous solutions, gases, thermochemistry, electrons in atoms, and
chemical bonding. The course also examines biological molecules, the transfer of information from DNA to
RNA to protein, and cell structure and signaling.
Course Notes: Students should use their scores on the Chemistry and Biology
Placement Tests to determine whether to enroll in Life and Physical
Sciences A or Life Sciences 1a. This course assumes fluency with high
school algebra. Students who have completed Life Sciences 1a,
Physical Sciences 1, Physical Sciences 10, Physical Sciences 11,
Chemistry 17 or Chemistry 20 may not take Life and Physical Sciences
A for credit.
Requirements: Anti-req: Cannot be taken for credit if Life Sciences 1a, OR Physical
Sciences 1, OR Physical Sciences 10, OR Physical Sciences 11, OR
Chemistry 17 OR Chemistry 20 already complete

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FAS: Core Curriculum Science B

Classics, The
Subject: Latin
Latin AX
Latin Review and Reading (122177)
Ivy Livingston
Latin Ax is designed for students who have studied some Latin prior to enrollment at Harvard. Participants
will review and consolidate their knowledge of Latin grammar and apply that knowledge to the reading of
short classical texts, both literary and non-literary (such as inscriptions). Students should leave the course
able to read with the precision that is necessary to use primary sources in research.
Course Notes: Students wishing to continue after Latin Ax should proceed to Latin 10.
No auditors. May be taken Pass/Fail.
Class Notes: Class will meet from 10:30 to 11:30 a.m.
Recommended Prep: Students considering Latin Ax should take the Latin Placement Exam
and consult with the Preceptor in the Classics (livings@g.harvard.edu).

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FAS: Meets Foreign Lang Req Latin
HCOL: Foreign Lang Citation Latin
Latin H
Introductory Latin Prose Composition (135062)
Ivy Livingston
Practice in the translation of sentences and connected prose passages from English into Latin, with review
of Latin syntax.
Recommended Prep: One 100-level Latin prose reading course.

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Latin 1 Section: LEC

Introductory Latin 1 (203025)
Ivy Livingston
2018 Fall (4 Credits) Schedule: MTWR -
Latin 1 is a starting point for those interested in learning to read the Latin language. Participants will begin
to gain direct access to the literature and culture of the Roman world through its writings.
Course Notes: Students wishing to continue after Latin 1 should proceed to Latin 2,
which continues the introductory sequence and prepares students for
Latin 3. Auditors allowed with permission of course head.
May be taken Pass/Fail.
Class Notes: Latin 1 will meet four times per week for up to 75 minutes each day:
MTWTh.
Three sections/times are available: 9:00 a.m., 10:30 a.m., and 1:30 p.m.
Please attend any section until the Course Registration Deadline
(September 12th, 2018).
Recommended Prep: None. Latin 1 is an introductory course for students with no prior
experience. Those who have studied Latin formally are not permitted to
enroll in Latin 1, but should instead consider Latin Ax (Review and
Reading) or Latin 1x (Accelerated Introduction to Latin); please consult
with the Preceptor in the Classics (livings@g.harvard.edu).

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Latin 1X
Accelerated Introductory Latin 1 (203254)
Ivy Livingston
2019 Spring (4 Credits) Schedule: MTWRF 0130 PM - 0230 PM
Latin 1x is the first half of a two-semester intensive introduction to the Latin language. Participants will
begin to gain direct access to the literature and culture of the Roman world through its writings at a more
rapid pace than Latin 1.
Course Notes: Students wishing to continue after Latin 1x should proceed to Latin 2x,
which completes the accelerated introductory sequence and prepares
students for Latin 10.
Recommended Prep: None, but since 1x is an intensive course, students should feel
confident of their ability to learn a highly inflected language relatively
quickly, taking into account the demands of other commitments.
Students with a little prior experience may take Latin 1x with the
permission of the course head.

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Latin 2 Section: 000

Ivy Livingston
2019 Spring (4 Credits) Schedule: MTWR -
Latin 2 continues from Latin 1. Participants will continue to develop their ability to read Latin with
increasing emphasis on classical texts.
Course Notes: Students wishing to continue after Latin 2 should proceed to Latin 3,
which concludes the normal introductory sequence. Auditors allowed
with permission of course head. May be taken Pass/Fail.
Class Notes: Latin 2 will meet four times per week for up to 75 minutes each day:
MTWTh.
Two sections/times are available: 9:00 a.m and 10:30 a.m. Please
attend either section until the Course Registration Deadline (February
1st, 2019).
Recommended Prep: Latin 1 or equivalent experience; please consult with the Preceptor in
the Classics (livings@g.harvard.edu).

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Latin 2X
Accelerated Introduction to Latin 2 (203258)
Ivy Livingston
2018 Fall (4 Credits) Schedule: MTWRF 1030 AM - 1130 AM
Latin 2x is the second half of a two-semester intensive introduction to Latin. By the end of the course
participants will have been introduced to all the fundamentals of the language and had practice applying
their knowledge to the reading of authentic texts.
Course Notes: Students wishing to continue after Latin 2x should proceed to Latin 10.
Recommended Prep: Latin 1x or equivalent experience; please consult with the Preceptor in

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Latin 3
Ivy Livingston
Latin 3 concludes the normal introductory sequence, following Latin 1 and 2. By the end of the course,
Course Notes: Students wishing to continue after Latin 3 should proceed to Latin 10.
Auditors allowed with permission of course head. May be taken
Pass/Fail.
Recommended Prep: Latin 2 or equivalent experience; please consult with the Preceptor in

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Latin 10
Introduction to Latin Literature (203228)
Ivy Livingston
Latin 10 offers close reading and analysis of Latin literary texts, both prose and poetry, beginning at an
intermediate pace. Participants will improve their reading proficiency while developing an appreciation for
features of style, genre, and meter.
Course Notes: After Latin 10, students may take Latin courses at the 100-level, but are
encouraged to consult with the Director of Undergraduate Studies in
the Classics (classicsDUS@fas.harvard.edu) about their choice of
course. Students may also take Latin 10 more than once, with the
permission of the course head. Auditors allowed with permission of
course head. May be taken Pass/Fail.
Recommended Prep: Any one of the following: Latin Ab (prior to Fall 2016); Latin 3; Latin 2x;
Latin Ax. Students who have not studied Latin at Harvard should take
the Latin Placement Exam and consult with the Preceptor in the
Classics (livings@g.harvard.edu).

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Latin 10
Introduction to Latin Literature (203228)
Ivy Livingston
Latin 10 offers close reading and analysis of Latin literary texts, both prose and poetry, beginning at an
Course Notes: After Latin 10, students may take Latin courses at the 100-level, but are
encouraged to consult with the Director of Undergraduate Studies in
the Classics (classicsDUS@fas.harvard.edu) about their choice of
course. Students may also take Latin 10 more than once, with the
course head.


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Latin 106A
Virgil: Eclogues and Georgics (110757)
Richard Thomas
This course focuses on Virgil's Eclogues and Georgics. We aim to read and interpret those texts, and to
place them in literary and historical context.

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Latin 112A
History of Latin Literature I (120352)
Richard Thomas
The literature of the Republic and early Augustan period. Reading of extensive selections from the major
authors, with lectures and discussion on the evolution and development of Latin prose and poetry. The
course focuses on a variety of issues: Latin individuality through manipulation of inherited Greek forms,
metrical and stylistic developments, evolving poetics, intertextuality and genre renewal, dynamic effects of
social and political contexts.

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Latin 122
Horace, Odes (116735)
Gregory Mellen
This course will study Horace's Odes, with attention to their language, meter, social context, literary
models, and above all to the inimitable persona they construct, with its unique combination of humor and
pathos, wit and resignation. In addition to close reading of Horace's Latin, we will examine some of his
Greek models (in translation) and will read selected contributions of modern criticism, with an eye in
particular to Horace's place in the history of European lyric.

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Latin 128
Julius Caesar: Leader, Linguist, Man of Letters (122966)
Gregory Mellen
Mercurial and enigmatic to his contemporaries, Julius Caesar remains in many ways a mystery despite his
central place in Roman history. This course will examine Caesar's role in the politics, literature, and
linguistic debates of his day. We will read extensive selections from the commentarii, with an eye to
Caesar's propagandistic self-presentation and his unique narrative style. We will also examine the
fragmentary remains of Caesar's oratory, letters, and linguistic writings. Readings from other ancient
authors in translation (Cicero, Suetonius) and from modern scholarship will help to frame our discussion of
a figure who changed the shape (unwittingly?) of both Roman history and the Latin language.
Class Notes: Class will meet from 12:00 to 1:00 p.m.

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Latin 129
Latin Epigraphy (123625)
Kathleen Coleman
An introduction to Latin inscriptions, both public and private, from the late Republic to the early Christian
period. Every surviving category will be sampled, from casual graffiti and laconic epitaphs to colonial
charters and senatorial decrees, via apothecaries' stamps, military diplomas, shop signs, milestones, and
much else. Participants will learn how to transcribe, supplement, and translate these texts, and interpret
them within their social and cultural context. Special attention will be paid to their Latinity, which is often
unorthodox. The course will include visits to museum collections and a demonstration of the process of
making an epigraphic "squeeze."
Course Notes: May be taken for graduate credit as <a href="http://www.courses.fas.

harvard.edu/78532">Classical Philology 219. Latin Epigraphy</a> with
permission of the instructor.

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Latin 134
Archaic Latin (110649)
Jeremy Rau
Essentials of Latin comparative and historical grammar, with readings of early Latin inscriptions, legal
texts, and selections from Livius Andronicus, Plautus, Ennius, and Cato.

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Latin 201
Reading Latin (117068)
Jared Hudson
Readings of Latin prose and poetry ranging from archaic to imperial, with emphasis on variety, quantity,
and quick comprehension of syntactic, stylistic, and generic features.
Course Notes: Intended for graduate students in Classical Philology as preparation

for the general examinations.

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Subject: Classical Studies
Classical Studies 97A

Introduction to the Ancient Greek World (116729)
Paul Kosmin
This course will provide a broad overview of Greek history and culture from the Bronze Age through the
Hellenistic period. We will survey major political, social, and cultural transformations, as well as major
achievements in literature, material culture, and philosophy. Students will acquire familiarity with a wide
variety of primary sources (all read in translation), key examples of Greek art and architecture, and selected
secondary literature as they learn to appreciate a civilization that is considerably stranger and more
complex than the image conveyed by modern commonplaces about "the Greeks."
Course Notes: Concentrators are required to take either one or two semesters of
Classical Studies 97, depending on their concentration track.

Class will normally meet in sections during Friday session.

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Classical Studies 97B

Introduction to the Ancient Roman World (124050)
Sailakshmi Ramgopal
This course has three components: a chronological survey of Roman history from the beginnings to Late
Antiquity; thematic explorations of key features of culture and daily life in Rome as well as other parts of
Roman Italy and the provinces (including religion, law and government, elite society, Romanization, urban
topography, etc.); and an introduction to the tools and methods available for research on the Roman world,
with an emphasis on material culture and documentary sources.
Course Notes: Concentrators are required to take either one or two semesters of
Classical Studies 97, depending on their concentration track.

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FAS: Core Curriculum Historical Study B
Classical Studies 110

Roman Literature in the Age of Augustus (128074)
Richard Thomas
The course will examine in translation Latin literature during the transition of the Roman republic to the
regime of Augustus Caesar. Authors studied will include Virgil, Horace, Livy, Propertius and Ovid. Close
attention will be paid to the political contexts of the literature of the period, and to the evolution of various
literary genres during this artistically fertile period.

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Regional Study: Sicily (156313)
Paul Kosmin
An in-depth exploration of the cultural history of Sicily between the Bronze Age and the Norman conquest
focusing on questions of change, recurrence, and continuity within the dynamics of the Mediterranean
across these two millennia.
Course Notes: This course is required for concentrators in the Classical Civilizations
track (beginning with students in the Class of 2016).

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Augustine the North African (208296)
Adam Trettel
An introduction to Augustine and his world, with an emphasis on his extant letters and sermons. Topics to
be covered include Augustine's use of food and clothing; his reception of Cicero and Roman and Greek
philosophy; his relationship with aristocrats and political figures; his attitude to wealth, lying, and the death
penalty; his use of the Psalms and other biblical citations in his arguments; his relationship with Jerome in
the formation of the Vulgate. In addition to reading some lesser-known works, students will engage with
City of God and De doctrina christiana, and be introduced to the secondary literature.
Class Notes: Class will meet from 1:30 p.m. to 2:45 p.m.

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To the Ends of the Earth: Geography, Ethnography, and Exploration in the Ancient World (108378)

Paul Kosmin
This course will investigate how ancient populations conceptualized the world in which they lived and the
foreign peoples who inhabited it. We will explore the interactions of geography and exploration with myth,
trade, philosophy, empire, and historiography.

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Classics and Colonialism (208111)
Sailakshmi Ramgopal
This course explores the reception of classical literature by colonized peoples in such contexts as India,
South Africa, Nigeria, and the Caribbean. Our aim is to discover the roles of Roman and above all Greek
texts in responses to French, British, and American colonialism. The first half of the course
adopts Sophocles' Antigone as a case study: in addition to reading the Greek tragedy, we will read four
adaptations of the play to consider its legacy, including Femi Osofisan's Tegonni (Nigeria) and Tom
Paulin's Riot Act (Ireland). The second half of the course alternates between additional ancient texts and
adaptations, such as Aeschylus's Oresteia and Yaël Farber's Molora (South Africa) and Plato's Apology and
Gandhi's Story of a Soldier of Truth (India). Major assignments include performances of scenes from
Antigone and a research paper. All texts will be read in English.

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The Greek Novel: From Antiquity to Modernity (207569)
Panagiotis Roilos
Examines the development of the genre of the novel from late antiquity to Greek postmodernism. Medieval
Greek and modern Western European examples will also be explored.

Class Notes: CLS-STDY 151 and MODGRK 146 are the same course. Students may
register for either listing.

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Mobility and Identity in the Roman World (208112)
Sailakshmi Ramgopal
This course considers how identity increased, limited, controlled, or otherwise shaped the mobility of
individuals and groups in the Roman world, including women, slaves, freedpeople, and diaspora
communities (e.g., Romans in non-Roman contexts, and also Jews). We will identify the structures that
produced differences in mobility and consider how such groups understood and represented themselves in
a variety of media as possessing a specific, shared identity and community. The course will draw on a
range of primary sources, including inscriptions and literary texts (both poetry and prose), covering the
period from the third century BCE to the third century CE and derived from the entire Roman world, with a
particular focus on well-studied and demographically diverse locales such as the island of Delos. Since
interdisciplinary methodology and discussions about how to employ it will be central to our investigations,
all primary texts will be read in translation, so as to open up the course to students from any department.
Students who wish to read texts in Latin or Greek are welcome to join an optional session that will be
scheduled after the start of the semester.

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Subject: Classics
Classics 93
Advanced Tutorial for Credit (160358)
David Elmer
Tutorial instruction for course credit open to candidates for honors who are qualified to do special reading
projects in Greek and/or Latin.

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Classics 93
Advanced Tutorial for Credit (160358)
David Elmer
Tutorial instruction for course credit open to candidates for honors who are qualified to do special reading
projects in Greek and/or Latin.

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Classics 98
Tutorial - Junior Year (126109)
David Elmer
Close study of a topic in Greco-Roman civilization and/or literature, culminating in the preparation of a
substantial research paper (ca. 20 pages). This is a junior tutorial.
Topic: Slaves in Classical Literature
Course Notes: Required of all concentrators in the junior year.

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Classics 98
David Elmer
Topic: Classical Reception

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Classics 98 Section: 002

David Elmer
Topic: The Return in Antiquity

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David Elmer
Topic: Greek and Roman Religion

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Classics 99A
David Elmer
Tutorial instruction for course credit (in addition to ordinary tutorial instruction) is open only to candidates
for honors writing a thesis in their senior year whose applications for such instruction have been approved
by the Director of Undergraduate Studies. Part one of a two part series.
Course Notes: May be counted for concentration. Divisible only with permission of
the Director of Undergraduate Studies.

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Classics 99B
David Elmer
by the Director of Undergraduate Studies. Part two of a two part series.

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Classics 99B
David Elmer

by the Director of Undergraduate Studies. Part two of a two part series.

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Classics 300
Emma Dench
Class Notes: A Classics PhD candidate should only register for this course if he or
she has successfully presented a prospectus. When registering, the
student must select his or her dissertation director.

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Classics 300
Emma Dench
Class Notes: A Classics PhD candidate should only register for this course if he or
she has successfully presented a prospectus. When registering, the
student must select his or her dissertation director.

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Kathleen Coleman

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Kathleen Coleman

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David Elmer

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David Elmer

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Panagiotis Roilos

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Panagiotis Roilos

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Mark Schiefsky


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Mark Schiefsky

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Adrian Staehli

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Adrian Staehli

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Richard Thomas

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Richard Thomas

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Paul Kosmin

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Paul Kosmin

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Naomi Weiss

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Naomi Weiss

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Classics 301
Reading or Topics Course (113024)

Emma Dench
Course Notes: For graduate students whose individual needs are not met by the
formal courses offered. This course is only available to students who
have taken Greek 201 (for a 301 in Greek) and Latin 201 (for a 301 in
Latin), or equivalent.

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Classics 301
Emma Dench

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Alexander Riehle

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Kathleen Coleman

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David Elmer

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David Elmer


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Panagiotis Roilos

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Panagiotis Roilos

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Mark Schiefsky

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Mark Schiefsky

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Adrian Staehli


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Adrian Staehli

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R.J. Tarrant

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R.J. Tarrant

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Richard Thomas

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Richard Thomas


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Jan Ziolkowski

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Jan Ziolkowski

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Jared Hudson

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Jared Hudson

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Paul Kosmin

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Paul Kosmin

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Gregory Nagy

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Gregory Nagy


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Jeremy Rau

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Jeremy Rau

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Naomi Weiss

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Naomi Weiss

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Classics 302
Special Examinations Direction (111873)
Emma Dench

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Classics 302
Emma Dench

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Alexander Riehle

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Alexander Riehle

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Kathleen Coleman

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Kathleen Coleman

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David Elmer

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David Elmer

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Panagiotis Roilos

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Panagiotis Roilos

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Mark Schiefsky

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Mark Schiefsky

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Adrian Staehli

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Adrian Staehli

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R.J. Tarrant

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R.J. Tarrant

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Richard Thomas

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Richard Thomas

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Jan Ziolkowski

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Jan Ziolkowski

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Adriaan Lanni

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Adriaan Lanni

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Jared Hudson

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Jared Hudson

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Paul Kosmin

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Paul Kosmin

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Gregory Nagy

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Gregory Nagy

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Jeremy Rau

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Jeremy Rau

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Naomi Weiss

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Naomi Weiss

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Susanne Ebbinghaus

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Jason Ur

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Jacob Rosen

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Leah Whittington

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Michael McCormick

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Classics 303
Research and Teaching (208346)
Alyson Lynch

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Classics 303
Research and Teaching (208346)
Alyson Lynch

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Classics 350
Classics Proseminar (113591)
Jeremy Rau
2018 Fall (4 Credits) Schedule: F 0945 AM - 1145 AM
Designed to introduce graduate students in the Department of the Classics to the essential fields, tools,
and methodologies of the discipline.
Course Notes: For first-year students working toward the PhD in the Department of
the Classics. Open to other students by permission of instructor.

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Classics 360
Ivy Livingston
A practicum course in the craft of teaching. Topics include designing syllabi and assessments, responding
to student writing, and guiding classroom discussion. Strategies will be applicable to courses working
entirely in English as well as to those in the languages.
Course Notes: This course must be taken Sat/Unsat. Not repeatable for credit. No
auditors.

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Subject: Classical Archaeology

Classical Archaeology 10
Introduction to the Classical Archaeology of Greek Antiquity (108583)
Adrian Staehli
The course provides a broad overview of the development of Greek art, architecture, and material culture
from the end of the "Dark Ages" through the Archaic and Classical periods to the Hellenistic age. It offers
basic knowledge about core categories of archaeological artifacts and remains within their topographical
setting and the context of Greek culture and society, and includes issues of archaeological method and
problems of current research.
Course Notes: This course is a basic introduction to Greek art and archaeology and is
specifically designed for undergraduates; graduate students are
welcome, but the course does not count toward the Classical
Archaeology course requirements for graduate students in the
Classics or the History of Art and Architecture.

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'Reading' Visual Media: The Trojan War in Classical Art (207706)
Adrian Staehli
The seminar explores visual representations of the Trojan War in different media of Greek and Roman
antiquity from the beginning of mythical imagery in 7th century BC Greece to Late Antiquity, by paying
particular attention to the social contexts and practices which framed the 'consumption' of such images.
Prerequisites: the seminar addresses graduate students as well as undergraduates with previous exposure
to Classical Archaeology, Classical Philology, or Ancient History; graduate students are expected to read
German scholarship.

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The Greek Symposion (207664)

Adrian Staehli
Susanne Ebbinghaus
This seminar explores the Greek cultural practice of the symposion—the formal drinking party of the male
élite—in the archaic and classical period (7th to 4th century BC), by focusing on Greek painted pottery and
its images, which provide the most abundant information about the social rituals of the symposion. The
seminar takes place at the occasion of the exhibition "Animal-Shaped Vessels from the Ancient World" at
the Harvard Art Museums, a major exhibition focusing on animal-shaped drinking vessels as prestige
objects and perfomative props used at feasts and drinking parties, and will also draw on the Museums's
rich collections of Greek painted pottery.

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Money and Coinage in the Ancient World (203780)
Carmen Arnold-Biucchi
This is a hands-on course about the development of the ancient economy from barter and ingots to
coinage. It is intended as an introduction to Greek and Roman coins as primary sources for the study of
ancient history. Students will also learn the basics of numismatic methodology by handling and studying
ancient coins from the collection in the Harvard Art Museums. We will not only look at the different mints
and coinages and what their production can tell us about the ancient economy, but also focus on the
meaning of the designs (coin types) and examine how their imagery was used to advertise the different city-
states or promote the accomplishments of kings and emperors.

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Hellenistic Sculpture (207705)
Adrian Staehli

Greek sculpture of the Hellenistic period (i.e. from the end of the 4th to the 1st century BC) has become
again, in recent years, an exciting area of research with a renewed focus on questions of the spatial setting
and staging of sculpture, the involvement of the beholder, the manipulation of the experience of perception
through specific artistic means that play with appearance and reality, with mimetic illusion and deception,
and with new modes of expression and visual narration, which responded to expectations of beholders
familiar with new, sophisticated ideas of aesthetic experience which we see reflected in contemporary
ecphrastic poetry.
Recommended Prep: The seminar addresses primarily graduate students; undergraduates

with previous exposure to Classical Archaeology are more than
welcome, but they are – like the graduate students – required to read
German scholarship

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Subject: Greek
Greek AX
Ancient Greek Review and Reading (122172)
Ivy Livingston
MRF 1030 AM - 1130 AM
Greek Ax is designed for students who have studied some Greek prior to enrollment at Harvard.
Participants will review and consolidate their knowledge of Greek grammar and apply that knowledge to the
reading of short texts. Students should leave the course able to read with the precision that is necessary to
use primary sources in research.
Course Notes: Students wishing to continue after Greek Ax should proceed to Greek
10. No auditors. May be taken Pass/Fail.
Recommended Prep: Prerequisites: Students considering Greek Ax should take the Greek
Placement Exam and consult with the Preceptor in the Classics
(livings@g.harvard.edu).

Attribute Value(s)
HCOL: Foreign Lang Citation Ancient Greek
FAS: Meets Foreign Lang Req Ancient Greek

Greek H
Introductory Greek Prose Composition (118190)
Ivy Livingston
Practice in the translation of sentences and connected prose passages into Attic Greek; review of forms
and syntax; readings of selections from prose authors, with an introduction to stylistic analysis.
Recommended Prep: 100-level Greek prose reading course

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Greek K
Advanced Greek Prose Composition (113714)
Gregory Mellen
2019 Spring (4 Credits) Schedule: F -
Composition in the prose style of various authors and genres, with selected readings representing the
development of classical Greek prose and its analysis by scholars ancient and modern.
Recommended Prep: Greek H or equivalent.

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Greek 1
Introductory Ancient Greek 1 (203024)
Ivy Livingston
2018 Fall (4 Credits) Schedule: MTWR 0130 PM - 0230 PM

Greek 1 is a starting point for those interested in learning to read ancient Greek. Participants will begin to
gain direct access to the literature and culture of Greece through its writings. The specific dialect studied is
that of Athens, which is the language of, e.g., Plato, Euripides, and Thucydides, as well as the basis for the
language of the New Testament.
Course Notes: Students wishing to continue after Greek 1 should proceed to Greek 2,
which continues the introductory sequence and prepares students for
Greek 3. Auditors allowed with permission of course head. May be
taken Pass/Fail.
Recommended Prep: None. Greek 1 is an introductory course for students with no prior
experience. Those who have studied Greek formally are not permitted
to enroll in Greek 1, but should instead consider Greek Ax (Review and
Reading) or Greek 1x (Accelerated Introduction to Greek); please
consult with the Preceptor in the Classics (livings@g.harvard.edu).

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Greek 1X
Accelerated Introduction to Ancient Greek 1 (203257)
Ivy Livingston
2019 Spring (4 Credits) Schedule: MTWRF 1030 AM - 1130 AM
Greek 1x is the first half of a two-semester intensive introduction to ancient Greek. Participants will begin to
gain direct access to the literature and culture of Greece through its writings at a more rapid pace than
Greek 1. The specific dialect studied is that of Athens, which is the language of, e.g., Plato, Euripides, and
Thucydides, as well as the basis for the language of the New Testament.
Course Notes: Students wishing to continue after Greek 1x should proceed to Greek
2x, which completes the accelerated introductory sequence and
prepares students for Greek 10. No auditors. May be taken Pass/Fail.
Recommended Prep: Prerequisites: None, but since 1x is an intensive course, students

should feel confident of their ability to learn a highly inflected language
relatively quickly, taking into account the demands of other
commitments. Students with a little prior experience may take Greek 1x
with the permission of the course head.

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Greek 2
Ivy Livingston
2019 Spring (4 Credits) Schedule: MTWR 1200 PM - 0100 PM
Greek 2 continues from Greek 1. Participants will continue to develop their ability to read Greek with
increasing emphasis on authentic texts.
Course Notes: Students wishing to continue after Greek 2 should proceed to Greek 3,
which concludes the normal introductory sequence. Auditors allowed
with permission of course head. May be taken Pass/Fail.
Recommended Prep: Greek 1 or equivalent experience; please consult with the Preceptor in
the Classics <a href"<a href="mailto:livings@g.harvard.edu"
>livings@g.harvard.edu</a>.

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Greek 2X
Accelerated Introduction to Ancient Greek 2 (203260)
Ivy Livingston
2018 Fall (4 Credits) Schedule: MWRF 0130 PM - 0245 PM
Greek 2x is the second half of a two-semester intensive introduction to Greek. By the end of the course
Course Notes: Students wishing to continue after Greek 2x should proceed to Greek
10. No auditors. May be taken Pass/Fail.
Recommended Prep: Greek 1x or equivalent experience; please consult with the Preceptor
in the Classics (livings@g.harvard.edu).

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Greek 3
Ivy Livingston
2018 Fall (4 Credits) Schedule: MT 0130 PM - 0230 PM
WR 0900 AM - 1000 AM
Greek 3 concludes the normal introductory sequence, following Greek 1 and 2. By the end of the course
Course Notes: Students wishing to continue after Greek 3 should proceed to Greek
10. Auditors allowed with permission of course head. May be taken
Pass/Fail.
Recommended Prep: Greek 2 or equivalent experience; please consult with the Preceptor in

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Greek 10
Introduction to Ancient Greek Literature (203230)
Ivy Livingston
R 1200 PM - 0100 PM
Greek 10 offers close reading and analysis of Greek literary texts, both prose and poetry, beginning at an

Course Notes: After Greek 10, students may take Greek courses at the 100-level, but
are encouraged to consult with the Director of Undergraduate Studies
in the Classics (classicsDUS@fas.harvard.edu) about their choice of
course. Students may also take Greek 10 more than once, with the
course head.
Recommended Prep: Any one of the following: Greek Ab (prior to Fall 2016); Greek 3; Greek
2x; Greek Ax. Students who have not studied Greek at Harvard should
take the Greek Placement Exam and consult with the Preceptor in the
Classics (livings@g.harvard.edu). Auditors allowed with permission of
course head. May be taken Pass/Fail.

Attribute Value(s)
Greek 10
Introduction to Ancient Greek Literature (203230)
Ivy Livingston
Greek 10 offers close reading and analysis of Greek literary texts, both prose and poetry, beginning at an
Course Notes: After Greek 10, students may take Greek courses at the 100-level, but
are encouraged to consult with the Director of Undergraduate Studies
in the Classics (classicsDUS@fas.harvard.edu) about their choice of
course. Students may also take Greek 10 more than once, with the
course head.
Recommended Prep: Any one of the following: Greek Ab (prior to Fall 2016); Greek 3; Greek
2x; Greek Ax. Students who have not studied Greek at Harvard should
take the Greek Placement Exam and consult with the Preceptor in the

Attribute Value(s)
Greek 110
Plato's Euthydemus (108094)
Russell Jones
Plato's Euthydemus is a fun but enigmatic dialogue. We will tackle the whole of it in a close, semester-long
reading. We'll give sustained attention to matters of syntax, as well as to the relationship between style and
content in the text. And, of course, we'll attempt to understand the work as a whole as well as in its details.
In doing so, we should become more fluent readers of Greek as well as more skillful interpreters of Plato.
Recommended Prep: Greek 10 or equivalent.

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Greek 112B
History of Greek Literature II (119867)
Alexander Riehle
This course offers a survey of Greek literature from around 400 BC to 400 AD through the lens of rhetorical
discourse. We will read extracts from a broad range of texts from the Classical, Hellenistic, Roman and Late
Antique periods. The selection will include exemplary orations (e.g., Demosthenes' First Philippic), inserted
speeches in narrative texts (e.g., Pericles' famous funeral oration as rendered by Thucydides, Jesus'
Sermon on the Mount according to the Gospel of Matthew), a panegyrical poem (Theocritus' Idyll 17), texts
about rhetoric and rhetoricians (Aristotle's Rhetoric, Philostratus' Lives of the Sophists, Lucian's satire
Teacher of Rhetoric), and rhetorical exercises (Synesius' Encomium of Baldness which he wrote in
response to Dio's Encomium of Hair). The close reading and translation of the excerpts will be
accompanied by discussions of genre in relation to historical contexts, performance, and discursive and
linguistic (dis)continuities.

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Greek 115
Homer: The Odyssey (112212)
David Elmer
Reading of substantial selections from the Odyssey with discussion of key themes and interpretive
problems. Topics to be addressed include: narrative structure; oral poetics and folklore; self-referentiality;
the Odyssey in relation to the Iliad; cultic dimensions

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Greek 201
Reading Greek (111148)
David Elmer
Readings of Greek prose and poetry ranging from archaic to imperial, with emphasis on quick
comprehension of syntactic, stylistic, and generic features.
Course Notes: Intended for graduate students in Classical Philology as preparation

for the general examinations.

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Subject: Modern Greek
Modern Greek AA
Elementary Modern Greek (159840)
Calliopi Dourou
For students with no knowledge of modern Greek. Basic oral expression, listening comprehension,
grammar, reading, and writing. Language instruction is supplemented by reading of simple literary
passages and other texts, as well as by online instruction. Part one of a two part series.

Attribute Value(s)
FAS: Meets Foreign Lang Req Modern Greek
HCOL: Foreign Lang Citation Modern Greek
Modern Greek AB
Elementary Modern Greek (159841)
Calliopi Dourou
For students with no knowledge of modern Greek. Basic oral expression, listening comprehension,
grammar, reading, and writing. Language instruction is supplemented by reading of simple literary
passages and other texts, as well as by online instruction.

Attribute Value(s)
Modern Greek BA
Intermediate Modern Greek: Culture and Civilization (159842)
Calliopi Dourou
Aims at further development of skills in speaking, comprehension, reading, and writing. Selected readings
in prose (literary and journalistic), poetry, folksongs, modern music, and theater serve as an introduction to
aspects of modern Greek literature and culture. The course is conducted in Greek and focuses on topics

selected by the instructor and the students in the first term. Grammar is reviewed in the context of
readings. Instruction is supplemented by online instruction.
Course Notes: Part one of a two part series.
Recommended Prep: An elementary knowledge of modern Greek equivalent to that of

Modern Greek Aa and Ab.

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Modern Greek BB
Intermediate Modern Greek: Culture and Civilization (159843)
Calliopi Dourou
Aims at further development of skills in speaking, comprehension, reading, and writing. Selected readings
in prose (literary and journalistic), poetry, folksongs, modern music, and theater serve as an introduction to
aspects of modern Greek literature and culture. The course is conducted in Greek and focuses on topics
selected by the instructor and the students in the first term. Grammar is reviewed in the context of
readings. Instruction is supplemented by online instruction.
Course Notes: Part two of a two part series.
Recommended Prep: Knowledge of modern Greek equivalent to that of Modern Greek Aa,
Ab, and Ba.

Attribute Value(s)
Modern Greek 100

Advanced Modern Greek: Introduction to Modern Greek Literature (123852)
Calliopi Dourou

Special Topic: From Book to Film: Cinematic Representations of Modern Greek Literature. How do words
translate into images? Can the interpretively fraught perspective of an author lend itself to the sensorily rife
gaze of a director? Is it possible for an enthralling book to evolve into an equally astounding film? These
are some of the questions that will be addressed in this course, as students gain knowledge about
significant events in Modern Greek history that have long preoccupied and inspired acclaimed authors and
distinguished filmmakers alike. Through engagement in narrative analysis and interpretation students will
also be encouraged to whet their critical reading and writing skills. Authors include: Ioanna Karystiane,
Nikos Kazantzakes, Strates Myriveles, Alexandros Papadiamantes, Kosmas Polites, Giorgos
Skampardones, Dido Soteriou, Kostas Tachtses, and Georgios Vizyenos. Directors include, among others:
Jules Dassin, Michales Kakoyannes, Kostas Koutsomytes, and Panteles Voulgares.
Course Notes: Conducted in Modern Greek. Permission of instructor required.
Recommended Prep: Modern Greek Ba and Bb or equivalent.

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Modern Greek 146

The Greek Novel: From Antiquity to Modernity (207569)
Panagiotis Roilos
Examines the development of the genre of the novel from late antiquity to Greek postmodernism. Medieval
Greek and modern Western European examples will also be explored.
Class Notes: CLS-STDY 151 and MODGRK 146 are the same course. Students may
register for either listing.

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Subject: Classical Philology
Classical Philology 216

Greek Epistolography (207689)
Alexander Riehle
An introduction to Greek letter-writing as a medium of communication and literary genre from the archaic
period to the Renaissance. We will read a broad range of texts, including early historiography and tragedy,
literary letters of the classical period, Hellenistic and Roman papyrus letters, the Pauline Epistles,
epistolary novels, late antique and Byzantine letter-collections, letter-writing manuals, and the prose and
verse letters of Renaissance humanists. Topics discussed: oral vs. written communication, materiality,
form and function, genre, fictionality, narrative.

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Sallust (122007)
Jared Hudson
In-depth analysis of problems relating to Sallust's works and their cultural and literary background. Topics
will include: the prologues; the digressions; Sallust's idea of history; metaphors in Sallust; Sallust and
Cicero; Thucydides' influence on Sallust; Tacitus' reception of Sallust.

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Greek Lyric Poetry (120763)
Gregory Nagy
An intensive study of the language and conventions of the genres or sub-genres associated with the term
"lyric." Monodic as well as choral forms will be considered.


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The Greek Dialects: Seminar (127932)
Jeremy Rau
A systematic introduction to the Greek dialects and their historical and comparative grammar. Reading
knowledge of Greek required.

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Sociolinguistics and the Latin Language (207468)
Kathleen Coleman
Sociolinguistics studies the effects of social factors such as gender, class, region, occupation, and
bilingualism on language and, conversely, the role of language in shaping human relations via power
structures, gender dynamics, group identity, etc. In a language like Latin, where there are no native
speakers to observe, a wide range of textual evidence must be employed, including—but not limited to—
legal documents, bureaucratic reports, personal correspondence, informal graffiti, literary texts that purport
to replicate the patterns of everyday speech, and much else. The seminar will address this material within
the framework of research pioneered by scholars such as J. N. Adams, Eleanor Dickey, Rolando Ferri, Hilla
Halla-aho, Bruno Rochette, and others.

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Subject: Medieval Latin

Medieval Latin 10
Introduction to Medieval Latin Literature (203237)
Adam Trettel
Medieval Latin 10 offers close reading and analysis of post-classical literary texts, both prose and poetry,
beginning at an intermediate pace. Participants will improve their reading proficiency while developing an
appreciation for features of style, genre, and meter.
Course Notes: After Medieval Latin 10, students may take Latin courses at the 100-
level, but are encouraged to consult with the Director of Undergraduate
Studies in the Classics (classicsDUS@classics.harvard.edu) about
their choice of course.

Attribute Value(s)
Medieval Latin 106

Augustine Confessions (108587)
Adam Trettel
This course will serve as an introduction to the historical context, language, and narrative of Augustine's
Confessions. In the first half of the course, we will be focusing especially on conf. I–IV, where Augustine
recounts events from his infancy up to the time of his young adulthood; we will then read a series of
selections from the later books of conf. Larger themes to be discussed include late Roman educational
practices, Augustine's theory of language, his attitude to friendship and sexuality, the role Manichaeism
played in his intellectual formation, and his methods of organizing his thoughts.
Recommended Prep: Latin Ba, Latin Bb, Latin Bam, Latin Bbm, Latin 10, Medieval Latin 10,
or equivalent.

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Subject: Medieval Greek
Medieval Greek 115

Introduction to Byzantine Greek (121896)
Alexander Riehle
This course provides an introduction to the language of late antique and Byzantine Greek texts. This
"Medieval Greek" should not be understood as a particular, "intermediate" stage in a supposedly linear
development from Ancient to Modern Greek, but rather as a conventional designation of a broad continuum
of linguistic registers, ranging from highly archaizing usages ("Atticism") to the so-called vernacular. In the
surviving texts, these registers may vary significantly, depending on the author and his (or rarely, her)
audience, the genre and other contextual factors. Through a close reading of representative literary and
"sub-literary" texts from various periods and genres, the course intends to give students a first impression
of this diversity and multi-layerdness of Greek writing in late antiquity and the Middle Ages. Although the
main focus will be on grammatical and lexical analysis, we will also discuss related aspects of composition
and style.
Topic: Repeat for credit
Recommended Prep: Greek Ba, Greek Bb, Greek 10, or equivalent.

Attribute Value(s)
HCOL: Foreign Lang Citation Greek

Comparative Literature
Subject: Comparative Literature
Comparative Literature 91R

Sandra Naddaff
A graded, supervised course of reading and research to be conducted by a person approved by the
Director of Undergraduate Studies.
Course Notes: Permission of Director of Undergraduate Studies required.

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Comparative Literature 91R Section: 1

Sandra Naddaff
A graded, supervised course of reading and research to be conducted by a person approved by the
Director of Undergraduate Studies.
Course Notes: Permission of Director of Undergraduate Studies required.

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Comparative Literature 97
Tutorial - Sophomore Year (114038)
Annette Lienau

How to make a sound demonstration in the field of literary analysis? What are the building blocks for a
cogent approach to comparative studies? We'll pay attention to various scales of textual commentary, from
the microscopic lens of close reading to the medium scope of thematic reading, with an eye to macroscopic
trends in literary history and critical theory. We'll befriend texts ranging from various genres (poetry;
fiction; drama) and relate form to content, historical context to contemporary significance, and join the dots
connecting notions of authorship to reception theory.

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Comparative Literature 98A

Sandra Naddaff
An individualized course of study designed by junior concentrators in Comparative Literature to explore

specific interests and fields, and ordinarily directed by a member of the Tutorial Board. Open to
concentrators only. This is a junior tutorial.
Class Notes:
Hours to be arranged.
Sandra Naddaff and members of the department and Tutorial Board

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Comparative Literature 98B

Sandra Naddaff
A continuation of Literature 98a, focusing on the student's special field of study. Open to concentrators
only. This is a junior tutorial.

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Comparative Literature 99A
Sandra Naddaff
An individualized course of study for senior concentrators in Comparative Literature that focuses on the
senior thesis project. Open to concentrators only.
Class Notes:
Sandra Naddaff and members of the department and Tutorial Board

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Sandra Naddaff
A continuation of Literature 99a, including preparation for the oral examinations. Open to concentrators
only.

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Sandra Naddaff
A continuation of Literature 99a, including preparation for the oral examinations. Open to concentrators
only.

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The Politics of Yiddish (207574)
Saul Zaritt
A bastardized German, a jargon, a woman's vernacular, an old world language, a dying and ghostly tongue,
a Hasidic language, a queer language, a radical language—these are just a few of the ways that Yiddish has
been labeled over its one-thousand-year history. This course will trace the shifting politics attached to
Yiddish from its early modern beginnings as a language of translation between Jewish and non-Jewish
cultures to its postwar vacillation between a language of mourning and nostalgia, Jewish American humor,
Hasidic isolation, and contemporary Jewish radicalism. Through poetry, fiction, essay, and film, we will
discuss what it might mean to discover "the secret language of the Jews" at the origins of Jewish socialism
and at the foundations of diaspora nationalism. All texts will be read in translation.

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Existential Fictions: From Saint Augustine to Jean-Paul Sartre and Beyond (122573)
Verena Conley
Focuses on major existential concepts, examining how works move across time and space and how
writers, philosophers and filmmakers enter in dialogue and conflict with each other while searching for
meaning in life. Authors and artists include: Saint Augustine, Montaigne, Kierkegaard, Dostoyesky,
Nietzsche, Gide, Heidegger, Sartre, Camus, Simone de Beauvoir, Kamel Daoud, Scorsese, Linklater.
Class Notes: This course meets 3-5pm

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From the 1001 Nights to the Arabian Nights: Adaptation, Transformation, Translation (123897)
Sandra Naddaff
Examines how the1001 Nights, popularly known in the West as the Arabian Nights, is transformed and
adapted for different media and genres. Focuses on a variety of films, (e.g., The Thief of Baghdad, Chu Chin
Chow, Aladdin), illustrations/images (e.g., Doré, Chagall, Matisse), musical and balletic renditions (e.g.,
Rimsky-Korsakov, Fokine), translations (e.g., Galland, Lane, Burton, Haddawy), and re-tellings of stories (e.
g., Poe, Barth, Mahfouz, Sebbar, Zimmerman). Also considers the role of the 1001 Nights in contemporary
popular culture.

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Shakespeare and the Globe (109665)
Marc Shell
This course examines literary, theatrical, and cinematic adaptations of Shakespeare's plays in Africa, the
Americas, Asia, Europe and the Middle East. Students learn how artists, including Shakespeare, have used
creative production of the past to understand and address concrete issues and problems of the present,
including political scandal and persecution, imperial domination, and racial and ethnic biases and
oppression. We also explore the continued vitality worldwide of theater and the arts, as well as their
constant transformations throughout time and space.
Class Notes: This course, when taken for letter grade, meets the Department
of English Shakespeare requirement.

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Child Sacrifice, Pros and Cons: The Binding of Isaac in Jewish, Christian, Islamic, and Modern Lit (160331)
David Stern
Child Sacrifice-- specifically, the story of the parent's sacrifice of the first-born child-- lies at the heart of
Western religion and culture. The Biblical narrative in Genesis 22, known as the Binding of Isaac, is one of
the most famous and problematic tales in the Bible. The same narrative is foundational to Christianity. Later
Jewish tradition has interpreted the Biblical text in countless ways from the ancient period down to the
present day. The narrative figures prominently in Islam from the Qur'an on. And the Biblical story has been
criticized and critiqued since the Middle Ages as a barbaric narrative. Recent works have blamed it for the
ubiquity of child abuse in Western society, and it has become a ubiquitous motif of anti-war and protest
poetry all over the world. This course will use the interpretive career and literary history of Genesis 22 as a
lens through which to study the place of this foundational narrative in Western culture.
Readings will include Biblical texts, Euripides' Iphigeneia in Aulis, Philo of Alexandria, ancient Jewish
sources, the New Testament, St. Augustine and other Christian exegetes, the Qur'an and later Islamic
traditions, Kierkegaard's Fear and Trembling, Martin Buber, Kafka, Bob Dylan, Yehuda Amichai, and
Leonard Cohen, among many other modern writers and poets.

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Homer and Beyond: Theory and Comparative Methods in Studying Oral Traditions (148222)
Gregory Nagy
Genres, forms, and themes of oral traditions in poetry and prose. Theories of performance and
composition. Comparative metrical and formulaic analysis. Students are free to select non-Greek traditions
as their focus of research, such as medieval French lays, Indic fables, Gregorian Chant, early Italian opera,
Apache female initiation songs, Latin prosimetrum narratives, etc.
Course Notes: Knowledge of Greek not required. Only Classics Department graduate
students who take the course for credit will work on original Greek
texts.
Class Notes: This course meets 12:45-2:45pm

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Realism, Fantasy, and the Grotesque: Hoffmann and Balzac (125539)
John T. Hamilton
A close reading of select works by E.T.A. Hoffmann and his reception in the work of Balzac focuses on
Realism's indebtedness to the imaginative realms of the fantastic and the grotesque. Topics: music and
inspiration; societal decadence and caricature; magic and the uncanny; experience, observation and
expression.
Course Notes: Texts may be read in English translation.

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Ghostwriters and Ventriloquists: Postwar Jewish American Culture (203082)
Saul Zaritt
This course takes ideas of the "ghostwriter" and the "ventriloquist" as a lens through which to read
postwar Jewish American culture. In the wake of the Holocaust, Jewish American writers and cultural
producers began to feel a responsibility to a lost civilization that seemed to haunt their every creative act.
Even as they achieved worldwide fame, these artists felt both burdened and inspired by old world ghosts.
Often the very success of a given work was attributed to the ways in which it reanimated and revoiced
ghosts in order to alternately dazzle and comfort audiences. This course asks: How do strategies of
ghostwriting and ventriloquy compensate for trauma and loss? In what ways do such reenactments modify
an original text? Through analysis of postwar texts and films in English and Yiddish (in translation), this
course studies how specters of the past function both as arbiters of cultural value and as reminders of the
discontinuities and traumas of the Jewish American present. Films include Tevya, Fiddler on the Roof, The
Diary of Anne Frank, and the TV series Transparent. We will read texts by Sholem Aleichem, Isaac Bashevis
Singer, Philip Roth, Cynthia Ozick, Grace Paley, and others.

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W.G. Sebald's Intertextuality (207619)
Judith Ryan
Selected works by W.G. Sebald will serve as starting points for thinking about intertextuality in the decade
leading up to the twenty-first century. We will read two short selections from Vertigo (Schwindel.
Gefühle), one narrative from The Emigrants (Die Ausgewanderten), the entirety of The Rings of Saturn (Die
Ringe des Saturn), and relevant sections of Austerlitz. How and why does Sebald make use of previous
texts in these creative prose works? What theories of intertextuality might help us understand his often
baffling texts? Should we classify Sebald as a belated modernist or a postmodern writer? Two sessions of
the course will be conducted in Houghton Library, where we will examine Michael Hulse's typescript
translations and Sebald's hand-written corrections. No previous knowledge of Sebald's works or of
intertextuality/intermediality is required.
Course Notes: Lectures and discussion in English; students will read the texts in the
original German or in English translation according to their abilities.

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What's Love Got to Do With It; Love Poetry of the Middle Ages and Early Modernity (108791)
Luis Giron Negron
Does love have a history? This course will explore a particularly rich, multisecular episode in the literary
history of this emotion: the efflorescence and varieties of love poetry, both lyrical and narrative, in Europe
and the Middle East from the Middle Ages through the 16th century. Weekly discussions will center on
close readings of selected love poems and versified narrratives from a variety of literary traditions,
including: Provençal troubadour lyric; French chansons, the Germanic Minnesang and the Galician-
Portuguese cantigas (the question of amour courtois); Ibero-Romance and colloquial Arabic jarchas; the
Italian dolce stil novo; the Petrarchan sonnet and its early modern heirs in Portugal, England and Spain;
Arabo-Andalusian and Hispano-Jewish qaṣā'id and muwashshaṣāt, medieval Latin love lyric; Persian Sufi
and Christian mystical love poetry; Dante's Vita nuova; and selections from two other erotological classics
in narrative verse, Libro de buen amor and Roman de la Rose. Discussions will be framed by an overview of
both premodern discussions on love – how love is conceptualized at the intersection of philosophy,
theology and medicine by Jewish, Christian and Muslim thinkers– and contemporary scholarly debates on
the origins and development of medieval love literature.


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Questions of Theory (205260)
John T. Hamilton
Jeffrey Schnapp
The seminar is built around a sequence of fundamental questions regarding the literary disciplines, their
history and epistemology. Discussions are instigated by readings in philology, stylistics, the history of
ideas, semiotics, structuralism, psychoanalysis, post-structuralism, film theory, genetic criticism, literary
sociology, cultural studies, and digital humanities.
Course Notes: Conducted in English.

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Mysticism and Literature (114368)
Luis Giron Negron
Examines trends, issues and debates in the comparative study of mystical literature. Close readings of
primary works by Jewish, Christian and Muslim authors from the Middle Ages through the 16th century.
Premodern authors include Saint John of the Cross, Saint Theresa of Ávila, Mechtild of Magdeburg,
Hadewijch, Pseudo-Dionysius, Dante Alighieri, Bernard of Clairvaux, Margery Kempe, Bahya ibn Paquda,
Solomon ibn Gabirol, Yehudah Halevi, Moses de León (Sefer ha-Zohar), Maulana Rumi, al-Hallaj, Ibn Farid,
Ibn al-'Arabi, and Fariduddin Attar. Topics include poetry and mysticism; allegory, symbolism and
Scripture; body and gender; apophasis vs cataphasis; exemplarity and autobiographism; language and
experience. Also examines creative engagement of pre-modern mystical literature in selected works by
modern authors (Borges, T.S. Eliot, Rilke), scholars of religion (Bernard McGinn, Moshe Idel, Annemarie
Schimmel) and literary / cultural theorists (Michel de Certeau, Michael Sells).

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The Literature of the Islands (107411)
Marc Shell
Islands, both a part of and apart from the main, offer ready-made laboratories for linguistic, biological and
political investigation; islandness as such encourages national literature, philosophy, and vacation. Our
seminar focuses on fictional islands as well as Canadian ice floes, Hormuz (Persia), Maine islets, and urban
Venice. Aristotle, Plato, Darwin, Melville, Hesiod, Homer, Rabelais, More, Shakespeare, and Flaherty
(director).
Class Notes: This course meets 3pm to 5pm.

Attribute Value(s)

14 Things (A Secret History of Italian Design) (207623)
Jeffrey Schnapp
2019 Spring (4 Credits) Schedule: R 1000 AM - 0100 PM
Fourteen Things explores intertwinings between design, science, technology, society, art, and culture by
means of the "excavation" of fifteen objects from different periods in the history of modern Italian design,
from the turn of the 20th century to the present. Combining micro- and macro-perspectives, it approaches
design history from a broad aesthetic, historical, and socio-anthropological standpoint. The seminar
combines readings from contemporary Thing Theory, material culture studies, and design history, with
materials from literature, popular culture, and media. It is built around a chronologically ordered sequence
of case studies of exemplary things: artifacts designed for purposes of sitting, drinking, lighting, walking,
moving about, cooling down, cooking and cleaning, writing and calculating, or media viewing.

Attribute Value(s)

Peripheral Modernisms (207621)
David Damrosch
The past several years have seen ambitious attempts to rethink modernism as a global phenomenon rather
than a largely Anglo-American and West European movement. Center-periphery relations have often been
foregrounded in these efforts, and in critiques of them. Building on theoretical statements and critiques by
Jorge Luis Borges, Kenzaburo Oe, Franco Moretti, Pascale Casanova, Emily Apter, Eric Hayot, and Susan
Stanford Friedman, this seminar will explore the politics of language, periodization, and center-periphery
relations both within and beyond the West, in works by Higuchi Ichiyo, James Joyce, Lu Xun, Ryunosuke
Akutagawa, Virginia Woolf, Djuna Barnes, Borges, Kukrit Pramoj, Pramoedya Ananta Toer, and Derek
Walcott.

Attribute Value(s)

Living the Lives of Others: Reading Beyond the Hermeneutics of Suspicion (Grad Seminar in Gen Ed) (207624)
Diana Sorensen
A Graduate Seminar in General Education focused on creating a Gen Ed course that will show that literary
reading has the power to transform our understanding of alterity, to experience the lives of others, entering
the minds of characters and often transforming our assumptions. The driving question is how to construct
a course that would lead undergraduates to enter the civic sphere equipped to read differently, led by a
hermeneutics of hope and recognition. We will begin with a critical assessment of the hermeneutics of
suspicion, and then consider emerging reading criticism such as surface reading, reparative reading,
enchanted reading, materialist reading and assembly reading.
Course Notes: The seminar will design and develop a General Education course on
these themes for undergraduates. Interested students should contact
the instructor before the start of the term.

Attribute Value(s)

On Imagination: From Plato to Castoriadis (203240)
Panagiotis Roilos
theoretical and literary contexts. Emphasis will be placed on Plato, Aristotle, the Neoplatonic philosophers,
medieval Christian readers of antiquity, Kant, Fichte, the Romantics, Lacan, Iser, Todorov, and Castoriadis.
This seminar will also develop an interdisciplinary approach to the topic by drawing on cognitive sciences
and cognitive anthropology."}">This seminar explores the development of the concept of imagination in
diverse premodern and modern philosophical/theoretical and literary contexts. Emphasis will be placed on
Plato, Aristotle, the Neoplatonic philosophers, medieval Christian readers of antiquity, Kant, Fichte, the
Romantics, Lacan, Iser, Todorov, and Castoriadis. This seminar will also develop an interdisciplinary
approach to the topic by drawing on cognitive sciences and cognitive anthropology.

Attribute Value(s)

Dysfunctional Family as National Allegory in the Middle Eastern Novel (109673)
William Granara
The radical changes following the emergence of the modern nation state in the Middle East have been most
graphically illustrated in the novel. This course examines the trope of the family in flux in narrating the
destabilization of traditional social structures, shifting loyalties, and conflicting articulations of identity. The
course interrogates the F. Jameson and A. Ahmad debates on `thirdworld' and `national allegory' in reading
selected novels of the post WWII period to the present, from Turkey, Iran, Israel, and the Arab World.
Authors include Naguib Mahfuz, Mohamed Shukri, Hanan Shaykh, Sahar Khalifa, Amos Oz, Elif Shafak, and
Mahmoud Dowlatabadi.
Course Notes: All readings in English translation, but students are encouraged to
read in the original. Course will count for NELC concentration and
citation in Modern Middle Eastern Studies. Open to Undergraduates.

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Thinking and Writing Transculturally (123880)
Karen Thornber
This course explores approaches to literature and transculturation in the context of new understandings of
human and textual border creation and crossings. Topics include the ethics of dividing cultural products
along ethnic, linguistic, and national lines on the one hand and classifying phenomena as global on the
other, and the possibilities and ramifications of cross-cultural study. We also examine the relationship
between creative production/literary scholarship and ethnic studies, empire and (post)colonialism, identity,
travel/migration/exile/diaspora, labor, war, trauma, multilingualism, translingualism, literary reconfiguration
(adaptation, intertextuality), and world literature. Course readings are drawn from Africa, Asia, and the
Americas. New syllabus for 2019.

Attribute Value(s)

Ritual Poetics (203241)
Panagiotis Roilos
This course explores the interaction between ritual modes of signification, (written as well as traditional
oral) literature, and performance. The seminar proposes an interdisciplinary approach to the topic on the
basis of anthropological research and literary and cultural theory. Specific literary examples are discussed
in transhistorical and comparative contexts, ranging from ancient Greek tragedy to avant-garde literature.

Attribute Value(s)
Comparative Literature 299AR

Comparative Literature in Theory and Practice (111650)
David Damrosch

An introduction to the discipline of comparative literature, with a look at major trends in the history and,
particularly, current theory and practice of the discipline as practiced in the USA. Several guests will join us
to discuss their ongoing work in their specific fields of expertise.
Course Notes: Required of first-year graduate students in Comparative Literature;

open to all graduate students interested in the study of literature in
transnational and interdisciplinary perspectives.

Attribute Value(s)
Comparative Literature 343AA

Professing Literature 1 (110069)
Verena Conley
This course focuses on professional development and preparation for academic careers in literature and
related fields as well as positions outside academe. Part one of a two-part series. Students must complete
both terms of this course (parts A and B) within the same academic year in order to receive credit.
Course Notes: It is open to all Harvard graduate students and is required of first-year
Ph.D. students in Comparative Literature.

Attribute Value(s)
Comparative Literature 343AB

Verena Conley
related fields as well as positions outside academe. Part two of a two-part series. Students must complete
Course Notes: It is open to all Harvard graduate students and is required of first-year
Ph.D. students in Comparative Literature

Attribute Value(s)
Comparative Literature 343BA

Verena Conley
related fields as well as positions outside academe. It is open to all Harvard graduate students and is
required of second-year Ph.D. students in Comparative Literature. Part one of a two-part series. Students
must complete both terms of this course (parts A and B) within the same academic year in order to receive
credit.
Course Notes: It is open to all Harvard graduate students and is required of second-
year Ph.D. students in Comparative Literature.

Attribute Value(s)
Comparative Literature 343BB

Verena Conley
Course Notes: It is open to all Harvard graduate students and is required of second-
year Ph.D. students in Comparative Literature.

Attribute Value(s)
Comparative Literature 343CA

Verena Conley
related fields as well as positions outside academe. Part one of a two-part series. Students must complete
Course Notes: Open to all Harvard graduate students interested in literature and
required of all third-year students in the Comparative Literature PhD
program.

Attribute Value(s)
Comparative Literature 343CB

Verena Conley
Course Notes: Open to all Harvard graduate students interested in literature and
required of all third-year students in the Comparative Literature PhD
program.

Attribute Value(s)

Preparation for General Examinations (114019)

Verena Conley

Attribute Value(s)

Verena Conley

Attribute Value(s)
Comparative Literature 396 Section: 002

David Damrosch

Attribute Value(s)

David Damrosch

Attribute Value(s)

David Elmer

Attribute Value(s)

David Elmer

Attribute Value(s)

James Engell

Attribute Value(s)
James Engell

Attribute Value(s)

Luis Giron Negron

Attribute Value(s)

Luis Giron Negron

Attribute Value(s)


John T. Hamilton

Attribute Value(s)

John T. Hamilton

Attribute Value(s)

Biodun Jeyifo

Attribute Value(s)

Biodun Jeyifo

Attribute Value(s)

Christie Mcdonald

Attribute Value(s)

Christie Mcdonald

Attribute Value(s)

Gregory Nagy

Attribute Value(s)
Gregory Nagy

Attribute Value(s)

Martin Puchner

Attribute Value(s)

Martin Puchner

Attribute Value(s)


Panagiotis Roilos

Attribute Value(s)

Panagiotis Roilos

Attribute Value(s)

Judith Ryan

Attribute Value(s)

Judith Ryan

Attribute Value(s)

Marc Shell

Attribute Value(s)

Marc Shell

Attribute Value(s)

Diana Sorensen

Attribute Value(s)
Diana Sorensen

Attribute Value(s)

Karen Thornber

Attribute Value(s)

Karen Thornber

Attribute Value(s)


William Todd

Attribute Value(s)

William Todd

Attribute Value(s)

Saul Zaritt

Attribute Value(s)

Saul Zaritt

Attribute Value(s)

Mariano Siskind

Attribute Value(s)

Mariano Siskind

Attribute Value(s)

Francoise Lionnet

Attribute Value(s)
Francoise Lionnet

Attribute Value(s)

Katharina Piechocki

Attribute Value(s)

Katharina Piechocki

Attribute Value(s)


Annette Lienau

Attribute Value(s)

Annette Lienau

Attribute Value(s)

Justin Weir

Attribute Value(s)

David Wang

Attribute Value(s)

David Wang

Attribute Value(s)

Justin Weir

Attribute Value(s)

Homi Bhabha

Attribute Value(s)
Homi Bhabha

Attribute Value(s)

Jeffrey Schnapp

Attribute Value(s)

Jeffrey Schnapp

Attribute Value(s)


William Granara

Attribute Value(s)

William Granara

Attribute Value(s)

Sandra Naddaff

Attribute Value(s)

Sandra Naddaff

Attribute Value(s)

David Stern

Attribute Value(s)

David Stern

Attribute Value(s)

Verena Conley

Attribute Value(s)
Verena Conley

Attribute Value(s)

David Damrosch

Attribute Value(s)

David Damrosch

Attribute Value(s)


David Elmer

Attribute Value(s)

David Elmer

Attribute Value(s)

James Engell

Attribute Value(s)

James Engell

Attribute Value(s)

Luis Giron Negron

Attribute Value(s)

Luis Giron Negron

Attribute Value(s)

John T. Hamilton

Attribute Value(s)
John T. Hamilton

Attribute Value(s)

Biodun Jeyifo

Attribute Value(s)

Biodun Jeyifo

Attribute Value(s)


Christie Mcdonald

Attribute Value(s)

Christie Mcdonald

Attribute Value(s)

Gregory Nagy

Attribute Value(s)

Gregory Nagy

Attribute Value(s)

Martin Puchner

Attribute Value(s)

Martin Puchner

Attribute Value(s)

Panagiotis Roilos

Attribute Value(s)
Panagiotis Roilos

Attribute Value(s)

Judith Ryan

Attribute Value(s)

Judith Ryan

Attribute Value(s)


Marc Shell

Attribute Value(s)

Marc Shell

Attribute Value(s)

Diana Sorensen

Attribute Value(s)

Diana Sorensen

Attribute Value(s)

Karen Thornber

Attribute Value(s)

Karen Thornber

Attribute Value(s)

William Todd

Attribute Value(s)
William Todd

Attribute Value(s)

Saul Zaritt

Attribute Value(s)

Saul Zaritt

Attribute Value(s)


Mariano Siskind

Attribute Value(s)

Mariano Siskind

Attribute Value(s)

Francoise Lionnet

Attribute Value(s)

Francoise Lionnet

Attribute Value(s)

Charles Donahue

Attribute Value(s)

Charles Donahue

Attribute Value(s)

Katharina Piechocki

Attribute Value(s)
Katharina Piechocki

Attribute Value(s)

Annette Lienau

Attribute Value(s)

Annette Lienau

Attribute Value(s)


Justin Weir

Attribute Value(s)

Justin Weir

Attribute Value(s)

Homi Bhabha

Attribute Value(s)

Homi Bhabha

Attribute Value(s)

Jeffrey Schnapp

Attribute Value(s)

Jeffrey Schnapp

Attribute Value(s)

William Granara

Attribute Value(s)
William Granara

Attribute Value(s)

Sandra Naddaff

Attribute Value(s)

Sandra Naddaff

Attribute Value(s)


David Stern

Attribute Value(s)

David Stern

Attribute Value(s)

David Wang

Attribute Value(s)

Verena Conley

Candidates for the doctoral degree in Comparative Literature may pursue advanced studies under the
individual supervision of these instructors.
Course Notes: Permission of the instructor and the Chairman of the Department
required.

Attribute Value(s)

Verena Conley
required.

Attribute Value(s)

David Damrosch
required.

Attribute Value(s)

David Damrosch
required.

Attribute Value(s)

David Elmer
required.

Attribute Value(s)

David Elmer

required.

Attribute Value(s)

James Engell
required.

Attribute Value(s)

James Engell
required.

Attribute Value(s)


Luis Giron Negron
required.

Attribute Value(s)

Luis Giron Negron
required.

Attribute Value(s)

John T. Hamilton
required.

Attribute Value(s)

John T. Hamilton
required.

Attribute Value(s)

Biodun Jeyifo
required.

Attribute Value(s)

Biodun Jeyifo

required.

Attribute Value(s)

Christie Mcdonald
required.

Attribute Value(s)

Christie Mcdonald
required.

Attribute Value(s)


Gregory Nagy
required.

Attribute Value(s)

Gregory Nagy
required.

Attribute Value(s)

Martin Puchner

required.

Attribute Value(s)

Martin Puchner
required.

Attribute Value(s)

Panagiotis Roilos
required.

Attribute Value(s)

Panagiotis Roilos
required.

Attribute Value(s)

Judith Ryan
required.

Attribute Value(s)

Judith Ryan

required.

Attribute Value(s)

Marc Shell
required.

Attribute Value(s)

Marc Shell
required.

Attribute Value(s)


Diana Sorensen
required.

Attribute Value(s)

Diana Sorensen
required.

Attribute Value(s)

Karen Thornber
required.

Attribute Value(s)

Karen Thornber
required.

Attribute Value(s)

William Todd
required.

Attribute Value(s)

William Todd

required.

Attribute Value(s)

Saul Zaritt
required.

Attribute Value(s)

Saul Zaritt
required.

Attribute Value(s)


Mariano Siskind
required.

Attribute Value(s)

Mariano Siskind
required.

Attribute Value(s)

Francoise Lionnet

required.

Attribute Value(s)

Francoise Lionnet
required.

Attribute Value(s)

Katharina Piechocki
required.

Attribute Value(s)

Katharina Piechocki
required.

Attribute Value(s)

Annette Lienau
required.

Attribute Value(s)

Annette Lienau

required.

Attribute Value(s)

Justin Weir
required.

Attribute Value(s)

Justin Weir
required.

Attribute Value(s)


Homi Bhabha
required.

Attribute Value(s)

Homi Bhabha
required.

Attribute Value(s)

Jeffrey Schnapp
required.

Attribute Value(s)

Jeffrey Schnapp
required.

Attribute Value(s)

William Granara
required.

Attribute Value(s)

William Granara

required.

Attribute Value(s)

Sandra Naddaff
required.

Attribute Value(s)

Sandra Naddaff
required.

Attribute Value(s)


David Stern
required.

Attribute Value(s)

David Stern
required.

Attribute Value(s)

David Wang

required.

Attribute Value(s)

David Wang
required.

Attribute Value(s)

Computer Science
Subject: Computer Science
Computer Science 1
Great Ideas in Computer Science (119953)
Henry Leitner
An introduction to the most important discoveries and intellectual paradigms in computer science,
designed for students with little or no previous background. Explores problem-solving using high and low-
level programming languages; presents an integrated view of computer systems, from switching circuits up
through compilers and GUI design. Examines theoretical and practical limitations related to unsolvable and
intractable computational problems, and the social and ethical dilemmas presented by such issues as
software unreliability and invasions of privacy.
Course Notes: May not be taken for credit after completing Computer Science 50.

Attribute Value(s)
Computer Science 20
Discrete Mathematics for Computer Science (128073)
Rebecca Nesson
Widely applicable mathematical tools for computer science, including topics from logic, set theory,
combinatorics, number theory, probability theory, and graph theory. Practice in reasoning formally and
proving theorems.
Course Notes: Covers material used in Computer Science 121 and Computer Science
124. Ordinarily, not to be taken after those courses or after courses
such as Applied Mathematics 106, Applied Mathematics 107,
Mathematics 101, and Mathematics 153.

Attribute Value(s)

Computer Science 50
Introduction to Computer Science (152514)
David J. Malan
Introduction to the intellectual enterprises of computer science and the art of programming. This course
teaches you how to think algorithmically and solve problems efficiently. Topics include abstraction,
algorithms, data structures, encapsulation, resource management, security, software engineering, and web
development. Languages include C, Python, SQL, and JavaScript plus CSS and HTML. Problem sets
inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. Designed for
concentrators and non-concentrators alike, with or without prior programming experience. 68% of CS50
students have never taken CS before.
Class Notes: Students may simultaneously enroll in CS50 and another course that
meets at the same time, watching CS50's lectures anytime online and
attending the other course in person. To do so, students should enroll
in the other course via my.harvard.edu and then email enrollment@fas.
harvard.edu to have CS50 manually added to their crimson carts as
well. The Ad Board has already granted this exception for CS50; no
other steps are required. CS50 is ordinarily graded SAT/UNS, though
students taking CS50 to fulfill old Gen Ed requirements or whose
concentration requires letter grades should change their grading
status to letter-graded by the term's fifth Monday. First years may take
both CS50 and a freshman seminar SAT/UNS. All students are
expected to attend an orientation meeting either on Tue 9/11, 4:30pm–
5:45pm, in Northwest Science B103 or on Wed 9/12, 6pm–7:15pm, in
Science Center D; students with conflicts may watch online. Required
sections to be arranged. See cs50.harvard.edu for FAQs.

Attribute Value(s)
Computer Science 51
Abstraction and Design in Computation (112960)
Stuart Shieber
Fundamental concepts in the design of computer programs, emphasizing the crucial role of abstraction.
The goal of the course is to give students insight into the difference between programming and

programming well. To emphasize the differing approaches to expressing programming solutions, you will
learn to program in a variety of paradigms -- including functional, imperative, and object-oriented. Important
ideas from software engineering and models of computation will inform these different views of
programming.
Course Notes: Formerly Introduction to Computer Science II.
Class Notes: The first meetings of the course will be January 29 and 31 at 10:30 in
Menschel Hall, downstairs in the Harvard Art Museums building
(Fogg), 32 Quincy Street.
Students should have programming ability and computer science
knowledge at the level of CS50; mathematical sophistication at the
advanced high school level. FAS students in doubt about their
preparation for the course may find the self-evaluation "preparation
check" of interest. It is available in PDF form on Canvas, along with the
answer key, under Files > Reference.

Attribute Value(s)
Computer Science 61
Systems Programming and Machine Organization (123623)
Eddie Kohler
Fundamentals of computer systems programming, machine organization, and performance tuning. This
course provides a solid background in systems programming and a deep understanding of low-level
machine organization and design. Topics include C and assembly language programming, program
optimization, memory hierarchy and caching, virtual memory and dynamic memory management,
concurrency, threads, and synchronization.
Recommended Prep: CS50 or some experience programming in C.

Attribute Value(s)
Computer Science 90NAR

Applied Ethical and Governance Challenges in AI (203579)
Jonathan Zittrain
Joichi Ito

This course will pursue a cross-disciplinary investigation of the development and deployment of the
opaque complex adaptive systems that are increasingly in public and private use. We will explore the
proliferation of algorithmic decisionmaking, autonomous systems, and machine learning and explanation;
the search for balance between regulation and innovation; and the effects of AI on the dissemination of
information, along with questions related to individual rights, discrimination, and architectures of control.
Course Notes: This course is jointly listed with HLS and HKS, and does not count for
concentration credit in Computer Science. Enrollment by application.
The link to the course application can be found at <a href="https://goo.
gl/forms/ijFh75qlcFtiyaiZ2">https://goo.gl/forms/ijFh75qlcFtiyaiZ2</a>.
Applications will be due by November 11.

Attribute Value(s)
Computer Science 90NBR

Internet & Society: The Technologies and Politics of Control (203578)
Jonathan Zittrain
Jordi Weinstock
This course offers a rigorous introduction to the field of cyberlaw. We will investigate the evolving nature of
online architecture and activities, and the ways in which law has been, and will be, leveraged to influence
them.
Course themes include the complex interaction between Internet governance organizations and sovereign
states, the search for balance between the ease of disseminating information online and the interest of
copyright holders, privacy advocates, and others in controlling that dissemination, and the roles of
intermediaries and platforms in shaping what people can and cannot do online. The course will entail an
intense array of learning and teaching methods. Students will be expected to participate in a variety of
activities. May include Berkman Center fellows and affiliates.
Course Notes: This course will be taught jointly by Professor Jonathan Zittrain and
Mr. Jordi Weinstock. This course is jointly listed with HLS and HKS,
and does not count for concentration credit in Computer Science. The
link to the course application can be found at <a href="https://goo.
gl/forms/1Wc92mnMUDTN9CXI2">https://goo.
gl/forms/1Wc92mnMUDTN9CXI2</a>. Applications will be due by
November 11.

Attribute Value(s)

Computer Science 90NCR
Law for Algorithms: A Research and Discussion Forum (210870)
Cynthia Dwork
Human-designed algorithms -- from the digital to the genetic -- reach ever more deeply into our lives,
creating alternate and sometimes enhanced manifestations of social and biological processes that yield
powerful levers for good and ill amidst a sea of unforeseen consequences. This cross-cutting,
interdisciplinary, course connects concepts of proof, verifiability, privacy, security, and trust in computer
science with legal concepts of autonomy, consent, governance, and liability in law, and examines interests
at the evolving intersection of DNA technology and the law.
Course Notes: The course consists of weekly meetings to be attended simultaneously

by faculty, students and scholars based at Harvard, Berkeley,
Columbia and Boston University, with an optional research project.
Sessions will be held every Thursday 3-5pm EST. Additional Faculty:
Martha Minow (HLS), Ran Canetti (BU), Daniela Caruso (BU), Stacey
Dogan (BU), Shafi Goldwasser (UC Berkeley), and Patricia Williams
(Columbia).
Class Notes: Starting on September 13 the class will meet in Maxwell Dworkin G125.

Attribute Value(s)
Computer Science 91R

Stephen Chong
Boaz Barak
Supervised individual study of advanced topics in computer science. A student wishing to enroll in
Computer Science 91r must be accepted by a faculty member who will supervise the course work.
Additional information and a form are available via https://harvardcs.info/forms/#cs-91r-form. The form
must be filled out and signed by the student and faculty supervisor. Students writing theses may enroll in
this course while conducting thesis research and writing.
Course Notes: At most two terms of Computer Science 91r may be taken for academic
credit. May not be taken Pass/Fail. Students wishing more information
about the range of suitable projects or faculty supervisors should
consult the Director of Undergraduate Studies.

Attribute Value(s)

Stephen Chong
Boaz Barak
Supervised individual study of advanced topics in computer science. A student wishing to enroll in
Computer Science 91r must be accepted by a faculty member who will supervise the course work.
Additional information and a form are available via https://harvardcs.info/forms/#cs-91r-form. The form
must be filled out and signed by the student and faculty supervisor. Students writing theses may enroll in
this course while conducting thesis research and writing.
Course Notes: At most two terms of Computer Science 91r may be taken for academic
credit. May not be taken Pass/Fail. Students wishing more information
about the range of suitable projects or faculty supervisors should
consult the Director of Undergraduate Studies.

Attribute Value(s)
Computer Science 100

CS+X: Software Engineering in the Arts and Humanities (207609)
David J. Malan
Introduction to applications of computer science (including web technologies, visualization, and database
design) to domains in the arts and humanities. Emphasis on principles of software engineering and best
practices, including code reviews, source control, and testing. Languages include JavaScript and SQL.
Students work in teams to design and implement solutions to problems proposed by faculty from
departments across campus. Offered jointly with Yale University.
Class Notes: Enrollment limited; apply at cs.harvard.edu/100. COMPSCI 100 will

meet at 1 Story Street #306 (not Maxwell Dworkin G125).
Recommended Prep: CS50 or equivalent required.

Attribute Value(s)

Privacy and Technology (125407)
James Waldo
What is privacy, and how is it affected by recent developments in technology? This course critically
examines popular concepts of privacy and uses a rigorous analysis of technologies to understand the
policy and ethical issues at play. Case studies: database anonymity, research ethics, wiretapping,
surveillance, and others. Course relies on some technical material, but is open and accessible to all
students, especially those with interest in economics, engineering, political science, computer science,
sociology, biology, law, government, philosophy.

Attribute Value(s)
Computer Science 109A

Data Science 1: Introduction to Data Science (109899)
Pavlos Protopapas
Kevin A. Rader
Data Science 1 is the first half of a one-year introduction to data science. The course will focus on the
analysis of messy, real life data to perform predictions using statistical and machine learning methods.
Material covered will integrate the five key facets of an investigation using data: (1) data collection - data
wrangling, cleaning, and sampling to get a suitable data set; (2) data management - accessing data quickly
and reliably; (3) exploratory data analysis – generating hypotheses and building intuition; (4) prediction or
statistical learning; and (5) communication – summarizing results through visualization, stories, and
interpretable summaries. Part one of a two part series. The curriculum for this course builds throughout the
academic year. Students are strongly encouraged to enroll in both the fall and spring course within the
same academic year.
Course Notes: Only one of CS 109a, AC 209a, or Stat 121a can be taken for credit.
Students who have previously taken CS 109, AC 209, or Stat 121
cannot take CS 109a, AC 209a, or Stat 121a for credit.
Recommended Prep: Programming knowledge at the level of CS 50 or above, and statistics
knowledge at the level of Stat 100 or above (Stat 110 recommended).
Requirements: Not to be taken in addition to Applied Computation 209, or Applied

Computation 209A, or Statistics 121, or Statistics 121A.

Attribute Value(s)
Computer Science 109B

Data Science 2: Advanced Topics in Data Science (203546)
Pavlos Protopapas
Mark Glickman
Data Science 2 is the second half of a one-year introduction to data science. Building upon the material in
Data Science 1, the course introduces advanced methods for data wrangling, data visualization, and
statistical modeling and prediction. Topics include big data and database management, interactive
visualizations, nonlinear statistical models, and deep learning. Part two of a two part series. The curriculum
for this course builds throughout the academic year. Students are strongly encouraged to enroll in both the
fall and spring course within the same academic year.
Course Notes: Can only be taken after successful completion of CS 109a, AC 209a,
Stat 121a, or equivalent. Students who have previously taken CS 109,
AC 209, or Stat 121 cannot take CS 109b, AC 209b, or Stat 121b for
credit.
Recommended Prep: CS 109a, AC 209a, or Stat 121a required.
Requirements: Requisite: (Must take CS 109A OR APCOMP 209A OR STAT 121A

before taking CS 109B) AND (Not to be taken in addition to CS 109, OR
APCOMP 209, OR APCOMP 209B, OR STAT 121, OR STAT 121B.)

Attribute Value(s)

Introduction to Theoretical Computer Science (119064)
Boaz Barak

Computation occurs over a variety of substrates including silicon, neurons, DNA, the stock market, bee
colonies and many others. In this course we will study the fundamental capabilities and limitations of
computation, including the phenomenon of universality and the duality of code and data. Some of the
questions we will touch upon include: Are there functions that cannot be computed? Are there true
mathematical statements that can't be proven? Are there encryption schemes that can't be broken? Is
randomness ever useful for computing? Can we use the quirks of quantum mechanics to speed up
computation?
Course Notes: Students may not receive credit for both CS 121 and CS 125.
Recommended Prep: Experience in formal mathematics at the level of CS 20. A "Homework

Zero" will be posted on the course website <a href="http://www.
boazbarak.org/cs121/">cs121.boazbarak.org</a> by July 1st. It is
highly recommended that students complete it before the first lecture.

Attribute Value(s)

Data Structures and Algorithms (115384)
Jelani Nelson
Design and analysis of efficient algorithms and data structures. Algorithm design methods, graph
algorithms, approximation algorithms, and randomized algorithms are covered.
Course Notes: Starting in the spring of 2013, Computer Science 124 will assume
background from Computer Science 20. Students will not receive
credit for both CS 124 and CS 125.
Recommended Prep: Computer Science 50 or equivalent; Computer Science 51 is helpful.

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Networks (160409)
Yaron Singer
Michael Mitzenmacher
Networks—of social relationships, economic interdependencies, and digital interactions—are critical in

shaping our lives. This course introduces models and algorithms that help us understand networks.
Fundamental concepts from applied mathematics, microeconomics, and computer science will be
presented through the lens of network science, in order to equip students to usefully analyze the "big data"
generated by online networks. Applications discussed include the viral spread of ideas, maximizing
influence, and the contagion of economic downturns. Concepts and tools covered include game theory,
graph theory, data mining, and machine learning.
Recommended Prep: Linear Algebra, Calculus, probability (either their courses or their
equivalents): AM 21a, AM 21b, Statistics 110.

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Economics and Computation (128164)
David Parkes
The interplay between economic thinking and computational thinking as it relates to electronic commerce,
social networks, collective intelligence and networked systems. Topics covered include: game theory, peer
production, reputation and recommender systems, prediction markets, crowd sourcing, network influence
and dynamics, auctions and mechanisms, privacy and security, matching and allocation problems,
computational social choice and behavioral game theory. Emphasis will be given to core methodologies,
with students engaged in theoretical, computational and empirical exercises.
Course Notes: Formerly Computer Science 186
Recommended Prep: Applied Math 21b, Computer Science 51 or equivalent, Statistics 110,
and one of Computer Science 181, Computer Science 182, Economics
1011a, Economics 1052, or Economics 1056.

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Computing Hardware (113856)
David Brooks
Vijay Janapa Reddi
This course introduces fundamentals in designing and building modern information devices and systems
that interface with the real world. It focuses on digital devices and systems, and it complements ENG-SCI
152, which focuses on devices and systems that use analog electronics. Topics include: combinational and
sequential logic; computer architecture; machine code; and altogether the infrastructure and computational
framework composing a MIPS processor. Consideration is given in design to interactions between
hardware and software systems. Students will design application specific hardware for an embedded
system.
Recommended Prep: CS50 or programming experience required.

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Computer Networks (118418)
H. Kung
Computer networking has enabled the emergence of mobile and cloud computing, creating two of the most
important technological breakthroughs in computing of the past decade. We expect three major focuses in
the next ten years. First, we will witness the emergence of 5G wireless mobile networks, which will begin to
replace the current 4G networks as early as 2020. Second, cyber security will receive unprecedented
attention from industry. Third, blockchain technology, which has powered Bitcoin, is creating a new trusted
network infrastructure that will allow information to be distributed but not copied. While these areas are
each rich in intellectual content on their own, they will also interplay with one other, creating interesting
opportunities for those versed in all three. In order to play a role in this era of network-based computing,
students must have a thorough understanding of these networking technologies and applications. Beyond
teaching the basic networking protocols, which have become very mature and can be treated as a black
box, in CS 143, we will teach new networking issues and topics of significance. This focus on upcoming
wireless, network security, and blockchain advancements is the motivation for CS 143 this semester.
Students in the course will read and discuss basic material as well as the latest literature, work on
homework assignments, gain hands-on experience through network programming, and have the
opportunity to present the concepts and insights learned through a final project.
Recommended Prep: CS50 (or programming experience) and strong interest in the subject
matter. Lab sessions will be provided to give extra support.

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Networks Design Projects (112630)
H. Kung
Deep neural networks (DNNs) are becoming a popular tool in data-driven applications. One of the next
frontiers is distributed DNNs over computer networks for improved scaling (e.g., for scaling training as in
federated learning) and parallel DNNs over processor arrays for low-latency inference in real-time
applications. To this end, there is a need to understand issues such as communication, computation, and
accuracy trade-offs. This research-oriented course will address this relatively new, yet rapidly advancing,
topic. We will survey the main approaches, with a unique focus on the interplay between deep learning
models, parallel and distributed computing architectures, and the hardware structures of end devices. The
class will be organized into the following eight modules:
Motivations for parallel and distributed deep learning; Parallelism available in deep neural networks;
Review of background concepts in deep learning, computer networks, computer architectures, and
FPGA/ASIC hardware accelerators; Deep dive case studies in parallel and distributed training and inference
(e.g., distributed federated learning and quantized low-latency and energy-efficient inference); Full-stack
design optimization for inference in which deep learning models, computing architectures, and hardware
circuits are simultaneously optimized; Collaborative deep learning inference between the cloud, edge, and
client machines; Privacy and security protocols, and the novel use of blockchains in support of parallel and
distributed deep learning; and Emerging technologies in deep learning such as automated neural
architecture search and neuromorphic computing. Students working in 2- or 3-person teams will do a
substantial project in these and other related areas.
Course Notes: Preference given to upper-class undergraduates or graduate students

in computer science or in business.
Recommended Prep: Basic courses in networking (e.g., CS 143) and AI (e.g., CS 181 or 182),
programming experience (e.g., CS 51), some research experience, and
a strong interest in the subject matter. Lab sessions will be provided to
give extra support.

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Cloud Networking and Computing (208314)
Minlan Yu
Clouds have become critical infrastructures for many applications in business and society (e.g., social
media, public health, and entertainment). In this course, we will take a look inside the cloud infrastructure

and learn critical technology trends and challenges in the networking and computing layers. We will
discuss the design choices of performance, scalability, manageability, and cost in various cloud companies
such as Amazon, Google, Microsoft, and Facebook. This course includes lectures and system
programming projects.
Recommended Prep: System programming at the level of CS 61 or CS 143

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Programming Languages (119629)
Stephen Chong
Comprehensive introduction to the principal features and overall design of both traditional and modern
programming languages, including syntax, formal semantics, abstraction mechanisms, modularity, type
systems, naming, polymorphism, closures, continuations, and concurrency. Provides the intellectual tools
needed to design, evaluate, choose, and use programming languages.
Recommended Prep: Computer Science 51; Computer Science 121 is recommended.

Students must have good programming skills, be very comfortable
with recursion, proofs, basic mathematical ideas and notations,
including sets, relations, functions, and induction.

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Compilers (131493)
Stephen Chong
Implementation of efficient interpreters and compilers for programming languages. Associated algorithms
and pragmatic issues. Emphasizes practical applications including those outside of programming
languages proper. Also shows relationships to programming-language theory and design. Participants
build a working compiler including lexical analysis, parsing, type checking, code generation, and register
allocation. Exposure to run-time issues and optimization.

Recommended Prep: Computer Science 51 or 61.

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Operating Systems (113847)
Eddie Kohler
James Mickens
This course focuses on the design and implementation of modern operating systems. The course
discusses threads, processes, virtual memory, schedulers, and the other fundamental primitives that an OS
uses to represent active computations. An exploration of the system call interface explains how
applications interact with hardware and other programs which are concurrently executing. Case studies of
popular file systems reveal how an OS makes IO efficient and robust in the midst of crashes and
unexpected reboots. Students also learn how virtualization allows a physical machine to partition its
resources across multiple virtual machines. Class topics are reinforced through a series of intensive
programming assignments which use a real operating system.
Recommended Prep: Computer Science 61.

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Data Systems (119249)
Stratos Idreos
We are in the big data era and data systems sit in the critical path of everything we do. We are going
through major transformations in businesses, sciences, as well as everyday life - collecting and analyzing
data changes everything and data systems provide the means to store and analyze a massive amount of
data. This course is a comprehensive introduction to modern data systems. The primary focus of the
course is on the modern trends that are shaping the data management industry right now: column-store
and hybrid systems, shared nothing architectures, cache conscious algorithms, hardware/software co-
design, main-memory systems, adaptive indexing, stream processing, scientific data management, and
key-value stores. We also study the history of data systems, traditional and seminal concepts and ideas
such as the relational model, row-store database systems, optimization, indexing, concurrency control,

recovery and SQL. In this way, we discuss both how and why data systems evolved over the years, as well
as how these concepts apply today and how data systems might evolve in the future. We focus on
understanding concepts and trends rather than specific techniques that will soon be outdated - as such the
class relies largely on recent research material and on a semi-flipped class model with a lot of hands-on
interaction in each class.
Recommended Prep: Computer Science 51 and Computer Science 61.

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Visualization (124364)
Hanspeter Pfister
An introduction to key design principles and techniques for visualizing data. Covers design practices, data
and image models, visual perception, interaction principles, visualization tools, and applications.
Introduces programming of web-based interactive visualizations.
Recommended Prep: Students are required to have basic programming experience (e.g.,
Computer Science 50). Web programming experience (HTML, CSS, JS)
is a plus.

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Computer Graphics (113410)
Steven Gortler
This course covers the fundamentals of 3D computer graphics using a modern shader-based version of
OpenGL. Main topics include: geometric coordinate systems and transformations, keyframe animation and
interpolation, camera simulation, triangle rasterization, material simulation, texture mapping, image
sampling and color theory. The course also touches on ray tracing, geometric modeling and simulation-

based animation.
Recommended Prep: Computer Science 51 or 61, Applied Mathematics 21b or Mathematics

21b.

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Design of Useful and Usable Interactive Systems (123971)
Krzysztof Gajos
Elena Glassman
The course covers skills and techniques necessary to design innovative interactive products that are
useful, usable and that address important needs of people other than yourself. You will learn how to
uncover needs that your customers cannot even articulate. You will also learn a range of design principles,
effective creativity-related practices, and techniques for rapidly creating and evaluating product prototypes.
You will also have several opportunities to formally communicate your design ideas to a variety of
audiences. You will complete two large team-based design projects.
Recommended Prep: CS 50 or web programming experience.

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Machine Learning (148156)
Finale Doshi-Velez
Introduction to machine learning, providing a probabilistic view on artificial intelligence and reasoning
under uncertainty. Topics include: supervised learning, ensemble methods and boosting, neural networks,
support vector machines, kernel methods, clustering and unsupervised learning, maximum likelihood,
graphical models, hidden Markov models, inference methods, and computational learning theory. Students
should feel comfortable with multivariate calculus, linear algebra, probability theory, and complexity theory.
Students will be required to produce non-trivial programs in Python.
Recommended Prep: Computer Science 51, Statistics 110, Math 21a and 21b (or equivalent).

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Artificial Intelligence (110661)
Goran Radanovic
Haifeng Xu
Artificial Intelligence (AI) is an exciting field that has enabled a wide range of cutting-edge technology, from
driverless cars to grandmaster-beating Go programs. The goal of this course is to introduce the ideas and
techniques underlying the design of intelligent computer systems. Topics covered in this course are
broadly be divided into 1) planning and search algorithms, 2) probabilistic reasoning and representations,
and 3) machine learning (although, as you will see, it is impossible to separate these ideas so neatly).
Within each area, the course will also present practical AI algorithms being used in the wild and, in some
cases, explore the relationship to state-of-the-art techniques. The class will include lectures connecting the
models and algorithms we discuss to applications in robotics, computer vision, and speech processing.
Recommended Prep: CS 51; Stat 110 (may be taken concurrently).

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Autonomous Robot Systems (127551)
Radhika Nagpal
2019 Spring (4 Credits) Schedule: F 0900 AM - 1145 AM
Building autonomous robotic systems requires understanding how to make robots that observe, reason,
and act. Each component uses many engineering principles: how to fuse, multiple, noisy sensors; how to
balance short-term versus long-term goals; how to control one's actions and how to coordinate with others.
This year theme will be "Robots Roam the Halls", where we will focus on kinect-based robots that move in
the SEAS buildings, to do applications like navigating, map building, and interacting with people. The class
format will have a mixed lecture and lab format, and have a final project component.
Recommended Prep: The only prerequisites are CS51 or CS61, or experience with
programming and using APIs. This class is appropriate for CS, EE, and
ME students interested in robotics.

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Classics of Computer Science (204964)
Harry Lewis
Papers every computer scientist should have read, from all areas of the field and dating from its origins to
the present.
Recommended Prep: Intended for juniors and seniors in CS who have taken at least one 100
level course in Computer Science. Open to students from other
concentrations who have the same background.

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Computing Foundations for Computational Science (128104)
Ignacio Martin Llorente
Computational science has become a third partner, together with theory and experimentation, in advancing
scientific knowledge and practice, and an essential tool for product and process development and
manufacturing in industry. Big data science adds the 'fourth pillar' to scientific advancements, providing
the methods and algorithms to extract knowledge or insights from data. The course is a journey into the
foundations of Parallel Computing at the intersection of large-scale computational science and big data
analytics. Many science communities are combining high performance computing and high-end data
analysis platforms and methods in workflows that orchestrate large-scale simulations or incorporate them
into the stages of large-scale analysis pipelines for data generated by simulations, experiments, or
observations. This is an applications course highlighting the use of modern computing platforms in solving
computational and data science problems, enabling simulation, modeling and real-time analysis of complex
natural and social phenomena at unprecedented scales. The class emphasizes on making effective use of
the diverse landscape of programming models, platforms, open-source tools, computing architectures and
cloud services for high performance computing and high-end data analytics.
Recommended Prep: Students are expected to have basic programming experience and
understanding of algorithms (e.g. CS50/CS51/CS207), familiarity with
Python, C or similar, and basic knowledge of Linux including using the

command line.

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Systems Development for Computational Science (128105)
David Sondak
This is a project-based course emphasizing designing, building, testing, maintaining and modifying
software for scientific computing. Students will work in groups on a number of projects, ranging from small
data-transformation utilities to large-scale systems. Students will learn to use a variety of tools and
languages, as well as various techniques for organizing teams. Most important, students will learn to fit
tools and approaches to the problem being solved.
Recommended Prep: Students are expected to have basic programming experience

(Computer Science 50).

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Applied Privacy for Data Science (211395)
James Honaker
Salil Vadhan
2019 Spring (4 Credits) Schedule: MF 1030 AM - 1145 AM
The risks to privacy when making human subjects data available for research and how to protect against
these risks using the formal framework of differential privacy. Methods for attacking statistical data
releases, the mathematics of and software implementations of differential privacy, deployed solutions in
industry and government. Assignments will include implementation and experimentation on data science
tasks.
Recommended Prep: Basic probability, algorithms, and programming at the level of

CS109/AC209. STAT110 and CS124 should also be sufficient
preparation.

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Algorithms at the Ends of the Wire (111994)
Covers topics related to algorithms for big data, especially related to networks. Themes include
compression, cryptography, coding, and information retrieval related to the World Wide Web. Requires a
major final project.
Recommended Prep: Computer Science 124.

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Computer Science 229BR

Topics in Theoretical Computer Science: Biology and Complexity (207862)
Leslie Valiant
Many processes in biology consist of step by step processes, whether in evolution, neural activity,
development, or protein circuits. In many of these processes the actual steps taken by biological systems
are not currently understood. Further, even the outcomes that are being realized by these processes are
not well understood. In general current understanding of most aspects of biology is not complete or
specific enough to provide theories in which predictions can be made by analysis or computer simulation.
Computer science is the study of step by step processes and of specifications of the outcomes that such
processes can realize. For many computational outcome specifications it is known or believed that no
mechanism with feasible resources can realize them. Computer science therefore offers a top-down
approach to understanding what could possibly be computed in biology, and how. In this course we shall
pursue this computational complexity approach, whose origins go back to Turing and von Neumann.
Emphasis will be on evolution and neuroscience, but other topics such as development will be also
discussed. Research papers that address some aspect of the complexity question, whether by
mathematical analysis, computer simulations or experimental findings will be discussed.
Recommended Prep: CS 121/124 or equivalents.

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Computer Science 229CR
High Dimensional Probability (211336)
Kyle Luh
This course is a mathematically rigorous introduction to high-dimensional probability and its applications.
The material will revolve around concentration inequalities, random matrices and random graphs.
Interspersed in the theory will be various applications to machine learning, statistics and information
theory.
Course Notes: Enrollment limited to 30 students. Instructor permission required.
Recommended Prep: STAT 110 (Probability), MATH 21b (Linear Algebra) or equivalent.

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Topics in Theoretical Computer Science: Information Theory in CS (120237)
Madhu Sudan
Information Theory originated in a seminal work of Shannon that attempted to formalize and quantify
communication. This theory was mostly ignored by theoretical computer science till the 1990s when tools
and concepts from Information Theory started to play a central role in powerful results in the field. Notable
examples include the Parallel Repetition Theorem of Raz (1994), the development of the Information
Complexity measure as a means of understanding Communication Complexity (2001). Today Information
Theoretic measures and tools influence many aspects of CS theory including analysis of streaming
algorithms, differential privacy and game theory. This course will introduce the basic concepts in
information theory and then sample topics of interest to CS theory where information theoretic tools play a
central role. See http://madhu.seas.harvard.edu/courses/Spring2019 for more information.
Recommended Prep: CS 121/124/125 or equivalents.

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Topics in Theoretical Computer Science: Interactions between Physics and Computation (120237)
Boaz Barak
Tselil Schramm
In this graduate seminar we will explore some of the connections between theoretical computer science
and physics. Some topics include: connections between statistical physics and computational complexity,
quantum information theory, quantum Hamiltonian complexity, black holes, bulk/boundary
correspondence, "quantum superiority experiments", the "conformal bootstrap". and more.
All of these are topics that I personally find fascinating, but know very little about. I hope we can learn
about them together. Each one of those can probably be the topic of a full semester-long course (and even
that, assuming significant physics background). I hope this seminar will be like a "tasting menu" where we
pick some of the juiciest and most interesting questions and results from all these areas, and attempt to
understand and present them using the minimal amount of physics.
See the website https://www.boazbarak.org/fall18seminar/ for more information about this seminar.
Course Notes: While the seminar is officially listed as taking place from 1:30 till 2:45,
it will actually take place from 1:30-4:30 as it is merged with the theory
reading group.
Recommended Prep: This seminar is mostly geared towards graduate in theoretical

computer science, but advanced undergraduates might also enjoy it. I
recommend undergraduate take this seminar if they have already taken
a graduate course in theoretical computer science (i.e., CS22x course)
but feel free to email me to discuss whether this course will be a good
fit for you.

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Topics at the Interface between Computer Science and Economics (116531)
Yiling Chen
Interplay between computation and economics. Topics in electronic commerce, computational social
choice, computational mechanism design, peer production, prediction markets and reputation systems.
Readings in AI, theoretical CS, multi-agent systems, economic theory, and operations research.
Recommended Prep: Mathematics 21b, Applied Mathematics 21b, or equivalent; Economics

1011a, or equivalent; or permission of instructor.

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Networks Design Projects (112631)
H. Kung
The contents and course requirements are similar to those of Computer Science 144r, with the exception
that students enrolled in Computer Science 244r are expected to do substantial system implementation and
perform graduate-level work.
Deep neural networks (DNNs) are becoming a popular tool in data-driven applications. One of the next
frontiers is distributed DNNs over computer networks for improved scaling (e.g., for scaling training as in
federated learning) and parallel DNNs over processor arrays for low-latency inference in real-time
applications. To this end, there is a need to understand issues such as communication, computation, and
accuracy trade-offs. This research-oriented course will address this relatively new, yet rapidly advancing,
topic. We will survey the main approaches, with a unique focus on the interplay between deep learning
models, parallel and distributed computing architectures, and the hardware structures of end devices. The
class will be organized into the following eight modules:
Motivations for parallel and distributed deep learning; Parallelism available in deep neural networks;
Review of background concepts in deep learning, computer networks, computer architectures, and
FPGA/ASIC hardware accelerators; Deep dive case studies in parallel and distributed training and inference
(e.g., distributed federated learning and quantized low-latency and energy-efficient inference); Full-stack
design optimization for inference in which deep learning models, computing architectures, and hardware
circuits are simultaneously optimized; Collaborative deep learning inference between the cloud, edge, and
client machines; Privacy and security protocols, and the novel use of blockchains in support of parallel and
distributed deep learning; and Emerging technologies in deep learning such as automated neural
architecture search and neuromorphic computing. Students working in 2- or 3-person teams will do a
substantial project in these and other related areas.
Course Notes: Preference given to upper-class undergraduates or graduate students

in computer science or in business who are proficient in computer
programming or in business software.
Recommended Prep: Basic courses in networking (e.g., CS 143) and AI (e.g., CS 181 or 182),
programming experience (e.g., CS 51), some research experience, and
a strong interest in the subject matter. Lab sessions will be provided to
give extra support.

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Cloud Networking and Computing (208351)
Minlan Yu

The contents and course requirements are similar to those of Computer Science 145, with the exception
that students enrolled in Computer Science 245 are expected to do substantial system implementation and
perform graduate-level work. Clouds have become critical infrastructures for many applications in business
and society (e.g., social media, public health, and entertainment). In this course, we will take a look inside
the cloud infrastructure and learn critical technology trends and challenges in the networking and
computing layers. We will discuss the design choices of performance, scalability, manageability, and cost
in various cloud companies such as Amazon, Google, Microsoft, and Facebook. This course includes
lectures and system programming projects.
Recommended Prep: System programming at the level of CS 61 or CS 143.

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Advanced Topics in Computer Architecture (128149)
David Brooks
Seminar course exploring recent research in computer architecture. Topics vary from year to year and will
include subjects such as multi-core architectures, energy-efficient computing, reliable computing, and the
interactions of these issues with system software. Students read and present research papers, undertake a
research project.
Recommended Prep: Computer Science 146 or 246 or permission of the instructor.

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Advanced Topics in Programming Languages (114807)
Stephen Chong
Seminar course exploring recent research in programming languages. Topics vary from year to year.
Students read and present research papers, undertake a research project.
Recommended Prep: Computer Science 152 or permission of the instructor.

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Projects and Close Readings in Software Systems (110276)
Eddie Kohler
Modern software systems construction and analysis. Distributed systems; operating systems; networks;
data centers; big data; emerging systems deployments. Close, careful reading of research papers and
code, coupled with programming projects. Readability and programmability. Topic focus will change each
offering. May be repeated for credit with instructor permission.
Recommended Prep: Programming experience and instructor permission.

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Systems Security (160579)
James Mickens
This course explores practical attacks on modern computer systems, explaining how those attacks can be
mitigated using careful system design and the judicious application of cryptography. The course discusses
topics like buffer overflows, web security, information flow control, and anonymous communication
mechanisms such as Tor. The course includes several small projects which give students hands-on
experience with various offensive and defensive techniques; the final, larger project is open-ended and
driven by student interests.
Recommended Prep: Computer Science 161 (Operating Systems)

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Big Data Systems (113660)
Stratos Idreos
Big data is everywhere. A fundamental goal across numerous modern businesses and sciences is to be
able to utilize as many machines as possible, to consume as much information as possible and as fast as
possible. The big challenge is how to turn data into useful knowledge. This is a moving target as both the
underlying hardware and our ability to collect data evolve. In this class, we discuss how to design data
systems, data structures, and algorithms for key data-driven areas, including relational systems,
distributed systems, graph systems, noSQL, newSQL, machine learning, and neural networks. We see how
they all rely on the same set of very basic concepts and we learn how to synthesize efficient solutions for
any problem across these areas using those basic concepts.
Recommended Prep: CS 165 or permission of instructor.

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Topics in Data Visualization (211349)
Johanna Beyer
This course covers advanced topics in data visualization. Over the course of the semester, we will
examine seminal works and recent state-of-the-art research in information visualization, scientific
visualization and visual analytics. Students will work on a semester-long visualization project that
will allow them to visualize their own data sets and write a short paper about their project. We will
employ peer-feedback and formal design critiques to analyze each other's work.
Course Notes: Enrollment limited to 30 students. Instructor permission needed.
Recommended Prep: CS 171, CS 179, CS 279, or some data visualization experience. Please
contact course staff if you are unsure about the course pre-requisites.

Attribute Value(s)

Research Topics in Human-Computer Interaction (121985)
Krzysztof Gajos
The course covers major areas of inquiry and core research methods in Human-Computer Interaction
including experimental design, statistical data analysis, and qualitative methods. Activities will include
discussion of primary literature, a small number of lectures, assignments (design, execution and analysis
of both lab-based and on-line experiments), and a research project.
Course Notes: Designed for first year PhD students from all areas. Masters students
and advanced undergraduates are welcome, particularly those who
wish to do research (or write a thesis) in an area related to Human-
Computer Interaction.
Recommended Prep: None for PhD students; for undergrads CS 179 or CS 171 is strongly
recommended and permission of the instructor is required. Basic
programming skills will be needed to implement and conduct
experiments.

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Advanced Machine Learning (107677)
Alexander Rush
Advanced statistical machine learning and probabilistic data analysis. Covers discrete and continuous
probabilistic modeling and computational inference. Topics include: Bayesian modeling, probabilistic
graphical models, latent variables and unsupervised learning, deep learning, time series models, variational
inference, and sampling. Requires a final project.
Recommended Prep: Students should be comfortable with linear algebra and probability
theory, basic machine learning (at the level of CS 181), and large-scale
Python data analysis.

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Machine Learning: Advances in Uncertainty Quantification, Structured Prediction, Large-Scale Methods (156936)
David Parkes

David Belanger
Alexander D'Amour
Dougal Maclaurin
Roland Snoek
Alexander Wiltschko
Recent advances in ML have enabled rapid progress in data-driven systems in a wide range of domains like
image processing and NLP. However, to unlock additional areas of application, ML methods must provide
good estimates of uncertainty, operate on structured representations of data, and work at large scale. We
will explore a collection of cutting-edge advancements in these topics. Students will read multiple papers
per week, present papers to the class, and complete a final project. Sometimes the machine learning
literature is daunting because it changes so quickly. An overarching goal of the course will be to
collectively identify broad frameworks and trends of the research community and to identify opportunities
for high-impact research.
Class Notes: The class will meet in Maxwell Dworkin G115 for the first class, Friday,
Feb. 1. Course will meet at Google after the first meeting. The course
is taught by a group of researchers on the Google Brain team. Starting
with the Feb 8 class, students should head to Google Kendall Square
Office at 355 Main Street in Cambridge (Kendall Square t-station).
Students should arrive 15 minutes early (8:45am) for the second class
Friday, Feb. 8, check in with security downstairs and then head to
reception on the 5th floor, where Carolyn Cismondi will greet them and
lead them to the "Esplanade East" training room. The course will be
capped at 20 students.
Recommended Prep: Students should be comfortable with the basics of modern

probabilistic machine learning, such as deep learning, variational
inference, and Markov Chain Monte Carlo.

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Topics in Machine Learning: Deep Bayesian Models (156936)
Finale Doshi-Velez
Many domains involve placing uncertainties over functions: If we took two precipitation readings two miles
apart, what are the possible precipitations in between? If we have a function mapping drug dosage to
blood pressure change for a variety of patients, what is our uncertainty for a new patient? Deep Bayesian
models are a flexible class of priors over deterministic and stochastic functions, but truly understanding
that model class, and performing inference in it, has many open questions. In this course, we will begin
with Gaussian processes, a much simpler prior over functions, and then explore deep Bayesian models via

readings, coding assignments, and a final project. Along the way, we'll learn what works when, and where
the research questions are.
Course Notes: The course will be capped at 25 students.
Recommended Prep: While no experience with deep Bayesian models is expected, students
will be expected to be comfortable with basic ideas of Bayesian
inference, including Markov Chain Monte Carlo and variational
inference. Take a peek at Rasmussen and William's Chapter 2.2 and
see if you're in love.

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Machine Learning for Natural Language (112867)
Alexander Rush
Machine learning for natural language processing with a focus on deep learning and generative models.
Topics include language modelling, information extraction, multi-model applications, text generation,
machine translation, and deep generative models. Course is taught as a reading seminar with student
presentations. Requires comfort with reading ML research papers and completion of a major final project.
Recommended Prep: Machine learning at the level of CS 281 is recommended, as is

significant programming background.

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Biologically-inspired Multi-agent Systems (120238)
Radhika Nagpal
2018 Fall (4 Credits) Schedule: WF 1030 AM - 1145 AM
Surveys biologically-inspired approaches to designing distributed systems. Focus is on biological models,

algorithms, and programming paradigms for self-organization. Topics vary year to year, and usually
include: (1) swarm intelligence: social insects and animal groups, with applications to networking and
robotics, (2) cellular computing: including cellular automata/amorphous computing, and applications like

self-assembling robots and programmable materials, (3) evolutionary computation and its application to
optimization and design.
Course Notes: Geared toward graduate students of all levels as well as advanced
undergraduates. Preference given to graduate students or upper-level
concentrators.
Recommended Prep: Students should have a familiarity/experience with computer systems

(e.g. software, networking) and algorithms/analysis through classes
and/or internship experiences. Background in biology not required.

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Special Topics in Computer Science (114035)
Salil Vadhan
Supervision of experimental or theoretical research on acceptable computer science problems and

obtained from the Academic Office, Pierce Hall 110.

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Special Topics in Computer Science (114035)
Salil Vadhan
Supervision of experimental or theoretical research on acceptable computer science problems and

obtained from the Academic Office, Pierce Hall 110.

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Readable, Extensible, High-Performance Software Systems (109278)
Eddie Kohler

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Readable, Extensible, High-Performance Software Systems (109278)
Eddie Kohler

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Biologically-Inspired Multi-Agent Systems, Distributed Systems, and Computational Biology (119252)
Radhika Nagpal

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Biologically-Inspired Multi-Agent Systems, Distributed Systems, and Computational Biology (119252)
Radhika Nagpal

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Computational Mechanism Design, Electronic Marketplaces, and Multi-Agent Systems (116301)
David Parkes

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Computational Mechanism Design, Electronic Marketplaces, and Multi-Agent Systems (116301)
David Parkes

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Collaborative Systems, AI Planning, and Natural Language Processing (143299)
Barbara Grosz

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Collaborative Systems, AI Planning, and Natural Language Processing (143299)
Barbara Grosz

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Visual Computing (124155)
Hanspeter Pfister

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Visual Computing (124155)

Hanspeter Pfister

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Social Computing: Computation and Economics (125388)
Yiling Chen

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Social Computing: Computation and Economics (125388)
Yiling Chen

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Data Systems Design (156744)
Stratos Idreos

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Data Systems Design (156744)
Stratos Idreos

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Human-Computer Communication through Natural, Graphical, and Artificial Languages (111666)
Stuart Shieber

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Human-Computer Communication through Natural, Graphical, and Artificial Languages (111666)
Stuart Shieber

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Intelligent Interactive Systems and Human-Computer (126331)
Krzysztof Gajos

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Intelligent Interactive Systems and Human-Computer (126331)
Krzysztof Gajos

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Tools for Reliable Meaningful Efficient Communication (160962)
Madhu Sudan

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Tools for Reliable Meaningful Efficient Communication (160962)

Madhu Sudan

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Mathematical Logic, Theory of Computation (133437)
Harry Lewis

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Mathematical Logic, Theory of Computation (133437)
Harry Lewis

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Complexity, Algorithms, Cryptography, and Convex Programming (206566)
Boaz Barak

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Complexity, Algorithms, Cryptography, and Convex Programming (206566)
Boaz Barak

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Computer Architecture: Modeling and Design (116858)
David Brooks

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Computer Architecture: Modeling and Design (116858)
David Brooks

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High-Performance Computer Systems (117841)
Michael Smith

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High-Performance Computer Systems (117841)
Michael Smith

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Computer Vision (120091)
Todd Zickler

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Computer Vision (120091)

Todd Zickler

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Computational Complexity, Parallel Computation, Computational Learning, Neural Computation (113027)
Leslie Valiant

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Computational Complexity, Parallel Computation, Computational Learning, Neural Computation (113027)
Leslie Valiant

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Computational Complexity, Cryptography, and Pseudorandomness (115136)
Salil Vadhan

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Computational Complexity, Cryptography, and Pseudorandomness (115136)
Salil Vadhan

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On-line Algorithms and Randomized Algorithms (109883)

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On-line Algorithms and Randomized Algorithms (109883)

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Software Systems: Security, Performance, and Robustness (160959)
James Mickens

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Software Systems: Security, Performance, and Robustness (160959)
James Mickens

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Programming Languages and Security (126329)
Stephen Chong

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Programming Languages and Security (126329)
Stephen Chong

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Topics in Theory for Society (204561)
Cynthia Dwork

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Topics in Theory for Society (204561)
Cynthia Dwork

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Steven Gortler

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Steven Gortler

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Sketching Algorithms for Massive Data (110261)
Jelani Nelson

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Sketching Algorithms for Massive Data (110261)
Jelani Nelson

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Algorithms for Social Data (110263)
Yaron Singer

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Algorithms for Social Data (110263)
Yaron Singer

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Natural Language Understanding and Generation (160961)
Alexander Rush

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Natural Language Understanding and Generation (160961)

Alexander Rush

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Advanced Control, Estimation, and Analysis of Robots and Dynamical Systems (160963)
Scott Kuindersma

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Advanced Control, Estimation, and Analysis of Robots and Dynamical Systems (160963)
Scott Kuindersma

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Finale Doshi-Velez

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Finale Doshi-Velez

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Subject: Engineering Sciences
Engineering Sciences 301

SEAS Teaching Practicum (125374)
John Girash
Practicum emphasizing an active but reflective approach to teaching applied sciences and engineering;
designed for graduate students in any SEAS area, not specifically Engineering Sciences. Topics:
presentation and communication; in-class teaching and interaction; developing, grading and giving
feedback on assignments; course head / TF relations and expectations; cognition and learning. Seminar
style with an emphasis on observation, practice, feedback, and reflection. While the primary context of the
course is classroom-style teaching, those interested in developing instructional communication skills in
other contexts within science and engineering -- labs/studios, presentations, etc. -- are quite welcome, and
course tasks can be adjusted for such.
Course Notes: Unlike most 300-level courses at SEAS, this is a class with a regular
meeting time and some assignments, largely involving lesson prep and
brief background reading. The class will alternate between "teaching
weeks" (likely taking until 5:45) and "reflection weeks" (aiming to end
at 5pm). Counts towards the Derek Bok Center's <a href="https:
//bokcenter.harvard.edu/teaching-certificate">Teaching Certificate</a>.
Graduate students from all science and engineering fields within
Harvard are welcome. Postdocs and motivated undergraduates may
audit, doing the same work as enrolled graduate students. Formerly
COMPSCI 365.

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Earth and Planetary Sciences
Subject: Earth & Planetary Sciences
Earth & Planetary Sciences 10

A Brief History of the Earth (203888)
Jerry Mitrovica
This is an introduction to Earth and Planetary science for EPS concentrators and an overview, for those
outside the field, of the critical events and processes that have shaped the Earth's evolution and its place in
the solar system. The course is designed to highlight the processes, from tectonic plate to microbial scale,
that drive the Earth's response to (internal and external) perturbations and we will explore both the time
scale of those perturbations and the limits of the Earth's resilience. By considering the full sweep of
geological time, from the early Earth to the modern world, the course will take advantage of a series of
natural experiments to compare the Earth system during periods with and without atmospheric oxygen,
animals, land plants and polar ice sheets, and to compare it, on occasion, with other terrestrial planets.
Course Notes: Course includes a weekly two-hour lab (5 total during the term) and 3
one-day field trips.
Class Notes: Course includes four labs that will be spread out during term and a
one-day field trip.

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Introduction to Planetary Materials and Earth Resources (109527)
Stein Jacobsen
A comprehensive introduction to how the principles of mineralogy, phase equilibria, and the compositions
of terrestrial and extraterrestrial materials are used to understand the evolution of the Earth and its
resources. The course will discuss how we know that the Earth's crust has more than sufficient resources
for its human population.
Course Notes: Course includes a weekly lab. This course fulfills the EPS sub-
discipline requirement of either Earth History and Geobiology or
Geology, Geophysics and Planetary Science.
Recommended Prep: An introductory earth and or planetary science course and a course in

college-level chemistry or equivalent.

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Global Geophysics: A Primer (109231)
Esther James
Jerry Mitrovica
A comprehensive introduction to global geophysics. This course serves as a bridge between introductory
Earth science course EPS 10 and higher level geophysics courses in EPS. Topics include: plate tectonics,
the Earth's composition, thermal state and rheology, mantle convection, the geodynamo, the Earth's gravity
field and geodesy, and (modern and paleo) climate change. We explore the physical processes at work in
the Earth's interior, which produce mountains, oceans, volcanoes, and earthquakes. Using geophysical
tools to investigate the interior of the planet, and emphasizing on the quantitative analysis of geological
phenomena, this course will provide a strong foundation for further study in many areas of Earth and
Planetary Sciences, such as geophysics, tectonics, structural geology, among others. Knowledge of
calculus, introductory physics, and introductory geological principles are will be expected.
Course Notes: Course includes approximately five 1-hour section meetings spread
out over the term, to be arranged. This course fulfills the EPS sub-
discipline requirement of Geology, Geophysics and Planetary Science.
Recommended Prep: Applied Mathematics 21a,b (or Mathematics 1a,1b; or Mathematics 21a,
b); Physics 15a,b (prior or concurrent) or Physical Sciences 12a,b; or
permission of the instructor.

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Marine Geochemistry (126174)
David Johnston
An introduction to low temperature biogeochemistry. We will focus on key biogeochemical elements and
look to understand the linkages between the biosphere, atmosphere and hydrosphere. The course begins
with a description of marine geochemistry (alkalinity and chemical fluxes) and works toward understanding

isotopic fractionation and what it can tell us about the environment. We will explore biogeochemistry over a
range of physical and temporal scales.
Course Notes: This course includes a weekly two-hour lab to be arranged. This
course fulfills the EPS sub-discipline requirement of either
Atmosphere(s) and Oceans or Earth History and Geobiology. Given in
alternate years. Formerly offered as EPS 186. Students who have taken
EPS 186 cannot take EPS 53 for credit.
Recommended Prep: A course in college chemistry is recommended.

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Miaki Ishii
Supervised reading and research on topics not covered by regular courses of instruction. Taught by faculty
members of the department.
Course Notes: Usually intended for junior or senior concentrators in Earth and
Planetary Sciences; open to sophomore concentrators under some
circumstances.
To enroll, students must submit a registration form, which includes
permission of their faculty sponsor, to the Academic Administrator.

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Miaki Ishii
Jerry Mitrovica
Supervised reading and research on topics not covered by regular courses of instruction. Taught by faculty
members of the department.

Course Notes: Usually intended for junior or senior concentrators in Earth and
Planetary Sciences; open to sophomore concentrators under some
circumstances.

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Earth & Planetary Sciences 99A

Miaki Ishii
Research and writing of the senior thesis under faculty direction.
Course Notes: Senior honors candidates must take at least one term of this course
(fall or spring) if writing a thesis; an oral presentation is required.

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Earth & Planetary Sciences 99A

Miaki Ishii
Jerry Mitrovica

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Earth & Planetary Sciences 99B

Miaki Ishii

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Evolution of Plant Life in Geologic Time (108748)
Andrew Knoll
Origin, evolution, dispersal, paleoecology, and geologic history of the major groups of the plant kingdom.
Laboratory study of representative groups, living and fossil.
Course Notes: Course includes a weekly two-hour lab to be arranged. EPS 107 is also
offered as OEB 107. Students may not take both for credit. This course
fulfills the EPS sub-discipline requirement of Earth History and
Geobiology. Given in alternate years.
Recommended Prep: OEB 10 or permission of instructor.

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Earth Resources and the Environment (114664)
Annika Quick
John Shaw
An overview of the Earth's energy and material resources, including conventional and unconventional
hydrocarbons, nuclear fuels, alternative/renewable energy resources, metals, and other industrial materials.
The course emphasizes the geologic and environmental factors that dictate the availability of these
resources, the methods used to identify and exploit them, and the environmental impacts of these
operations. Topics include: coal and acid rain; petroleum exploration, drilling, and production, shale
gas/oil, photochemical smog, and oil spills; nuclear power and radioactive hazards; alternative energies
(solar, hydroelectric, tidal, geothermal power), metals and mining.
Course Notes: Course includes three hours of laboratory work each week and two
field trips. EPS 109 is also offered as ESE 109. Students may not take
both for credit. Undergraduate engineering students should enroll in
ESE 109. This course fulfills the EPS sub-discipline requirement of
Geology, Geophysics and Planetary Science. Given in alternate years.
Recommended Prep: EPS 10, ES 6, an equivalent course, or permission of instructor.

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Thermodynamics by Case Study (161215)
Scot Martin
Fundamental concepts and formalisms of conservation of energy and increase of entropy as applied to
natural and engineered environmental and biological systems. Pedagogical approach is to start with real-
world observations and applications, extracting the underlying fundamentals of thermodynamics from
these.
Course Notes: EPS 112 is also offered as ES 112. Students may not take both for
credit. Undergraduate engineering students should enroll in ES 112.
This course fulfills the EPS sub-discipline requirement of Atmosphere
(s) and Oceans. Total class capacity of 18 includes students in both ES
112 and EPS 112.

Class Notes: Enrollment in this course is limited to 18 students and will be
• For the lottery, please send an email to me (smartin@seas.harvard.
edu) with your rationale for taking the course.
• You must attend class on January 28 to be eligible for the lottery.
• Students wishing to enroll in this course must enter the lottery by 8
am on Tuesday, January 29, by adding the course to your Crimson
Cart in my.harvard.edu and requesting enrollment permission.
• You will be notified about whether you may enroll in this course by 5
pm on Tuesday, January 29.
• Students who are not selected by the lottery will be waitlisted.

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Introduction to Meteorology and Climate (123877)
Brian Farrell
Physical concepts necessary to understand atmospheric structure and motion. Phenomena studied include
the formation of clouds and precipitation, solar and terrestrial radiation, dynamical balance of the large-
scale wind, and the origin of cyclones. Concepts developed for understanding today's atmosphere are
applied to understanding the record of past climate change and the prospects for climate change in the
future.
Course Notes: EPS 132 is also offered as ESE 132. Students may not take both for
credit. This course fulfills the EPS sub-discipline requirement of
Atmosphere(s) and Oceans.
Recommended Prep: Mathematics 21 or Applied Mathematics 21a and 21b; Physical

Sciences 12; or permission of instructor.

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Atmospheric Chemistry (122093)
Daniel Jacob
Steven Wofsy

Physical and chemical processes determining the composition of the atmosphere and its implications for
climate, ecosystems, and human welfare. Construction of atmospheric composition models. Atmospheric
transport. Nitrogen, oxygen, and carbon cycles. Climate forcing by greenhouse gases and aerosols.
Stratospheric ozone. Oxidizing power of the atmosphere. Surface air pollution: aerosols and ozone.
Deposition to ecosystems: acid rain, nitrogen, mercury.
credit. This course fulfills the EPS sub-discipline requirement of
Atmosphere(s) and Oceans.
Recommended Prep: Physical Sciences 1, 2, Mathematics 1b; or equivalents.

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Climate Change Debates: The Reading Course (126141)
Peter Huybers
Eli Tziperman
The atmospheric carbon dioxide concentration is now the highest it has been in at least 800,000 years,
raising concerns regarding possible future climate changes. This reading course will survey the science of
global change from the perspective of scientific debates within the climate community. Specifically, the
course will involve guided reading and discussion of papers that present contentious view points on the
science of global change, with the goal of students learning how to scientifically evaluate such points of
view. Students are given weekly writing assignments and need to prepare presentations and lead some of
the weekly discussions.
Course Notes: Course includes a weekly section to be arranged. This course fulfills
the EPS sub-discipline requirement of Atmosphere(s) and Oceans.
Given in alternate years.
Recommended Prep: Applied Mathematics 21a,b or equivalent, or permission of instructor.

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Paleoclimate as Prologue (205194)
Peter Huybers
In this course we will explore and quantitatively assess past events in Earth's history involving
temperature, sea level, and the cryosphere; and compare these events with respect to our understanding of
current and predicted changes. The class will take a 'raw-data' and 'first-principles' approach to the subject:
raw data in the sense that we will work with quantities that are directly observed in order to make estimates
and draw inferences, and first principles in the sense of focusing on basic mechanisms. Working backward
in time, topics will include modern temperature variability, the Little Ice Age, Medieval Warm Period, and
more ancient climate variations. Complimentary to study of existing datasets, the course will also involve
developing quantitative inferences from historical artwork and archival information, including through a
series of field trips to the Harvard Art Museums and University Archives.
Course Notes: Each class will involve lecture, discussion, and in-class data analysis.
This course fulfills the EPS sub-discipline requirement of either
Atmosphere(s) and Oceans or Earth History and Geobiology.
Recommended Prep: EPS 131 or EPS 132, or permission of instructor; experience

with statistics and coding is helpful.

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Mineralogy (205567)

This course provides a comprehensive foundation of mineralogy for students of Earth and planetary
sciences, materials science, or related fields. Topics include: bonding, symmetry, crystallography, high
pressure mineralogy, and the bonding, structures, and significance of a variety of mineral types. Weekly lab
sections will cover crystal structures, symmetry, and the identification of a variety of minerals in hand
samples.
Course Notes: Course includes a three-hour weekly lab to be arranged. This course
fulfills the EPS sub-discipline requirement of Geology, Geophysics and
Planetary Science.

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Space Science and Engineering: Theory and Applications (160957)
Robin Wordsworth
This course is an introduction to the challenges involved in designing spacecraft for observation of Earth
and exploration of other planets. Topics covered include basic atmospheric and planetary science, key
principles of remote sensing, telemetry, orbital transfer theory, propulsion and launch system design, and
thermal and power management.
credit. Undergraduate engineering students should enroll in ESE 160.
This course fulfills the EPS sub-discipline requirement of Geology,
Geophysics and Planetary Science.

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Hydrology (108750)
Kaighin McColl
This course provides an introduction to the global hydrologic cycle and relevant terrestrial and
atmospheric processes. It covers the concepts of water and energy balance; atmospheric radiation,
composition and circulation; precipitation formation; evaporation; vegetation transpiration; infiltration,
storm runoff, and flood processes; groundwater flow and unsaturated zone processes; and snow
processes.
Course Notes: Course includes a weekly 1.5 hour lab session or section for
discussion of assigned problems. This course fulfills the EPS sub-
discipline requirement of Geology, Geophysics, and Planetary Science.
EPS 162 is also offered as ESE 162. Students may not take both for
credit.
Recommended Prep: Applied Mathematics 21a,b or Mathematics 21a,b; AND Applied

Physics 50a,b, Physics 15a,b or Physical Sciences 12a,b.

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Field Experiences in Earth and Planetary Sciences (120728)
Miaki Ishii
Attend a domestic or overseas geological field program of 3-6 weeks duration to learn methods of
obtaining, synthesizing, and interpreting field observations.
Course Notes: Field programs are selected individually by students with the advice
and approval of the instructor. This course fulfills the EPS sub-
Geology, Geophysics and Planetary Science. Students must notify the
instructor and Academic Administrator of intention to enroll by the
course registration deadline of the preceding term.
Recommended Prep: Permission of instructor.

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Field Experiences in Earth and Planetary Sciences (120728)

Attend a domestic or overseas geological field program of 3-6 weeks duration to learn methods of
obtaining, synthesizing, and interpreting field observations.
and approval of the instructor. This course fulfills the EPS sub-
Geology, Geophysics and Planetary Science. Students must notify the
instructor and Academic Administrator of intention to enroll by the
course registration deadline of the preceding term.

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Atmospheric Chemistry and Physics (111855)
Steven Wofsy
Atmospheric physics and chemistry: stratospheric and tropospheric transport, photochemistry, and
aerosols; stratospheric ozone loss, tropospheric pollution; biogeochemical cycles.
Course Notes: Students specializing in this area are expected to take EPS 200 and
236. EPS 200 is also intended to serve as a breadth course for students
specializing in other areas of Earth & Planetary Sciences or
Environmental Science & Engineering.
Recommended Prep: Applied Mathematics 21 or equivalent, a course in college-level

mechanics, electromagnetism, and chemistry.

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James Rice
Introduction to the mechanics of fluids and solids, organized around earth and environmental phenomena.
Conservation laws, stress, deformation and flow. Inviscid fluids and ocean gravity waves; Coriolis
dominated large scale flows. Viscosity and groundwater seepage; convective cells; boundary layers.
Turbulent stream flows; flood surges; sediment transport. Elasticity and seismic waves. Pore fluid
interactions with deformation and failure of earth materials, as in poro-mechanics of consolidation,
cracking, faulting, and landslides. Ice sheets and glacial flow mechanics.
Course Notes: Given in alternate years.
Recommended Prep: Calculus-based introductory physics at the level of Physics 11 or 15

and mathematics at the level of Applied Mathematics 21 and 105.

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Physics of Climate (122549)
Zhiming Kuang
Overview of the basic features of the climate system (global energy balance, atmospheric general
circulation, ocean circulation, and climate variability) and the underlying physical processes.
Recommended Prep: Applied Mathematics 105 (may be taken concurrently); Physics 15 or

Physical Sciences 12a,b; or permission of the instructor.

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A Survey of Planetary Sciences (207622)
Roger Fu
An overview of the key processes that govern the planetary bodies of the solar system and a survey of
current topics of research.
Course Notes: Course includes two additional 3-hour labs, two 3-hour meetings for
telescopic observations, and a 2-day field trip. Given in alternate years.
Recommended Prep: Multivariable calculus and introductory mechanics (Math 21A and
Physics 15A or equivalent). Introductory EPS class such as EPS 10.

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Topics in Hydrometeorology and Hydroclimatology: Causes and consequences of drought (211357)
Kaighin McColl
This seminar course will focus on recent advances in understanding hydrometeorological and
hydroclimatological processes, with implications for weather forecasting, climate modelling, agriculture,
human health and water resources management. Students will read and present journal articles on relevant
topics, and will rotate responsibility for leading discussions. Specific topics will vary each year offered.

Class Notes: In spring 2019, this course will focus on the hydrological causes and
consequences of drought. We will discuss key mechanisms that
determine drought onset, intensity and duration, and study examples
from around the world. We will also cover impacts of drought on the
terrestrial carbon budget, food security, water resources and extreme
weather.
Recommended Prep: Familiarity with ordinary differential equations (e.g., APM 105, 201, 202
or equivalent) and an introductory course in atmospheric
dynamics/oceanography/climate science (e.g., EPS 232, MIT 12.800 or
equivalent); or with permission of instructor.

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Paleoclimate as Prologue (160230)
Peter Huybers
In this course we will explore and quantitatively assess past events in Earth's history involving
temperature, sea level, and the cryosphere; and compare these events with respect to our understanding of
current and predicted changes. The class will take a 'raw-data' and 'first-principles' approach to the subject:
raw data in the sense that we will work with quantities that are directly observed in order to make estimates
and draw inferences, and first principles in the sense of focusing on basic mechanisms. Working backward
in time, topics will include modern temperature variability, the Little Ice Age, Medieval Warm Period, and
more ancient climate variations. Complimentary to study of existing datasets, the course will also involve
developing quantitative inferences from historical artwork and archival information, including through a
series of field trips to the Harvard Art Museums and University Archives.
Course Notes: Each class will involve lecture, discussion, and in-class data analysis.

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Climate Dynamics (119890)
Eli Tziperman

The course covers climate dynamics and climate variability phenomena and mechanisms, and provides
hands-on experience running and analyzing climate models, as well as using dynamical system theory
tools. Among the subjects covered: energy balance and greenhouse effect, El Nino, thermohaline
circulation, abrupt climate change, millennial variability (DO and Heinrich events), glacial-interglacial
cycles, the ocean carbonate system and CO2 changes, warm past and future climates, and more.
Recommended Prep: Background in geophysical fluid dynamics or permission of instructor.

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Stochastic Methods in Climate Dynamics (160228)
Brian Farrell
Introduction to stochastic methods for studying climate dynamics. Topics will include the Langevin
equation, stochastic turbulence modeling, linear inverse modeling, and applications of statistical state
dynamics to problems in planetary scale turbulence.

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Environmental Modeling and Data Analysis (120783)
Steven Wofsy
Daniel Jacob
Chemical transport models: principles, numerical methods. Inverse models: Bayes' theorem, optimal
estimation, Kalman filter, adjoint methods. Analysis of environmental data: visualization, time series
analysis, Monte Carlo methods, statistical assessment. Students prepare projects and presentations.
Course Notes: Course includes one to three hours of computer-based laboratory work
per week to be arranged. Students specializing in this area are
expected to take EPS 200 and 236. EPS 236 may also serve as an

introduction to modeling and applied statistics for other students.
Recommended Prep: Applied Mathematics 105; a course in atmospheric chemistry (EPS 133
or 200 or equivalent); or permission of the instructors.

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Planetary Radiation and Climate (205144)
Robin Wordsworth
Atmospheric radiative transfer is at the heart of understanding the climate of Earth and other planets. This
course covers basic stellar and planetary physics, quantum spectroscopy, molecular and aerosol
scattering, satellite retrieval theory, cloud, CO2 and H2O climate feedbacks, and extreme climate
phenomena such as the runaway greenhouse, Nuclear Winter and Titan's methane cycle. As a final course
outcome, you will learn to construct a line-by-line radiative-convective climate model from first principles.
Course Notes: EPS 237 is also offered as Engineering Sciences 237. Students may

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Isotope Geochemistry and Processes of Planetary Evolution (146721)
Stein Jacobsen
The composition and the evolution of the Solar Nebula. Application of radiogenic and stable isotopes to
study the processes of formation and evolution of planetary crusts, mantles, and cores.

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Earth & Planetary Sciences 242 Section: 01
Low-Temperature Geochemistry and Biogeochemical Cycles (145148)
Daniel Schrag
This course provides an introduction to low temperature geochemistry and biogeochemical cycles for
graduate students. In addition to attending the lectures, students are required to write a term paper on a
topic chosen in consultation with the instructor, and to prepare a series of presentations done in class.

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Topics in Mineral Physics and Chemistry: Volatiles in the Deep Earth (207625)
Rebecca Fischer
This seminar course will focus on recent advances in understanding the physical and chemical properties
of minerals and melts at extreme pressures and temperatures, with implications for the properties,
composition, formation, and evolution of Earth and planetary cores and mantles. Students will read and
present journal articles on relevant topics, and will rotate responsibility for leading discussions. Specific
topics will vary each year offered.
In Fall 2018, this course will focus on the topic of deep Earth volatiles, in particular C, S, H, and the noble
gases. We will discuss the origin, abundances, mineralogy, and effects of these elements in the upper
mantle, transition zone, lower mantle, and core. While the focus will be on the Earth, we will also touch on
the subject of volatiles in other terrestrial planetary interiors.
Course Notes: Given in alternate years or upon announcement.

Attribute Value(s)

Glaciology (208301)
Bradley Lipovsky

This course explores the physics of glaciers and ice sheets. We begin by describing "synoptic scale"
glaciology, i.e., at the scale of entire glaciers and ice sheets. The course then examines the smaller-scale
physics of the glacier-atmosphere, -bed, and -ocean interfaces, the interactions between ice sheets and
planetary climates, and the analysis of ice cores. Special attention will be given to a dozen or so deep-
focus topics that may include ice shelf hydraulic fracturing, glacier sliding, the marine ice sheet instability,
climatic forcing of ice sheet steady states, and ice core reconstructions. These topics will be approached
using mathematical physics, geophysical data, simple computer simulations, and large-scale ice sheet
models.
Recommended Prep: Familiarity with the analysis of partial differential equations. Matlab will
be used throughout this course.

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Dimensional Analysis and Scaling (207638)
Miaki Ishii
2019 Spring (4 Credits) Schedule: MF 0300 PM - 0415 PM
Dimensional analysis and scaling relations have wide applications in science and
engineering and provide a simple, quantitative framework for understanding complex
physical processes and interpreting results obtained by numerical calculations. It is often
used to reduce a large number of independent parameters to a smaller number of
dimensionless groups, providing opportunities ranging from the ability to learn about jet
airplanes from models the size of children's toys, to estimating the maximum height of
trees using simple assumptions. This course provides an introductory survey of the topic
and a practical tutorial of its application to understanding physical processes. Hands-on
exercises and projects will prepare these topics to be implemented in the understanding
of physical systems and advancement of research endeavors.
Recommended Prep: Applied Mathematics 21a and 21b; or Mathematics 21a and 21b; or
permission of instructor [i.e., Must have some experience with: (1)
Multivariate Calculus (Div, Grad, Curl and All That) (2) Partial and
Ordinary Differential Equations (Partial derivatives, line and surface
Integrals, etc.) (3) Linear Algebra (Matrices, vector spaces,
eigenvalues, etc.)].

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Sea Level Change (126477)
Jerry Mitrovica
The physical processes responsible for sea level changes over time scales extending from hours to
hundreds of millions of years. Long-term sea-level trends: geological observations, physical mechanisms
and eustasy, dynamic topography. Sea-level change on an ice age Earth (glacial isostatic adjustment, GIA):
observations, viscoelastic loading, mantle viscosity, the Last Glacial Maximum (LGM), interglacial sea-level
change, ongoing GIA. Ocean tides: equilibrium and non-equilibrium effects, tidal dissipation. Modern global
sea level change: tide gauge and geodetic observations, ice melting and thermal expansion, closing the
sea-level budget, sea-level fingerprinting.
Recommended Prep: College-level physics and math courses are required. Open to
undergraduate students only with permission of instructor.

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Computational Tools in Seismology (109414)
Miaki Ishii
Seminar course that investigates computational tools that are readily available. Students will select one to
two techniques (e.g., receiver functions and focal mechanism determination), present the basis, current
research using the technique(s), and lead the class through installation and application of the method.
Class Notes: Contact Prof. Ishii for course meeting time and location.
Recommended Prep: EPS 204 or equivalent and computer programming experience; or

permission of instructor.

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Topics in Structural Geology (115931)
John Shaw
Seminar course investigating recent advances in structural geology and exploration geophysics with
applications in earthquake science and the energy industry. Specific topics vary each year offered.
Recommended Prep: EPS 171 or equivalent. Intended for graduate and advanced
undergraduate students involved in structural geology research.

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Field Geology (107945)
Miaki Ishii
Attend an advanced domestic or overseas geological field program of 3-6 weeks duration to learn methods
of obtaining, synthesizing, and interpreting field observations.
and approval of the instructor. An upper level field course at another
university can be substituted with approval of the instructor. Students
must notify the instructor and Academic Administrator of intention to
enroll by the course registration deadline of the preceding term.

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Field Geology (107945)

Attend an advanced domestic or overseas geological field program of 3-6 weeks duration to learn methods
of obtaining, synthesizing, and interpreting field observations.
and approval of the instructor. An upper level field course at another
university can be substituted with approval of the instructor. Students
must notify the instructor and Academic Administrator of intention to
enroll by the course registration deadline of the preceding term.

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The Biological Production and Consumption of O2 (126176)
David Johnston
Stable isotope systems serve as one of our most powerful tools in reconstructing both Earth History and
environmental/climatic change over nearly all timescales. These isotope systems are driven by basic
physical chemical principles that if understood, allow even more to be drawn from core isotopic systems
(namely the biogeochemical elements – C, H, N, O, S). Further, advances in mass spectrometry now allow
for site-specific isotopic determinations, as well as the quantification of trace isotope bonding (clumping).
This course will begin with a quick but rigorous review of the chemistry underpinning equilibrium and
kinetic isotope effects, before moving to survey the systematics that govern the most popular low
temperature isotope systems. From there, the bulk of the course will target new and emerging isotopic
targets such as clumping in O2 and methane.
Recommended Prep: EPS 186 and 187 or equivalent; or permission of instructor.

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Teaching-Related Work (211358)

Enrollment is open to any EPS Ph.D. student who holds a Teaching Fellow (TF) appointment and is
engaged in teaching a course.
Course Notes: Teaching Fellows may enroll in 4 units of E-PSCI 301 for a .25 FTE TF
appointment, or up to 8 units for a .5 FTE TF appointment. TFs should
not enroll in the course in which they are teaching.

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Climate Atmospheric Chemistry and Free Radical Kinetics (135034)
James Anderson
Requirements: Graduate Level Courses (300 and 3000) for E-SPCI Ph.D candidates
only.

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Climate Atmospheric Chemistry and Free Radical Kinetics (135034)
James Anderson
only.

Attribute Value(s)

Daniel Jacob
only.

Attribute Value(s)

Daniel Jacob
only.

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Readings in Dynamic Meteorology (111964)
Brian Farrell
only.

Attribute Value(s)

Brian Farrell
only.

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Environmental Chemistry (124550)
Scot Martin
only.

Attribute Value(s)

Scot Martin
only.

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Atmospheric Physics and Chemistry (114316)
Michael McElroy
only.

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Atmospheric Physics and Chemistry (114316)
Michael McElroy
only.

Attribute Value(s)

Eli Tziperman
only.

Attribute Value(s)

Eli Tziperman
only.

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Biological Oceanography (116614)
James Mccarthy
only.

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Biological Oceanography (116614)
James Mccarthy
only.

Attribute Value(s)

Steven Wofsy
only.

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Steven Wofsy
only.

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Biogeochemistry (117893)
Ann Pearson
only.

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Biogeochemistry (117893)
Ann Pearson
only.

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Isotope Geochemistry (120356)
Stein Jacobsen
only.

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Isotope Geochemistry (120356)
Stein Jacobsen
only.

Attribute Value(s)

Zhiming Kuang
only.

Attribute Value(s)

Zhiming Kuang
only.

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Topics in Quantitative Analysis of the Climate Record (123215)
Peter Huybers
only.

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Topics in Quantitative Analysis of the Climate Record (123215)
Peter Huybers
only.

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Topics in Stable Isotope Geochemistry and Geochemical Oceanography (118106)
Daniel Schrag
only.

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Topics in Stable Isotope Geochemistry and Geochemical Oceanography (118106)
Daniel Schrag
only.

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Solid Earth Geochemistry (118677)
Charles Langmuir
only.

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Solid Earth Geochemistry (118677)
Charles Langmuir
only.

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Planetary Atmospheres and Climate (203360)
Robin Wordsworth
only.

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Planetary Atmospheres and Climate (203360)
Robin Wordsworth
only.

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Topics in Earth and Planetary Formation and Interiors (205595)
Rebecca Fischer
only.

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Topics in Earth and Planetary Formation and Interiors (205595)
Rebecca Fischer

only.

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Topics in Paleomagnetism (205687)
Roger Fu
only.

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Topics in Paleomagnetism (205687)
Roger Fu
only.

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Planetary Physics: Research Seminar (111039)
Jeremy Bloxham
only.

Attribute Value(s)

Planetary Physics: Research Seminar (111039)
Jeremy Bloxham
only.

Attribute Value(s)

Mechanics of Earth and Environmental Processes (124143)
James Rice

Attribute Value(s)

Mechanics of Earth and Environmental Processes (124143)
James Rice

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Earthquake Seismology (203359)
Marine Denolle

Attribute Value(s)

Earthquake Seismology (203359)
Marine Denolle

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Global Geodynamics (113927)
Jerry Mitrovica

only.

Attribute Value(s)

Global Geodynamics (113927)
Jerry Mitrovica
only.

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Seismology (114453)
Miaki Ishii
only.

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Seismology (114453)

Miaki Ishii
only.

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Topics in Active Tectonics (121457)
Brendan Meade
only.

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Topics in Active Tectonics (121457)
Brendan Meade
only.

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Structural Analysis (125317)
John Shaw
only.

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Structural Analysis (125317)
John Shaw
only.

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Topics in Geology and Earth History (110528)
Francis Macdonald
only.

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Topics in Stable Isotope Geobiology and Earth History (126101)
David Johnston
only.

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Topics in Stable Isotope Geobiology and Earth History (126101)
David Johnston
only.

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Paleobotany (120155)
Andrew Knoll
only.

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Paleobotany (120155)
Andrew Knoll
only.

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East Asian Languages and Civilizations
Subject: E Asian Film & Media Studies
E Asian Film & Media Studies 127

Frames in Time: Korean Cinema as History and Filmmaking (207561)
Carter Eckert
Alexander Zahlten
This course will trace the development of Korean cinema from the 1930s to the present, approaching the
subject through two alternating lenses: One focuses on cinema as depicting and reflecting historical
moments and changes in Korean society, and the other focuses on the transformations of Korean
filmmaking and its interactions with national, regional, and global cinemas. During the semester the course
will introduce students to a diverse array of key Korean films, including North Korean cinema. Arranged
both thematically and diachronically, the films will shed light on both of these perspectives and allow the
course to consider how the art and technology of filmmaking in each case has been applied to enhance and
explore the subject matter of the film.

Attribute Value(s)
E Asian Film & Media Studies 151 Section: 01

Documenting China on Film (204991)
Jie Li
What defines a film as "documentary"? How do documentary films inform, persuade, provoke, or move
us? Of whom, by whom, and for whom are documentaries made? Can documentary also be "propaganda"
or "art"? What rhetorical devices and aesthetic strategies do documentaries use to construct visions of
reality and proclaim them as authentic, credible and authoritative? What might documentary films—as
opposed to written text—teach us about modern Chinese history and contemporary society? Above all,
how would you go about making a documentary film, in China or elsewhere?
In this course, we will examine documentary films made in or about China from the early 20th century to
the present day, through the lenses of both Chinese and foreign filmmakers. We will interrogate the visual
"evidence" that camera images can offer, look into their production and reception histories, as well as
discuss the ethics, aesthetics, and politics of documentation, representation, and exhibition. Weekly topics
are roughly grouped into three parts: (1) "Witnessing History" (2) "Social Reportage" and (3) "Art,
Experimentation, and Fiction." The first part will cover the cinematic history and memory of World War II,
the Cultural Revolution, and the 1989 Tiananmen protests. The second part will explore documentary
engagements with contemporary issues ranging from social inequality, migrant labor, forced demolitions,

and environmental degradation. The third part will consider the art of observation, the potentials of
experimentation, and the porous boundaries between documentary and fiction. Viewings of documentary
films will be complemented by theoretical and contextual readings, as well as short assignments to engage
critically and creatively with the films we watch. The final project for the course will be to make a
documentary film in a small group.

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Three Times + 1. Transitional Moments in Film and Media Culture in Japan: Seminar (109513)
Alexander Zahlten
This seminar will focus on transitional moments in the history of film and media culture in Japan. We will
explore the deep transformations of the years 1927, 1963, and 1995––with an additional focus on 1968––and
their connections to media-historical shifts that include magazines, TV, animation, music, the experimental
arts and other media / genres.
We will also take a step back to consider the theory and methods of historiography of media, both generally
and in the specific case of Japan.

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Topics in Chinese Film and Media Studies: Seminar (109511)
Jie Li
This graduate seminar surveys the current field of Chinese cinema studies with a focus
on film culture and historiography from the end of the 19th century to the start of the 21st
century. We will be asking three questions preoccupying film and media studies--What is
cinema? When is cinema? Where is cinema?--in Chinese and Sinophone contexts.
Beyond the interpretation of film texts, we will also examine film production and
exhibition, stars and audiences, genres and movements, technologies and
infrastructures, propaganda and censorship, industries and markets, experiences and
memories, transnational and transmedial connections. Situating films within broader
media ecologies, we will discuss some of the most innovative scholarship published in
recent years as well as delve into untapped primary sources to explore future research
projects that can make new contributions to this emerging field. The organization of the
syllabus is roughly chronological, while many weekly themes will resonate throughout
the semester.

Attribute Value(s)

Alexander Zahlten

Attribute Value(s)

Alexander Zahlten

Attribute Value(s)

Shigehisa Kuriyama


Attribute Value(s)

Jie Li

Attribute Value(s)

Tomiko Yoda

Attribute Value(s)

Shigehisa Kuriyama

Attribute Value(s)

Jie Li

Attribute Value(s)

Tomiko Yoda

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Subject: Japanese Literature
Japanese Literature 124

The Tale of Genji in Word and Image: Seminar (123007)
Melissa M. McCormick
Introduces students to The Tale of Genji, often called the world's first novel, authored by the court lady
Murasaki Shikibu around the year 1000 CE. In addition to a close reading of the tale, topics for examination
include Japanese court culture, women's writing, and the tale's afterlife in painting, prints, drama, manga,
and film.

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Japanese Literature 162

Girl Culture, Media, and Japan (125615)
Tomiko Yoda
In contemporary Japan, girls and girl culture are considered to be among the
most significant sources of popular cultural trends. For instance, the girly
aesthetics of "cute" (kawaii) has animated broad areas of Japanese culture
since the 1980s and has become a global cultural idiom through the
dissemination of Japanese entertainment medias and fashion products
abroad. The course will explore a number of key questions about Japanese
(and global) girl culture. How did the conceptualization of girlhood, girl
culture, girl bodies, and girl affect transform in Japan from the early
twentieth century to the present? How did various medias and media
consumption help shape these trends? What can the exploration of "girls'
question" tell us, not only about Japanese socio-cultural history, but also
about the general conditions of youth, gender, and media culture in the
world today (e.g., the sea of pink at Women's March, 2016)? We will begin
the semester by unpacking key terms such as "girl," "girlhood," and "girl
culture" in relations to the modern and contemporary notions of gender,
maturity, and majority. The course materials include fiction, fashion
magazines, teen films, manga, and animation. No prior knowledge of
Japanese language or history is expected.

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FAS: Core Curriculum Literature and Arts C
Japanese Literature 170 Section: 01

Traditional Japanese Literature: From the Dawn of Writing to the Dawn of Modernity (204985)
David Atherton

Poetry written by gods, incestuous aristocratic romances, exorcist theater, samurai fantasy novels, fart
literature: traditional Japanese literature has something for everyone, and invites us to rethink our
assumptions about what literature is and how creativity works. From the most ancient myths up to the 19th
century arrival of Western style modernity, we will explore together the relationships between high art and
pulp fiction, the stage and the page, words and illustrations, manuscript and print, language and the
sacred. We will probe the literary imagination of beauty, nature, desire, and heroism, and ask what
Japanese literature can tell us about what it is to be human.

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Topics in Modern and Contemporary Japanese Fiction: Seminar (126923)
Tomiko Yoda
A seminar course on the history, theory, and practice of modern to contemporary Japanese fiction. The
course will be organized around a specific theme, time period, a cluster of writers, critics, or genres.

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Topics in Gender and Culture in Japan: Seminar (126924)
Tomiko Yoda
This semester, Spring 2019, the seminar will examine theories and practices of feminism in Japan and
elsewhere. In particular, we will study several forms of "radical feminism," including women's liberation
movement or ribu in early 1970s Japan. We will explore "radicality" in feminism, articulated against the
grain of discourses on women's rights and equality. Topics treated in the course include, radical feminism
and the New Left, feminist genealogies, feminism and violence, the politics of feminist manifestos,
feminism and futurity, and the feminist politics of organization. Some of the reading materials are in
Japanese.

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Medieval Japanese Literature and Culture (207479)
David Atherton
This course offers a comprehensive introduction to the literature of Japan's medieval centuries
(broadly conceived as the 12th through 16th centuries), together with an overview of critical
approaches to its study. We will explore the relationship between literary production and politics,
visual culture, scholasticism, geography and human movement, religion and ritual, and
conceptions of class and gender, as well as the materiality and circulation of texts and, ultimately,
the question of "medievality" itself. Our primary readings will be taken from high and low genres
of poetry, drama, and prose (including narrative fiction, essays, miscellanies, and works of poetic
and dramatic theory). Previous study of Japanese or East Asian literature is NOT required
(though certainly welcome), and readings will be provided in English for those who do not read
modern or classical Japanese. Curious students of other literary traditions are particularly
welcome.

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Subject: Chinese
Chinese BA
Elementary Modern Chinese (113873)
Xiaoshi Yu
Non-intensive introduction to modern Chinese pronunciation, grammar, conversation, reading, and writing.
Course Notes: No auditors. May not be taken Pass/Fail.
Class Notes: Classes meet five days a week, additional discussion sections to be
arranged. Course meets for the first hour of schedule block.

Attribute Value(s)
FAS: Meets Foreign Lang Req Chinese
Chinese BA Section: 002

Xiaoshi Yu
arranged. Course meets for first hour of schedule block.

Attribute Value(s)

Xiaoshi Yu

Attribute Value(s)


Xiaoshi Yu

Attribute Value(s)

Xiaoshi Yu
Class Notes: Course meets for first hour of schedule block.

Attribute Value(s)

Xiaoshi Yu


Attribute Value(s)
Chinese BB
Xiaoshi Yu
This is a continuation (second semester) of the Elementary Modern Chinese. It is designed for students
who have completed the first semester of Elementary Modern Chinese I (Chinese Ba) or the equivalent. The
course will further develop students'communicative skills in the listening and speaking modalities, and at
the same time shift the focus of instruction gradually towards reading and writing. It provides more practice
on syntactic structures, usage and their communicative functions, and prepares students for intermediate-
level classes.
Recommended Prep: Chinese Ba or equivalent.
Requirements: Prerequisite: Chinese BA or equivalent.

Attribute Value(s)
Chinese BB Section: 002

Xiaoshi Yu

level classes.

Attribute Value(s)

Xiaoshi Yu
level classes.

Attribute Value(s)

Xiaoshi Yu
level classes.

Attribute Value(s)

Xiaoshi Yu
level classes.


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Xiaoshi Yu
level classes.

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Chinese BX
Elementary Chinese for Advanced Beginners (120305)
Hui-Yen Huang
For students with significant listening and speaking background. Introductory Modern Chinese language
course, with emphasis on reading and writing. Covers in one term the equivalent of Chinese Ba and Bb.
Course Notes: No auditors. May not be taken Pass/Fail. Students must pass a test in
listening and speaking to take the course.

Attribute Value(s)
Chinese BX Section: 002

Hui-Yen Huang

Attribute Value(s)
Chinese BX Section: 003

Hui-Yen Huang

Attribute Value(s)
Chinese BX Section: D05

Hui-Yen Huang

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Chinese 106A
Introduction to Literary Chinese (110543)
David Sena
Basic grammar and the reading of simple historical narrative.
Course Notes: An additional lecture slot may be added if enough students enroll, with
times to be arranged.
Class Notes: This course will be taught by David Sena, Preceptor in Literary
Chinese.
Recommended Prep: At least one year of modern Chinese, or familiarity with Chinese
characters through knowledge of Japanese or Korean.

Attribute Value(s)
HCOL: Foreign Lang Citation Literary Chinese
Chinese 106B
Introduction to Literary Chinese (113249)
David Sena
Introduction to pre-Qin philosophical texts.
Course Notes: An additional lecture slot may be added if enough students enroll, with
times to be arranged.
Chinese.
Recommended Prep: Chinese 106a or permission of instructor.

Attribute Value(s)
Chinese 107A
Intermediate Literary Chinese (112899)
David Sena
M 1030 AM - 1145 AM
A second-year course designed to prepare students for reading and research using materials written in
Literary Chinese. The focus in the fall semester will be prose from the Tang and Song dynasties.
Chinese.
Recommended Prep: One year of literary Chinese (Chinese 106 or equivalent).

Attribute Value(s)
Chinese 107B
Intermediate Literary Chinese (120045)
David Sena
A continuation of Chinese 107a, introducing more prose styles as well as poetry and lyric.
Chinese.
Recommended Prep: Chinese 107a or equivalent.

Attribute Value(s)
Chinese 120A
Intermediate Modern Chinese (113793)
Ya Ting Fan
This course focuses on the consolidation of the foundational skills acquired in Ba-Bb, introduces more
complex grammatical structures, and develops students' understanding and knowledge of Chinese culture.
Recommended Prep: Chinese Bb or equivalent.

Attribute Value(s)
HCOL: Foreign Lang Citation Chinese
Chinese 120A Section: 002
Ya Ting Fan

Attribute Value(s)

Ya Ting Fan

Attribute Value(s)
Chinese 120B
Ya Ting Fan
Continuation of Chinese 120a. This course focuses on the consolidation of the foundational skills acquired
in Ba-Bb, introduces more complex grammatical structures, and develops students' understanding and
knowledge of Chinese culture.
Recommended Prep: Chinese 120a, or equivalent.

Attribute Value(s)
Chinese 120B Section: 002

Ya Ting Fan

Attribute Value(s)

Ya Ting Fan

Attribute Value(s)
Chinese 123XB
Intermediate Modern Chinese for Advanced Beginners (143892)
Hui-Yen Huang
Continuation of Chinese Bx. Covers in one term the equivalent of Chinese 120a and 120b.
Recommended Prep: Chinese Bx, or instructor's permission.
Requirements: Prerequisite: Chinese BX, or instructor's permission.

Attribute Value(s)

Chinese 123XB Section: 002

Hui-Yen Huang

Attribute Value(s)

Hui-Yen Huang

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Chinese 130A
Pre-Advanced Modern Chinese (159629)
Mo Zhang
The aim of this course is to further develop students' Chinese proficiency in both spoken and written
language. By reading texts based on current issues and cultural phenomena and engaging in in-depth class
discussions, students will continue to expand their vocabulary, master more complex grammatical
structures, and develop an ability to perform tasks involving description, narration, and argumentation at
the discourse level.
Recommended Prep: Chinese 120b or equivalent

Attribute Value(s)

Mo Zhang


Attribute Value(s)

Mo Zhang

Attribute Value(s)
Chinese 130B
Mo Zhang
Continuation of Chinese 130a. The aim of this course is to further develop students' Chinese proficiency in
both spoken and written language. By reading texts based on current issues and cultural phenomena and
engaging in in-depth class discussions, students will continue to expand their vocabulary, master more

complex grammatical structures, and develop an ability to perform tasks involving description, narration,
and argumentation at the discourse level.
arranged.
Requirements: Prerequisite: Chinese 130A or equivalent.

Attribute Value(s)

Mo Zhang
arranged.

Attribute Value(s)

Mo Zhang
arranged.

Attribute Value(s)
Chinese 130XA
Pre-Advanced Modern Chinese for Heritage Students (124235)
Xueyin Shao
Designed for students whose Chinese speaking and listening skills are near-native, but whose reading and
writing skills are at a high-intermediate level. This course focuses on reading texts based on current issues
and cultural phenomena, and then applying complex grammar structures acquired to students' own writing.
Recommended Prep: Chinese 123xb or equivalent.

Attribute Value(s)

Chinese 130XA Section: 002
Pre-Advanced Modern Chinese for Heritage Students (124235)
Xueyin Shao

Attribute Value(s)
Chinese 130XB
Pre-Advanced Modern Chinese for High-Proficiency Learners (124238)
Xueyin Shao
Covers the equivalent of Chinese 130b and other materials for reading and writing.
Recommended Prep: Chinese 130xa or equivalent.
Requirements: Prerequisite: Chinese 130XA or equivalent.

Attribute Value(s)

Pre-Advanced Modern Chinese for High-Proficiency Learners (124238)
Xueyin Shao
Covers the equivalent of Chinese 130b and other materials for reading and writing.
Requirements: Prerequisite: Chinese 130XA or equivalent.

Attribute Value(s)
Chinese 140A
Advanced Modern Chinese (111129)
Dan Wang
This course aims at further developing students' ability to use Chinese at a more advanced level. Students
will engage in in-depth readings and discussions of various genres and writing styles, including
argumentative essays, narratives, journalistic articles, and descriptive and literary writing. Emphasis is
placed on reading and writing to specific audiences, and the use of complex structures and advanced

vocabulary in formal speech and writing.
Course Notes: Conducted in Chinese. No auditors. May not be taken Pass/Fail.

Attribute Value(s)

Dan Wang
This course aims at further developing students' ability to use Chinese at a more advanced level. Students
will engage in in-depth readings and discussions of various genres and writing styles, including
argumentative essays, narratives, journalistic articles, and descriptive and literary writing. Emphasis is
placed on reading and writing to specific audiences, and the use of complex structures and advanced
vocabulary in formal speech and writing.
Course Notes: Conducted in Chinese. No auditors. May not be taken Pass/Fail.

Attribute Value(s)
Chinese 140B
Dan Wang

Continuation of Chinese 140a. This course aims at further developing students' ability to use Chinese at a
more advanced level. Students will engage in in-depth readings and discussions of various genres and
writing styles, including argumentative essays, narratives, journalistic articles, and descriptive and literary
writing. Emphasis is placed on reading and writing to specific audiences, and the use of complex
structures and advanced vocabulary in formal speech and writing.

Attribute Value(s)

Dan Wang
Continuation of Chinese 140a. This course aims at further developing students' ability to use Chinese at a
more advanced level. Students will engage in in-depth readings and discussions of various genres and
writing styles, including argumentative essays, narratives, journalistic articles, and descriptive and literary
writing. Emphasis is placed on reading and writing to specific audiences, and the use of complex
structures and advanced vocabulary in formal speech and writing.

Attribute Value(s)

Chinese 140XA
Advanced Modern Chinese for Heritage Students (207494)
Jie Zhao
Continuation of Chinese 130xb,130b. This course aims at further developing students' ability to use
Chinese in advanced and complex contexts, and process and generate sentences with complex structures
used mainly in formal speech and writing.
The objectives of this course include: 1) enabling students to gain a deeper understanding of Chinese
cultural conventions and assumptions, and the ability to "read between the lines" and discern the subtle
connotations often present in Chinese speech and writing, 2) giving students the skills and confidence to
use Chinese in a number of important, practical settings, including job interviews and academic forums, 3)
enabling students to express their opinions and feelings more accurately, appropriately and coherently,
and to offer more detailed and vivid descriptions and narrations.
Class Notes: Course meets for the first hour of schedule block.

Attribute Value(s)
Chinese 140XA Section: 002

Advanced Modern Chinese for Heritage Students (207494)
Jie Zhao
Continuation of Chinese 130xb,130b. This course aims at further developing students' ability to use
Chinese in advanced and complex contexts, and process and generate sentences with complex structures
used mainly in formal speech and writing.


Attribute Value(s)
Chinese 140XB
Advanced Modern Chinese for High-Proficiency Learners (207495)
Jie Zhao
Continuation of Chinese 140xa. This course aims at further developing students' ability to use Chinese in
advanced and complex contexts, and process and generate sentences with complex structures used
mainly in formal speech and writing.

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Advanced Modern Chinese for High-Proficiency Learners (207495)
Jie Zhao
Continuation of Chinese 140xa. This course aims at further developing students' ability to use Chinese in
advanced and complex contexts, and process and generate sentences with complex structures used
mainly in formal speech and writing.

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Chinese 142A
Advanced Conversational Chinese (113492)
Haibo Hu
This course builds on the foundation that students have gained through prior Chinese coursework, with a
focus on improving oral expression. Classes take the form of presentations, discussions, debates, and
other activities designed to strengthen both extemporaneous and prepared speaking ability.
Course Notes: No auditors. May not be taken Pass/Fail. No native speakers allowed.
May not be used for citation.
Class Notes: Course meets for the first hour and a half of the schedule block.
Recommended Prep: Chinese 140a or equivalent

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Chinese 142B
Advanced Conversational Chinese (110722)
Jie Zhao
Continuation of 142a. This course builds on the foundation that students have gained through prior
Chinese coursework, with a focus on improving oral expression. Classes take the form of presentations,
discussions, debates, and other activities designed to strengthen both extemporaneous and prepared
speaking ability.
Course Notes: No auditors. May not be taken Pass/Fail. No native speakers allowed.
May not be used for citation.
Recommended Prep: Chinese 140a, Chinese 142a, or equivalent.

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Chinese 150A
Advanced-High Modern Chinese (119757)
Haibo Hu
The course seeks to consolidate and hone students' advanced Chinese ability through in-depth
examination of Chinese society and culture.
Class Notes: Course meets for the first hour and a half of the schedule block.
Recommended Prep: Chinese 140b, 142b, or 163 or equivalent.

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Chinese 150B
Advanced-High Modern Chinese (119758)
Haibo Hu
Continuation of Chinese 150a. The course seeks to consolidate and hone students' advanced Chinese
ability through in-depth examination of Chinese society and culture.
arranged.

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Chinese 163
Business Chinese (117085)
Haibo Hu
Designed for students interested in international business, employment or internships in Chinese-speaking

communities (China, Taiwan, Singapore), or for students who simply want to improve their Chinese
proficiency with a focus on authentic social and professional interactions. Students will develop their
professional communication skills (both spoken and written), as well as gaining a broad business
vocabulary. No specific background in business or economics is required.
Course Notes: Conducted in Chinese. May not be taken Pass/Fail, but may be taken
Sat/Unsat by GSAS students.

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Chinese 280 Section: 1

Teaching Chinese as a Foreign/Second Languages (109520)
Jennifer Li-Chia Liu
This course is designed to introduce students to the theory and practice of teaching Chinese as a
foreign/second language. It seeks to help students gain an understanding of the current issues and
research about Chinese language instruction in the US.

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Chinese 300
Peter K. Bol

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Chinese 300
Peter K. Bol

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Mark Elliott

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Mark Elliott

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Jie Li

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Jie Li

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Wai-Yee Li

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Wai-Yee Li

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Stephen Owen

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Stephen Owen

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Xiaofei Tian

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Xiaofei Tian

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Michael J. Puett

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Michael J. Puett

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Michael Szonyi

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Michael Szonyi

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David Wang

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David Wang

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Subject: Korean
Korean BA
Elementary Korean (124296)
Hi-Sun Kim

This introductory course is designed to provide a basic foundation in modern Korean language and culture
by focusing on the balanced development of the interpersonal (speaking), interpretive (listening & reading),
and presentational (formal speech & writing) skills. Students in Korean Ba begin by learning the complete
Korean writing system (Hangul), which is followed by lessons focusing on basic conversational skills,
cultural competence, and grammatical structures. To provide sufficient opportunities to apply what has
been learned in class, there are small group drill sessions, language tables, and a number of other cultural
activities.
Class Notes: Classes meet five days a week, additional sections to be arranged.
Class meets for first hour of schedule block only.
PLEASE NOTE THAT OUR FIRST CLASS MEETING WILL BE ON
WEDNESDAY, SEPTEMBER 5TH.

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FAS: Meets Foreign Lang Req Korean
Korean BA Section: 002

Hi-Sun Kim
activities.

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Korean BA Section: 1
Heeyeong Jung
activities.

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Korean BB
Hi-Sun Kim
Continuation of Korean Ba. This introductory course is designed to provide a basic foundation in modern
Korean language and culture by focusing on the balanced development of the interpersonal (speaking),
interpretive (listening & reading), and presentational (formal speech & writing) skills. To provide sufficient
opportunities to apply what has been learned in class, there are small group drill sessions, language tables,
and a number of other cultural activities.
Class Notes: Classes meet five days a week, additional sections to be arranged. All
lecture and section classes meet for first hour of schedule block only.
Recommended Prep: Korean Ba or equivalent.
Requirements: Prerequisite: Korean BA or equivalent.

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Korean BB
Heeyeong Jung
Class Notes: Class time change is flexible depending on number of students. If

interested, but have time conflict, please email: heeyeongjung@fas.
harvard.edu. Class meets for first hour of schedule block only.


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Korean BB Section: 002

Hi-Sun Kim


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Korean BX
Elementary Korean for Advanced Beginners (114383)
Hi-Sun Kim
Korean Bxa is an accelerated course designed for those who have received significant exposure to Korean
language and culture and thus have some listening and speaking skills, but haven't had sufficient
opportunity to develop their knowledge of basic reading, writing, and grammar. This course will cover
important grammatical structures covered Elementary Korean (Ba and Bb) for the purpose of providing
tools to build upon the existing level of each student's Korean language ability. Foreign language
requirement may be fulfilled upon completion of this course with a required minimal final examination
grade.

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Korean 91R
Hi-Sun Kim
Independent reading and research in Korean Language.
Course Notes: Open to students who have completed Korean 150b and given
evidence of ability to do independent reading and research. May be
taken on an individual basis or by small groups of students interested
in working on the same topic.
Recommended Prep: Korean 150b and permission of course head.

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Korean 120A
Intermediate Korean (117220)
Joungmok Lee
Korean 120a is the first half of the intermediate course designed for students who have successfully
completed Elementary Korean or students who have an equivalent proficiency level. This course aims to
increase students' ability to communicate in Korean in a wide range of daily life situations with an equal
focus on expanding and on consolidating students' knowledge of the fundamental grammar of Korean.
Students are introduced to reading and listening materials of increasing complexity on a variety of topics in
modern Korean society and culture. In addition, in order to develop a deeper understanding of the basic
structures of the Korean vocabulary, simple Chinese characters will be introduced in this course.

Recommended Prep: Korean Bb or equivalent.

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HCOL: Foreign Lang Citation Korean
Korean 120B
Intermediate Korean (124043)
Joungmok Lee
Continuation of Korean 120a.

Recommended Prep: Korean 120a or equivalent.

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Korean 123XB
Intermediate Korean for Advanced Beginners (161278)
Hi-Sun Kim
Korean 123xb is a continuation of Korean Bx and is for those who have received significant exposure to
Korean language and culture and thus have some listening and speaking skills. It is an accelerated course
covering important grammatical structures and materials from Intermediate Korean (120a and 120b) for the
purpose of providing tools to build upon the basic foundation of student's Korean language ability. Hence,
this class is designed to meet the linguisitic needs that are unique to heritage language students to (i)
increase accuracy in grammar, (ii) develop basic reading writing skills, and (iii) expand vocabulary through
introduction of Chinese characters. Upon completion of this course, students will be fast-tracked into an
upper-level course (e.g. Korean 130a).

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Korean 130A
Pre-advanced Korean (111235)
Heeyeong Jung
Korean 130a is designed for students who have completed Intermediate Korean 120b or have equivalent
proficiency. Students will consolidate previously learned grammatical patterns and vocabulary through
written and audio-visual materials on a variety of topics. By exploring the these topics in Korean, students
will not only enhance their language skills of listening, reading, speaking and writing in Korean, but will
also allow them to better comprehend Korean culture and society. Emphasis will be placed on developing
abilities to present opinions and elaborate ideas through discussions and writings. Moreover, Chinese

characters will be added in this course with the purpose of expanding vocabulary to the advanced level.
Recommended Prep: Korean 120b or equivalent.

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Korean 130B
Pre-advanced Korean (111846)
Heeyeong Jung

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Korean 140A
Advanced Korean (116633)
Joungmok Lee
Korean 140a is designed to enhance students beyond the high-intermediate level in reading, speaking, and
writing skills in order to begin understanding socio-cultural and historical issues of contemporary Korea.
Hence, the aim of the course includes (i) comprehending authentic materials from contemporary Korean
mass media, (ii) following essential points of oral and written discourses that are linguistically complex, (iii)
discussing concrete topics relating to major issues of contemporary Korean society and culture through
supporting opinions, refutations, hypotheses, and detailed explanations of ideas, and (iv) writing about a
variety of topics of Korean culture and society in detail with significant accuracy in grammar and structure.
Furthermore, further development of knowledge in Chinese characters, idioms, proverbs, maxims, will be
covered in this course.

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Korean 140B
Advanced Korean (112139)
Joungmok Lee
Requirements: Prerequisite: KOREAN 140A or equivalent.

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Korean 150A
Readings in Cultural Studies (115517)
Heeyeong Jung
Korean 150a is the first half of a content-based Korean language course, designed for promoting language
proficiency at the high advanced level. The goal of this course is to achieve critical thinking and a deeper
understanding of controversial issues in Korean culture, society, and history through the language.
Students are expected to apply advanced language skills in formal settings in analyzing contemporary texts
and media, discussing historical and current events, and formulate opinions and arguments on various
topics. Texts and media are drawn from authentic sources in various genres such as literary works,
editorials, academic essays, films, TV dramas, documentaries, etc. In-class debates, presentations, and
academic research writing will be emphasized.

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Korean 150B
Readings in Cultural Studies (115518)
Joungmok Lee
Korean 150 is a content-based Korean language course designed to promote language proficiency to the
high advanced level. The goal of this course is to achieve critical thinking and a deeper understanding of
issues in Korean language, society, and history. Students are expected to apply their advanced language
skills in analyzing contemporary texts and media, discussing historical and current events, and formulate
opinions and arguments on various topics. Texts and media will be drawn from authentic sources in
various genres such as literary works, editorials, academic essays, films, TV dramas, documentaries, etc.
In-class debates, presentations, and academic research writing will be emphasized.

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Korean 300
Carter Eckert

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Korean 300
Carter Eckert

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Korean 300 Section: 002

Sun Joo Kim

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Sun Joo Kim

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Si Nae Park

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Subject: Korean Literature
Korean Literature 134

Korean Literature in Translation (205281)
Si Nae Park
An undergraduate survey course on Korean literature covering all periods of Korean literary history and
major genres, authors, and themes. All readings are in English. No knowledge of Korean is required.
Knowledge of Korean culture and history is recommended.
Class Notes:
In Fall 2018, KORLIT 134 and KOR 150a: Readings in Cultural
Studies (content-based Korean language course; meeting time: Friday
12 pm - 2:45pm) are bridge courses. As the two courses complement
each other very well, taking both courses will provide students with an
effective way to gain a deep and wide understanding of Korean culture
and society. Interested students should contact Dr. Heeyeong Jung at
heeyeongjung@fas.harvard.edu.

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Korean Literature 211

Ideologies of Language in Modern and Contemporary Korea (156593)
Si Nae Park
Descriptions and prescriptions about how we (should) speak and write are fundamentally, if at times
covertly, related to larger questions pertaining to cultural identity, history, power, gender, and contents and
contours of literature. How are ideas about language and writing constructed, contested, and remembered?
What are the impulses and impacts of such ideas? In this seminar, students will become familiarized with
key sites of ideologies of language and writing using Korea as a nexus. We will begin with ideologies of
language and writing in Korea within the Sinographic cosmopolis (i.e., shared script in pre-20th-century
East Asia), Korea under Japanese Imperialism, postcolonial and postwar Korea, and contemporary Korea.

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Korean Literature 213 Section: 01

The Book in Korea Before the 20th Century (204995)
Si Nae Park
This course is for graduate students and advanced undergraduate students interested in the book from pre-
20th-century Korea. With a focus on the "vernacular book" (i.e., books within which the Korean language is
inscribed and books of foreign origins published in Korea), this course teaches students the art of reading
slowly to bring "dead" books to life, including how to dissect the book space as a site of visual and aural
inscription, to understand the contents of the book (i.e., linguistic decipherment), and to map out producers
and readers' horizon of expectations. Students must have advanced knowledge of Korean and should have
had some exposure to reading texts written in Literary Chinese or Chinese.

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Subject: East Asian Buddhist Studies
East Asian Buddhist Studies 245R

Ritual and Text in Japanese Buddhist Literature (119754)
Ryuichi Abe
Examines the way in which rituals are approached, described, and interpreted in primary Japanese
Buddhist texts. Students will acquire skills allowing them to move freely in their reading of texts from
diverse literary genres.
Class Notes: This course will meet in room 130B at 2 Divinity Avenue.

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FAS: Meets Foreign Lang Req Japanese

East Asian Buddhist Studies 255 Section: 01
Readings on Chinese Religions: Recent Scholarship on Chinese Buddhism and Daoism: Seminar (125640)
James Robson
This seminar aims to discuss significant new works in the field of Chinese Religions by focusing on the
historical, doctrinal, and philosophical development of the Buddhist tradition in China.

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East Asian Buddhist Studies 256R Section: 01

Chinese Buddhist Texts - Readings in Medieval Buddho-Daoist Documents: Seminar (125643)
James Robson
This seminar focuses on the careful textual study and translation of a variety of Chinese Buddho-Daoist
texts through the medieval period.
Recommended Prep: Reading knowledge of classical Chinese required.

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East Asian Buddhist Studies 300

Ryuichi Abe

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East Asian Buddhist Studies 300

Ryuichi Abe

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James Robson

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Janet Gyatso

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Janet Gyatso

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James Robson

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Subject: East Asian Studies
East Asian Studies 90R

East Asian Language Tutorials (152860)
Ryuichi Abe
TBD
Independent reading and research in an East Asian language.

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East Asian Studies 90R Section: 002

Mark Elliott

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East Asian Studies 90R Section: 002

Ryuichi Abe

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Ryuichi Abe
Independent reading and research in East Asian Studies.
Course Notes: Open to students who have given evidence of ability to do independent
reading and research. May be taken on an individual basis or by small
groups of students interested in working on the same topic.
Permission of the Director of Undergraduate Studies required.

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Ryuichi Abe
Independent reading and research in East Asian Studies.
Course Notes: Open to students who have given evidence of ability to do independent
reading and research. May be taken on an individual basis or by small
groups of students interested in working on the same topic.
Permission of the Director of Undergraduate Studies required.

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East Asian Studies 97AB

Introduction to the Study of East Asia: Issues and Methods (145419)
Ryuichi Abe
This interdisciplinary and team-taught course provides an introduction to several of the approaches and
methods through which the societies and cultures of East Asia can be studied at Harvard, including history,
philosophy, literary studies, political science, film studies, anthropology and gender studies. We consider
both commonalities and differences across the region, and explore how larger processes of imperialism,
modernization, and globalization have shaped contemporary East Asian societies and their future
trajectories.
Course Notes: Required of sophomore concentrators and secondary field candidates.

Open to freshmen. EAS 97ab may not be taken Pass/Fail.

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East Asian Studies 98B

Junior Tutorial--Japan and the World (145023)
Susan Pharr
Junior Tutorial option for EAS. Open to Government and other concentrators. For students with an interest
in the society, economy, politics, and popular culture of contemporary Japan and its place in the world.
Course Notes: EAS 98a, 98b, 98d, 98g or a substitution approved by the Director of
Undergraduate Studies is required for all EAS concentrators.
EAS 98B also fulfills the Government 94 seminar requirement.

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East Asian Studies 98D Section: 01
Junior Tutorial--The Political Economy of Modern China (145319)
Nara Dillon
Junior Tutorial for students with an interest in China Social Sciences. This course will focus on the political
economy of reform in the post-Mao period. After learning about theories of democratization, some of the
topics covered include the 1989 Tiananmen protests, the rise of entrepreneurs, the role of labor, rural-urban
migration, the internet, and nationalism.
Course Notes: EAS 98a, 98b, 98d, 98g or a substitution approved by the Director of
Undergraduate Studies is required for all EAS concentrators.
Preference to EAS students but open to Government concentrators.

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East Asian Studies 99A

Ryuichi Abe
Thesis guidance under faculty direction. Part one of a two part series.
Course Notes: All students writing an EAS or joint EAS thesis will attend a research
and writing workshop that meets twice each term.
Class Notes: Hours to be arranged.
Taught by Ryuichi Abe and members of the Department.

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East Asian Studies 99B

Ryuichi Abe

Thesis guidance under faculty direction. Part two of a two part series.
Course Notes: All students writing an EAS or joint EAS thesis will attend a research
and writing workshop that meets twice each term.
Taught by Ryuichi Abe and members of the Department.

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East Asian Studies 135

Text and Data in the Humanities (207790)
Donald Sturgeon
This course introduces students to key concepts and techniques fundamental to applying digital methods
to the study of textual materials and other types of data in humanities subjects. The core topics covered are
digital representations of data, ways of structuring and managing data, extracting data from textual
materials, and data visualization and analysis. Concepts introduced in lecture sessions will be reinforced
and applied concretely in particular contexts during corresponding practical sessions and take-home
assignments.
No background in digital methods is assumed, however students are expected to have basic computing
skills and access to a suitable laptop. Examples will be selected from a variety of subject domains within
the humanities with the primary focus being on textual materials.

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Major Religious Texts of East Asia (143833)
Ryuichi Abe
This course aims at enabling students to read and analyze in depth major religious texts of East Asia,

representing diverse traditions and genres. The course encourages students to take up their reading of
texts not only as ways to acquire knowledge on Asian religious traditions, but as practice, labor, and play in
which their ordinary way of understanding/experiencing the world and themselves will be challenged,
reaffirmed, and renewed.

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East Asian Studies 196 Section: 01

Political Geography of China (212563)
Daniel Koss
Putting Chinese politics on the map, this course asks how the government
deals with the enormous challenges of ruling over a vast terrain with a
diverse population, encompassing super-rich urban metropolises as well as
poor rural peripheries. We begin with statecraft traditions from the late
imperial era; and end with China's place on the future global maps of the
21st century. Topics include: macro-regions; priority zones of governance;
Special Economic Zones; the Chinese equivalent of "blue states and red
states;" rising inequality; ethnic minorities and borderlands; economic
development models; urbanization and city planning; collective action in
digital space; domestic and international migration; environmental politics;
and the geo-politics of the "One Belt One Road" initiative. We will set aside
class time for a hands-on introduction to producing and interpreting maps of
China.
Course Notes: This course can count for EAS 98 Junior Tutorial.
Class Notes: This course will be taught by Daniel Koss, Lecturer in East Asian
Languages and Civilizations

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Ryuichi Abe

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David Howell
Class Notes: "Squiggles": Reading Handwritten or Woodblock-Printed Texts in

Cursive. Open to graduate students only.

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Independent Teaching Fellow-related Work (208279)

Independent Teaching Fellow-related work.

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Independent Teaching Fellow-related Work (208279)


Independent Teaching Fellow-related work.

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Independent Course-related Work (208280)

Independent Course-related Work

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Independent Course-related Work (208280)

Independent Course-related Work

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Independent Research Work (208282)

Independent research work.

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Independent Non-dissertation-related Work (208282)

Independent research work not directly related to the dissertation.

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Subject: Japanese
Japanese BA
Elementary Japanese (111193)
Yuko Kageyama-Hunt
This course aims to develop a basic foundation in modern Japanese leading to proficiency in the four
language skills of speaking, listening, reading and writing. Emphasis is placed on the use of these skills to
communicate effectively in authentic contexts of daily life. Mastery of hiragana, katakana, and
approximately 86 Kanji (Chinese characters).
Class Notes: Class meets five times a week for the first hour/60 minutes of the
scheduled block only. Lectures are given on Monday, Wednesday and
Friday. Drill (discussion) sections are held on Tuesday and Thursday,
with a focus on reinforcing materials taught in lecture.

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Japanese BA Section: 002

Yuko Kageyama-Hunt

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Japanese BA Section: 003

Yuko Kageyama-Hunt

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Japanese BB
Yuko Kageyama-Hunt

Continuation of Japanese Ba, with an approximately 123 additional Kanji. This course aims to develop a
basic foundation in modern Japanese leading to proficiency in the four language skills of speaking,
listening, reading and writing. Emphasis is placed on the use of these skills to communicate effectively in
authentic contexts of daily life.
Class Notes: Class meets five times a week, additional discussion sections to be
arranged.
Recommended Prep: Japanese Ba or equivalent.
Requirements: Prerequisite: Japanese BA or equivalent.

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Japanese BB Section: 002

Yuko Kageyama-Hunt
arranged.

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Japanese BB Section: 003
Yuko Kageyama-Hunt
arranged.

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Japanese 106A
Classical Japanese (110782)
Edwin Cranston
Introduction to classical grammar and texts.
Recommended Prep: Japanese 130b.

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Japanese 106B Section: 01

Kambun (111790)
Edwin Cranston

The goal of this course is to acquire skills to read and analyze Kambun (Sino-Japanese scripts used in
Premodern Japan). Despite its antiquated and difficult character, Kambun is still important; without
mastering it, we will never be able to thoroughly understand Japanese culture and society. After
consolidating our foundational skills to analyze Kambun, we will read various Kambun texts organized by
certain themes—significant events, historical figures, gender roles, religious ideas, and material goods—in
order to advance our knowledge about premodern Japanese history, culture, and society. For example, we
will explore the lives of courtiers, warriors, religious followers, and female landlords, such as Heian
courtier official Fujiwara no Munetada and royal princess Hachijō-in. By reading records on piracy,
diplomacy, and natural disasters, we will also learn about different historical phenomena. The significance
of Kambun training is to not only acquire an understanding of the grammatical rules and vocabulary; the
real challenge and excitement of Kambun learning is to understand the society that developed the
language, and to see how the language in turn shaped the society.

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FAS: Meets Foreign Lang Req Kambun
Japanese 120A
Intermediate Japanese I (159595)
Takuro Hashimoto
2018 Fall (4 Credits) Schedule: MTRF 0900 AM - 1015 AM
Second-year intermediate level course aimed at consolidation of the basic grammatical patterns of
Japanese and development of reading, writing, speaking, and listening skills to the level necessary for
communication in everyday life in Japanese society. Introduction of approximately 150 Chinese characters
beyond those introduced in Bb.
Class Notes: Class meets five times a week for the first hour of the schedule block
only - additional discussion sections to be arranged.

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Japanese 120A Section: 002

Takuro Hashimoto

2018 Fall (4 Credits) Schedule: MTRF 1200 PM - 0115 PM
Second-year intermediate level course aimed at consolidation of the basic grammatical patterns of
Japanese and development of reading, writing, speaking, and listening skills to the level necessary for
communication in everyday life in Japanese society. Introduction of approximately 150 Chinese characters
beyond those introduced in Bb.

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Japanese 120B
Takuro Hashimoto
Continuation of Japanese 120a. Approximately 150 additional Chinese characters. Second-year

intermediate level course aimed at consolidation of the basic grammatical patterns of Japanese and
development of reading, writing, speaking, and listening skills to the level necessary for communication in
everyday life in Japanese society.
arranged.
Recommended Prep: Japanese 120a or equivalent.
Requirements: Prerequisite: Japanese 120A or equivalent.

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HCOL: Foreign Lang Citation Japanese


Takuro Hashimoto
Continuation of Japanese 120a. Approximately 150 additional Chinese characters. Second-year

intermediate level course aimed at consolidation of the basic grammatical patterns of Japanese and
development of reading, writing, speaking, and listening skills to the level necessary for communication in
everyday life in Japanese society.
arranged.

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Japanese 130A
Intermediate Japanese II (114292)
Tomoko Graham
MW 0900 AM - 1015 AM
Third-year intermediate advanced course. Development of skills in reading authentic materials from
contemporary Japanese media and fiction and in aural comprehension of contemporary television news
and drama with decreased reliance on pedagogical aids. Development of speaking and writing skills to an
increasingly sophisticated level. Introduction of approximately 200 additional Chinese characters beyond
those introduced in 120b.
Recommended Prep: Japanese 120b or equivalent.

Attribute Value(s)
Tomoko Graham
MW 1200 PM - 0115 PM
Third-year intermediate advanced course. Development of skills in reading authentic materials from
contemporary Japanese media and fiction and in aural comprehension of contemporary television news
and drama with decreased reliance on pedagogical aids. Development of speaking and writing skills to an
increasingly sophisticated level. Introduction of approximately 200 additional Chinese characters beyond
those introduced in 120b.
Recommended Prep: Japanese 120b or equivalent.

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Japanese 130B
Tomoko Graham
2019 Spring (4 Credits) Schedule: MTRF 0900 AM - 1015 AM
Continuation of Japanese 130a. Approximately 200 additional Chinese characters. Third-year intermediate
advanced course. Development of skills in reading authentic materials from contemporary Japanese media
and fiction and in aural comprehension of contemporary television news and drama with decreased
reliance on pedagogical aids. Development of speaking and writing skills to an increasingly sophisticated
level.
arranged.

Attribute Value(s)

Tomoko Graham
2019 Spring (4 Credits) Schedule: MTRF 1200 PM - 0115 PM
Continuation of Japanese 130a. Approximately 200 additional Chinese characters. Third-year intermediate
advanced course. Development of skills in reading authentic materials from contemporary Japanese media
and fiction and in aural comprehension of contemporary television news and drama with decreased
reliance on pedagogical aids. Development of speaking and writing skills to an increasingly sophisticated
level.
arranged.

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Japanese 140A
Advanced Modern Japanese (113348)
Ikue Shingu
2018 Fall (4 Credits) Schedule: MWR 1030 AM - 1145 AM
Readings of modern texts in both rapid and in-depth modes. Comprehension of media news and drama.
Advanced conversation and composition on topics related to the preceding.


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Ikue Shingu
2018 Fall (4 Credits) Schedule: MWR 1200 PM - 0115 PM
Readings of modern texts in both rapid and in-depth modes. Comprehension of media news and drama.
Advanced conversation and composition on topics related to the preceding.

Attribute Value(s)
Japanese 140B
Ikue Shingu
2019 Spring (4 Credits) Schedule: MWR 1030 AM - 1145 AM
Continuation of Japanese 140a. Readings of modern texts in both rapid and in-depth modes.
Comprehension of media news and drama. Advanced conversation and composition on topics related to
the preceding.
arranged.


Attribute Value(s)

Ikue Shingu
2019 Spring (4 Credits) Schedule: MWR 1200 PM - 0115 PM
Continuation of Japanese 140a. Readings of modern texts in both rapid and in-depth modes.
Comprehension of media news and drama. Advanced conversation and composition on topics related to
the preceding.
arranged.

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Japanese 150A
Readings and Discussion in Japanese Social Sciences (114117)
Ikue Shingu
Selected readings and discussion in Japanese primarily on contemporary topics in economics, sociology,
political science, psychology, and cultural studies, with occasional readings from literature. Readings are

supplemented by selections from audiovisual media on current social issues.
Course Notes: Conducted in Japanese.
Class Notes: Class meets for the first hour of the schedule block only.

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Japanese 150B
Readings and Discussion in Japanese Social Sciences (127974)
Ikue Shingu
Continuation of Japanese 150a. Selected readings and discussion in Japanese primarily on contemporary
topics in economics, sociology, political science, psychology, and cultural studies, with occasional
readings from literature. Readings are supplemented by selections from audiovisual media on current
social issues.
Recommended Prep: Japanese 150a.

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Japanese 210A
Reading Scholarly Japanese for Students of Chinese and Korean (125813)
Wesley Jacobsen
Development of skills in reading and translating academic genres of Japanese, with special attention to
Japanese scholarship on Chinese and Korean studies. Introduction to old kana usage and classical forms
commonly used in scholarly writing.
Recommended Prep: Japanese 120b, and graduate standing in some field of Chinese or
Korean studies.
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Japanese 210B
Reading Scholarly Japanese for Students of Chinese and Korean (124650)
Wesley Jacobsen
Continuation of Japanese 210a.
Recommended Prep: Japanese 210a.

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Japanese 300
Ryuichi Abe

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Japanese 300
Ryuichi Abe

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Japanese 300 Section: 002

Edwin Cranston

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Edwin Cranston

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Shigehisa Kuriyama

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Shigehisa Kuriyama

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Tomiko Yoda

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Tomiko Yoda

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Wesley Jacobsen

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David Howell

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David Howell
Class Notes: "Squiggles": Reading Handwritten or Woodblock-Printed Texts in

Cursive. Open to graduate students only.

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Helen Hardacre

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David Atherton

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Helen Hardacre

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Subject: Chinese Literature
Chinese Literature 114 Section: 01

Introduction to Premodern Chinese Literature (125194)
Xiaofei Tian
This course will introduce students to the best-known writers and canonical works of Chinese literature
from the premodern period.

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Chinese Literature 229R

Topics in Early Medieval Literature (124534)
Xiaofei Tian
This semester's focus is on narrative and anecdotal accounts of the Northern and Southern Dynasties:
historical, religious, geographical, and bibliographical.

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Chinese Literature 267R

Topics in Tang Literature: Seminar (115521)
Xiaofei Tian
This semester's focus is on the ninth-century poetry and prose.
Recommended Prep: Two years of literary Chinese or equivalent.

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Chinese Literature 272 Section: 01

The Legacy of the May Fourth: A Critical Survey of Modern Chinese Literary Culture (207563)
David Wang
On May 4, 1919, thousands of students in Beijing took to the streets to protest the resolution of the
Peace Conference in Paris that concluded the First World War. Though China had been on the side
of the Allies against Germany, the Treaty of Versailles arranged for the German-held concessions in
China to be handed over to Japan, another supporter of the Allies. The Allies' disregard of China's
sovereignty and the Chinese government's weak response to the handover aroused nationwide
indignation. Patriotic protests soon spread to all the major cities, culminating in a national
campaign for sociopolitical reform and cultural renovation.
Since the early 1920s, the May Fourth Movement has been presented as the harbinger of modern
China in almost all domains. It has taken on a mythopoetic dimension, signaling the magical
beginning of Chinese modernity. In particular, literature was celebrated as the cultural and
sociopolitical institution through which the nation would be reformed and the Chinese mind re-

formed. This approach is subject to review in the new millennium. The seminar seeks to take issue
with the "legacy of May Fourth" by rethinking the conventional wisdom regarding the movement,
from "enlightenment" to "revolution," from "Mr. De" (democracy) to "Mr. Sai" (science), from
nationhood to selfhood. Literature in a broad sense—fiction, poetry, biography, manifestos and
political treatises, etc.—will be the avenue for our inquiry and contestation. We will also take into
account issues related to the use and abuse of the May Fourth in terms of the Foucauldian
production of the "truth regime." Loosely following a chronological order, the seminar will focus on
three thematic modules: "a revolution of the mind"; "the politics of enlightenment"; and "re-
enlightenment and re-enchantment." Meanwhile, questions will be raised as to the "repressed
modernities" —genres, figures, discourses, and movements that have been obscured or even
denigrated as a result of May Fourth's calls for revolution and enlightenment.
Students are expected to submit weekly reading responses prior to class meeting and a research
paper at the end of the semester. In view of the workload of weekly assignments, we will provide
both the Chinese texts and English translations (whenever available) for the class.

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Subject: Chinese History
Chinese History 202

Digital Methods for Chinese Studies (161272)
Donald Sturgeon
This course introduces graduate students in Chinese studies to programming skills and digital humanities
techniques of direct practical relevance to research in their discipline. It will consist of weekly lectures,
each introducing a specific type of technique, followed by an interactive lab session during which students
practice applying the technique to data appropriate to their own research. No background in digital
methods or programming is assumed, but students are expected to have basic computing skills and are
required to bring a suitable laptop to use during the lab sessions. The techniques covered in this course all
have broad applicability to topics in Chinese studies, and students will be expected to apply them to their
own research topics and relevant texts as arranged during the first few sessions. The course will end with
student presentations in which students apply an appropriate selection of the techniques studied to their
own research questions.
While examples and coursework will draw upon Chinese language source materials, students primarily
working with other East Asian languages are also encouraged to take this course.

Course Notes: This course will be taught by Donald Sturgeon, Postdoctoral Fellow in
Chinese Digital Humanities and Social Sciences at the Fairbank Center
for Chinese Studies, Harvard University.

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Chinese History 233R

Sources of Early Chinese History (114370)
Michael J. Puett
Chronological survey of recently-discovered paleographic texts and received materials from the late Shang
through the early Warring States period, with discussion of problems of contextualization.

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Chinese History 234R

The Historiography of Early Chinese History (114371)
Michael J. Puett
A study of major trends in the history of scholarship on early China. The main focus will be on 20th-century
scholarship, but earlier developments will be introduced where relevant.

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Chinese History 253

Topics in Late Imperial History (125694)
Mark Elliott
Michael Szonyi

Review of historical scholarship on China from roughly 1500 to the early 20th century. This course is
designed to aid in preparations for the general examinations and in developing a dissertation topic.

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Chinese History 270B

Research Methods in Late Imperial Chinese History II: Seminar (126542)
Michael Szonyi
Continued training in sources and methods for research in the history of late imperial China. Students learn
to locate, identify, translate and interpret sources in different genres.
Recommended Prep: Chinese History 270a or consent of instructor.

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Subject: Vietnamese
Vietnamese BA
Elementary Vietnamese (116266)
Binh Ngo
2018 Fall (4 Credits) Schedule: MTWRF 0900 AM - 1015 AM
Surveys the fundamentals of Vietnamese phonetics, grammar, and vocabulary to provide students with
basic ability to understand, speak, read, and write Vietnamese. Conversational ability is stressed through
an interactive, communication-oriented approach.
Class Notes: Course meets for the first hour of the schedule block.

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FAS: Meets Foreign Lang Req Vietnamese
Vietnamese BB
Elementary Vietnamese (116267)
Binh Ngo
Continuation of Vietnamese Ba, with introduction of additional Vietnamese texts and excerpts from
Vietnamese newspapers to enhance reading skills.
Class Notes: Course meets for the first hour of the schedule block.
Recommended Prep: Vietnamese Ba or permission of the instructor.
Requirements: Prerequisite: Vietnamese BA or permission of the instructor.

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Vietnamese 120A
Intermediate Vietnamese (116268)
Binh Ngo
Further development of speaking, reading, writing, and aural comprehension. Texts and dialogues on
Vietnamese geography, history, culture, and customs will be used, as well as audiotapes and videos.
Students are expected to speak Vietnamese in all class discussions.
Course Notes: Conducted entirely in Vietnamese.
Recommended Prep: Vietnamese Bb or permission of instructor.

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HCOL: Foreign Lang Citation Vietnamese
Vietnamese 120B
Intermediate Vietnamese (116270)

Continuation of Vietnamese 120a. Further development of speaking, reading, writing, and aural
comprehension. Texts and dialogues on Vietnamese geography, history, culture, and customs will be used,
as well as audiotapes and videos. Students are expected to speak Vietnamese in all class discussions.
Recommended Prep: Vietnamese 120a or permission of instructor.

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Vietnamese 130A
Advanced Vietnamese (116271)
Binh Ngo
Development of high proficiency in Vietnamese. Introduction of complex grammar and vocabulary, using
authentic Vietnamese texts, videos, and translation of English news articles into Vietnamese. Discussions
focus on selected short stories and poems.
Recommended Prep: Vietnamese 120b or permission of instructor.

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Vietnamese 130B
Advanced Vietnamese (116272)

Binh Ngo
Continuation of Vietnamese 130a. Development of high proficiency in Vietnamese. Introduction of complex

grammar and vocabulary, using authentic Vietnamese texts, videos, and translation of English news
articles into Vietnamese. Discussions focus on selected short stories and poems.
Recommended Prep: Vietnamese 130a or permission of instructor.

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Vietnamese 140A
Advanced-High Vietnamese (125637)
Binh Ngo
2018 Fall (4 Credits) Schedule: MF 0600 PM - 0800 PM
Development of near-native fluency in oral and written expression. Modern Vietnamese literature, including
short stories, excerpts from novels, and poems in the original, that were published in Vietnam from the
1930s to the present day is used to introduce the complex grammar, idioms, proverbs and some slang
expressions commonly used in contemporary Vietnamese. Discussion focuses on Vietnamese culture and
issues related to Vietnamese society during that period.
Class Notes: Prerequisite: Vietnamese 130b or permission of instructor. Course

meets for the first hour and a half of schedule block (6-7:30pm).
Recommended Prep: Vietnamese 130b

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Vietnamese 140B
Advanced-High Vietnamese (125638)
Binh Ngo
R 0730 PM - 0845 PM
Continuation of Vietnamese 140a. Development of near-native fluency in oral and written expression.
Modern Vietnamese literature, including short stories, excerpts from novels, and poems in the original, that
were published in Vietnam from the 1930s to the present day is used to introduce the complex grammar,
idioms, proverbs and some slang expressions commonly used in contemporary Vietnamese. Discussion
focuses on Vietnamese culture and issues related to Vietnamese society during that period.
Recommended Prep: Vietnamese 140a

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Vietnamese 300
Binh Ngo

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Vietnamese 300
Binh Ngo

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Subject: Korean History

Korean History 253 Section: 01
Topics in Modern Korean History: Proseminar (121045)
Carter Eckert
Readings of secondary works on selected topics in modern Korean history.
Course Notes: This course is not repeatable. It was earlier but the 'r' was removed.
Recommended Prep: Societies of the World 27 or equivalent.

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Korean History 260 Section: 01

Readings in Modern Korean History I (112681)
Carter Eckert
Explores the history of the field through an examination of major scholarship. Designed primarily for
graduate students preparing for the general examination.

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Subject: Japanese History
Japanese History 270 Section: 01

Early Modern Japanese History: Proseminar (126627)
David Howell
This seminar surveys the recent English-language literature on the history of early modern Japan, roughly
from the late sixteenth century to around 1875.

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Subject: Mongolian
Mongolian 300
Mark Elliott

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FAS: Meets Foreign Lang Req Mongolian
Mongolian 300
Mark Elliott

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Subject: Uyghur
Uyghur 300
Readings in Uyghur Language and Literature (124527)
Mark Elliott
Guided readings in advanced Uyghur-language texts. May be repeated for credit.
Class Notes:
Recommended Prep: Uyghur 120B or permission of instructor.

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FAS: Meets Foreign Lang Req Uyghur
Uyghur 300
Readings in Uyghur Language and Literature (124527)
Mark Elliott
Guided readings in advanced Uyghur-language texts. May be repeated for credit.
Class Notes:
Recommended Prep: Uyghur 120B or permission of instructor.

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FAS: Meets Foreign Lang Req Uyghur
Subject: Manchu
Manchu 300
Mark Elliott

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FAS: Meets Foreign Lang Req Manchu
Manchu 300
Mark Elliott

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Economics
Subject: Economics
Economics 10A
Principles of Economics (113326)
N. Mankiw
Introduction to economic issues and basic principles and methods of microeconomics: how markets work,
market efficiency and market failure, firm and consumer behavior, policy issues such as taxation,
international trade, the environment, and the distribution of income.
Course Notes: Ec 10A Microeconomics (taught in the fall term) is a prerequisite for Ec
10B macroeconomics (taught in the spring term). Taught in a mixture
of lectures and small sections. No calculus is used, and there is no
mathematics background requirement. Designed for both potential
Economics concentrators and those who plan no further work in the
field. The Department of Economics strongly encourages students
considering concentration to take both Ec10A and Ec10B in their
freshman year. This is a required course for all economics
concentrators and a prerequisite for higher level courses in
economics. This course, when taken for a letter grade together with
Economic 10b, meets the General Education requirement for only
Empirical and Mathematical Reasoning, Societies of the World, or
United States in the World.
Class Notes: Microeconomics (taught in the fall term) is a prerequisite for

macroeconomics (taught in the spring term). Students may elect to
take only the fall microeconomics course and receive a half-course
credit. Taught in a mixture of lectures and small sections. No calculus
is used, and there is no mathematics background requirement.
Designed for both potential Economics concentrators and those who
plan no further work in the field. The Department of Economics
strongly encourages students considering concentration to take the
full-year course in their freshman year. This is a required course for all
economics concentrators and a prerequisite for higher level courses in
economics. This course, when taken for a letter grade together with
Economic 10b, meets the General Education requirement for either
Empirical and Mathematical Reasoning or United States in the World,
but not both.
M., W., F., at 12. Sections also meet at 9, 10, 11, 12, 1, or 2.
N Mankiw and members of the Department

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Economics 10B
Principles of Economics (109894)
N. Mankiw
Economic growth, inflation, unemployment, the business cycle, the financial system, international capital
flows and trade imbalances, and the impact of monetary and fiscal policy. The Department of Economics
strongly encourages students considering a concentration in economics to take both Ec10a and Ec10b in
their freshman year. These courses are required for all economics concentrators and are prerequisites for
higher level courses in economics.
Course Notes: This course, when taken for a letter grade together with Economic 10a,
meets the General Education requirement for only Empirical and
Mathematical Reasoning, Societies of the World, or United States in
the World.
Recommended Prep: Ec 10a is recommended but not required.

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Economics 910R
Gregory Bruich
Supervised reading--by an economics faculty member--leading to a long term paper on a topic or topics not
covered by regular courses.
Course Notes: Does not count for concentration credit and may not be taken
Pass/Fail. Requires signatures of the faculty adviser and an Economics
Department Lecturer/Advisor. Application available at the Economics
Undergraduate Office at Littauer Center, North Yard.

Rebecca Toseland

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Economics 910R
Gregory Bruich
Supervised reading--by an economics faculty member--leading to a long term paper on a topic or topics not
covered by regular courses.
Course Notes: Does not count for concentration credit and may not be taken
Pass/Fail. Requires signatures of the faculty adviser and an Economics
Department Lecturer/Advisor. Application available at the Economics
Undergraduate Office at Littauer Center, North Yard.

Rebecca Toseland

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Economics 970
Anne Le Brun
A series of seminars taught in small sections focusing on applications of economic theory to real
problems.
Topic: Sophomore Tutorial
Course Notes: One term required of all Economics concentrators. Enrollment limited
to concentrators. Has an introductory meeting. Meets in assigned
section thereafter.
Recommended Prep: Economics 10a and 10b (or equivalent); Statistics 100, 104, or 110; and
Economics 1010a1, 1010a2, or 1011a.

Requirements: Prerequisite: (Statistics 100 OR Statistics 104 OR Statistics 110) AND
(Economics 1010a OR Economics 1011a)

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Economics 970
Anne Le Brun
problems.
section thereafter.


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Economics 970 Section: T17


problems.
section thereafter.

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Economics 975A
Tutorial - Microeconomics Theory Review (112836)
Gregory Bruich
A thorough review of intermediate microeconomics. This is a junior tutorial.
Course Notes: Required of and limited to concentrators who received below a B- in

Economics 1010a or 1011a.

Jane Leber Herr

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Economics 975A
Tutorial - Microeconomics Theory Review (112836)
Gregory Bruich
A thorough review of intermediate microeconomics. This is a junior tutorial.

Economics 1010a or 1011a.

Jane Leber Herr

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Economics 975B
Tutorial - Macroeconomics Theory Review (156670)
Gregory Bruich
A thorough review of intermediate macroeconomics. This is a junior tutorial.

Economics 1010b or 1011b.
Class Notes: Jane Leber Herr

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Economics 980AA
The Rise of Asia and the World Economy (110116)
Dale Jorgenson
This is a junior tutorial.
Course Notes: This course requires special action- application or lottery- to enroll.
Visit economics.harvard.edu/page/junior-seminar-0 and the course
canvas site for more information.
Class Notes: This course will meet from 2:00-4:00pm.
Recommended Prep: Ec 1010a and 1010b (or 1011a and 1011b), one of stats 100, 104 or 110,
and Ec 1123 or 1126 (or concurrent enrollment in 1123 or 1126).

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Economics 980B
Education in the Economy (126777)
Lawrence Katz
Claudia Goldin
An exploration of the role of education in the economy using historical, comparative, and current policy
perspectives. Topics include the theory of human capital, role of education in economic growth and
distribution, the educational production function, vouchers, charter schools, class size, standards, school
equalization, for-profit educational institutions, and the gender gap in college completion. A serious
research paper is required, as are several short critical essays of the literature. This is a junior tutorial.
This course requires attendance to all 12 classes.
Class Notes: Course takes place from 1:30pm- 3:30pm

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Economics 980CC
Readings on Market Imperfections and Implications for Government Intervention (156370)
Nathaniel Hendren
This course focuses on rationales for and methods of government interventions in private markets. We
cover various rationales, such as environmental externalities, fiscal externalities, and asymmetric
information. And, we focus on various methods of intervention, such as taxes, regulation, direct
government provision, mandates. We motivate our discussions using a combination of classic economics
papers and more recent work focused on topical issues such as health insurance regulation and climate
change. This s a junior tutorial.
Class Notes: Course time: 12:45-2:45pm

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Economics 980DD
Globalization and Inequality (Junior Tutorial) (203556)
Marc Melitz
This course will overview recent trends in the distribution of income within and across countries and will
discuss economic research aimed at understanding the role of globalization (trade integration,
multinational activity, etc) in shaping these trends. The course will focus on analytical and statistical
methods and therefore requires knowledge of calculus and econometrics.

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Economics 980EE
The Behavioral Economics of Poverty and Development (204014)
Gautam Rao
This is a junior tutorial.

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Economics 980P Section: 1

International Trade Policy (110067)
Elhanan Helpman
Provides a discussion of the economic impacts of international trade policies and the political economy of
trade policy formation. The course will focus on analytical methods and therefore requires knowledge of
calculus. This is a Junior Tutorial.
Course Notes: Course will be taught from 3:00-5:00pm.

Requirements: Prerequisite: (ECON 1010a OR 1011a) AND (ECON 1010b OR 1011b)
AND (STAT 100 OR 104 OR 110) AND (ECON 1123 OR 1126)

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Economics 980U
Immigration Economics (126771)
George Borjas
There has been a resurgence of large-scale international migration in the past few decades. This course
explores the economic determinants and consequences of these population flows. Specific topics include
the study of how immigrants are non-randomly selected from the population of the countries of origin, the
measurement and implications of economic assimilation in the receiving country, the impact of the flows
on the labor markets of both receiving and sending countries, and the calculation of the economic benefits
from immigration. This is a junior tutorial.
Course Notes: A research paper will be required.

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Economics 980W
Policy Options in Health Economics (107675)
Ariel Pakes
Description: The seminar will focus on policy issues in health economics. We will read papers on an
assortment of policy options and formulate frameworks for analyzing their likely impacts on outcomes of
interest. Examples include the analysis of mergers in hospital and insurance markets, the choice of
capitation vs fee for service contracts and its impact on cost and quality of care, policy options for health
insurance, and the re-structuring of health service providers. Where possible we will use data and do the
analysis quantitatively. Some knowledge of microeconomic and statistical tools, particularly those related
to industrial organization, will be helpful (a few of the needed techniques will be taught during the course).
This is a Junior Tutorial.

Class Notes: Please note this course will meet from 12:45-2:45pm.

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Economics 980X
Economics of Work and Family (108892)
Claudia Goldin
How are the most personal choices and life transitions decided? When and whom do you marry, how many
children do you have, how much education should you obtain, and which careers or jobs will you pursue?
Much will be explored in terms of change over time, particularly concerning the economic emergence of
women and the growing role of government. Readings draw on economic theory, empirical analyses,
history, and literature from the 19th century to the present. This is a Junior Tutorial.

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Economics 980Z
Behavioral Finance (203866)
Jeremy Stein
This junior seminar will provide an overview of theoretical and empirical research on asset pricing that
adopts a "behavioral" perspective, i.e. that considers the joint consequences of: (i) investors who have
either less than fully rational beliefs or non-standard preferences; and (ii) various impediments to
arbitrage. We will also spend considerable time fleshing out the implications of investor sentiment for
corporate finance, macroeconomics, and public policy.

Class Notes: This course will take place from 12:00-2:00pm.

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Economics 980ZZ
Empirical Research on Economic Inequality (160329)
Maximilian Kasy
The purpose of this class is twofold. First, to teach you something about economic inequality, some of its
causes, and how it is affected by policy. Second, to teach you econometric methods which have been used
in the literature on economic inequality, preparing you to do your own research on this topic, or related
topics, and to maybe write an undergrad thesis.
We will focus mostly on mechanisms affecting income inequality, such as racial discrimination, (de)
unionization, minimum wages, shifts in labor demand due to changes in technology and trade, shifts in
labor supply due to migration, intergenerational transmission of economic status, and taxation.
We will talk a little bit about the historical evolution of income and wealth inequality, and a little bit about
international inequality; mostly, though, we will focus on mechanisms affecting the distribution of incomes
in the United States.

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Economics 985AA Section: 1

Research in Macroeconomics, International Economics, Finance, and Theory (208337)
Kiran Gajwani
Workshop for seniors writing theses. Especially for topics in macroeconomics, international economics,
finance, and theory, but open to all fields. Emphasis on choice of research topics, methodology, and data
sources. Part one of a two-part series; students must complete both terms of this course (parts A and B)
within the same academic year in order to receive credit.

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Economics 985AB Section: 1

Research in Macroeconomics, International Economics, Finance, and Theory (208338)

Workshop for seniors writing theses. Especially for topics in macroeconomics, international economics,
finance, and theory, but open to all fields. Emphasis on choice of research topics, methodology, and data
sources. Part two of a two-part series; students must complete both terms of this course (parts A and B)

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Economics 985BA Section: 1

Research in Political Economy, Development, and Econometrics (208340)

Workshop for seniors writing theses. Especially for topics in political economy, development, and
econometrics, but open to all fields. Emphasis on choice of research topics, methodology, and data

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Economics 985BB Section: 1

Research in Political Economy, Development, and Econometrics (208341)

Workshop for seniors writing theses. Especially for topics in political economy, development, and
econometrics, but open to all fields. Emphasis on choice of research topics, methodology, and data


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Economics 985CA Section: 1

Research in Social Economics, Labor Economics, and Applied Microeconomics (208342)

Workshop for seniors writing theses. Especially for topics in social economics, labor economics, and
applied microeconomics, but open to all fields. Emphasis on choice of research topics, methodology, and
data sources. Part one of a two-part series; students must complete both terms of this course (parts A and
B) within the same academic year in order to receive credit.

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Economics 985CB Section: 1

Research in Social Economics, Labor Economics, and Applied Microeconomics (208343)

Workshop for seniors writing theses. Especially for topics in social economics, labor economics, and
applied microeconomics, but open to all fields. Emphasis on choice of research topics, methodology, and
data sources. Part two of a two-part series; students must complete both terms of this course (parts A and

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Economics 985DA Section: 1
Research in International Trade, Urban Economics, and Economic Growth (208344)

Workshop for seniors writing theses. Especially for topics in international trade, urban economics, and
economic growth, but open to all fields. Emphasis on choice of research topics, methodology, and data

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Economics 985DB Section: 1

Research in International Trade, Urban Economics, and Economic Growth (208345)

Workshop for seniors writing theses. Especially for topics in international trade, urban economics, and
economic growth, but open to all fields. Emphasis on choice of research topics, methodology, and data

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Economics 985LA Section: 1

Research in Applied Microeconomics, Development, and Health Economics (109235)
Kiran Gajwani
Workshop for seniors writing theses. Especially for topics in development or health economics, but open to
all fields. Emphasis on choice of research topics, methodology, and data sources. Part one of a two-part
series; students must complete both terms of this course (parts A and B) within the same academic year in
order to receive credit.

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Economics 985LB Section: 1

Research in Applied Microeconomics, Development, and Health Economics (159910)
Kiran Gajwani
Workshop for seniors writing theses. Especially for topics in applied microeconomics, development, or
health economics, but open to all fields. Emphasis on choice of research topics, methodology, and data

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Economics 985RA Section: 1

Research in Public Economics, Health, and Education (160584)
Gregory Bruich
Workshop for seniors writing theses. Especially for work in public economics, health, or education, but
open to all fields. Emphasis on choice of research topics, methodology, and data sources. Part one of a
two-part series; students must complete both terms of this course (parts A and B) within the same
academic year in order to receive credit.

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Economics 985RB
Research in Public Economics, Health, and Education (160781)
Gregory Bruich
Workshop for seniors writing theses. Especially for work in public economics, health, or education, but
open to all fields. Emphasis on choice of research topics, methodology, and data sources. Part two of a
two-part series; students must complete both terms of this course (parts A and B) within the same

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Economics 985WA Section: 1

Research in Labor Economics, Law, Public Policy, and Applied Microeconomics (204004)
Judd Cramer
Full course. Hours to be arranged.

Workshop for seniors writing theses. Especially for work in labor, law, public policy, and applied
microeconomics, but open to all fields. Emphasis on choice of research topics, methodology, and data

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Economics 985WB Section: 1

Research in Labor Economics, Law, Public Policy, and Applied Microeconomics (204005)
Judd Cramer
Full course. Hours to be arranged.

Workshop for seniors writing theses. Especially for work in labor, law, public policy, and applied
microeconomics, but open to all fields. Emphasis on choice of research topics, methodology, and data

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Economics 990A
Thomas Baranga
For students writing a senior thesis out of sequence. Part one of a two part series.
Course Notes: Students who are writing a senior thesis out of sequence (i.e.,
beginning in the spring) must enroll in Economics 990 in the spring
and complete the course in the fall. Students must write a 25-page
paper at the end of the first term of Economics 990. Students currently
enrolled in Economics 985 may not enroll in Economics 990.

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Economics 990B
Thomas Baranga
For students writing a senior thesis out of sequence. Part two of a two part series.
beginning in the spring) must enroll in Economics 990A in the spring
and complete the course with Economics 990B in the fall. Students
must write a 25-page paper at the end of the first term of Economics
990A. Students currently enrolled in Economics 985 may not enroll in
Economics 990A and 990B.

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Economics 990B Section: 01

Thomas Baranga
For students writing a senior thesis out of sequence. Part two of a two part series.
beginning in the spring) must enroll in Economics 990A in the spring
and complete the course with Economics 990B in the fall. Students
must write a 25-page paper at the end of the first term of Economics
990A. Students currently enrolled in Economics 985 may not enroll in
Economics 990A and 990B.

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Economics 1010A
Intermediate Microeconomics (108901)
Marc Melitz
The course introduces core microeconomic models of consumers, firms, and markets, and develops their
application to a broad range of economic and social issues in the real world. Prerequisites for this course
include Economics 10 and Mathematics 1a or their equivalents.
Course Notes: Students may only take one of Economics 1010a or Economics 1011a
for concentration credit.
Recommended Prep: Economics 10 and Mathematics 1a or their equivalents.

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Economics 1010A
Intermediate Microeconomics (108901)
Maxim Boycko
The course introduces core microeconomic models of consumers, firms, and markets, and develops their
application to a broad range of economic and social issues in the real world. Prerequisites for this course
include Economics 10 and Mathematics 1a or their equivalents.
Course Notes: Economics 1010a fulfills the intermediate microeconomic theory

requirement for Economics concentrators. Students may take either
Economics 1010a or Economics 1011a for credit.
Recommended Prep: Economics 10 and Mathematics 1a or their equivalents.

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Economics 1010B
Intermediate Macroeconomics (112062)
Christopher Foote
Theories and evidence on economic growth and fluctuations. Determination of gross domestic product,
investment, consumption, employment, and unemployment. Analysis of interest rates, wage rates, and
inflation. Roles of fiscal and monetary policies.
Course Notes: Students may only take one of Economics 1010b or Economics 1011b
Recommended Prep: Economics 10a . While no specific mathematics course is required,

knowledge of calculus at the level of Mathematics 1a is assumed.

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Economics 1011A Section: 002
Intermediate Microeconomics: Advanced (120711)
Edward Glaeser
Economics 1011a is similar to Economics 1010a, but more mathematical and covers more material. The
course teaches the basic tools of economics and to apply them to a wide range of human behavior.
Prerequisites for this course include Mathematics 21a or permission of the instructor.
Course Notes: Economics 1011a fulfills the intermediate microeconomic theory

requirement for Economics concentrators. Students may take either
Econ 1010a or Econ 1011a for credit. However, starting in Fall 2014,
concentrators who receive less than a B- in this course must enroll in
Economics 975a (Microeconomic Theory Tutorial). Exception:
Concentrators who already took their macroeconomic theory
requirement (Econ 1010b/1011b) prior to Fall 2014 are held to the old
rule: concentrators who earn below an average grade of B-/C+ in their
two economic theory requirements must enroll in Econ 975.
Recommended Prep: Mathematics 21a or permission of the instructor.

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Economics 1011B
Intermediate Macroeconomics: Advanced (120172)
Paul Willen
Gabriel Chodorow-Reich
The same topics as in 1010b, but with a more mathematical approach. Prerequisites for this class
include Economics 1011a or 1010a and Mathematics 21a, or permission of the instructor.
Course Notes: Students may only take one of Economics 1010b or Economics 1011b
Recommended Prep: Economics 1011a or 1010a and Mathematics 21a, or permission of the
instructor.

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Economics 1017
A Libertarian Perspective on Economic and Social Policy (119951)
Jeffrey A. Miron
Analyses the libertarian perspective on economic and social policy. This perspective differs from both
liberal and conservative views, arguing for minimal government in most arenas. Policies addressed include
drug prohibition, gun control, public education, abortion rights, gay marriage, income redistribution, and
campaign finance regulation.
Recommended Prep: Ec 10a and Ec 10b.

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Economics 1018 Section: 1

Cultural Economics (122655)
Alberto Alesina
Explores the importance of culture on economic outcomes, focusing on how heterogeneity of preferences
affects economic choices and where those differences come from. Theoretical topics include group
identity, social interactions and networks, evolutionary selection, the importance of the family. Empirical
applications include international investment, savings, occupational choices, ethical norms, economic
development, fertility decisions.
Recommended Prep: Economics 1010a1, 1010a2, or 1011a, and Economics 1123.

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Economics 1025
From Gorbachev to Putin: The Economics and Politics of the Russian Transition (203356)

Maxim Boycko
The course covers the transformation of Russia from "mature socialism" of the early days of Mikhail
Gorbachev to the present-day mix of market economics and authoritarian politics under Vladimir Putin.
After introducing basic concepts of capitalism, socialism and transition, the course focuses on key
economic and political reforms. Additional topics include the Russian energy sector, oligarchs, and
corruption. Students will have weekly reading assignments, participate in classroom discussions, and
make an oral presentation.
Recommended Prep: Prerequisites: Ec10a, Ec10b or equivalents; and Stat104 or equivalent.

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Economics 1033
The Economics of Networks (160360)
Benjamin Golub
Social and economic networks are an essential part of the fabric of modern life. Some examples: the
complex trading networks that underlie modern financial markets and supply chains; social media
platforms; networks of personal connections that help people find jobs. These networks profoundly affect
the economy and society more broadly: for instance, financial interdependencies are critical in economic
crises, while rumors on Twitter have come to play a central role in our politics. How can we make sense of
these phenomena—as individuals, within companies, and as policymakers? This seminar teaches models
from the economics and statistics of networks that are essential to the task. Topics include the diffusion of
information and rumors, racial segregation, and the network origins of recessions. We emphasize how
network models relate to key ideas from microeconomics. For a sense of the course, see reviews of
Econ980O: this course will focus on similar material without the project component.
Recommended Prep: Stat 110, Applied Math 101, Math 154, or equivalent; Ec 1010/1011a

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Economics 1036
The Psychology and Economics of Beliefs (204421)
Matthew Rabin

This seminar focuses on how individuals and groups come to form beliefs about important things in their
lives. What medicines are effective? What investment strategies make sense? What careers are lucrative?
What effect would a 10% tax cut this year have on the unemployment rate two years from now? How many
total hours will you sleep next week? What GPA will you have when you graduate Harvard? What is the
probability you will enter a post-graduate program after college—and how does that depend on your GPA?
We will review theories and evidence about how individuals develop their beliefs from experience, personal
observations, and by learning from others. The organizing theme will be to compare the assumption of full
rationality that is traditional in economic theory to evidence identified by psychologists and others about
errors people make, and the consequences of these errors for beliefs. When do people become
overconfident that they know the right answer? Are their beliefs internally consistent? When do groups of
people all come to the same conclusions, and how likely are such consensus beliefs to be correct?
Readings for the course will include academic research in psychology, economic theory, empirical
economics, and historical and sociological research about prevailing beliefs. The course requires
participation in discussions, a short presentation, problems sets, and research-oriented written
assignments. Given the nature of the course, full attendance (insofar as it is consistent with your health
and the health of those around you) is required, no auditing is permitted, and enrollment will be open solely
to Harvard University undergraduates. (No exceptions!) Because of the heavy emphasis in lectures and
problem sets on rigorous formal theories and measurements along the lines of mainstream economics, the
course requires background in microeconomics, mathematics, and statistics (e.g., Bayes' Theorem,
univariate distributions, law of large numbers, and the central limit theorem). Completion of courses at the
level of Math 21A and Stats 110 are strongly advised, and Math 1A, Economics 1010A or 1011A, and Stats
104 or their equivalents are required. Note that all students must obtain instructor consent prior to enrolling
in the class; please see the course syllabus or consult Professor Rabin, or the Teaching Fellow (William
Murdock, wmurdock@g.harvard.edu) if you have concerns about your fit for the course.
Course Notes: Course will take place from 10am-12pm.
Class Notes: Course taking place from 9:45am-11:45am.
Recommended Prep: Ec 1010a prereq. Helpful to have taken Stat 110 or Stat 104.

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Economics 1042
Sports Economics (211392)
Judd Cramer
This course will apply economic principles from game theory, labor economics, and econometrics to
analyze a wide range of issues primarily in the realm of professional sports and collegiate athletics
rigorously with a focus on causality. Topics include: the hot hand; expansion and rival leagues; franchise
relocation and venue construction; revenues from merchandising, broadcast rights and their distribution;
free agency, arbitration, and salary caps; player development through amateur drafts and minor leagues;
NCAA rules on scholarships and eligibility; in-game strategy; and financial aspects of collegiate athletic

programs. Class discussion, problem sets, and an exam will form the bulk of the course requirements.
Readings will draw upon a variety of sources, including Andrew Zimbalist's Baseball and Billions, Robert
Frank and Phil Cook's The Winner-Take-All Society, and newspaper, magazine and academic journal
articles.
Recommended Prep: Econ 1010a, Stat 104, Concurrent Enrollment in econometrics

(Previous completion recommended

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Economics 1050
Strategy, Conflict, and Cooperation (123893)
Robert Neugeboren
Game theory is the study of interdependent decision-making. In the early days of the cold war, game
theory was used to analyze an emerging nuclear arms race; today, it has applications in economics,
psychology, politics, the law and other fields. In this course, we will explore the "strategic way of thinking"
as developed by game theorists over the past sixty years. Special attention will be paid to the move from
zero-sum to nonzero-sum game theory. Students will learn the basic solution concepts of game theory --
including minimax and Nash equilibrium -- by playing and analyzing games in class, and then we will take
up some game-theoretic applications in negotiation settings: the strategic use of threats, bluffs and
promises. We will also study the repeated prisoner's dilemma and investigate how cooperative behavior
may emerge in a population of rational egoists. This problematic -- "the evolution of cooperation" --
extends from economics and political science to biology and artificial intelligence, and it presents a host of
interesting challenges for both theoretical and applied research. Finally, we will consider the changing
context for the development of game theory today, in particular, the need to achieve international
cooperation on economic and environmental issues.
The course has two main objective: to introduce students to the fundamental problems and solution
concepts of noncooperative game theory; and to provide an historical perspective on its development, from
the analysis of military conflicts to contemporary applications in economics and other fields. No special
mathematical preparation is required.
Recommended Prep: Economics 10a

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Economics 1057
Game Theory with Applications to Social Behavior (203555)
Erez Yoeli
Moshe Hoffman
Game theory is the formal toolkit for analyzing situations in which payoffs depend not only on your actions
(say, which TV series you watch), but also others' (whether your friends are watching the same show).
You've probably already heard of some famous games, like the prisoners' dilemma and the costly signaling
game. We'll teach you to solve games like these, and more, using tools like Nash equilibrium, subgame
perfection, Bayesian Nash equilibrium, and the one-shot deviation principle.
Game theory has traditionally been applied to understand the behavior of highly deliberate agents, like
heads of state, firms in an oligopoly, or participants in an auction. However, we'll apply game theory to
social behavior typically considered the realm of psychologists and philosophers, such as why we speak
indirectly, in what sense beauty is socially constructed, and where our moral intuitions come from.
Each week, students are expected to complete a problem set, to read 2-3 academic papers, and to complete
a 1-2 page response to short essay questions ('prompts') on these readings. All assignments can be
completed in groups of two. Tutorials are not required but are highly recommended for students without a
substantial background, especially in math. There will also be a final exam.
Class Notes: Class meets on Tuesdays and Thursdays, 1:30 to 2:45 pm.

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Economics 1078
Analyzing Education Policy (204433)
Joshua Goodman
This course examines a variety of education policy issues in the United States and abroad, with an
emphasis on rigorous econometric evaluation of such policies. By the course's end, students should have
an analytical framework that allows them to think clearly about the impacts of education policies, as well as
be able to distinguish good research from bad. The first half of the course reviews important empirical
techniques in the context of broad questions, such as whether people make educational decisions by
weighing benefits and costs and whether education improves students' long-term outcomes. The second
half of the course centers on debates in which teams of students will argue for a given policy proposition
and I will argue against it, with the aim of sharpening everyone's arguments on the basis of existing
empirical evidence. . Prerequisites: Familiarity with regression analysis and causal inference, or permission
of the instructor.

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Great Theorems of Microeconomic Theory (160362)
Jerry Green
This course surveys the most important results in microeconomics that have shaped the field in the years
since WWII. It has two objectives: (i) To understand how the questions were posed, who the innovative
researchers were, and what external influences drove them to approach the subject as they did. This ¼ of
the course is the modern history of micro-economic thought. (ii) The major results themselves. This ¾ of
the course is quite technical. The lectures will explain and introduce these results in their historical context,
and provide the mathematical background. Class participants will present proofs of the results in section.
The major theorems covered come from choice theory under certainty and uncertainty, general equilibrium
theory, non-cooperative game theory, cooperative game theory, social choice, and the economics of
incentives and mechanism design.
Course requirements comprise three papers and one end-of-term take home exam. Section presentations
will also be a component of the grade.

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Economics 1083
Growth, Inequality, and the Income of Households (205607)
Jason Furman
Since the 1970s households in the United States and other advanced economies have seen their income
growth slow as a result of slower overall economic growth and rising inequality—compounded in many
countries by men withdrawing from the workforce. In China and many emerging economies, households
have seen substantial income gains—as fast overall economic growth has outweighed the rise in
inequality. This course will analyze the ways in which growth, inequality and labor force participation shape
the incomes of typical households, focusing on the United States, other advanced economies, and to a
lesser degree developing economies. The course will consider the causes of the changes in growth and
inequality a well as their relationship—asking questions like whether higher growth inevitably entails higher
inequality and whether inequality can be bad for growth. In addition, we will consider the positive and
normative evaluation of policies that entail tradeoffs between growth and inequality.

This course forms a unified sequence with SUP-206 "The Causes and Consequences of Inequality" taught
in the spring which provides a more microeconomic and focused perspective on inequality. While either
course can be taken separately, taking them together as a sequence is recommended for students wanting
to pursue a more in depth study of household incomes and inequality.
Class Notes: The course location is: Harvard Kennedy School Rubenstein
Classroom 304. Taught jointly with HKS SUP-204.
Recommended Prep: There are no formal prerequisites but familiarity with economics and
elementary statistics is strongly recommended. Students lacking this
background may find the material challenging.

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Economics 1123
Introduction to Econometrics (123033)
Gregory Bruich
An introduction to multiple regression techniques with focus on economic applications. Discusses

extensions to discrete response, panel data, and time series models, as well as issues such as omitted
variables, missing data, sample selection, randomized and quasi-experiments, and instrumental variables.
Also develops the ability to apply econometric and statistical methods using computer packages.
Course Notes: Students may take both Economics 1123 and Statistics 139 for credit.
However, Statistics 139 will not count as the econometrics requirement
for the economics concentration. Also, Economics 1123 may not be
taken for credit if taken after Economics 1126, but credit will be given
for both courses if Economics 1123 is taken first.
Recommended Prep: Statistics 100 and 104.

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Economics 1123
Introduction to Econometrics (123033)
James H. Stock

An introduction to multiple regression techniques with focus on economic applications. Discusses

extensions to discrete response, panel data, and time series models, as well as issues such as omitted
variables, missing data, sample selection, randomized and quasi-experiments, and instrumental variables.
Also develops the ability to apply econometric and statistical methods using computer packages.
Course Notes: Students may take both Economics 1123 and Statistics 139 for credit.
However, Statistics 139 will not count as the econometrics requirement
for the economics concentration. Also, Economics 1123 may not be
taken for credit if taken after Economics 1126, but credit will be given
for both courses if Economics 1123 is taken first.
Recommended Prep: Statistics 100 and 104.

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Economics 1126
Quantitative Methods in Economics (113637)
Elie Tamer
Topics include conditional expectations and its linear approximation; best linear predictors; omitted
variable bias; panel data methods and the role of unobserved heterogeneity; instrumental variables and the
role of randomization; various approaches to inference on causal relations.
Course Notes: Economics 1123 may not be taken for credit if taken after Economics
1126, but credit will be given for both courses if Economics 1123 is
taken first.
Students who fulfill the econometrics requirement with Economics

1126 and who intend to pursue Honors should note that the Honors
exam assumes knowledge of the material covered in Economics 1123.
Recommended Prep: Math 18, 21a, Applied Math 21a.

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Economics 1152
Using Big Data to Solve Economic and Social Problems (208364)
Nadarajan Chetty
This course, targeted at freshmen and sophomores, will show how "big data" can be used to understand
and solve some of the most important social and economic problems of our time. The course will give
students an introduction to frontier research in applied economics and social science in a non-technical
manner that does not require prior coursework in Economics. Topics include equality of opportunity,
education, health, the environment, innovation and entrepreneurship, crime, and political partisanship. In
the context of these topics, the course will also provide an introduction to basic statistical methods and
data analysis techniques, including regression analysis, causal inference, quasi-experimental methods, and
machine learning.

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Economics 1310
The Economy of China (107811)
Richard Cooper
This course critically examines China's remarkable economic performance in the post-Mao era and places
this performance in historical and comparative context. Topics covered include China's economic
structure, institutions, inequality, trade, population, and public policy.
Course Notes: Writing requirement: A research paper is required. This course meets
the concentration writing requirement.

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Economics 1393
Poverty and Development (118764)

Nathan Nunn
We will consider a number of important questions in the field of development economics: Why are some
countries so rich and others so poor? What factors have determined which countries prosper? Which are
the root causes and which are the proximate causes of economic underdevelopment? Can these factors be
changed with specific economic policies? If so, what are they and how are they best implemented? Are
there country-specific characteristics that determine economic fate? Or, is prosperity just the result of
luck? Does the enjoyment of the rich somehow depend on the continuing suffering of the poor? We will
consider these questions and more. The course is intended to not only provide a general overview of the
dominant views about economic development and policy, but to also provide students a sense of the most
recent research in the field. For this reason, the course will go beyond the usual textbook summary of the
field. Students will also examine recent journal articles that have made important contributions to the field
of development economics. In the course, a particular effort is made to link the theories and empirical
evidence to the real world.
the concentration writing requirement. Instructor's permission is
required.
Recommended Prep: Economics 1010a1, 1010a2, (or 1011a) and 1010b (or 1011b). It is
recommended that students have taken Economics 1123 or equivalent.

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Economics 1410
Public Economics: Designing Government Policy (117818)
Martin Feldstein
Stan Veuger
This course analyzes what role the government should play in a market economy. It covers topics such as
tax and welfare policy, unemployment insurance, environmental protection, education policy, social
security
Course Notes: Students should have some knowledge of basic calculus and
statistics, but there is no formal mathematics prerequisite. Offered
jointly with the Kennedy School as SUP-125. This course offers an
optional writing requirement which if completed will satisfy the
concentration writing requirement.
Recommended Prep: Economics 1010a1, 1010a2, or 1011a, or permission of instructor.

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Economics 1415
Analytic Frameworks for Policy (107613)
Richard Zeckhauser
This course develops abilities in using analytic frameworks in the formulation and assessment of public
policies. It considers a variety of analytic techniques, particularly those directed toward uncertainty and
interactive decision problems. It emphasizes the application of techniques to policy analysis, not formal
derivations. Students encounter case studies, methodological readings, modeling of current events, the
computer, a final exam, and challenging problem sets.
Course Notes: Jointly offered with the Kennedy School as API-302.
Class Notes: Optional review Fri 2:45-4 in L230
Recommended Prep: Economics 1011a or permission of instructor.

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Economics 1420
American Economic Policy (123003)
Martin Feldstein
Analyzes major issues in American economic policy including taxation, Social Security, health care reform,
budget policy, monetary and fiscal policy, and exchange rate management. Current economic issues and
policy options discussed
Course Notes: Offered jointly with the Kennedy School as API-126. This course offers
an optional writing requirement which if completed will satisfy the
concentration writing requirement.
Recommended Prep: Economics 1010a1, 1010a2, or 1011a, or permission of instructor.

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Economics 1425
Political Economics (125716)
Andrei Shleifer
Discusses several research areas in political economy, including the origins of the state, comparative
political systems, theories of economic reform, fiscal problems in democracies, rule of law, privatization,
and regulation.
Course Notes: A research paper is required. This course meets the concentration
writing requirement.
Recommended Prep: Economics 1010a1, 1010a2, or 1011a.

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Economics 1430
Economic Growth, Rare Macro Disasters, and Fiscal Policy. (116437)

Topics include the political economy of economic growth, including the roles of democracy and legal
institutions; inflation, monetary policy, and fiscal policy; interplay between religion and political economy;
and analyses of economic and monetary unions.
Recommended Prep: Prerequisites: intermediate macro.

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Economics 1432
Economics of European Integrations (127519)
Hans-Helmut Kotz
The aim of the course is to give students familiarity with a broad range of European policy issues:

integration of markets (for goods, services, and labor), monetary union (ECB) and its consequences for
fiscal policy, financial sector regulation as well as supervision. It is offered for students who would like to
employ the tools they have learned in principles of economics and introductory micro and macro courses
on real world cases. This implies to write and present a paper (mandatory writing requirement).
the concentration writing requirement.

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Economics 1435
Macroeconomic Policy in the Global Economy (126939)
Emmanuel Farhi
Examines fiscal policy, monetary policy, exchange rate policy, and financial regulation. Emphasizes both
short-term stabilization goals and longer-term policy objectives. Considerable attention to recent policy.
Recommended Prep: Students taking this course should have taken an intermediate
macroeconomics class (1010b or 1011b). Knowledge of univariate
calculus and basic statistics will be assumed.

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Economics 1450
The Political Economy of Religion (107425)
Robert Barro
Rachel McCleary
The study of the political economy of religion is grounded in two intellectual strands of thought developed in economics
and sociology. The economic approach views religious competition and church-state relations as market phenomena.
The absence of state religion allows for competition, thereby creating an environment for a plurality of religious faiths

in society.The continual subdividing of religion into sects ensures an open and competitive market whereby no one
single religion dominates.The sociological approach focuses on religious beliefs and activities as rational choices as well
as cultural phenomena.Religious beliefs are a part of cultural traits, values, and organizations which
contribute to economic outcomes. As in commercial activity, people respond to religious costs and benefits in a
predictable, observable manner. Religious beliefs that promote hard work, thrift, and honesty can be found
across the world's major religions. The key question is: How does a society promote these values and in
what circumstances does it, intentionally or unintentionally, discard them? People choose a religion (the theory
of sects) and the degree to which they participate and believe (if at all). In this course we discuss a wide
range of topics--religious competition, secularization (and its varieties), pluralism and tolerance, the
structure of religious organizations, religion and individual behavior—that highlight the contributions and
areas of further research in the field of political economy of religion.
Recommended Prep: Intermediate Macroeconomics and Microeconomics: Economics

1010a1, 1010a2, or 1011a and Economics 1010b or 1011b.

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Economics of Health Care Policy (122492)
Joseph P. Newhouse
Policy issues related to the following: the demand for medical care services, especially as a function of
insurance; the demand for insurance and issues of selection; reimbursement policies of Medicare and
other payers toward health plans, hospitals, and physicians; effects of health maintenance organizations
and managed care; and malpractice and tort reform. Focus on federal policy, although state and local
perspectives will receive some attention.
Course Notes: Students may not take both Economics 1460 and Quantitative
Reasoning 24: Health Economics and Policy for credit. Offered jointly
with the Kennedy School as SUP-572.
Class Notes: This course meets at Harvard Kennedy School in Room L 130; offered
jointly with the Kennedy School as SUP-572.
Recommended Prep: Economics 1010a or 1011a. A statistics course is highly desirable.

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Economics 1490
The World Economy: Growth or Stagnation? (125835)
Dale Jorgenson
The world economy is gradually recovering from the financial and economic crisis that originated in the
United States in 2007-2009. Despite the slow recovery of Europe and the U.S., world economic growth has
continued at an accelerated pace since the mid-1990s. This is due to very rapid growth of Asian economies,
especially China and, increasingly, India. China overtook the U.S. as the world's largest economy in 2014,
while India surpassed Japan in 2012, becoming the world's third largest economy. The growth of the two
Asian economic giants is rapidly transforming the world economy. The ultimate objective of Economics
1490 is to assess the prospects for sustainable growth of the world economy in the future. Will slower
growth of the U.S., Japan, and the leading economies of Europe lead to worldwide stagnation or will the
accelerated growth of the world economy continue?
Course Notes: This course satisfies the Economics concentration writing

requirement. Students who would like to enroll should submit the
application form available on the course website.
Recommended Prep: Economics 1010a1, 1010a2, or 1011a and Economics 1010b or 1011b.

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Economics 1530
International Monetary Economics (111378)
Richard Cooper
This is an intermediate level international finance and macroeconomics course that uses a mix of
theoretical, empirical and policy frameworks to analyze topical problems in international finance. The topics
include exchange rate determination, currency interventions, monetary policy coordination, capital flows
and currency crises.
the concentration writing requirement. May not be taken for credit with
Economics 1531.
Recommended Prep: Economics 1010b or 1011b.

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Economics 1640
Industrial Organization: Theory and Applications (116133)
Robin Lee
Theoretical and empirical analysis of contemporary topics in industrial organization. Topics may include
the determinants of market structure and equilibrium; price competition; collusion, horizontal and vertical
relationships and mergers (with applications to antitrust policy); innovation and intellectual property rights;
network externalities and platform (two-sided) markets; and issues in auctions and market design.
Prerequisite: Ec1010a or 1011a
Course Notes: Students may not take both Economics 1640 and Economics 1642 for
credit.
Recommended Prep: Economics 1010a1, 1010a2, or 1011a.

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Economics 1661
Economics of Climate Change and Environmental Policy (111261)
Robert Stavins
Provides a survey, from the perspective of economics, of environmental and natural resource policy.
Combines lectures on conceptual and methodological topics with examinations of public policy issues.
Course Notes: Offered jointly with the Kennedy School as API-135.
Recommended Prep: Ec 10a and Ec 10b or permission of instructor.

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Economics 1723
Capital Markets (111105)
Pedro Bordalo
An introduction to the economic analysis of investment decisions and financial markets. Concepts include
time discounting, market efficiency, risk, and arbitrage. These concepts are applied to fixed-income
securities, equities, and derivative securities.
Class Notes: Course taught by visiting Professor Pedro Bordalo.
Recommended Prep: Statistics 100 and Economics 1010a1, 1010a2, or 1011a.

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Economics 1745
Corporate Finance (117237)
Daniel Bergstresser
Introduction to corporate finance, including capital budgeting, capital structure of firms, dividend policy,
corporate governance, and takeovers. Prerequisites for this course include Economics 1010a1, 1010a2, or
1011a, Mathematics 18, and Statistics 100.
Class Notes: Course to be taught by Professor Daniel Bergstresser (Brandeis)
Recommended Prep: Economics 1010a1, 1010a2, or 1011a, Mathematics 18, and Statistics
100.
Requirements: Prerequisite: (ECON 1010A AND ECON 1010B) OR (ECON 1011A AND
MATH 18 AND STAT100)

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The Financial Crisis and the Great Recession (207618)
Karen Dynan
This course will explore what lessons we can draw from the experience of the U.S. economy during
the financial crisis and Great Recession. We will look at research on what factors precipitated the
boom and bust in the housing market and how the resulting mortgage crisis rippled through the
global financial system and ultimately generated the most severe economic downturn since the
Great Depression. We will learn not only about the macroeconomic consequences of these events
but also about the high human costs. We will analyze the policies the government used to stabilize
the financial system, mitigate foreclosures, and provide fiscal and monetary support to the
economy. The course will conclude by considering the lessons in the context of the current state of
the U.S. economy, with an emphasis on what we will need to do to fight the next economic
downturn.
Recommended Prep: Ec1011b and Ec1010b

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Economics 1776
Religion and the Rise of Capitalism (125944)
Benjamin Friedman
Examines the influence of religious thinking on the intellectual revolution, associated with Adam Smith and
others, that created economics as we know it as an independent discipline; also examines how the lasting
resonances from these early religious influences continue to shape discussion of economic issues and
debates about economic policy down to our own day.
Education requirement for Culture and Belief. This course fulfills the
requirement that one of the eight General Education courses also
engage substantially with Study of the Past.

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Economics 1800
The Economics of Cities (111292)
Edward Glaeser
Denise DiPasquale
Addresses the central questions of why cities exist, what roles will cities continue to play in the economy,
and what determines the rise and fall of cities. Special attention is paid to cities and information, and social
problems in cities.
Recommended Prep: Social Analysis 10 and Statistics 100.

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Economics 1818
Economics of Discontinuous Change (112195)
Richard Freeman
Explores discontinuous changes in the economic position of groups and countries and presents
mathematical and computer simulation models designed to illuminate these changes. Examples include
growth/decline of trade unions, segregation of groups, development of linkages on the internet, changes in
corporate work culture, growth of social pathologies in neighborhoods, and Malthusian concerns about the
environment. Models include nonlinear simulations, neural networks, finite automata, evolutionary stable
strategies, causal conjunctures, agent-based simulations, and genetic algorithms.
the concentration writing requirement. Students should have some
mathematical background, but there is no prerequisite.

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Economics 1936
Keynes (107388)
Stephen Marglin
This course explores the birth, death, and resurrection of The General Theory of Employment, Interest and
Money from the Great Depression (1929-1939) to the Great Recession (2008-?). A major goal is to lay out a
coherent argument that, for all its theoretical innovation, The General Theory did not deliver: the argument
why a market system, even an idealized system with all of the warts removed, may fail to provide jobs for
willing workers. In the process we will examine the orthodoxy that Keynes attacked and that resurfaced in
the 1960s and 70s; the key concepts underlying the models implicit in The General Theory; and the
attempts of the Keynesian mainstream to make peace with both Keynes and orthodoxy. We will also
explore the applicability of The General Theory to the long run. A final section will view the present
economic difficulties through a Keynesian lens.
Recommended Prep: Economics 1010b or 1011b, or permission of instructor; a year of

college calculus allowing students to understand mathematical
notation and concepts (derivatives, maximization, etc.) even though
mathematics will be used very sparingly.

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Economics 2000
Research Paper (113716)
Jeffrey A. Miron
Intended to fulfill the Research Paper Requirement for the PhD degree in Economics.
Course Notes: Ordinarily, this course is taken during the fall term of the third year of
graduate study.

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Economics 2000
Research Paper (113716)
Jeffrey A. Miron

Intended to fulfill the Research Paper Requirement for the PhD degree in Economics.
Course Notes: Ordinarily, this course is taken during the fall term of the third year of
graduate study.

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Economics 2001
Jeffrey A. Miron
Individual work or work in small groups (with a professor or lecturer in residence) in preparation for the
general examination for the PhD degree, or work on special topics not included in course offerings.

Attribute Value(s)
Economics 2001
Jeffrey A. Miron
Individual work or work in small groups (with a professor or lecturer in residence) in preparation for the
general examination for the PhD degree, or work on special topics not included in course offerings.

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Economics 2010A
Economic Theory (124134)
Edward Glaeser
Eric Maskin
Covers the theory of individual and group behavior. Topics include consumer theory, producer theory,
behavior under uncertainty, externalities, monopolistic distortions, game theory, oligopolistic behavior, and
asymmetric information.
Course Notes: Enrollment is limited to students in the Economics, Business

Economics, and PEG PhD programs.
Recommended Prep: Mathematics 116 or equivalent; can be taken concurrently.

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Economics 2010B
Jerry Green
Oliver Hart
Topics include social choice theory, signaling, mechanism design, general equilibrium, the core,
externalities, and public goods.
Class Notes: For second portion of course taught by Professor Jerry Green: course
location Baker 102 on Tuesdays and Baker 103 on Thursdays.
Recommended Prep: Economics 2010a.
Requirements: Prerequisite: Economics 2010A

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Economics 2010C
Robert Barro
David Laibson
Topics include discrete-time and continuous-time dynamic programming, consumption, investment,

economic growth, and business cycles.
Course Notes: Enrollment is strictly limited to PhD students in the Economics

Department, Business Economics program, and PEG program.
Qualified Harvard undergraduates may also enroll. No other students
may take the course for credit or as auditors.
Class Notes: Enrollment is strictly limited to PhD students in the Economics

may take the course for credit or as auditors.
Tu., Th., 1-2:30, and a 90-minute weekly section to be arranged.

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Economics 2010D
Emmanuel Farhi
Loukas Karabarbounis
A basic course in graduate macroeconomics, including models of business fluctuations, analyses of

monetary and fiscal policy, and introduction to open economy macroeconomic issues.

may take the course for credit or as auditors. Mathematics 116 or the
equivalent; can be taken concurrently.
Recommended Prep: Mathematics 116 or the equivalent; can be taken concurrently.

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Economics 2020A
Microeconomic Theory I (112942)
Maciej Kotowski
A comprehensive course in economic theory designed for doctoral students in all parts of the university.
Topics include consumption, production, behavior toward risk, markets, and general equilibrium theory.
Also looks at applications to policy analysis, business decisions, industrial organization, finance, and the
legal system. Undergraduates with appropriate background are welcome, subject to the instructor's
approval.
Course Notes: The first lecture will be on FRIDAY September 7th at the usual class
time and location: 8:45-10:00 in HKS, L-280. Thereafter, the course
will meet on Mondays and Wednesdays.
The final exam will take place at Harvard Kennedy School on Tuesday,
December 18, 2018, 9 a.m. – 12 Noon, Room (TBD).
Recommended Prep: Multivariate calculus and one course in probability theory. Thorough
background in microeconomic theory at the intermediate level.

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Economics 2020B
Microeconomic Theory II (113615)
Christopher Avery
Elon Kohlberg
A continuation of Economics 2020a. Topics include game theory, economics of information, incentive
theory, and welfare economics.
Course Notes: Offered jointly with the Kennedy School as API-112 and with the
Business School as 4011.
Requirements: REQ; Economics 2020b

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Economics 2030
Psychology and Economics (119960)
David Laibson
Andrei Shleifer
Explores economic and psychological models of human behavior. Topics include bounded rationality,
intertemporal choice, decision making under uncertainty, inference, choice heuristics, and social
preferences. Economic applications include asset pricing, corporate finance, macroeconomics, labor,
development, and industrial organization.
Course Notes: Primarily for graduate students but open to undergraduates.
Class Notes: Primarily for graduate students but open to undergraduates.
Recommended Prep: Knowledge of multivariable calculus and econometrics.

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Economics 2035
Psychology and Economic Theory (156371)
Matthew Rabin
This course explores ways that psychological research indicating systematic departures from classical
economic assumptions can be translated into formal models that can be incorporated into economics.
Topics include ways utility theory can be improved--such as incorporating reference dependence, news
utility, social preferences, self image, and other belief-based tastes--and ways we can relax assumptions of
perfect rationality--such as incorporating focusing effects, limited attention, biased prediction of future
tastes, present-biased preferences, biases in probabilistic judgment, and errors in social inference. The
course will emphasize (a) careful interpretation and production of new evidence on relevant departures,(b)
formalizing this evidence into models that can, with discipline and rigor, generate sharp predictions using
traditional economic approaches, and (c) exploring economic implications of those models presented.
Although we will primarily emphasize (b), the course is meant to be useful to students whose interests lie
anywhere in this spectrum, under the premise that all such research will be improved by a greater
appreciation of the full spectrum. The course is intended for PhD students in the Business Economics and
Economics programs and others who have a solid background in microeconomic theory at the level of
introductory PhD courses in these programs. While obviously appropriate to those wishing to specialize in
"behavioral economics", the course is also designed for those interested in doing research in particular

fields of economics. And while the course centers on theoretical models (learning and evaluation will
center around solving formal problem sets), the theory is focused towards its empirical implementability
and economic relevance, so that the course is also designed for those interested in theory-influenced
empirical research.
Course Notes: This course is cross listed with HBS

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Economics 2040
Experimental Economics (123849)
Benjamin Enke
This course provides an introduction to experimental methods and their applications in economics. We will
focus on (i) the use of lab experiments in establishing causal effects, testing models, and illuminating
mechanisms; (ii) field experiments in behavioral economics; and (ii) the measurement of preference
parameters and behavioral traits in lab-in-the-field settings. Topics include bounded rationality, wishful
thinking, moral values and social image concerns, gender, the measurement of preferences in lab and
large-scale survey settings, and the explanatory power of behavioral traits for field behaviors. We will cover
methodological topics including the relationship between experiments and theory, simple process-tracing
techniques, internet experiments, and surveys. Students will become acquainted with the full process of
designing an experiment, and class discussions will place heavy emphasis on the development of early-
stage research ideas. The course is intended not just for those with an interest in behavioral and
experimental economics per se, but also for those who wish to measure behavioral parameters in non-lab
settings in applied work or to conduct field experiments.
Course Notes: Open to undergraduates with permission of the instructor.

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Economics 2042
Experimental Methods in the Social Sciences (211338)
Lucas Coffman
This class is an introduction to experimental methods, particularly those developed across the social
sciences (e.g. Economics, Psychology, Political Science, and Sociology). We will cover all of the steps of

an experiment, from design, measurement and randomization, to practical considerations like cost and
power analyses. This is mainly a methods course; the experiments we discuss are chosen to give a broad
understanding of experimental methods (e.g. lab, field, and online studies, experiments in developing
countries, interventions in organizations, and so on). The course is not intended to provide a foundation of
famous experimental results overall or for any one topic. The take-away of the course is to develop the
ability to design a confound-free experiment regardless of question or context. There will be weekly
assignments, intermittent presentations, and a final paper.
Course Notes: Course will take place at HBS Cumnock Hall 220.
Recommended Prep: At least one out of three courses: Ec1010a, Ec1011a, or Ec1030.
Plus Ec 1123, plus Math 21a or equivalent.

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Behavioral Economics, Law and Public Policy (110309)
Cass Sunstein
This seminar will explore a series of issues at the intersection of behavioral economics and public policy.
Potential questions will involve climate change; energy efficiency; health care; and basic rights. There will
be some discussion of paternalism and the implications of neuroscience as well.
Course Notes: Offered jointly with the Kennedy School as API-305 and with the Law
School at 2589.
Recommended Prep: Instructor permission is required.

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Game Theory I: Equilibrium Theory (113349)
Shengwu Li
Equilibrium analysis and its applications. Topics vary, but typically include equilibrium refinements
(sequential equilibrium), the equilibria of various classes of games (repeated games, auctions, signaling
games) and the definition and application of common knowledge.

Requirements: Prerequisite: Economics 2010a

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Economics 2059
Tomasz Strzalecki
This course prepares students for pure and applied research in axiomatic decision theory. We start with a
rigorous treatment of the classical topics that are at the heart of all of economics (utility maximization,
expected utility, discounted utility, Bayesian updating, dynamic consistency, option value). We then delve
into a number of modern topics inspired by the observed violations of the classical models ("exotic
preferences" used in macro-finance, ambiguity aversion, temptation and self-control). The last part of the
course explores the recently flourishing literature on stochastic choice (which is related to, but distinct
from, discrete choice econometrics). Prerequisites: basic microeconomic theory at the level of Mas Colell,
Whinston, Green; being comfortable with abstract models.

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Contract Theory (110708)
Andrew Newman
Recent developments in contract theory. Includes hidden action and hidden information models, dynamic
agency issues, incomplete contracts, and applications of contract theory to theories of the firm and
corporate financial structure.
Class Notes: First day of class will take place on W 1:30-2:45pm in Littauer M16

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Market Design (110312)
Scott Kominers
This course explores the theory and practice of market design. Key topics include auctions, labor market
matching, school choice programs, online markets, organ exchange systems, financial market design, and
matching with contracts. The first half of the course will introduce market design and its technology;
subsequent weeks will discuss recent papers alongside their classical antecedents.
Recommended Prep: Prior graduate or advanced undergraduate course work in at least one
of microeconomics, game theory, or algorithms will be useful, but is
not strictly necessary.

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Econometrics I (120668)
Christopher Avery
Economics 2110 and 2115 comprise a two-course sequence for first-year graduate students seeking
training in econometric methods at a level that prepares them to conduct professional empirical research.
Economics 2110 (fall) reviews probability and statistics, then covers the fundamentals of modern
econometrics, with a focus on regression methods for causal inference in observational and experimental
data. Prerequisites: undergraduate courses in probability and statistics, regression analysis, linear algebra,
and multivariate calculus.
Course Notes: Enrollment limited to PhD candidates in economics, business

economics, health policy, public policy, and political economy and
government (PEG).
Recommended Prep: This course is designed for PhD candidates in health policy, public
policy, education policy, the Business School DBA program. Qualified
undergraduates are also permitted to take the course with permission
of the instructor.

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Economics 2115
Econometric Methods II (205523)
Joshua Goodman
Economics 2110 and 2115 comprise a two-course sequence for first-year graduate students seeking
training in econometric methods at a level that prepares them to conduct professional empirical research.
Economics 2115 (spring) covers topics (different methods) in current empirical research. Faculty members
from across the university will teach modules each covering a different method of causal inference,
including but not limited to instrumental variables, panel data methods, and regression discontinuity and
kink designs. The course will emphasize a mixture of theory and application, with problem sets focused on
the replication or extension of recent papers utilizing these methods.
Course Notes: This course is designed for PhD candidates in health policy, public
policy, education policy, the Business School DBA program. Qualified
undergraduates are also permitted to take the course with permission
of the instructor.
Recommended Prep: Prerequisite: Economics 2110 or the equivalent.

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Principles of Econometrics (115026)
Elie Tamer
Linear predictor as approximation to conditional expectation function. Least-

squares projection as sample counterpart. Splines. Omitted variable bias and panel data. Bayesian
inference for parameters defined by moment conditions. Finite sample frequentist inference for the normal
linear model. Statistical decision theory and dominating least squares with many predictor variables;
applications to estimating fixed effects (teacher effects, place effects) using panel data. Asymptotic
inference in the generalized method of moments framework. Likelihood inference using information
measures to define best approximations within parametric models. Instrumental variable models and the
role of random assignment; applications include models of demand and supply and the evaluation of
treatment effects.

Qualified undergraduates may also enroll. No other students may take
the course for credit or as auditors.
Recommended Prep: probability at the level of Statistics 110; linear algebra.

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Economics 2140
Econometric Methods (120662)
Isaiah Andrews
This course continues the first year sequence in econometrics and covers a variety of topics and ideas that
are important for pursuing and interpreting empirical research in economics. The first half of the course
covers core econometric approaches that are important for a wide range of applications, including
identification analysis, asymptotic approximations, large sample theory for estimation and hypothesis
testing, and the bootstrap. The second part of the course examines a range of complementary topics and
new developments, including reasons why canonical econometric methods may be unreliable (such as
model misspecification, identification failure, and the incidental parameters problem) and extensions of and
alternatives to the traditional econometric paradigm (such as partial identification, Bayesian inference,
nonparametrics, and machine learning). Economic applications will be discussed throughout. Enrollment
limited.
Recommended Prep: Economics 2120 or equivalent.

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Economics 2142
Time Series Analysis (113904)
James H. Stock
A survey of modern time series econometrics. Topics include univariate models, vector autoregressions,
linear and nonlinear filtering, frequency domain methods, unit roots, structural breaks, empirical process
theory asymptotics, forecasting, and applications to macroeconomics and finance.

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Economics 2148
Topics in Econometrics (110300)
Maximilian Kasy
Economics 2148 will begin with a survey of the literature on identification using instrumental variables,
including the re-interpretation of classic estimands as LATE, bounds on objects such as the ATE that are
not point identified, conditional moment restrictions, and control function approaches.
The next part of class will cover some of the theoretical foundations of machine learning, including
regularization and data-driven choice of tuning parameters. We will discuss in some detail the canonical
normal means model, Gaussian process priors, (empirical) Bayes estimation, and reproducing kernel
Hilbert space norms.
We will finally cover some selected additional topics in machine learning, including (deep) neural nets, text
as data (topics models), multi-armed bandits, and data visualization.
Course Notes: This course will take place in Sever Hall 209.

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Economics 2149
Computational Economics (119962)
Jesus Fernandez-villaverde
M 1030 AM - 1145 AM
Graduate introduction to computational approaches for solving economic models. Formulate economic
problems in computationally tractable form and use techniques from numerical analysis to solve them.
Computational techniques in the current economics literature will be examined. Topics include solving
dynamic optimization problems, computing equilibria of games and estimating structural models.

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Economics 2325
Comparative Historical Economic Development (126819)
Nathan Nunn
The course examines the historical origins of differences in the economic and social development of
societies. Participants discuss recent research in the field and present their own work in progress.
Course Notes: This course is targeted to second-year Ph.D. students in economics. It

is not open to undergraduate or Masters students. The course fulfills
the distribution requirement.

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Economics 2326
Economic Development: Theory and Evidence (156605)
Rohini Pande
Dani Rodrik
This course aims to study theories of economic (under)development and scrutinize empirical evidence in
order to glean insights to design development policy. The course will identify key features of the
development process across countries, and develop an analytical framework, grounded in economic
theory, to better understand these patterns. We will then apply our frameworks combined with rigorous
empirical evidence to identify when and how public policies can enable economic growth and development.
Macro topics include economic growth and its proximate determinants; resource misallocation, learning
and coordination and their impacts on productivity; the impact of historical forces on the evolution of
(political) institutions and the development process; and the effect of external influences on development.
Micro topics include the determinants of and returns to investments in (health and education) human
capital; credit markets, savings behavior, and the returns to financial capital; gender; behavioral economics
in development; and governance and corruption. Grading will be based on a combination of short
responses, technical assignments, a midterm, and a final
Recommended Prep: Students are expected to have strong background in microeconomics

and statistics, as well as reasonable facility with multivariable calculus

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Economics 2330
History and Human Capital (124933)
Lawrence Katz
Claudia Goldin
Explores a range of subjects concerning human capital, historically and comparatively. Topics include
fertility, mortality, health, immigration, women's work, child labor, retirement, education, inequality, slavery,
unionization, and governmental regulation of labor, all within the broader context of economic history.
Course Notes: Satisfies the graduate distribution requirement. Open to

undergraduates on a limited basis with permission of instructor.

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Economics 2338
Behavioral Development Economics (160359)
Gautam Rao
This graduate level course will focus on the intersection of two rapidly growing fields in economics -
development economics, and behavioral economics. We will study applications of behavioral economics to
development questions, and ask whether there is a special behavioral science of poverty and development.
Methods covered will include field experiments, lab experiments, tests of theory and combining
experiments with structural estimation.

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Economics 2342
China Economy Seminar (110240)
Richard Freeman
This seminar provides a forum for faculty, graduate students, and research fellows in economics and other
fields to present and discuss research and scholarship on the economic and social transformation of
China. The seminar will give special attention to the environmental, technological, and social changes that
are accompanying China's extraordinary economic development and to the links between Chinese and US
economies.

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Economics 2360
The Microeconomics of Development (207641)
Emily Breza
This course covers the microeconomic foundations of development economics. We will focus on market
frictions that may hinder growth in developing countries. Topics include labor markets, land markets, and
credit markets. We will also discuss the economics of the household and social networks. The course will
use both theoretical and empirical tools.

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Economics 2392
The Political Economy of Economic Development (156554)
Melissa Dell

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Economics 2410A
Macro-Finance: Rational and Behavioral (125372)
Xavier Gabaix
(1) Bounded rationality: we'll go over a behavioral version of basic microeconomics (consumer theory,
Arrow Debreu), basic macroeconomics (real and monetary) and public economics.
(2) Macroeconomics with heterogeneity: we'll study how microeconomic shocks can generate macro
fluctuations; network models in macro-finance; models of the income distribution.
(3) Finance: we'll study unified macro-finance models. First, with perfect financial markets: we'll review

unified models of stocks, bonds, options and exchange rates. Second, with imperfect financial markets:
we'll study how this sheds light on financial crises and currency movements. Time permitting, we'll review
some behavioral finance, merging all three themes.
The course is geared toward two types of students, and has accordingly two tracks, "behavioral" and
"finance", with corresponding emphasis in the homework and exam.

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Economics 2412A
Political Economics (126666)
Alberto Alesina
Discusses several research areas in political economy, including the origins of the state, comparative
political systems, theories of economic reform, fiscal problems in democracies, rule of law, privatization,
regulation, and elections and the economy.

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Economics 2414
Advanced Topics in Economic Growth (207939)
Philippe Aghion
This class focuses on the theory and empirics of "economic growth". The class will follow a micro-to-macro
approach and hence special emphasis will be given to firms and inventors to uncover the determinants of
aggregate productivity growth. In addition to some classic papers, the class will mainly focus on recent
research. Students will be encouraged to discuss the frontier topics in class and produce new and exciting
research ideas.
Course Notes: This is a 6 week course taught in the second half of the semester.

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Economics 2416
Advanced Topics in Empirical Macroeconomics (207940)
The course will explore topics in applied macroeconomics, with emphasis on the intersection of empirical
analysis and theory. Topics may include monetary policy, fiscal policy, financial frictions, and labor
markets. The course will present a variety of empirical methods, such as the narrative approach, VAR
analysis, and the use of cross-sectional data in macroeconomics.
Course Notes: This will be a 6 week long course taught in the first half of the
semester.

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Economics 2450A
Public Economics and Fiscal Policy I (110660)
Nathaniel Hendren
The course will focus on a range of topics in public economics including welfare estimation of tax and
expenditure policies, including income and commodity taxation, public goods, education, and place-based
policies. We will also discuss foundations for government intervention, including market failures such as
externalities and asymmetric information. Throughout, the focus will be on using theoretical models to
motivate empirical analyses to uncover the desirability of government intervention in the economy and to
quantify the welfare impacts of such policies.
Course Notes: The course material and teacher for 2450A and 2450B have flipped
relative to previous years.
This fall 2450A course will be very similar to the 2450B course taught
in Spring 2018. The Spring 2019 2450B course will be taught by
Professor Stantcheva and will be similar to the material covered in
2450A in Fall 2017
Class Notes: .
Requirements: Prerequisite: (Economics 2010a AND Economics 2010b) OR

(Economics 2020a AND Economics 2020b)

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Economics 2450B
Public Economics and Fiscal Policy II (118658)
Stefanie Stantcheva
This course covers theoretical and empirical applications of public economics to policy debates. Topics
include education, local public finance, fiscal federalism, housing policy, corporate and international
taxation, social security, and macroeconomic stabilization using fiscal policy.
Recommended Prep: Students are strongly encouraged to take Economics 2450a before
taking 2450b.
Requirements: Prerequisite: (Economics 2010a AND Economics 2010b) OR

(Economics 2020a AND Economics 2020b)

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Economics 2465
Health Economics (126074)
David Cutler
This course surveys topics in health economics. It touches on public sector issues, the industrial
organization of health care markets, interactions between health and labor markets, and health in
developing countries. Theory and empirical work are presented.
Course Notes: A graduate level microeconomics class at the level of Economics 2010
or 2020 is required for enrollment. Students unsure about the
adequacy of their background should contact the instructor.
Class Notes: Please note: This course also meets on Fridays from 10:30an-11:45am
in addition to Tuesday and Thursday.

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Economics 2530A
International Trade (113995)
Elhanan Helpman
Provides a broad overview of theory and evidence concerning international trade, direct foreign investment,
and trade policy.
Course Notes: Strongly recommended as preparation for Economics 2530b. Open to

undergraduates only with permission of instructor.
Requirements: Prerequisite: Economics 2010a AND Economics 2010b

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Economics 2532
Advanced Topics in International Macroeconomics, and Finance (160339)
Matteo Maggiori
The course investigates the effect of financial markets, and in particular

financial imperfections, on aggregate macroeconomic outcomes and asset
prices. It covers applications to domestic and international macroeconomics
as well as asset pricing. The course focuses on applied theory and empirical
stylized facts. Topics include: borrowing constraints, financial persistence
and amplification mechanisms, limits to arbitrage, asset price bubbles,
incomplete and missing markets, heterogeneous agents, portfolio balance,
liquidity, safe haven assets, roll-over risk, monetary policy and risk-taking,
regulation and government intervention.

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Economics 2535
Advanced Topics in International Trade (143462)
Marc Melitz
Pol Antras
Covers advanced theoretical and empirical topics concerning the determinants of world trade patterns.

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Economics 2610
Industrial Organization I (113404)
Ariel Pakes
Robin Lee
Applied work in industrial organization. Static analysis (theory, estimation): demand systems, cost
functions (adverse selection, moral hazard, productivity), and game theoretic concepts of equilibrium in
different types of markets. Dynamic analysis (theory, computation, estimation): single agent problems,
dynamic games and their application.

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Economics 2611
Industrial Organization II (111407)
Robin Lee
Ariel Pakes
Application of industrial organization to problems of public policy. Applied analysis of antitrust policy,

network industries, vertical relationships, auctions, and other topics depending on interest.
Note: Students are urged to take Economics 2610 before Economics 2611.

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Asset Pricing (111998)
John Campbell
An introduction to financial economics emphasizing discrete-time models and empirical applications.

Reviews basic asset pricing theory. Discusses empirical topics including predictability of stock and bond
returns, the equity premium puzzle, and intertemporal equilibrium models.
Course Notes: Offered jointly with the Business School as 4209.
Requirements: Prerequisite: Economics 2010a OR Economics 2020a

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Corporate Finance and Banking (110731)
Adi Sunderam
Samuel Hanson
Theory and empirical evidence on capital structure, dividends, investment policy, and managerial
incentives. Topics include banking, corporate governance, and mergers.

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Economics 2726
Theoretical and Empirical Perspective on Entrepreneurship: Economics and Finance (124076)
Josh Lerner
William Kerr
Entrepreneurship is a complex phenomenon that has attracted little academic attention. This course
explores the emerging work in this area. Students taking the course for credit will be expected to complete
two referee reports and a paper.

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Economics 2727
Empirical Methods in Financial Economics (119971)
Samuel Hanson
Adi Sunderam
Examines empirical research in corporate finance. Covers empirical research methodology, financial
institutions, and financial policy. Major emphasis is on how to do well-executed and persuasive research in
corporate finance.
Course Notes: Structured to minimize overlap with Economics 2725. Seminar format;
students write referee reports and a research paper. Offered jointly
with the Business School as 4220.

Attribute Value(s)
Economics 2728
Behavioral Finance (115836)
Nicola Gennaioli

Deals with theoretical and empirical approaches to the study of financial markets using psychological or
behavioral ideas. Topics include limited arbitrage, predictability of security returns, and trading volume.

Attribute Value(s)
Economics 2810A
Labor Market Analysis (114301)
Lawrence Katz
Theoretical and empirical research on labor markets. Wage determination covers equalizing differences,
human capital, job mobility, and incentive models. Labor supply covers life-cycle models. Labor demand
includes minimum wage and union models.

Attribute Value(s)
Economics 2880
Economics of Science (124078)
Richard Freeman
Analyzes economic issues regarding the role of science and RD in the economy and in the deployment and
productivity of scientists, engineers, and highly skilled technical workers. Topics include: wage
levels/employment prospects; stipend policy, education/recruitment, student unionization/post-doc
organization, career choices/trajectories, with reference to women; scientific competition/collaboration.

Attribute Value(s)
Economics 2901
Early-Stage Research and Discussions on Behavioral and Experimental Economics (210858)
Gautam Rao
This working group is intended for students doing research in empirical behavioral economics. Each week,
two students will discuss early-stage ideas or in-progress work and receive feedback from other
participants. Enrollment is by permission of the instructor, and restricted to PhD students. Pre-requisites
include having completed field courses in behavioral economics (typically at least two of Ec 2030, 2035,
2040, 2338).
Class Notes: Course will meet 10:15am-12:00pm

Attribute Value(s)
Economics 2902
Early-Stage Research and Discussions in Theory (208000)
Benjamin Golub
Shengwu Li
Theory Reading Group

Attribute Value(s)
Economics 2903
Early-Stage Research and Discussions on Econometrics (210861)
Maximilian Kasy
Isaiah Andrews
Elie Tamer

Attribute Value(s)

Economics 2905
Early-Stage Research and Discussions on Economic Development (208001)
Emily Breza
Melissa Dell
Gautam Rao
Participants discuss recent research in economic development and present their own work in progress.
Popularly known as the Development Tea. Primarily, but not exclusively, for doctoral students in
economics who have passed their oral examinations

Attribute Value(s)
Economics 2905
Early-Stage Research and Discussions on Economic Development (208001)
Melissa Dell
Nathan Nunn
Gautam Rao
Popularly known as the Development Tea. Primarily, but not exclusively, for doctoral students in
economics who have passed their oral examinations

Attribute Value(s)
Economics 2906
Early Stage Research and Discussions on Macroeconomics (211332)
Stefanie Stantcheva
Emmanuel Farhi
Attribute Value(s)
Economics 2909
Early Stage Research and Discussions on Industrial Organizations (211181)
Robin Lee
Myrto Kalouptsidi
Ariel Pakes

Attribute Value(s)
Economics 2910
Early Stage Research and Discussions on Political Economy and Culture (211314)
Alberto Alesina
Nathan Nunn
Political Economy Reading Group

Attribute Value(s)
Economics 2912
Early-Stage Research and Discussions on Labor Economics (210859)
Lawrence Katz
Amanda Pallais

Labor Reading Group

Attribute Value(s)
Economics 3000
TIME (208352)
Jeffrey A. Miron
Used to replace time c.
Requirements: Graduate Students Only (Undergraduates can submit a request to

enroll)

Attribute Value(s)
Economics 3000
TIME (208352)

Used to replace time c.

enroll)

Attribute Value(s)
Economics 3001
Graduate Student Workshop in Behavior in Games and Markets (120245)
David Laibson
Tomasz Strzalecki
Jerry Green
Participants discuss recent research in Theory, Behavioral Economics, and Experimental Economics and
present their own work in progress. Open to doctoral students in economics who have passed their oral
examinations.
Course Notes: This workshop meets jointly with Econ 3002: Graduate Student
Workshop in Theory.

Attribute Value(s)
Economics 3001
Graduate Student Workshop in Behavior in Games and Markets (120245)
Benjamin Enke
Matthew Rabin
Tomasz Strzalecki
David Laibson
Jerry Green
Participants discuss recent research in Theory, Behavioral Economics, and Experimental Economics and
present their own work in progress. Open to doctoral students in economics who have passed their oral
examinations.
Course Notes: This workshop meets jointly with Econ 3002: Graduate Student
Workshop in Theory.

Attribute Value(s)
Economics 3002
Graduate Student Workshop in Theory (126663)
Tomasz Strzalecki

This workshop meets jointly with Econ 3001: Graduate Student Workshop in Behavior Games and Markets.
Recommended Prep: Economics 2010a or permission of the instructor.

Attribute Value(s)
Economics 3002
Graduate Student Workshop in Theory (126663)
Tomasz Strzalecki
This workshop meets jointly with Econ 3001: Graduate Student Workshop in Behavior Games and Markets.
Recommended Prep: Economics 2010a or permission of the instructor.

Attribute Value(s)
Economics 3003
Graduate Student Workshop in Econometrics (111451)
Maximilian Kasy
James H. Stock
Dale Jorgenson
Participants discuss recent research in econometrics and present their own work in progress. Open to
doctoral students in economics.
Course Notes: This course must be taken Sat/Unsat.

Attribute Value(s)

Economics 3003
Graduate Student Workshop in Econometrics (111451)
Maximilian Kasy
James H. Stock
Dale Jorgenson
Participants discuss recent research in econometrics and present their own work in progress. Open to
doctoral students in economics.

Attribute Value(s)
Economics 3004
Graduate Student Workshop in Economic History (123105)
Claudia Goldin
Nathan Nunn
Participants discuss recent research in economic history and present their own work in progress.
Course Notes: Primarily, but not exclusively, for doctoral students in economics who
have passed their oral examinations. Popularly known as The History
Tea.

Attribute Value(s)
Economics 3004
Graduate Student Workshop in Economic History (123105)
Claudia Goldin
Nathan Nunn

Participants discuss recent research in economic history and present their own work in progress.
have passed their oral examinations. Popularly known as The History
Tea.

Attribute Value(s)
Economics 3005
Graduate Student Workshop in Economic Development (110160)
Melissa Dell
Nathan Nunn
Emily Breza
Michael Kremer
Popularly known as the Development Lunch.
have passed their oral examinations.

Attribute Value(s)
Economics 3005
Graduate Student Workshop in Economic Development (110160)
Nathan Nunn
Emily Breza
Popularly known as the Development Lunch.

have passed their oral examinations.

Attribute Value(s)
Economics 3006
Graduate Student Workshop in Macroeconomics (117451)
Emmanuel Farhi
Benjamin Friedman
Participants discuss recent research in macroeconomics and present their own work in progress.
Course Notes: Popularly known as the Macro Lunch.

Attribute Value(s)
Economics 3006
Graduate Student Workshop in Macroeconomics (117451)
Emmanuel Farhi
Benjamin Friedman
Participants discuss recent research in macroeconomics and present their own work in progress.
Course Notes: Popularly known as the Macro Lunch.

Attribute Value(s)
Economics 3007
Graduate Student Workshop in Public Economics and Fiscal Policy (119562)

David Cutler
Martin Feldstein
Participants discuss recent research in public economics and fiscal policy and present their own work in
progress. Open to doctoral students in economics who have passed their oral examinations.

Attribute Value(s)
Economics 3007
Graduate Student Workshop in Public Economics and Fiscal Policy (119562)
David Cutler
Martin Feldstein
Participants discuss recent research in public economics and fiscal policy and present their own work in
progress. Open to doctoral students in economics who have passed their oral examinations.

Attribute Value(s)
Economics 3008
Graduate Student Workshop in International Economics (113575)
Marc Melitz
Kenneth Rogoff
Pol Antras
Gita Gopinath
Elhanan Helpman
Participants discuss recent research in international economics and present their own work in progress.
Open to doctoral students in economics who have passed their oral examinations.
Course Notes: Popularly known as the International Lunch.

Attribute Value(s)
Economics 3008
Graduate Student Workshop in International Economics (113575)
Marc Melitz
Kenneth Rogoff
Pol Antras
Gita Gopinath
Participants discuss recent research in international economics and present their own work in progress.
Open to doctoral students in economics who have passed their oral examinations.
Course Notes: Popularly known as the International Lunch.

Attribute Value(s)
Economics 3009
Graduate Student Workshop in Industrial Organization (117566)
Robin Lee
Ariel Pakes
Participants present their own research in progress in an informal setting. Open to doctoral students in
economics who have passed their general examinations and are in the early stages of their dissertations.

Attribute Value(s)
Economics 3009
Graduate Student Workshop in Industrial Organization (117566)

Ariel Pakes
Robin Lee
Myrto Kalouptsidi
Participants present their own research in progress in an informal setting. Open to doctoral students in
economics who have passed their general examinations and are in the early stages of their dissertations.

Attribute Value(s)
Economics 3010
Graduate Student Workshop in Political Economy and Culture (204662)
Nathan Nunn
Alberto Alesina
The course is intended for students interested in research within the field of political economy or cultural
economics, both broadly defined. Participants discuss research papers presented by scholars at Harvard
and from elsewhere. They also present their own work in progress.

Attribute Value(s)
Economics 3010
Graduate Student Workshop in Political Economy and Culture (204662)
Alberto Alesina
Nathan Nunn
Benjamin Enke
The course is intended for students interested in research within the field of political economy or cultural
economics, both broadly defined. Participants discuss research papers presented by scholars at Harvard
and from elsewhere. They also present their own work in progress.

Attribute Value(s)
Economics 3011
Graduate Student Workshop in Financial Economics (115030)
John Campbell
Jeremy Stein
Matteo Maggiori
Participants discuss recent research in financial economics and present their own work in progress.

Attribute Value(s)
Economics 3011
Graduate Student Workshop in Financial Economics (115030)
Matteo Maggiori
John Campbell
Jeremy Stein
Participants discuss recent research in financial economics and present their own work in progress.

Attribute Value(s)
Economics 3012
Graduate Student Workshop in Labor Economics (111404)

Lawrence Katz
Edward Glaeser
Claudia Goldin
Participants discuss recent research in labor economics and present their own work in progress.

Attribute Value(s)
Economics 3012
Graduate Student Workshop in Labor Economics (111404)
Lawrence Katz
Edward Glaeser
Claudia Goldin
Participants discuss recent research in labor economics and present their own work in progress.

Attribute Value(s)
Economics 3013
Graduate Student Workshop in Contracts and Organizations (107608)
Oliver Hart
Participants discuss recent research in contracts and organizations and present their own work in
progress. Open to doctoral students in economics.

Attribute Value(s)

Economics 3013
Graduate Student Workshop in Contracts and Organizations (107608)
Oliver Hart
Participants discuss recent research in contracts and organizations and present their own work in
progress. Open to doctoral students in economics.

Attribute Value(s)
Economics 3016
Graduate Student Workshop in Environmental Economics (120837)
Robert Stavins
Participants discuss recent research in environmental and natural resource economics and present their
own work in progress. Students must complete both parts of this course (parts A and B) within the same
Course Notes: Open to doctoral students only.

Attribute Value(s)
Economics 3101
Seminar in Behavioral and Experimental Economics (109297)
Gautam Rao
David Laibson
Tomasz Strzalecki
Matthew Rabin
For students with an interest in behavioral and experimental economics. Faculty presentations by Harvard

economists and invited guests.

Attribute Value(s)
Economics 3101
Seminar in Behavioral and Experimental Economics (109297)
Gautam Rao
David Laibson
Tomasz Strzalecki
Matthew Rabin
Benjamin Enke
For students with an interest in behavioral and experimental economics. Faculty presentations by Harvard
economists and invited guests.

Attribute Value(s)
Economics 3102
Seminar in Economic Theory (127199)
Tomasz Strzalecki
Jerry Green
Benjamin Golub
For students with an interest in economic theory. Faculty presentations by Harvard and MIT economists
and invited guests. The location alternates between Harvard and MIT.
Course Notes: Theory seminar takes place from 4:00-5:30pm

Attribute Value(s)

Economics 3102
Seminar in Economic Theory (127199)
Benjamin Golub
Tomasz Strzalecki
Eric Maskin
Jerry Green
For students with an interest in economic theory. Faculty presentations by Harvard and MIT economists
and invited guests. The location alternates between Harvard and MIT.
Course Notes: Theory seminar takes place from 4:00-5:30pm

Attribute Value(s)
Economics 3103
Seminar in Econometrics (113884)
Dale Jorgenson
James H. Stock
Maximilian Kasy
Outside speakers and faculty present current research topics in theory and applications of econometrics.

Attribute Value(s)
Economics 3103
Seminar in Econometrics (113884)
Maximilian Kasy
James H. Stock
Dale Jorgenson
Outside speakers and faculty present current research topics in theory and applications of econometrics.

Attribute Value(s)
Economics 3104
Seminar in Economic History (118257)
Melissa Dell
Claudia Goldin
Nathan Nunn
Intended for students writing dissertations related to economic history themes and/or methodology and for
others with interests in economic history. Discusses research papers presented by scholars at Harvard and
elsewhere.

Attribute Value(s)
Economics 3104
Seminar in Economic History (118257)
Claudia Goldin
Nathan Nunn
Melissa Dell
Intended for students writing dissertations related to economic history themes and/or methodology and for
others with interests in economic history. Discusses research papers presented by scholars at Harvard and
elsewhere.

Attribute Value(s)

Economics 3105
Seminar in Economic Development (111733)
Gautam Rao
Nathan Nunn
Melissa Dell
Emily Breza
Michael Kremer
Fall speakers cover issues in growth and development. Spring speakers alternate between "growth and
institutions," focusing on the macro aspects of growth and development, and "labor and development,"
focusing on the micro aspects.
Class Notes: Development Seminar takes place at MIT during Spring Semester.
Location: MIT Building E51-Room 395.

Attribute Value(s)
Economics 3105
Seminar in Economic Development (111733)
Gautam Rao
Emily Breza
Nathan Nunn
Fall speakers cover issues in growth and development. Spring speakers alternate between "growth and
institutions," focusing on the macro aspects of growth and development, and "labor and development,"
focusing on the micro aspects.

Attribute Value(s)
Economics 3106
Seminar in Monetary and Fiscal Policy (111270)
Emmanuel Farhi

Benjamin Friedman
N. Mankiw
Seminar speakers present papers on macroeconomic topics, including issues relating to monetary and
fiscal policies, economic growth, the role of institutions, and other research issues in the field.
Course Notes: Popularly referred to as the Macro Seminar.

Attribute Value(s)
Economics 3106
Seminar in Monetary and Fiscal Policy (111270)
Robert Barro
Emmanuel Farhi
Benjamin Friedman
David Laibson
N. Mankiw
Seminar speakers present papers on macroeconomic topics, including issues relating to monetary and
fiscal policies, economic growth, the role of institutions, and other research issues in the field.
Course Notes: Popularly referred to as the Macro Seminar.

Attribute Value(s)
Economics 3107
Seminar in Public Economics and Fiscal Policy (132616)
Nathaniel Hendren
Lawrence Katz
David Cutler
Edward Glaeser

Invited speakers present theoretical and empirical research on a broad range of topics related to the design
of government policy.

Attribute Value(s)
Economics 3107
Seminar in Public Economics and Fiscal Policy (132616)
Nathaniel Hendren
Stefanie Stantcheva
David Cutler
Edward Glaeser
Lawrence Katz
Invited speakers present theoretical and empirical research on a broad range of topics related to the design
of government policy.

Attribute Value(s)
Economics 3108
Seminar in International Economics (116757)
Pol Antras
Marc Melitz
Matteo Maggiori
Outside speakers and faculty present research papers in all aspects of international economics, including
theory, econometrics, and policy.

Attribute Value(s)

Economics 3108
Seminar in International Economics (116757)
Pol Antras
Richard Cooper
Gita Gopinath
Marc Melitz
Elhanan Helpman
Outside speakers and faculty present research papers in all aspects of international economics, including
theory, econometrics, and policy.

Attribute Value(s)
Economics 3109
Seminar in Industrial Organization (112877)
Ariel Pakes
Robin Lee
Invited scholars from other institutions present current research in the field in a seminar setting.

Attribute Value(s)
Economics 3109
Seminar in Industrial Organization (112877)
Ariel Pakes
Robin Lee
Myrto Kalouptsidi

Invited scholars from other institutions present current research in the field in a seminar setting.

Attribute Value(s)
Economics 3110
Seminar in Political Economy (207915)
Alberto Alesina
The Program on Positive Political Economy (PPE) supports research-related activities that integrate the
study of economics and politics, whether by studying economic behavior in the political process or
political behavior in the marketplace. In general, positive political economy is concerned with showing how
observed differences among institutions affect political and economic outcomes in various social,
economic, and political systems and how the institutions themselves change and develop in response to
individual and collective beliefs, preferences, and strategies.

Attribute Value(s)
Economics 3110
Seminar in Political Economy (207915)
Alberto Alesina
The Program on Positive Political Economy (PPE) supports research-related activities that integrate the
study of economics and politics, whether by studying economic behavior in the political process or
political behavior in the marketplace. In general, positive political economy is concerned with showing how
observed differences among institutions affect political and economic outcomes in various social,
economic, and political systems and how the institutions themselves change and develop in response to
individual and collective beliefs, preferences, and strategies.

Attribute Value(s)

Economics 3111
Seminar in Financial Economics (113663)
John Campbell
Xavier Gabaix
Matteo Maggiori
Jeremy Stein
Outside speakers present current research in the field in a seminar setting.

Attribute Value(s)
Economics 3111
Seminar in Financial Economics (113663)
John Campbell
Jeremy Stein
Matteo Maggiori
Xavier Gabaix
Outside speakers present current research in the field in a seminar setting.

Attribute Value(s)
Economics 3112
Seminar in Labor Economics (113625)
Lawrence Katz
Outside speakers present research concerning the operation of labor markets.

Attribute Value(s)
Economics 3112
Seminar in Labor Economics (113625)
Lawrence Katz
Roland Fryer
Amanda Pallais
Outside speakers present research concerning the operation of labor markets.

Attribute Value(s)
Economics 3114
Seminar in Law, Economics, and Organizations (113830)
Oliver Hart
Lucian Bebchuk
The presentation of work in progress in the field of law, economics, and organizations. Presentations by
members of the various Harvard faculties, outside speakers, and graduate students.
Course Notes: Offered jointly with the Law School as 96250-11 and with the Business
School as 4670.

Attribute Value(s)
Economics 3114
Seminar in Law, Economics, and Organizations (113830)
Lucian Bebchuk

Oliver Hart
Louis Kaplow
The presentation of work in progress in the field of law, economics, and organizations. Presentations by
members of the various Harvard faculties, outside speakers, and graduate students.
Course Notes: Offered jointly with the Law School as 96250-11 and with the Business
School as 4670.

Attribute Value(s)
Economics 3115
Seminar on Macroeconomic Policy (156659)
Benjamin Friedman
Martin Feldstein
This seminar will feature presentations on current macroeconomic policy issues by Economics Department
faculty and invited outsider speakers. Specific topics will include (among others) tax reform, fiscal policy,
monetary policy in the U.S. and in other advanced economies, international imbalances, labor market
policies, raising the U.S. economic growth rate, Europe's economic problems, housing and the mortgage
market. Students not taking the course for credit are welcome to participate in each week's discussion.

Attribute Value(s)
Economics 3116
Seminar in Environmental Economics and Policy (113829)
Robert Stavins
Martin Weitzman
Selected topics in environmental and resource economics. Emphasizes theoretical models, quantitative
empirical analysis, and public policy applications. Includes invited outside speakers.
Course Notes: Primarily for graduate students in economics or related fields with
environmental interests. Offered jointly with the Kennedy School as
API-905Y.
Recommended Prep: Graduate-level course in microeconomic theory.

Attribute Value(s)
Economics 3116
Seminar in Environmental Economics and Policy (113829)
Robert Stavins
Martin Weitzman
Selected topics in environmental and resource economics. Emphasizes theoretical models, quantitative
empirical analysis, and public policy applications. Includes invited outside speakers.
Course Notes: Primarily for graduate students in economics or related fields with
environmental interests. Offered jointly with the Kennedy School as
API-905Y.
Recommended Prep: Graduate-level course in microeconomic theory.

Attribute Value(s)
Economics 3117
Seminar in Health Economics (121703)
David Cutler
Focuses on theory, econometric models, and public policy of health care. Frontier work in health
economics presented and discussed by instructors and outside speakers.
Course Notes: May be taken for credit only by dissertation students writing a research
paper. Offered jointly with the Kennedy School as SUP-951.

Attribute Value(s)
Economics 3118
Seminar in Economics of Science and Engineering (122105)
Richard Freeman
Focus on work force and career issues. Topics include: Effects of globalization on work force and
innovation, growth of networks in work; impact of career incentives on productivity; university policies;
mobility between academe and industry; link between ideas and outputs.
Course Notes: Starting Spring 2018, undergraduates can no longer take this class for
economics concentration or secondary field credit.

Attribute Value(s)
Economics 3119
Religion and Political Economy Seminar Series (207640)
Robert Barro
Rachel McCleary
Current research on religion and political economy will be presented by outside speakers and Harvard
faculty and students.
Course Notes: Undergraduates cannot get economics concentration or secondary

field credit for this course.

Attribute Value(s)

Seminar in Economics of National Security (116569)
Martin Feldstein

Considers a range of issues relating to national security, including bioterrorism, the market for nuclear
weapons, the defense industry, the dependence on imported oil, intelligence, sanctions, etc.
Course Notes: Speakers will be both experts with experience in this field and
economists doing research on these issues. Seminar participants will
be economics department faculty and selected graduate students.
Class Notes: This class will meet in the Harvard Faculty Club from 6:30pm to 9:
00pm.

Attribute Value(s)
Economics 3460C
Research in Health Economics (115494)
Joseph P. Newhouse
Participants discuss recent research in health economics. Course may also include presentation of original
research by participants. Open to doctoral students only.

Attribute Value(s)

Paulson School of Engineering and
Applied Sciences
Subject: Computer Science

Datacenter networking (117839)
Minlan Yu

Attribute Value(s)

Datacenter networking (117839)
Minlan Yu

Attribute Value(s)

Engineering Sciences
The Innovator's Practice: Finding, Building and Leading Good Ideas with Others (128317)
B Altringer
Students gain experience overcoming many under-represented challenges of becoming an innovator,

including: identifying your intrinsic motivations, finding related good ideas, working effectively with others
to develop them, and leading innovative professional projects to implementation. Students apply human-
centered design processes (observing, interpreting, ideating, testing, refining, planning) to stimulate
innovation, negotiate, strategize, and build and lead cooperative teams. Features guest speakers from
industry, academia, and involves collaborating with cutting-edge companies.
Course Notes: Offered jointly with the Design School as SCI-06271.

Attribute Value(s)
Design Survivor: Experiential Lessons in Designing for Desirability (109374)
B Altringer
Multi-disciplinary course for students interested in designing products and services that are simple,
irresistible, delightful, cool, covetable, viral, and, increasingly these days, much more likely to be
successful. Students study real world cases of how organizations (e.g., Apple, Gucci, Swarovski)
strategically design for desirability. In weekly design challenges, students use analogical transfer to apply
these insights to diverse industries and target markets (e.g., health literacy campaigns, declining
technologies, the future of luxury). Weekly critique panels with experts enable students to develop their
own design point of view and to finish with a diverse design portfolio.
Course Notes: Permission required for all students. Engineering Sciences 22 is

jointly offered with the Graduate School of Design as SCI 6276.

Attribute Value(s)

The Art & Science of Making (211326)
David Edwards
Robert D. Howe
Doris Sommer
F 0130 PM - 0415 PM
Introduces students to the making processes of some of the leading creators working today from
engineering and design, to art, science, food, entertainment and more. Students develop six projects over
the course of the semester — and a semester-long collaborative project — that engage the students in art &
science maker processes of visiting creators and encourage skills of collaboration, expression,
communication, and aesthetic appreciation. Students learn to use basic engineering and design tools
including some or all of the following: CAD/CAM rapid prototyping, machine shops tools, and
environmental engineering and tissue engineering lab tools and methodologies.
Course Notes: Enrollment limited to 25 students. Fridays will be dedicated to studio

time in the Active Learning Labs.
Class Notes: No prior experience with engineering required.

Attribute Value(s)
Flavor Molecules of Food Fermentation: Exploration and Inquiry (156947)
Pia Sorensen
Course description: Microorganisms produce a diverse array of specialized small molecules as part of their
metabolic processes. In this course we will study the production, properties, and characterization of these
molecules through the lens of food fermentation. In particular, we will focus on the small molecules that
contribute taste and aroma in fermented foods. Students will experience the scientific inquiry process in a
creative way by designing and implementing their own research project based on a fermented food of their
choosing. Still a field with much potential for discovery, interested students are invited to continue their
research project in the summer.
Recommended Prep: Ls1a , LPSA or equivalent; first semester Organic Chemistry

recommended but not required.

Attribute Value(s)
Engineering the Acoustical World (205412)
Robert Wood
How does Shazam know what song is playing? Why do some rooms have better acoustics than others? Do
high-end musical instruments sound better than cheap ones? How do electronic synthesizers work? How is
music stored and manipulated in a digital form? This class explores these and related themes in an
accessible way for non-engineering concentrators. The class is driven by hands-on group projects to
enhance your technical literacy, a critical skill for anyone designing solutions to today's most pressing and
complex issues. The projects are designed so that the creativity of students in all fields will have a role to
play. Lectures, demonstrations, and guest lecturers/performers are integrated into the class to build
foundational knowledge and to inspire. We will also explore wider social themes related to music and
acoustics. The class is approached from an engineering perspective, using music and musical instruments
as the framework to introduce a broad array of concepts in physics, mathematics, and engineering.
Requires no previous exposure to physics or calculus beyond the high school level.

Attribute Value(s)
Humanity and its Challenges: Systems Thinking and Approaches (204471)
Fawwaz Habbal
Vikram Mansharamani
As citizens in a rapidly changing world facing increasingly complex challenges, the skills that tomorrow's
leaders need are increasingly crossing disciplinary silos. Humanity's most pressing problems are
interconnected, involve competing interests, and defy simplification into single disciplines. Reductionist
approaches focused on linear understanding must be balanced against the integrative logic of systems-
oriented thinking. Depth must be balanced with breadth.
This course will give students an appreciation for the complexities of today's most intractable problems,
and in so doing, help students develop a methodology for navigating the world they will face. After an
overview of systems thinking and its emphasis on interconnections and feedback loops, the course will
explore several issues and the complications they generate. Over the course of the semester, topics
including epidemics, inequality, human displacement, and food systems will be addressed.
The course will employ multiple methods of learning, with course preparation varying from reading novels
to watching videos to reviewing academic papers. Each case will include an overview of the issue and why
it matters, before exploring existing disciplinary approaches to address the challenge. Prior thinking is

evaluated both in terms of its rigor and is effectiveness. What worked and didn't work? Why?
Students will learn to employ systems thinking using a multi-disciplinary method to evaluate possible
solutions. This future-oriented analysis will emphasize the necessity to zoom out and paint a mosaic of
possible unintended consequences and roadblocks that may impede progress. By the end of the course,
students should have developed a robust framework for integrating economic, political, technical, ethical,
and social lenses into an analysis of complex problems and their potential solutions.

Attribute Value(s)
Technology, Ethics, and Society (207608)
L Mahadevan
Sheila Jasanoff
Keith Raffel
We live in a time of unprecedented technological change that affects how we live with each other and with
our environment. How, in areas that lack precedents and are fraught with uncertainties, can we strike a
balance between technological progress and social welfare? Students are expected to leave the course
with a deeper understanding of technology-society linkages as seen through three analytic lenses: risk,
inequality, and human dignity. They will see how assumptions about progress and political legitimacy
affect each of these dimensions of human development by looking at examples such as genetic
engineering, artificial intelligence, robotics, environmental change, and big data.
Class Notes: Enrollment by application. Please answer this one question survey to
be considered: https://goo.gl/forms/wEH2xAvL5DB0v9bj1.

Attribute Value(s)
Computer-Aided Machine Design (148434)
Michelle Rosen
A first course in the design and construction of mechanical and electromechanical devices. Engineering
graphics and sketching; dimensions and tolerances. Introduction to materials selection and structural

design. Machine elements and two-dimensional mechanisms; DC motors. Design methodology. Emphasis
on laboratory work and design projects using professional solid modeling CAD software and numerically
controlled machine tools.
Course Notes: Intended for freshmen and sophomores.
Recommended Prep: High school calculus; high school physics.

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Computer-Aided Machine Design (148434)
Conor Walsh
Michelle Rosen
A first course in the design and construction of mechanical and electromechanical devices. Engineering
graphics and sketching; dimensions and tolerances. Introduction to materials selection and structural
design. Machine elements and two-dimensional mechanisms; DC motors. Design methodology. Emphasis
on laboratory work and design projects using professional solid modeling CAD software and numerically
controlled machine tools.
Course Notes: Intended for freshmen and sophomores.
Recommended Prep: High school calculus; high school physics.

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Quantitative Physiology as a Basis for Bioengineering (122339)
Linsey Moyer
A foundation in human organ systems physiology, including cardiac, respiratory, renal, and neural
systems. Quantitative description of organ systems function and control in terms of physical principles and
physiologic mechanisms. Simple mathematical models representing key aspects of organ systems

function. Emphasis will be given to understanding the ways in which dysfunction in these systems gives
rise to common human disease processes, with an introduction to biomedical devices designed to treat
dysfunction. The course is designed for freshman and sophomores.
Course Notes: Open to freshmen.

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Electronics for Engineers (208134)
Christopher Lombardo
Munib Wober
This course is a practical introduction to analog and digital electronics for engineers. Topics will include
aspects of analog circuit theory, discrete digital circuits, and embedded systems that utilize
microcontrollers to process inputs from sensors and act on the world accordingly, for instance through
motor control. There will be extensive hands-on laboratories to put into practice the topics covered in
lecture. This course meets the electronics course requirement for mechanical engineers and bioengineers
(i.e., for those bioengineering tracks that require electronics/circuits). This course is not intended for
electrical engineering concentrators.
Course Notes: Enrollment limited to 40 students. Instructor permission required.

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Engineering Sciences 91HFR

Humanitarian Design Projects (208044)
Multi-year long team projects that provide an engineering experience working with partner communities on
real-world problems. Projects provide exposure to problem definition, quantitative analysis, modeling,
generation of creative solutions utilizing appropriate technology, engineering design trade-offs, and
documentation/communication skills. These projects will be implemented with our project partners after the
appropriate design and approvals have been obtained.

Course Notes: This course is part of a two-semester sequence. Students are strongly
encouraged to enroll ENG-SCI 91HFR in two consecutive semesters.
Enrollment limited.

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Engineering Sciences 91HFR

Humanitarian Design Projects (208044)
Multi-year long team projects that provide an engineering experience working with partner communities on
real-world problems. Projects provide exposure to problem definition, quantitative analysis, modeling,
generation of creative solutions utilizing appropriate technology, engineering design trade-offs, and
documentation/communication skills. These projects will be implemented with our project partners after the
appropriate design and approvals have been obtained.
Course Notes: This course is part of a two-semester sequence. Students are strongly
encouraged to enroll ENG-SCI 91HFR in two consecutive semesters.
Enrollment limited.

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Engineering Sciences 91R

Zhiming Kuang
Patrick Ulrich
Linsey Moyer
Guided reading and research.
Course Notes: An ES91r project must possess engineering content at a level similar
to other technical engineering courses at SEAS and include many, but
not necessarily all, of the following elements: modeling, simulation,
design, measurement, and data analysis.

Normally open to candidates accepted for work on a specific topic by a
member of the faculty of the School of Engineering and Applied
Sciences. Normally may not be taken for more than two terms; may be
counted for concentration in Engineering Sciences with prior approval
and if taken for graded credit. Applicants must file a project application
form prior to the course registration deadline to receive permission to
enroll. Project application forms may be obtained from the SEAS
website or the Office of Academic Programs, Pierce Hall 110.

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Zhiming Kuang
Patrick Ulrich
Linsey Moyer
Guided reading and research.
Course Notes: Normally open to candidates accepted for work on a specific topic by a
member of the teaching staff of the School of Engineering and Applied
Sciences. Normally may not be taken for more than two terms; may be
counted for concentration in Engineering Sciences with prior approval
and if taken for graded credit. Applicants must file a project sheet
before study cards are filed. Project sheets may be obtained from the
Student Affairs Office, Pierce Hall 110.

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Startup R & D (109272)
Paul Bottino
Students do field-based work in entrepreneurship to develop their existing startup and explore new ideas
and opportunities for startup design. The course is for students seeking innovation experience as a

founder of a startup. Students may work individually; teams are preferred. Requires self-directed,
independent work and active outreach to mentors, customers, and partners for guidance and feedback in
addition to that provided by the instructor. Students will share their work regularly and engage in a peer-to-
peer feedback forum. The coursework is customized to the needs of each student and their startup role and
includes development of product, technology, market, business, organization and leadership.
Course Notes: Enrollment limited; permission of instructor required.
Class Notes: ES 95r can be taken maximum of two times (i.e., repeated a maximum
of once). Applications are due before the first class, a link to
application instructions can be found here: http://tech.seas.harvard.
edu/rad/.

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Startup R & D (109272)
Paul Bottino
Students do field-based work in entrepreneurship to develop their existing startup and explore new ideas
and opportunities for startup design. The course is for students seeking innovation experience as a
founder of a startup. Students may work individually; teams are preferred. Requires self-directed,
independent work and active outreach to mentors, customers, and partners for guidance and feedback in
addition to that provided by the instructor. Students will share their work regularly and engage in a peer-to-
peer feedback forum. The coursework is customized to the needs of each student and their startup role and
includes development of product, technology, market, business, organization and leadership.
Course Notes: Enrollment limited; permission of instructor required.
Class Notes: ES 95r can be taken maximum of two times (i.e., repeated a maximum
of once). Applications are due before the first class, a link to
application instructions can be found here: http://tech.seas.harvard.
edu/rad/.

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Engineering Problem Solving and Design Project (144983)
Fawwaz Habbal

Kelly Miller
Nabil Harfoush
Peter Stark
Semester-long team-based project providing experience working with clients on complex multi-
stakeholders real problems. Course provides exposure to problem definition, problem framing, qualitative
and quantitative research methods, modeling, generation and co-design of creative solutions, engineering
design trade-offs, and documentation/communication skills. Ordinarily taken in the junior year.
Course Notes: Preference given to SB candidates.

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Engineering Problem Solving and Design Project (144983)
David Mooney
Samir Mitragotri
Semester-long team project that provides engineering experience working with clients on real-world
problems. Projects provide exposure to problem definition, performance measurement, quantitative
analysis, modeling, generation of creative solutions, engineering design trade-offs, and
documentation/communication skills. Ordinarily taken in the junior year.
Course Notes: Preference given to SB candidates.

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Engineering Sciences 100HFA

Engineering Design Projects (144350)
Frank Keutsch
Individual engineering design projects which demonstrate mastery of engineering knowledge and
techniques. During the year, each student will pursue an appropriate capstone project which involves both

engineering design and quantitative analysis and culminating in a final oral presentation and final
report/thesis. Students must complete both parts of this course, fall and spring, in order to receive credit.
Course Notes: Ordinarily taken in the senior year. Enrollment is conditional on the
student having an approved project before May 1 in the spring
semester preceding actual enrollment. Formal project approval rests
with ES100 teaching staff. Weekly lectures (fall only) and one hour
weekly sections (throughout the year) are mandatory.
Requirements: Pre-Requisite: ENG-SCI 96 OR ENG-SCI 227

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Engineering Sciences 100HFB

Engineering Design Projects (160553)
Frank Keutsch
Individual engineering design projects which demonstrate mastery of engineering knowledge and
techniques. During the year, each student will pursue an appropriate capstone project which involves both
engineering design and quantitative analysis and culminating in a final oral presentation and final
report/thesis. Students must complete both parts of this course, fall and spring, in order to receive credit.
Requirements: Pre-Requisite: ENG-SCI 96 OR ENG-SCI 227

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Zhiming Kuang

Course Notes: Engineering Sciences 115 is also offered as Applied Mathematics 115.
Recommended Prep: Applied Mathematics 105. Additional skills in analysis, algebra,

probability, statistics and computer programming will increase the
value of the course to students.

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L Mahadevan
Recommended Prep: Applied Mathematics 105. Additional skills in analysis, algebra,

probability, statistics and computer programming will increase the
value of the course to students.
Requirements: Prerequisite: Must take APMTH 105 OR APMTH 108 OR APMTH 104 OR
MATH 112 before taking APMTH 115.

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Introduction to the Mechanics of Solids (131270)
Katia Bertoldi
A first course in the mechanical sciences which introduces elements of continuum mechanics and explains
how materials and structures stretch, bend, twist, shake, buckle, and break. Stress-strain behavior of
materials. Statically determinate and indeterminate structures. Stress and strain, equations of motion or
equilibrium, strain-displacement relations. Torsion. Beam theory with applications to beam deflections,
vibrations, and buckling. Three laboratory sessions required.
Recommended Prep: Applied Physics 50a, Physical Sciences 12a, or 15a and Applied
Mathematics 21a or Mathematics 21a (previously) and Applied
Mathematics 21b or Mathematics 21b (previously or concurrently).

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Introduction to Optimization: Models and Methods (156288)
Yiling Chen
Introduction to basic mathematical ideas and computational methods for solving deterministic and
stochastic optimization problems. Topics covered: linear programming, integer programming, branch-and-
bound, branch-and-cut, Markov chains, Markov decision processes. Emphasis on modeling. Examples from
business, society, engineering, sports, e-commerce. Exercises in AMPL, complemented by Maple or Matlab.
some knowledge of probability and statistics at the level of Statistics
110 or Applied Mathematics 101 or permission of instructor.

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Introduction to Fluid Mechanics and Transport Processes (144952)
Shmuel Rubinstein

Dimensional analysis. Basic elements of steady and unsteady thermal conduction and mass diffusion.
Statics and dynamics of fluids. Buoyancy-stability and hydrostatics. Laminar viscous flows, potential flows,
origin of lift, and basic aspects of boundary layers. Navier-Stokes and continuity equations. Applications in
aerodynamics, chemical, environmental, and mechanical engineering, and physics.
Recommended Prep: Applied Mathematics 21a,b or Mathematics 21a,b.
Requirements: Prerequisite: (Applied Math 21a or Math 21a or equivalent) AND

(Applied Math 21b or Math 21b or equivalent) AND (APPHY 50a or
PHYSCI 12a or Physics 15a)

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Mechanical Systems (144157)
Boris Kozinsky
Modeling and analysis of mechanical and electromechanical systems. Topics include 3D rigid body
dynamics, resonance, damping, frequency response, Laplace transform methods, Lagrange's equations,
multiple degree-of-freedom systems and an introduction to nonlinear vibration, continuous systems, and
control. Analytical modeling will be supplemented with numerical simulations and lab experiments.
Laboratory exercises will explore vibration, stabilization, and nonlinear systems using data acquisition
systems.
Recommended Prep: Applied Mathematics 21a,b or Mathematics 21a,b or Mathematics 23a,

b; Applied Physics 50a, Physical Sciences 12a, or 15a.

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Computational Solid and Structural Mechanics (133525)
Katia Bertoldi

Introduction to finite element methods for analysis of steady-state and transient problems in solid,
structural, fluid mechanics, and heat transfer. Implementation of simple MATLAB codes and use of existing
general-purpose programs (ABAQUS and COMSOL).
Course Notes: Offered alternate years.
Recommended Prep: Engineering Sciences 120 or equivalent introduction to the mechanics

of deformable materials and fluids. Engineering Sciences 123 may be
taken concurrently.

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Innovation in Science and Engineering: Conference Course (118939)
David Weitz
Explores factors and conditions contributing to innovation in science and engineering; how important
problems are found, defined, and solved; roles of teamwork and creativity; and applications of these
methods to other endeavors. Students receive practical and professional training in techniques to define
and solve problems, and in brainstorming and other individual and team approaches.
Course Notes: Offered jointly with the Design School as SCI-06272. Taught through a
combination of lectures, discussions, and exercises led by innovators
in science, engineering, arts, and business.
Requirements: Anti-Req: May not be taken for credit if ENG-SCI 239 already complete

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Probability with Engineering Applications (116859)
Yue Lu
This course introduces the fundamentals of probability theory for parameter estimation and decision

making under uncertainty. It considers applications to information systems as well as other physical and
biological systems. Topics include: discrete and continuous random variables, conditional expectations,
Bayes' rules, laws of large numbers, central limit theorems, Markov chains, Bayesian statistical inferences,
and parameter estimations.
Recommended Prep: Applied Math 21a, Math 21a or equivalent.
Requirements: Prerequisite: (Applied Math 21a or Math 21a or equivalent) AND

Corequisite: (Applied Math 21b or Math 21b or equivalent)

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Applied Electromagnetism (143005)
Evelyn Hu
Electromagnetism and its applications in science and technology. Topics: Maxwell's equations;
electromagnetic waves (e.g., light, microwaves, etc.); wave propagation through media discontinuity;
transmission lines, waveguides, and microwave circuits; radiation and antennae; interactions between
electromagnetic fields and matters; optics of solids; optical devices; origin of colors; interference and
diffraction; lasers and masers; nuclear magnetic resonance and MRI; radio astronomy; wireless
networking; plasmonic wave (charge density wave).
Recommended Prep: Basic electromagnetism (Applied Physics 50b, Physical Sciences 12b,
or 15b or equivalent), basic vector calculus (Applied Math 21a or
equivalent), basic differential equations (Applied Math 21b or
equivalent) and familiarity with Fourier analysis (Applied Math 21b or
equivalent).

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Circuits, Devices, and Transduction (207597)
Todd Zickler
Marco Donato
This course introduces fundamentals in designing and building modern information devices and systems
that interface with the real world. It focuses on devices and systems that use analog electronics, and it
complements COMPSCI 141, which focuses on digital devices and systems. Topics of this course include:
time and frequency domain analysis of simple 1st and 2nd order circuits; operational amplifiers and op-
amp circuits; basic semiconductor physics; PN junctions and diodes; bipolar junction transistors (BJT);
field-effect transistors (MOSFETs); bias circuits and current sources; amplifier gain and bandwidth;
frequency response, feedback, noise, and stability. Further, students are introduced to select transducers,
particularly motors and their concomitant drive schemes, but also photocells, photodiodes, and
semiconductor lasers to highlight device design and characterization.
Recommended Prep: Math 1a/b and PS 12b (corequisite) or score of 5 on AP exam, Physics
C.

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Laboratory Electronics (156518)
Thomas Hayes
David Abrams
A lab-intensive introduction to electronic circuit design. Develops circuit intuition and debugging skills
through daily hands-on lab exercises, each preceded by class discussion, with minimal use of mathematics
and physics. Moves quickly from passive circuits, to discrete transistors, then concentrates on operational
amplifiers, used to make a variety of circuits including integrators, oscillators, regulators, and filters. The
digital half of the course treats analog-digital interfacing, emphasizes the use of microcontrollers and
programmable logic devices (PLDs).
Course Notes: Limited to 20 students. Engineering Sciences 153 is also offered as

Physics 123/223. Students may not take both for credit. Engineering
students should enroll in ES153. Undergraduate physics students
should enroll in Physics 123. Graduate students should enroll in
Physics 223.
Class Notes: Please note that ENG-SCI 153 is also offered on Wednesdays and
Fridays, 1:30pm to 5:45pm. If you'd rather sign up for the
Wednesday/Friday section, please find class number: 21137.

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David Abrams

Physics 223.

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Engineering Sciences 153 Section: 002

Thomas Hayes
David Abrams

Physics 223.

Class Notes: Please note that ENG-SCI 123 is also offered on Tuesdays and
Thursdays, 1:30pm to 5:45pm. If you'd rather sign up for the
Tuesday/Thursday section, please find class number: 13655.

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Systems and Control (207626)
Na Li
This course and its follow-on course ENG-SCI 156 concern the fundamentals of information systems in the
real world. Together they provide a comprehensive foundation in signal processing, systems design and
analysis, control, and communications, while also introducing key linear-algebraic concepts in the context
of authentic applications. The first course, ENG-SCI 155, focuses on the basic principles of feedback and its
use as a tool for inferring and/or altering the dynamics of systems under uncertainty. Topics include linear
algebra, the elemental representations of dynamic systems, stability analysis, the design of estimators (e.
g., Kalman Filter) and feedback controllers (e.g., PID and Optimal Controller). The class includes both the
practical and theoretical aspects of the topic.
Course Notes: Additional discussion and lab section to be arranged.
Recommended Prep: Math 1a/b.

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Signals and Communications (148148)
Flavio du Pin Calmon
This course is a follow-on to ENG-SCI 155 and continues to develop the fundamentals of information
systems in the real world. It focuses on the analysis and manipulation of signals in the time and frequency
domains in the context of authentic applications. Topics include: the sampling theorem, convolution, and
linear input-output systems in continuous and discrete time. Further, students are introduced to

transforms—including Fourier, discrete cosine, wavelet, and PCA / SVD 'transforms'—that map between
vector spaces via matrix multiplication as a method to ease analysis provided conditionalized knowledge.
Randomness, noise, and filtering. Waves and interference in the context of communications; antennae,
phasors, modulation, multiplexing. Applications in communications and data science.
Recommended Prep: Applied Mathematics 21b or Mathematics 21b.

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Engineering Quantum Mechanics (207088)
Prineha Narang
As a first course in quantum mechanics, tailored for engineering, applied mathematics and computer
science students, this course will teach concepts needed to engineer a quantum world, to understand
quantum mechanical properties of materials and build an intuition for quantum information science. The
course will be a hybrid of lectures on theory, state-of-the-art computational methods ('theory-lab') in
quantum simulations and we will use IBM Q Experience, an open access quantum computer. Topics will
include periodic potentials and the tight-binding approach, quantizing vibrations in solids, spin matrices
and an introduction to qubits. Assignments will teach the basics of the Python programming language,
introduce students to open source scientific software and electronic structure methods.
Course Notes: This course also includes a weekly theory lab section.
Class Notes: View course trailer here.
Recommended Prep: Math 21a (multivariable calculus) and Math 21b (linear algebra)

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Introduction to Electronic and Photonic Devices (119048)
This course will focus on physical principles underlying semiconductor devices: electrons and holes in

semiconductors , energies and bandgaps, transport properties of electrons and holes, p-n junctions,
transistors, light emitting diodes, lasers, solar cells and thermoelectric devices.
Course Notes: This course will include a few short laboratory sessions.
Recommended Prep: Applied Physics 50a and b, Physics 15a and b, Physical Sciences 12a
and b, or equivalent (mechanics; electromagnetism); undergraduate
level quantum mechanics highly useful, but not required.

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Microfabrication Laboratory (109356)
Marko Loncar
Peter Stark
Introduction to micro- and nanofabrication processes used for photonic and electronic devices. Students
use both an instructional lab as well as a state-of-the-art cleanroom in the Center for Nanoscale Systems.
Several electronic and photonic devices will be fabricated, such as transistors, light-emitting diodes (LEDs)
and lasers. Lectures will focus on fabrication processes, including lithography, deposition of metals and
dielectrics, etching, oxidation, implantation and diffusion of dopants, and device characterization.
Course Notes: This course has a 4-hour weekly lab session.
Recommended Prep: Applied Physics 50a and 50b, Physical Sciences 12a and 12b, or
Physics 15a and 15b or equivalent and ES 173 required.
Requirements: Prerequisite: (Applied Physics 50a OR Physical Sciences 12a OR

Physics 15a) AND (Applied Physics 50b OR Physical Sciences 12b OR
Physics 15b) AND ES 173

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Engineering Thermodynamics (135598)
Michael Aziz
Introduction to classical engineering thermodynamics. Topics: Zeroth Law and temperature. Properties of
single-component gases, liquids, and solids. Equations of state for ideal and simple nonideal substances.
First Law, heat and heat transfer, work, internal energy, enthalpy. Second Law, Third Law, entropy, free
energy, exergy. Heat engines and important engineering applications such as refrigerators, power cycles.
Properties and simple models of solutions. Phase and chemical equilibrium in multicomponent systems;
chemical potential. Electrochemistry, batteries, fuel cells. Laboratory included.
Recommended Prep: One semester of calculus-based college-level physics. Chemistry at

the high school Advanced Placement level.

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Introduction to Heat Transfer (108871)
David Clarke
The macroscopic description of the fundamentals of heat transfer and applications to practical problems in
energy conversion, electronics and living systems with an emphasis on developing a physical and
analytical understanding of conductive, convective and radiative heat transfer. Emphasis will also be given
to problem solving skills based on applying governing principles, mathematical models and physical
intuition. Includes laboratory sessions and semester-long projects.
Recommended Prep: Applied Math 21a (Mathematical Methods in Science) or equivalent.

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Introduction to Materials Science and Engineering (143870)
Xin Li
Introduction to the structure, properties, and applications of materials. Crystal structure and defects. Phase
transformations: phase diagrams, diffusion, nucleation and growth. Mechanisms of deformation and
fracture. Effect of microstructure on properties. Examples from a variety of engineering applications.
Recommended Prep: Physical Sciences 12a,b, and Applied Mathematics 21a,b or

Mathematics 21a,b.

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Demba Ba
Mathematical analysis of decision making. Bayesian inference and risk. Maximum likelihood and
nonparametric methods. Algorithmic methods for decision rules: perceptrons, neural nets, and back
propagation. Hidden Markov models, Blum-Welch, principal and independent components.
Course Notes: Engineering Sciences 201 is the same as Applied Mathematics 231.
Recommended Prep: Applied Mathematics 21a,b or Mathematics 21a,b, and Statistics 110 or
equivalents.

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Stochastic Control (143872)
Roger Brockett
Introduction to the theory of stochastic differential equations based on Wiener processes and Poisson
counters, and an introduction to stochastic modeling, stochastic approximation and simulated annealing.
The formulation and solution of problems in nonlinear estimation theory. The Kalman-Bucy filter and
nonlinear analogues. Identification theory. Adaptive systems. Applications.
Recommended Prep: Applied Mathematics 104 , Applied Mathematics 105, or equivalent.

Some prior exposure to probability; Engineering Sciences 202
desirable but not essential.

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Fluid Dynamics (146772)
James Rice
Continuum mechanics; conservation of mass and momentum, energy; stress, kinematics, and constitutive
equations; vector and tensor calculus. Dimensional analysis and scaling. Navier-Stokes equations,
Reynolds number. Solutions for simple flow states. Low Reynolds number flows; porous media flows;
lubrication theory; gravity currents. Inviscid flows, Kelvin circulation theorem, Bernoulli integrals, Vortical
flows. Waves in fluids; acoustics, shocks, water waves. Airfoil theory. Boundary layers. Flow instabilities.
Mixing, and turbulence in unbounded and bounded flows.
Recommended Prep: Familiarity with dynamics, vectors, multivariable calculus, and partial
differential equations. An undergraduate course in fluid dynamics or
other continuum mechanics is strongly recommended.

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Drug Delivery (122340)
Samir Mitragotri
Methods to deliver molecules to the human body. Physiological obstacles and engineering solutions.
Characterization techniques for drug delivery synthesis and in vitro analysis. Case studies of current
pharmaceutical products.
Recommended Prep: Mathematics 21a,b or Applied Mathematics 21a,b, and Chemistry 5 or

Life Sciences 1a.

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Advanced Cellular Engineering (114808)

Kevin K. Parker
This is a combined introductory graduate/upper-level undergraduate course that focuses on examining

modern techniques for manipulating cellular behavior and the application of these techniques to problems
in the biomedical and biotechnological arenas. Applications in drug discovery, regenerative medicine, and
cellular agriculture will be discussed. Topics will include controlling behavior of cells through cell-matrix
interactions, cytoskeletal architecture, and cell behavior in processes such as angiogenesis and wound
healing. Lectures will review fundamental concepts in cell biology before delving into topical examples
from current literature. Students will work weekly in the lab learning cell culture techniques, soft
lithography, microscopy, and classical in vitro assays measuring cell behavior.
Course Notes: BE121 and ES222 are the same course. This course has a mandatory
laboratory section that will require hands-on work outside of
scheduled lecture times.
Recommended Prep: Inorganic chemistry, cell biology, physics, and mathematics at the
level of Applied Mathematics 21 or Mathematics 21. Suggested courses
include organic chemistry and molecular biology.

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Survey of Energy Technology (109282)
Michael Aziz
Principles governing energy generation and interconversion. Current and projected world energy use.
Selected important current and anticipated future technologies for energy generation, interconversion,
storage, and end usage.
Course Notes: This course must be taken Sat/Unsat. Cannot be used for SEAS
concentration credit. Students may not take both Engineering
Sciences 229 and Engineering Sciences 231 for credit.
Recommended Prep: Calculus of a single variable, one semester of college-level physics,

and familiarity with chemistry at the high school advanced placement
level.

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Advanced Tissue Engineering (119260)
David Mooney
Fundamental engineering and biological principles underlying field of tissue engineering, along with
examples and strategies to engineer specific tissues for clinical use. Student design teams prepare a
research proposal and participate in a weekly laboratory.
Recommended Prep: Biochemistry or cell biology background.

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Energy Technology (125380)
Michael Aziz
Principles governing energy generation and interconversion. Current and projected world energy use.
Selected important current and anticipated future technologies for energy generation, interconversion,
storage, and end usage.
Course Notes: Students may not take both Engineering Sciences 231 and Engineering
Sciences 229 for credit.
Recommended Prep: One semester of college-level calculus-based physics and familiarity

with chemistry at the high school advanced placement level.

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Technology Venture Immersion (211051)
Conor Walsh
Thomas Eisenmann
2019 Spring (4 Credits) Schedule: MTWRFS 0900 AM - 0600 PM

Using a learning-by-doing approach, student teams will work on their own venture concepts in this
intensive immersion course. The course will convey concepts and builds skills required in early stage
technology ventures, including problem finding (human-centered design, customer discovery), solution
finding (ideation methods, prototyping, user testing), business model validation (hypothesis generation,
minimum viable products, lean experimentation), sales and marketing methods, venture financing, and
team building and leadership skills. Enrollment limited to first year MS/MBA students only.
Course Notes: This course is limited to first year MS/MBA students only. Extensive
January term course.

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Planetary Radiation and Climate (156547)
Robin Wordsworth
Atmospheric radiative transfer is at the heart of understanding the climate of Earth and other planets. This
course covers basic stellar and planetary physics, quantum spectroscopy, molecular and aerosol
scattering, satellite retrieval theory, cloud, CO2 and H2O climate feedbacks, and extreme climate
phenomena such as the runaway greenhouse, Nuclear Winter and Titan's methane cycle. As a final course
outcome, you will learn to construct a line-by-line radiative-convective climate model from first principles.
Course Notes: Engineering Sciences 237 is also offered as Earth and Planetary
Sciences 237. Students may not take both for credit.

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Advanced Innovation in Science and Engineering: Conference Course (118942)
David Weitz
Students are expected to meet all the requirements of Engineering Sciences 139 and in addition are
required to prepare an individual term project with significant analytic emphasis in an area of scientific or
technological innovation.

Course Notes: Offered jointly with the Design School as SCI-06272.

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Solid Mechanics (131521)
Joost Vlassak
Foundations of solid mechanics, development of elasticity theory, and introduction to linear visco-
elasticity and plasticity. Basic elasticity solutions. Variational principles. Deformation of plates.
Introduction to large deformation.
Recommended Prep: Applied Mathematics 105 or equivalent; introduction to solid

mechanics at the level of Engineering Sciences 120, or Earth and
Planetary Sciences 108 or 166, or Applied Physics 293.

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Fracture Mechanics (144024)
Zhigang Suo
Fundamentals of fracture with applications in materials and structural mechanics. Micromechanics of

fracture in ceramics, metals, and polymers. Fracture of composite materials. Interfacial fracture mechanics.
Fatigue crack propagation.
Recommended Prep: Engineering Sciences 240 or equivalent.

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Advanced Neural Control of Movement (122342)
Maurice Smith
Students expected to meet all of the requirements of Biomedical Engineering 130 (formerly Engineering
Sciences 149) and in addition to submit a term project with significant analytic content.
Recommended Prep: Mathematics 21b or Applied Mathematics 21b or equivalent, probability

and statistics, Applied Physics 50a, Physical Sciences 12a, or
equivalent.

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Information Processing and Statistical Physics (160448)
Yue Lu
This course introduces students to several fundamental notions and methods in statistical physics that
have been successfully applied to the analysis of various problems in signal processing, information
theory, and theoretical computer science. Discussions will be focused on studying such information
processing systems in the infinite-size limit, on analyzing the emergence of phase transitions, and on
understanding the behaviors of efficient algorithms. This course seeks to start from basics, assuming just
undergraduate probability and analysis, and in particular assuming no knowledge of statistical physics.
Students will take an active role by applying what they learn from the course to their preferred applications.
Recommended Prep: Analysis (Math 21a/b, or equivalent), Probability (Statistics 110,

Engineering Sciences 150, or equivalent).

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Informal Robotics/New Paradigms for Design and Construction (156726)
Chuck Hoberman
2019 Spring (4 Credits) Schedule: M 1000 AM - 1259 PM
Today new materials and fabrication techniques are transforming the field of robotics. Rather than rigid
metal parts connected by mechanical components, robots may now be made of folded paper, carbon
laminates or soft gels. They may be formed fully integrated from a 2D or 3D printer rather than assembled
from individual components. Light, compliant, highly customized - we are seeing the emergence of a new
design paradigm.
Informal Robotics is a direct collaboration between the Wyss Institute's Bioinspired Robotics platform (
http://wyss.harvard.edu/viewpage/204/bioinspired-robotics) and the GSD. Within the class, you will interact
with Wyss researchers who will share their unique designs for ambulatory and flying robots, end-effectors,
medical instruments and other applications.
The class will explore informal robotics from multiple perspectives, culminating with the design and
fabrication of original devices displaying animated intelligence in real-time. Going beyond traditional
engineering approaches, we will also explore new opportunities for design at the product, architectural, and
urban scales.
The class will be organized along four primary topics:
- Kinematics includes an overview of mechanism principles, design techniques for pop-ups, flat-folding
origami structures, and soft mechanisms.
- Fabrication methods will be explored through workshops on use of composite materials, laminated
assembly techniques, self-folding, and integrated flexures.
- Controls considers how to actuate movement and program desired behavior. Topics include servos, linear
actuators, shape memory alloys (SMAs) and use of Arduino for sensing and actuator control.
Applications takes us beyond purely technological concerns, contextualizing Informal Robotics
within larger trends where materials, manufacturing and computation are starting to merge.
Course Notes: This course does not count for concentration credit for SEAS
undergraduate concentrators; this course does not count as a
disciplinary course for SEAS Ph.D. students.
Class Notes: Will meet in Gund Hall 522. Current course information can be found
here.
Recommended Prep: This course includes weekly lectures, workshops, and guest lectures.
There will be assignments to produce test mechanisms and CAD
models, followed by final group projects. Presentations and
discussions of ongoing student work are integral to the course.
Although, there are no firm prerequisites, some knowledge of scripting
and/or fabrication using CNC machines is helpful. Evaluation will be
based on completion of assignments and the final project.

Attribute Value(s)

Aerosol Science and Technology (124746)
Scot Martin
Fundamental physics and chemistry underlying the science and technology of aerosols. Taught by
reference to topical problems in atmospheric chemistry, planetary climates, human health, and
technologies of nanofabrication.

Attribute Value(s)

Optics and Photonics (123351)
Federico Capasso
The focus is on the foundations of optics/photonics and on some of its most important modern
developments and applications. Powerful and widely used computational tools will be developed in the
sections. Topics to be covered: Maxwell's equations, Free space optics. Reflection, refraction, polarization
(Jones Calculus and Stokes parameters); interference and diffraction. Light-matter interaction, dispersion
and absorption. Guided wave optics (including optical fibers). Perturbation and couple mode theory,
transfer matrix methods; numerical methods. Optical resonators. Photonic crystals. Near-field optics. Metal
optics and Plasmonics. Metamaterials and Metasurfaces.
Course Notes: Open to graduate students and advanced undergraduates.
Recommended Prep: Elements of Electromagnetism, such as taught in Applied Physics 50b,

Physics 15b, Physical Sciences 12b, Engineering Sciences 151 or
equivalent.

Attribute Value(s)

Quantum Devices (118028)
Marko Loncar
The focus of this course are quantum devices that have revolutionized the field of information science and

technology. Particular emphasis this year will be on optical devices and communication technology. First,
quantum devices that have enabled development of internet will be discussed, including semiconductor
lasers, modulators and photo-detectors. Next, emerging quantum devices that will lead to so-called
"second quantum revolution" and development of quantum internet and quantum computers will be
introduced. These include single-photon sources and detectors, quantum memories, physical
implementations of quantum gates, etc.. Topics that will be covered include quantum dots, color centers in
solids, trapped ions and atoms, photon pair generation, quantum teleportation, quantum cryptography and
quantum repeaters. The course is a mixture of quantum mechanics, semiconductor device physics,
nanophotonics, quantum electronics and quantum optics.
Recommended Prep: Undergraduate level quantum mechanics such as Physics 143a or

equivalent.

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Introduction to MicroElectroMechanical System (127590)
Peter Stark
Amit Solanki
In this course, the student is introduced to micro-fabrication techniques through the filter of the rapidly
emerging, multi-disciplinary and exciting field of MicroElectroMechanical Systems (MEMS.) It is a lab based
course complemented by mandatory weekly lectures. It teaches fundamentals of micro machining and
fabrication techniques, including planar thin-film process technologies, photolithography and soft-
lithography techniques, deposition and etching techniques as well as limited inspection and
characterization technologies. Students, in teams, will build and characterize fully functional: surface
acoustic wave (SAW) resonators, micro polymerized chain reaction (uPCR) amplifiers, micro pressure
sensors and final projects of their own choosing. In doing so, they will be exposed to the basic principles
of tools in an advanced cleanroom.
Course Notes: Labs to be determined.
Recommended Prep: Applied Physics 50a,b, Physical Sciences 12a,b, or 15a,b; College
Chemistry at the level of Life Sciences 1a, Physical Sciences 1,
Engineering Sciences 173 and Engineering Sciences 176.

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Microfabrication Laboratory (109357)
Marko Loncar
Peter Stark
Content and requirements are similar to Engineering Sciences 177, with the addition that students enrolled
in Engineering Sciences 277 are given an additional project.
Recommended Prep: Physical Sciences 12a and 12b, or Physics 15a and 15b or equivalent.
ES 173 or a similar course on the fundamentals of semiconductor
devices, is strongly recommended.

enroll)

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System Engineering (208004)
Robert D. Howe
Venkat Venkatasubramanian
2018 Fall (4 Credits) Schedule: MTWRF 0900 AM - 1200 PM
This is the first core course for students in the MS/MBA program, to be taken in August of the first year of
the program. The course will begin with methods for modeling engineering and business systems,
including discrete and continuous systems and feedback controls. Students will write simple simulations
and then use professional modeling software to simulate complex systems. Students will next learn design
methodology, including stakeholder modeling, ideation, and decision making tools. A final team project will
involve design of a system, including simulation and prototyping.
Course Notes: This course is limited to first year MS/MBA students only. Extensive 3-
week course, Aug. 7-23.
Recommended Prep: Calculus, linear algebra, differential equations.
Requirements: First year MS/MBA students only

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Nano Micro Macro: Adaptive Material Laboratory (156219)
Joanna Aizenberg
Jonathan Grinham
"In recent years, a wealth of cross-disciplinary research has produced unprecedented growth in the study
of "architectured-materials." At the heart of this growth is a desire to design extraordinary functionality by
manipulating matter at the smallest length scale possible—think nano or even atomic. The science's new
approach to material design is radical. This course asks what these new material technologies mean to
design, energy, and our everyday occupancy of this planet.
This course brings together scientists, engineers, and designers to think across scales, learn about each
other's' working methods, and address real-world challenges by designing new materials and applying
them to new applications, or atmospheres. It is co-taught by faculty from the GSD and SEAS and co-listed
between the two schools. There are no prerequisites.
Working closely with laboratories from the Wyss Institute for Biologically Inspired Engineering and SEAS,
the 2018 edition of this course will focus on the potential of these new materials to be translated across
scales and application space. To develop bio-inspired adaptive materials capable of responding to thermal,
chemical, or other stimuli, students may work with scientists from the Aizenberg Lab. Those interested in
the mechanical behavior of meta-materials may work with the Bertoldi Group to understand the effects of
cellular aggregation in structural materials. While other students may be excited to explore super-tough
and self-actuated soft materials with scientists from the Mooney Lab. Across all of these possible
experiences, students will work closely with their scientist counterparts to gain hands-on, practical
knowledge of prototyping and experimental methods that provide meaningful insight into the future of
material design.
As in previous years, the course will be an intensely interdisciplinary, project-based exploration that
challenges students from the sciences and design to re-think the way they approach their craft. Students
will be asked to navigate the space between the sciences and design through a collaborative semester-long
group project. A sequence of lectures, workshops, and ideation sessions will provide a framework that
guides students towards understanding and mastering the innovation process itself. Scientists from the
Wyss, SEAS, and industry will provide both material specific guest lectures as well as visionary lectures to
help students frame their work. Students will conduct part of their work in the Wyss or SEAS science labs
on Oxford Street, as well as at the GSD FabLab.
Note: MDE students, this course can satisfy a GSD course requirement by enrolling in SCI 6477, or a SEAS
course requirement by enrolling in ES 291. But it cannot simultaneously satisfy both requirements.
Course Notes: Offered jointly with Harvard Graduate School of Design as SCI 6477
and will meet at GSD.
Class Notes: See GSD SCI 6477 in my.harvard.edu for classroom information.

Attribute Value(s)
Engineering Sciences 294HFRA

Quantum Materials and Devices Seminar Series (160593)
Robert Westervelt
A series of seminars on Quantum Materials and Devices will be presented by experts in the field. This course is
organized by our Science and Technology Center for Integrated Quantum Materials. Please see our website (
http://ciqm.harvard.edu) for more information.
Course Notes: Engineering Sciences 294 (ES 294) was formerly Engineering Sciences
114r (ES 114r).
Class Notes: Students must complete both parts of this course (ES294 parts A and
Recommended Prep: Undergraduate courses in electricity & magnetism and quantum

mechanics.

Attribute Value(s)
Engineering Sciences 294HFRB

Quantum Materials and Devices Seminar Series (160594)
Robert Westervelt
A series of seminars on Quantum Materials and Devices will be presented by experts in the field. This course is
organized by our Science and Technology Center for Integrated Quantum Materials. Please see our website (
http://ciqm.harvard.edu) for more information.
Course Notes: Engineering Sciences 294 (ES 294) was formerly Engineering Sciences
114r (ES 114r).
Class Notes: Students must complete both parts of this course (ES294 parts A and
Recommended Prep: Undergraduate courses in electricity & magnetism and quantum

mechanics.

Attribute Value(s)

Professional Writing for Scientists and Engineers (207614)
Daniel Needleman
Suzanne Smith
This course will provide students the opportunity to develop their skills in the critical reading and writing of
various genres of scientific literature, including research articles, and fellowship and grant proposals.

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Methodologies in Design Engineering (107995)
Kevin K. Parker
Fawwaz Habbal
This is a SAT/UNSAT seminar course focused on design thinking, analysis, planning, and executing the
development of engineered systems. Weekly meetings will include discussions and assigned readings of
case studies and examples of the systems surrounding the developing technical system. Organizing and
executing research, innovation, and product design at the scales from academic group, to startup, to major
industry will be discussed. The course is designed to allow the engineer and designer to integrate technical
knowledge into an executable framework as an individual or leader of a design team.
Course Notes: Enrollment subject to approval of the instructor, with first and second
year MDE graduate students receiving priority. Undergraduates are
not allowed to enroll.

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Practical Solutions For Technology's Public Dilemmas (107995)
Ash Carter

This course identifies and analyzes alternative solutions to the dilemmas that disruptive technology is
posing to public good in the digital, biotech, and jobs and training domains. The objective is for students to
craft technologically-informed practical public-private approaches to some of the key policy issues of our
time. It begins with a brief history of successful and unsuccessful governance of far-reaching technological
changes in the past. The first part of the course treats the ongoing digital revolution, crafting solutions to
issues of social media responsibility, cybersecurity, and artificial intelligence (AI). It then turns to the
biotech revolution that is gathering momentum, addressing genome editing, bioweapons and bioterror, and
the role of venture capital in biotech. The third segment of the course addresses the ways that technology
is disrupting the nature of work and lifelong training. The example of driverless cars will be used to
illustrate the challenges and opportunities that technology provides to sustain cohesive and prosperous
societies in the era of tech "disruption". Assignments stress development of key writing and speaking
skills.
Course Notes: Cannot be used for computer science or engineering concentration

credit. Jointly offered with HKS (IGA 505) and meets at HKS.
Class Notes: See HKS IGA 505 for classroom information.

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Special Topics in Engineering Sciences (143668)
Fawwaz Habbal
Supervision of experimental or theoretical research on acceptable engineering and applied science

problems and supervision of reading on topics not covered by regular courses of instruction.

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Special Topics in Engineering Sciences (143668)

Fawwaz Habbal
Supervision of experimental or theoretical research on acceptable engineering and applied science

problems and supervision of reading on topics not covered by regular courses of instruction.

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Nanophotonics (120144)
Fawwaz Habbal
Class Notes:
Instructor to be determined

Attribute Value(s)

Nanophotonics (120144)
Fawwaz Habbal
Class Notes:
Instructor to be determined

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Topics in Electronic Materials and Semiconductor Heterostructure Physics (111978)

Attribute Value(s)

Topics in Electronic Materials and Semiconductor Heterostructure Physics (111978)

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Control Theory (156746)
Na Li

Attribute Value(s)
Control Theory (156746)
Na Li

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Control Theory, Robotics, Computer Vision, and Intelligent Machines (131474)
Roger Brockett

Attribute Value(s)

Control Theory, Robotics, Computer Vision, and Intelligent Machines (131474)
Roger Brockett

Attribute Value(s)

Design, Sensing, and Control (148221)

Robert D. Howe

Attribute Value(s)

Design, Sensing, and Control (148221)
Robert D. Howe

Attribute Value(s)

Information Theory and Applications (205902)

Attribute Value(s)

Information Theory and Applications (205902)

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Image Processing and Computer Vision (120087)
Todd Zickler

Attribute Value(s)

Image Processing and Computer Vision (120087)
Todd Zickler

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Wireless Computing and Networking (146777)
H. Kung

Attribute Value(s)
Wireless Computing and Networking (146777)
H. Kung

Attribute Value(s)

Structured Representations, Computing and Inference for Stochastic Systems (160964)
Demba Ba

Attribute Value(s)

Structured Representations, Computing and Inference for Stochastic Systems (160964)
Demba Ba

Attribute Value(s)

Microrobotics and Bio-inspired Autonomous Robotic Systems (121405)
Robert Wood

Attribute Value(s)

Microrobotics and Bio-inspired Autonomous Robotic Systems (121405)
Robert Wood

Attribute Value(s)

Edge Computing (212606)
Vijay Janapa Reddi

Attribute Value(s)

Evelyn Hu

Attribute Value(s)

Evelyn Hu

Attribute Value(s)

Materials Processing (120117)
Jennifer Lewis

Attribute Value(s)

Materials Processing (120117)
Jennifer Lewis

Attribute Value(s)
Mixed-Signal VLSI Design (115694)
Gu-Yeon Wei

Attribute Value(s)

Mixed-Signal VLSI Design (115694)
Gu-Yeon Wei

Attribute Value(s)

Circuit Design and Scientific Instrumentation (116341)
Paul Horowitz

Attribute Value(s)

Circuit Design and Scientific Instrumentation (116341)

Paul Horowitz

Attribute Value(s)

Brian Farrell

Attribute Value(s)

Brian Farrell

Attribute Value(s)

Integrated Circuits and Electronics (117620)
Donhee Ham

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Integrated Circuits and Electronics (117620)
Donhee Ham

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Mechanics and Materials in Small Structures (118787)
Zhigang Suo

Attribute Value(s)

Mechanics and Materials in Small Structures (118787)
Zhigang Suo

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Mechanics of Engineering Materials and Small Devices (114275)
Joost Vlassak

Attribute Value(s)

Mechanics of Engineering Materials and Small Devices (114275)
Joost Vlassak

Attribute Value(s)

Mechanics of Solids and Fluids: Earthquake Seismology and Environmental Geomechanics (136043)
James Rice

Attribute Value(s)

Mechanics of Solids and Fluids: Earthquake Seismology and Environmental Geomechanics (136043)

James Rice

Attribute Value(s)

David Clarke

Attribute Value(s)

David Clarke

Attribute Value(s)

Mechanics of Soft Materials (127073)
Katia Bertoldi

Attribute Value(s)

Mechanics of Soft Materials (127073)
Katia Bertoldi

Attribute Value(s)

Deformation and Fracture of Materials (146775)
John Hutchinson

Attribute Value(s)

Deformation and Fracture of Materials (146775)
John Hutchinson

Attribute Value(s)
Maurice Smith

Attribute Value(s)

Maurice Smith

Attribute Value(s)

Biomolecular Engineering, Molecular Self-Assembly and Responsive Materials (127071)
Neel Joshi

Attribute Value(s)

Biomolecular Engineering, Molecular Self-Assembly and Responsive Materials (127071)

Neel Joshi

Attribute Value(s)

Roy Gordon

Attribute Value(s)

Roy Gordon

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Engineering Mammalian Cell Phenotype (119262)
David Mooney

Attribute Value(s)

Engineering Mammalian Cell Phenotype (119262)
David Mooney

Attribute Value(s)

Cellular Biophysics (118030)
Kevin K. Parker

Attribute Value(s)

Cellular Biophysics (118030)
Kevin K. Parker

Attribute Value(s)
Bioelectronics (212600)
Jia Liu

Attribute Value(s)

Bioinspired Engineering (109276)
Donald Ingber

Attribute Value(s)

Bioinspired Engineering (109276)
Donald Ingber

Attribute Value(s)

Atmosphere-Biosphere Interactions (144759)

Steven Wofsy

Attribute Value(s)

Atmosphere-Biosphere Interactions (144759)
Steven Wofsy

Attribute Value(s)

Stratospheric Chemistry and Transport (143830)
Steven Wofsy

Attribute Value(s)

Stratospheric Chemistry and Transport (143830)
Steven Wofsy

Attribute Value(s)

Daniel Jacob

Attribute Value(s)

Daniel Jacob

Attribute Value(s)

Zhiming Kuang

Attribute Value(s)
Zhiming Kuang

Attribute Value(s)

Environmental Science (122867)
Michael McElroy

Attribute Value(s)

Environmental Science (122867)
Michael McElroy

Attribute Value(s)

Atmospheric and Environmental Chemistry (160978)

Frank Keutsch

Attribute Value(s)

Atmospheric and Environmental Chemistry (160978)
Frank Keutsch

Attribute Value(s)

Environmental Biology (131498)
Ralph Mitchell

Attribute Value(s)

Environmental Biology (131498)
Ralph Mitchell

Attribute Value(s)

Transport Phenomena and Biomaterials for Drug Delivery (119026)
David Edwards

Attribute Value(s)

Transport Phenomena and Biomaterials for Drug Delivery (119026)
David Edwards

Attribute Value(s)

Biologically Inspired Design and Control of Medical Devices and Robots (122347)
Conor Walsh

Attribute Value(s)
Biologically Inspired Design and Control of Medical Devices and Robots (122347)
Conor Walsh

Attribute Value(s)

Energy Related Materials and Technologies (160965)
Xin Li

Attribute Value(s)

Energy Related Materials and Technologies (160965)
Xin Li

Attribute Value(s)

Drug Delivery Methodologies (205867)
Samir Mitragotri

Attribute Value(s)

Drug Delivery Methodologies (205867)
Samir Mitragotri

Attribute Value(s)

Theory, Dynamics and Transport in Quantum Materials (205885)
Prineha Narang

Attribute Value(s)

Theory, Dynamics and Transport in Quantum Materials (205885)
Prineha Narang

Attribute Value(s)

Atomistic Computational Design of Functional Materials (212611)
Boris Kozinsky

Attribute Value(s)

Scot Martin

Attribute Value(s)

Scot Martin

Attribute Value(s)

Elsie Sunderland

Attribute Value(s)

Elsie Sunderland

Attribute Value(s)

Microelectronics and VLSI Systems (121471)
Woodward Yang

Attribute Value(s)

Microelectronics and VLSI Systems (121471)
Woodward Yang

Attribute Value(s)

Nanoscale Optics, NEMS and Nanofabrication Technology (122884)
Marko Loncar

Attribute Value(s)

Nanoscale Optics, NEMS and Nanofabrication Technology (122884)
Marko Loncar

Attribute Value(s)

Multidimensional Signal Processing, Sensor Networks, and Computational Imaging (127402)
Yue Lu

Attribute Value(s)

Multidimensional Signal Processing, Sensor Networks, and Computational Imaging (127402)
Yue Lu

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Engineering Sciences 399-TIME

Academic-Related Work for SEAS Graduate Students (208271)

Enrollment in ES 399-TIME is open to any SEAS Ph.D., M.E., or S.M. student who holds a SEAS or FAS
com/seastfform.
ES 399-TIME.
Course Notes: Teaching Fellows may enroll in 4 units of ES 399-TIME for a .25 FTE TF
appointment, or up to 8 units of ES 399-TIME for a .5 FTE TF
appointment. TFs should not enroll in the course in which they are
teaching.
Any enrollment in ES 399-TIME other than as described here is

disallowed by SEAS policy, with exceptions requiring prior approval of
the Director of Graduate Studies. ES 399-TIME cannot be used to
satisfy any degree requirements.

Attribute Value(s)

Engineering Sciences 399-TIME
Academic-Related Work for SEAS Graduate Students (208271)

Enrollment in ES 399-TIME is open to any SEAS Ph.D., M.E., or S.M. student who holds a SEAS or FAS
com/seastfapplication.
ES 399-TIME.
Course Notes: Teaching Fellows may enroll in 4 units of ES 399-TIME for a .25 FTE TF
appointment, or up to 8 units of ES 399-TIME for a .5 FTE TF
appointment. TFs should not enroll in the course in which they are
teaching.
Any enrollment in ES 399-TIME other than as described here is

disallowed by SEAS policy, with exceptions requiring prior approval of
the Director of Graduate Studies. ES 399-TIME cannot be used to
satisfy any degree requirements.

Attribute Value(s)

English
Subject: English
English CAFR
CAFR: Advanced Fiction Workshop: Writing this Present Life (160953)
Claire Messud
Intended for students with prior fiction-writing and workshop experience, this course will concentrate on
structure, execution and revision. Exploring various strands of contemporary and recent literary fiction –
writers such as Karl Ove Knausgaard, Rachel Cusk, Chimamanda Adichie, Valeria Luiselli, etc – we will
consider how fiction works in our present moment, with emphasis on a craft perspective. Each student will
present to the class a published fiction that has influenced them. The course is primarily focused on the
discussion of original student work, with the aim of improving both writerly skills and critical analysis.
Revision is an important component of this class: students will workshop two stories and a revision of one
of these.
Course Notes: Admission based on submitted samples of writing. For information on

specific application requirements, please see the English Department's
Creative Writing web page. Workshops do not ordinarily meet during
shopping period. Instructors will notify admitted students of first
meeting date.

Attribute Value(s)
English CAJR
Journalism in the Age of Trump: Workshop (205147)
Jill Abramson
At its heart, journalism is a truth-seeking exercise based on reported facts, careful collection of evidence
from witnesses, and reasoned, dispassionate analysis. The editing and presentation of stories should
honor the intelligence of readers and the audience. The journalist is not a combatant in the story. But these
time-honored traditions are under assault like never before. President Trump's declared war on "fake
news," his attacks on the press as "enemies of the people" as well as secular changes in technology and
the ways in which the news is produced and delivered have combined to undermine the very notion of
truth. The class will closely study the role of social media in spreading information, including false stories.
We will chart the rise of a more ideological press. We will spend the semester examining these
developments, their effects on journalism, and their consequences for democracy.
Writing assignments will include weekly essays examining the core issues at stake in the battle for the

truth, compilation of a narrative based on real documents in the Russia investigation and a major, written
exercise where students will propose ways that truth can be preserved and protected in journalism.
Readings will include classics, such as Richard Hofstadter's Paranoid Style in American Politics, George
Orwell's 1984 and Michiko Kakutani's new book, The Death of Truth. In class, we will watch the
documentary series "The Fourth Estate," and examine nightly news clips from Fox News, MSNBC and CNN.
We will examine the key legal documents in the federal investigation of Russian interference in the election
and study how they were reported. There will be guest speakers, including the journalists who cover the
Trump White House, the Mueller investigation and new projects promoting truth in the news.

meeting date.

Attribute Value(s)
English CAJR
Journalism in the Age of Trump: Workshop (205147)
Jill Abramson
At its heart, journalism is a truth-seeking exercise based on reported facts, careful collection of evidence
from witnesses, and reasoned, dispassionate analysis. The editing and presentation of stories should
honor the intelligence of readers and the audience. The journalist is not a combatant in the story. But these
time-honored traditions are under assault like never before. President Trump's declared war on "fake
news," his attacks on the press as "enemies of the people" as well as secular changes in technology and
the ways in which the news is produced and delivered have combined to undermine the very notion of
truth. The class will closely study the role of social media in spreading information, including false stories.
We will chart the rise of a more ideological press. We will spend the semester examining these
developments, their effects on journalism, and their consequences for democracy.
Writing assignments will include weekly essays examining the core issues at stake in the battle for the
truth, compilation of a narrative based on real documents in the Russia investigation and a major, written
exercise where students will propose ways that truth can be preserved and protected in journalism.
Readings will include classics, such as Richard Hofstadter's Paranoid Style in American Politics, George
Orwell's 1984 and Michiko Kakutani's new book, The Death of Truth. In class, we will watch the
documentary series "The Fourth Estate," and examine nightly news clips from Fox News, MSNBC and CNN.
We will examine the key legal documents in the federal investigation of Russian interference in the election
and study how they were reported. There will be guest speakers, including the journalists who cover the
Trump White House, the Mueller investigation and new projects promoting truth in the news.

meeting date.
Attribute Value(s)
English CALR
Advanced Screenwriting: Workshop (123934)
Musa Syeed
The feature-length script is an opportunity to tell a story on a larger scale, and, therefore, requires
additional preparation. In this class, we will move from writing a pitch, to a synopsis, to a treatment/outline,
to the first 10 pages, to the first act of a feature screenplay. We will analyze
produced scripts and discuss various elements of craft, including research, writing layered dialogue, world-
building, creating an engaging cast of characters. As an advanced class, we will also look at ways both
mainstream and independent films attempt to subvert genre and structure.
Students will end the semester with a first act (20-30 pages) of their feature, an outline, and strategy to
complete the full script.

meeting date.

Attribute Value(s)
English CAMR
Advanced Playwriting: Workshop (145402)
Sam Marks
This workshop is a continued exploration of writing for the stage. Students will be encouraged to excavate
their own voice in playwriting. They will examine and attempt multiple narrative strategies and dialogue
techniques. They will bolster their craft of playwriting through generating short scripts and a completed
one act. Readings will include significant contributors to the theatrical form such as Ibsen and Beckett as
well as contemporary dramatists such as Annie Baker, Caryl Churchill and Sam Shepard.


meeting date.

Attribute Value(s)
English CAPR
Poetry: Workshop (120472)
Jorie Graham
Open by application to both undergraduates and graduates. Class lasts three hours and includes the study
of poetic practice in conjunction with the discussion of student work.

meeting date.

Attribute Value(s)
English CBBR
Intermediate Poetry: Workshop (146632)
Joshua Bell
Initially, students can expect to read, discuss, and imitate the strategies of a wide range of poets writing in
English; to investigate and reproduce prescribed forms and poetic structures; and to engage in writing
exercises meant to expand the conception of what a poem is and can be. As the course progresses,
reading assignments will be tailored on an individual basis, and an increasing amount of time will be spent
in discussion of student work.

meeting date.

Attribute Value(s)
English CBBR
Intermediate Poetry: Workshop (146632)
Joshua Bell
Initially, students can expect to read, discuss, and imitate the strategies of a wide range of poets writing in
English; to investigate and reproduce prescribed forms and poetic structures; and to engage in writing
exercises meant to expand the conception of what a poem is and can be. As the course progresses,
reading assignments will be tailored on an individual basis, and an increasing amount of time will be spent
in discussion of student work.

meeting date.

Attribute Value(s)
English CBF
Breaking Form: Creative Writing Workshop (208934)
Teju Cole
The tension between the invented and the observed has compelled many writers to break out of inherited
forms. What is the dividing line between fiction and non-fiction? What are the possibilities for very short
narrative pieces? What is "poetic" writing anyway? In this writing workshop, our thinking will be helped
along by a wide variety of texts, including work from Félix Fénéon, Georges Perec, Toni Morrison, and Anne
Carson. The course will be assessed on classroom participation, a series of shorter written pieces, and a
revised final project.

meeting date.

Attribute Value(s)
English CDWR
Writing the Documentary: Workshop (207634)
Musa Syeed
This course will focus on non-fiction writing for film, with a primary focus on the documentary treatment.
We will discuss various aspects of the craft, including interviewing techniques, research, varying formal
approaches, and story structure, as well as ethical concerns in documentary filmmaking. We will examine
produced treatments and screen a wide array of documentaries. Students will be expected to perform
research, primarily in the field, and identify their own documentary subjects, about whom they will develop
a film treatment as a final project.

meeting date.

Attribute Value(s)
English CFMR
Introductory Fiction Workshop: Finding and Shaping the Story (160952)
Claire Messud
An introductory fiction workshop, in which students will explore elements of craft such as character, point
of view, setting, detail, style, etc. The first weeks will be devoted to fiction readings (including Gustave
Flaubert, James Joyce, Ernest Hemingway, Toni Morrison, Alice Munro, Yiyun Li, Richard Flanagan,
NoViolet Bulawayo, among others) and creative exercises; most of the semester will be spent
workshopping student fiction. The final project involves significant revision of a story.

meeting date.

Attribute Value(s)
English CHCR
Advanced Poetry: Workshop (130000)
Joshua Bell
By guided reading, classroom discussion, one on one conference, and formal and structural
experimentation, members of the Advanced Poetry Workshop will look to hone, deepen, and challenge the
development of their poetic inquiry and aesthetic. Students will be required to write and submit one new
poem each week and to perform in-depth, weekly critiques of their colleagues' work.

meeting date.

Attribute Value(s)
English CHCR
Advanced Poetry: Workshop (130000)
Joshua Bell
By guided reading, classroom discussion, one on one conference, and formal and structural
experimentation, members of the Advanced Poetry Workshop will look to hone, deepen, and challenge the
development of their poetic inquiry and aesthetic. Students will be required to write and submit one new
poem each week and to perform in-depth, weekly critiques of their colleagues' work.

meeting date.

Attribute Value(s)
English CIHR
The I's Have It: Writing and Reading the Personal Essay: Workshop (205151)
Michael Pollan
In this advanced workshop, we will read widely in the tradition that begins with Montaigne and write essays
of our own in a variety of lengths and forms. A principal goal of the course will be to develop a voice on the
page and learn how to deploy the first person, not merely as a means of self-expression but as a tool for
telling a true story, conducting an inquiry or pressing an argument.

meeting date.

Attribute Value(s)
English CIJR
Introduction to Journalism: Workshop (156630)
Jill Abramson
An intense seminar for those interested in understanding the changing role of journalism and in learning
the art of reporting and writing narrative stories. The course is intended for those contemplating careers as
journalists or because they want a better sense of how journalism really works. Coursework will include
two narrative articles that are ready for publication. Readings will include some of the best examples of
modern journalism, from magazine features by authors including Gay Talese to multimedia narratives such
as The New York Times' "Snow Fall."

meeting date.

Attribute Value(s)
English CIJR
Introduction to Journalism: Workshop (156630)
Jill Abramson
An intense seminar for those interested in understanding the changing role of journalism and in learning
the art of reporting and writing narrative stories. The course is intended for those contemplating careers as
journalists or because they want a better sense of how journalism really works. Coursework will include
two narrative articles that are ready for publication. Readings will include some of the best examples of
modern journalism, from magazine features by authors including Gay Talese to multimedia narratives such
as The New York Times' "Snow Fall."

meeting date.

Attribute Value(s)
English CKR
Introduction to Playwriting: Workshop (116875)
Sam Marks
This workshop is an introduction to writing for the stage through intensive reading and in-depth written
exercises. Each student will explore the fundamentals and possibilities of playwriting by generating short
scripts and completing a one act play with an eye towards both experimental and traditional narrative
styles. Readings will examine various ways of creating dramatic art and include work from contemporary
playwrights such as Kenneth Lonergan, Martin McDonagh, Suzan Lori-Parks, and Sarah Ruhl as well
established work from Anton Chekhov, Sarah Kane, and Harold Pinter.

meeting date.

Attribute Value(s)

English CKR
Introduction to Playwriting: Workshop (116875)
Sam Marks
This workshop is an introduction to writing for the stage through intensive reading and in-depth written
exercises. Each student will explore the fundamentals and possibilities of playwriting by generating short
scripts and completing a one act play with an eye towards both experimental and traditional narrative
styles. Readings will examine various ways of creating dramatic art and include work from contemporary
playwrights such as Kenneth Lonergan, Martin McDonagh, Suzan Lori-Parks, and Sarah Ruhl as well
established work from Anton Chekhov, Sarah Kane, and Harold Pinter.

meeting date.

Attribute Value(s)
English CLR
Introduction to Screenwriting: Workshop (116874)
Musa Syeed
This workshop will introduce students to the fundamentals of dramatic screenwriting, including narrative
theory and structure, character design, dialogue/voice, genre, and tone. In the beginning of the semester,
we will focus on craft exercises, reading produced scripts, and watching short films. We will then transition
to workshopping student work in class, and each students will have the opportunity to submit two short
screenplays, one of which they will revise for a final project.

meeting date.

Attribute Value(s)
English CLR
Introduction to Screenwriting: Workshop (116874)
Musa Syeed
This workshop will introduce students to the fundamentals of dramatic screenwriting, including narrative
theory and structure, character design, dialogue/voice, genre, and tone. In the beginning of the semester,
we will focus on craft exercises, reading produced scripts, and watching short films. We will then transition
to workshopping student work in class, and each students will have the opportunity to submit two short
screenplays, one of which they will revise for a final project.

meeting date.

Attribute Value(s)
English CNFR
Creative Nonfiction: Workshop (145426)
Darcy Frey
Whether in essay, memoir or reportage, creative nonfiction employs many of the same literary techniques
as fiction: narrative structure, character development, scene-setting, extended dialogue, emphasis on voice
and point of view. In addition to workshopping student writing, we discuss examples of the genre by writers
such as Virginia Woolf, William Maxwell, Joan Didion, and John McPhee. Assignments include two 10-15
page narratives, an extensive revision, and typed critiques of classmates' work.

meeting date.

Attribute Value(s)

English CNFR
Creative Nonfiction: Workshop (145426)
Darcy Frey
Whether in essay, memoir or reportage, creative nonfiction employs many of the same literary techniques
as fiction: narrative structure, character development, scene-setting, extended dialogue, emphasis on voice
and point of view. In addition to workshopping student writing, we discuss examples of the genre by writers
such as Virginia Woolf, William Maxwell, Joan Didion, and John McPhee. Assignments include two 10-15
page narratives, an extensive revision, and typed critiques of classmates' work.

meeting date.

Attribute Value(s)
English CNM
Introduction to Fiction: Workshop (205276)
Indraneel Mukherjee
The course will consist of two halves. In the first hour of each class, we will be doing close readings of an
assigned text (TBA), with the aim of isolating some aspect of the craft of writing in order to take bearings
for your own. In the second half of the class, divided into two equal segments of an hour each, we will be
workshopping the writing of two students. Our goal is for each of you to have two turns, and approximately
5-10,000 words of your work critiqued, by the time semester ends. The final project involves significant
redrafting of a story or a portion of a novel.

meeting date.

Attribute Value(s)

English CNSR
Narrative Science Journalism: Workshop (207633)
Michael Pollan
The arc of this workshop will trace the process of researching and writing a single long piece of science
journalism: finding and pitching story ideas; reporting in depth and at length; outlining and structuring
your story; choosing a narrative voice and strategy, crafting leads and "overtures," and making
connections between your story and its larger contexts. As a group, we'll also work as editors on one
another's ideas and pieces. And since reading good prose is the best way to learn to write it, we'll be
closely reading an exemplary piece of narrative science journalism each week. Students will be expected to
complete a draft and revision of a substantial piece by the end of the term.

meeting date.

Attribute Value(s)
English CPWR
Poetry: Workshop (146247)
Jorie Graham
Open by application to both undergraduates and graduates. Class includes the discussion of literary texts
as well as work written by students.

meeting date.

Attribute Value(s)

English CPY
Fiction Writing: Workshop (203264)
Paul Yoon
An introductory workshop where we will learn to read as writers and study all aspects of the craft of fiction
writing, including such topics as character, point of view, structure, time, and plot. The first weeks will
focus heavily on writing exercises and reading contemporary short fiction. Writers we will study will
include: Daniyal Mueenuddin, Haruki Murakami, Jenny Erpenbeck, and Tom Drury. As the semester
progresses, the focus of the workshop will shift to creating and discussing your own work at the table,
along with submitting a final revision project.

meeting date.

Attribute Value(s)
English CPY
Paul Yoon

meeting date.

Attribute Value(s)
English CPY Section: 002

Paul Yoon

meeting date.

Attribute Value(s)
English CPY Section: 002

Paul Yoon

meeting date.

Attribute Value(s)
English CSFR
Style in Fiction: Workshop (207635)
Indraneel Mukherjee
This class will look at excerpts from a selection of writers who are considered to be great prose stylists.
The course will consist of two halves. The first hour of the class will be devoted to discussion and close
analysis of a particular writer's style in the assigned text that will be circulated a week in advance. The idea
is to look at a wide range of writing styles and try to isolate what is unique about each, how the relevant
style and meaning correspond, in what ways a writer's style is a window on the world s/he is representing,
how style relates to affect, and other such questions. The class would be particularly suited to those who
have taken at least two previous Creative Writing courses. Beginners should apply to the 'Introduction to
fiction' classes being offered.
In the second half of the class, divided into two equal segments of an hour each, we will be workshopping
the writing of two students. Our goal is for each of you to have two turns, and approximately 5-10,000
words of your work critiqued, by the time semester ends. The final project involves significant redrafting of
a story or a portion of a novel.

meeting date.

Attribute Value(s)
English CTV
Writing for Television: Developing the Pilot: Workshop (203266)
Sam Marks

This workshop introduces the television pilot with a focus on prestige drama and serialized comedy.
Students will excavate their own voice and explore the structure and execution of pilot writing through a
first draft of their own original script. With intensive reading and discussion of student work we will
examine elements of TV writing, such as treatments and outlines as well as character, dialogue, tone, plot,
and, most importantly, vision. Over the semester, we'll turn ideas into worlds and worlds into scripts.

meeting date.

Attribute Value(s)
English CVB
Laura van den Berg
2019 Spring (4 Credits) Schedule: R 0900 AM - 1145 AM
This course will serve as an introduction to the fundamentals of writing fiction. The initial weeks will focus
on assigned readings—you can expect to encounter works by Edward P. Jones, Helen Oyeyemi, Joy
Williams, Yoko Ogawa, and others—and short exercises. The readings will give us a lens through which to
explore character, structure, time, point of view, etc, and will inform the workshop dialogues that follow.
Later in the term, your own fiction will serve as the primary text as the focus shifts to the creation and
revision of original work.

meeting date.

Attribute Value(s)
English CVB
Laura van den Berg
2018 Fall (4 Credits) Schedule: R 0900 AM - 1145 AM


meeting date.

Attribute Value(s)
English CVB Section: 002

Laura van den Berg

meeting date.

Attribute Value(s)
English CVB Section: 002

Laura van den Berg


meeting date.

Attribute Value(s)
English CVR
Jamaica Kincaid
A seminar/workshop. Readings include Bruno Schultz, Jean Toomer, Robert Walser, and Rimbaud's
Illuminations, among others.

meeting date.

Attribute Value(s)
English CWC
Writing Critically: Creative Writing Workshop (208935)
Teju Cole

Criticism is poised between memoir and reportage. In this writing workshop, you will write critically about
photography, painting, film, music, architecture, dance, and literature. We will also examine the particular
pressures and possibilities of online criticism. Exemplary essays will be assigned from the work of Susan
Sontag, John Berger, Helen Vendler, and Greg Tate. The goal is to help you identify precision, intelligence
and élan in criticism, and foster those qualities in your own writing. The course will be assessed on
classroom participation, a series of shorter written pieces, and a revised final project.

meeting date.

Attribute Value(s)
English CWSR
The Art of Writing about Science: Workshop (207988)
Russell Rymer
This is a seminar in creative nonfiction writing that will take science as its subject matter. Students will
research and write a series of magazine-style articles about science or scientists, intended for a general
readership. Along the way, they will hone their interviewing and research skills and expressive capabilities,
while contending with issues of factual accuracy, creative license, authority, and responsibility, along with
the basic tenets of longform nonfiction. Ultimately students will explore the ways that hard science and
subjective prose are interrelated forms. No prior experience with science is required.

meeting date.

Attribute Value(s)
English CWWR
Writing Women: Workshop (207987)
Susan Faludi

Women have historically exerted their voice and power through writing, even as the professional writing
trades of journalism and publishing have historically been unwelcoming of their presence. This seminar
class will examine reporting and writing by and about women, and engage students in the practice of
writing about gender, feminism, and women's lives. Students will produce and workshop their own
researched and reported longform articles, while simultaneously inspecting how the media represents
women's issues and learning the history of women writers in American journalism. We will grapple with
questions of interviewing, structure, creative expression, ethics, and fair representation, along with the
fundaments of narrative nonfiction.

meeting date.

Attribute Value(s)
English 20
Introduction to Advanced Literary Study (205278)
David Alworth
Meta-issues in literary criticism, with readings in critical, philosophical, and literary texts. The course
provides an overview of the theoretical and methodological aspects of what we do when we talk about
literature. The goal is not to learn what others have said but to help students orient themselves in the field
of literary study. Designed for sophomores interested in concentrating in English or other literature-based
fields, but all students are welcome.
Class Notes: Class will be held from 3:00 to 5:00.

Attribute Value(s)
English 42
Arrivals: British Literature 700-1700 (130630)
Nicholas Watson
A study of central genres of Old English, Middle English, and Early Modern literature in tandem with the
development of ideas of nation and community, with a special emphasis on poetic narratives. Key texts
include Beowulf, The Canterbury Tales, The Faerie Queene, Paradise Lost, and The Pilgrim's Progress.
Course Notes: Be sure to attend first class meeting to be considered for admittance.

Attribute Value(s)
English 45
Anna Wilson
In this course we will read some of the most significant and influential works of literature written in England
before 1700. We will encounter the genres, tropes, forms, and language of medieval and early modern
English literature, while exploring how these texts respond to and shape issues of their time, including war,
political regimes, the emergence of national, racial, and religious identities, and changing attitudes to
gender and sexuality. We will also develop a foundational range of critical writing skills and methods for
approaching English literature.

Attribute Value(s)
English 46
James Engell
From 700-1700 CE the island—called the United Kingdom of Great Britain only in 1707—witnesses foreign
invasions, warring kingdoms, ethnic cleansing, clashing cultures, rebellions, shifts in language, changing
manners, morals, and religion. The English language grows to represent such untraditional events. Epic,
prose romance, drama, allegory, dream vision, bawdy stories, lyrics, intellectual prose, love poetry.
Beowulf, Arthurian tales, Julian of Norwich, Chaucer, Shakespeare, Milton, lyric poets.

Attribute Value(s)
English 50
Poets: Ode, Elegy, Epigram, Fragment, Song (145782)
Stephanie Burt
Poetry, lyric and otherwise: how to read it, hear it, and write about it, from the 16th century to the present,
with forms and models from Shakespeare, Keats and Dickinson to Herrera, Kasischke or Agbabi.
Assignments include critical papers but also "imitation of great masters" (as Yeats put it); we'll study
poems both in and out of the historical contexts that made them possible, and we'll ask why those that
endure have endured.

Attribute Value(s)
English 55
Poets: Foundations of Lyric Poetry (130246)
Peter Sacks
An introduction to the fundamentals of Lyric poetry.

Attribute Value(s)

English 56
Poets: Lyric and Narrative (146181)
Andrew Warren
This course is a general introduction to reading, discussing and writing about poetry, both lyric and
narrative. Our focus will be on the Romantics, experimentalists writing amidst a time of political upheaval
and radical social change: William Blake, William Wordsworth & Samuel Taylor Coleridge, Anna Barbauld,
Charlotte Smith, Lord Byron, Percy Shelley, John Keats and John Clare. We will also read poets who
influenced them (Shakespeare, Milton), poets they influenced (Emily Dickinson, TS Eliot) and a few poets
writing right now (Monica Youn, Terrance Hayes). At the beginning of the term each student will also pick a
poet we're not reading in class to work on throughout the course.

Attribute Value(s)
English 60A
Migrations: American Horrors (130968)
Ju Yon Kim
This course will examine horror—defined expansively to include the uncanny, the abject, the monstrous,
and the ghostly—in American literature, considering its formal and aesthetic implications and its
relationship to major cultural and social issues. What are the methods and theories that critics have used to
study horror in literature? How and to what effect have works of American literature used horror to reflect
on contemporary social concerns or to depict historical events? We will explore a range of literary works
from the nineteenth century to the present next to critical and theoretical studies of horror and the Gothic.

Attribute Value(s)
English 62D
Migrations: Literature of Displacement (207742)
Jesse McCarthy
A displacement can take place in our lives in the sense of moving, or being moved, from one location to
another. From the nautical sense we also understand any volume, which fills or occupies a liquid space
that changes to accommodate it, a useful metaphor for intellectual displacements—as we bend, shift and
make room for new ideas in our minds. In psychology, a displacement is the transference of a site of
trauma from one person, scenario, or object to another. Finally, there are histories of human displacement,
a broad category under which to consider narratives generated by migration, emigration, exile, and
enslavement. In this seminar we will read from texts that contribute in all of these ways, often interrelated,
to a "literature of displacement." We will read novels, essays, and memoirs by Joseph Conrad, Zora Neale
Hurston, Richard Wright, Chimamanda Ngozi Adichie, James Baldwin, Tayeb Salih, Valeria Luiselli, and W.
G. Sebald and watch films by Les Blank, Charles Burnett, Rainer Werner Fassbinder, and Edward Yang
among others. We will ask how these works respond to the trials and rewards of belonging to, or being
alienated from, cultures and communities; how history and loss imprint us with identity but also disrupt it;
what we learn from encountering other places and perspectives. Can remembering, witnessing, and
storytelling create a place for our selves in a world founded on an ongoing and massive experience of
perpetual displacement?

Attribute Value(s)
English 63G
Migrations: Gilded Ages (208099)
Patricia Chu
Originally from the title of an 1873 novel by Mark Twain and Charles Dudley Warner, the phrase "The Gilded
Age" quickly passed into popular parlance as the name of the period following the Civil War in America: a
time when immense fortunes and superficial appearances of growth and prosperity co-existed with growing
poverty and unrest. As a number of economists have argued, income disparities in the United States are
currently at their highest levels since the end of the 1920s, when the arrival of the Great Depression
produced a consensus in favor of the more equitable distribution of wealth. In other words, we are now
living in America's new Gilded Age. In this class we will explore this premise by first examining how
representative novels of the classic Gilded Age (approximately 1870 through 1930) represented social
structures—how authors tried to comprehend and depict "the way the world works" and the individual's life
in it—and then comparing and contrasting these with novels of a new gilded age, including the way
depictions of globalization and economic empire as central to American national identity develop over time
and across national boundaries (England, India). We will study the novel as a genre and literary realism as a
strategy of representation and how these emerge from social and political history. We will also read brief
accounts of the economic culture of each historical moment. Authors may include: F. Scott Fitzgerald,
Theodore Dreiser, Edith Wharton, Frank Norris, William Dean Howells, Aravind Adiga, Zadie Smith, Jeffrey

Eugenides, Jonathan Franzen.

Attribute Value(s)
English 69
Migrations: American Literature to 1865 (130964)
Stephen Osadetz
This course surveys American literature from the colonial period to the Civil War. We will read accounts of
early contact, narratives of captivity and slavery, sermons, autobiographies, poems, and novels. Authors
will include Winthrop, Rowlandson, Franklin, Douglass, Hawthorne, Melville, Stowe, Thoreau, Whitman, and
Dickinson.

Attribute Value(s)
English 90B
James / Baldwin (207741)
Jesse McCarthy
At first glance Henry James and James Baldwin may seem worlds apart. Yet these two enormously
influential writers share much in common. Both are New Yorkers; both spent a good deal of their lives as
expatriates; both are celebrated for their queerness, a feature of their style as much as their sexuality. Both
were serious, moralizing, and passionate observers of the 'American Scene'; both writers are deeply
committed to investigating and exploring the privacy of consciousness and the currency of experience.
Henry James was James Baldwin's favorite writer. Colm Tóibín has called Baldwin, "the Henry James of
Harlem." What attracted Baldwin to James across their vast racial and class differences? What lessons
about the art of fiction can we learn by reading each in the light of the other? Not only the Jamesian
influence on Baldwin—but what Baldwin allows us to see might be missing or muted in James. We will
think very closely about the subject that deeply occupied both of them: America. And what America means
from perspectives acquired from outside of America, looking back in. We will also investigate the
expression and communication of sexuality, gender, race, class, money, politics and taste alongside
assorted criticism, reviews, and other essays of interest.


Attribute Value(s)
English 90BN
Black New England (207586)
Thomas Dichter
This course examines the rich archive of African American writing in and about New England. The study of
African American literature often focuses on the rural South and the urban North (especially such metropolises
as New York and Chicago). Yet African Americans have been living and writing in New England since the colonial
era. This course reorients conventional geographies of African American literature while also offering an
alternative perspective on the New England literary tradition. Authors will include: Ann Plato, Phillis Wheatley,
David Walker, Harriet Wilson, W.E.B. Du Bois, Pauline Hopkins, Ann Petry, Malcolm X, and the Combahee River
Collective.

Attribute Value(s)
English 90ES
The Poetry of Elizabeth Bishop and Sylvia Plath (207590)
Peter Sacks
This seminar studies in detail the poetry and prose of two of the most significant American poets of the
mid- to late Twentieth Century, Elizabeth Bishop and Sylvia Plath. While the intention will be to gain some
general knowledge of lyric poetry, readings will focus closely on the works of these two quite different
poets. We shall examine their entire poetic oeuvres while also reading selections of their prose writings
(fiction, letters). Issues of self-presentation, expatriation, loss, vocation, memory, gender and sexuality, as
well as techniques of description and expression –these will recur throughout the readings. Other poets
may be added for context. While acknowledging the differences between the principal poets (for example
the oblique self-portraiture of Bishop as opposed to the more direct "confessional" style of Plath), we shall
also seek common motifs both in their situations as writers and in their achieved poems.

Attribute Value(s)
English 90FC
(Very) Contemporary American Fiction (207908)
Andrew Warren
Thirty years ago David Foster Wallace described his generation as obsessed with "a
social Now that admits neither passion about the future nor a curiosity about the
past." This course reads some of the most vital work being done in American fiction to
ask how we today experience, or want to experience, time. Why and whence this
obsession with Now? What kinds of temporal lags or leaps does fiction afford us? How
are questions of identity knitted to our histories, present circumstances, and hopes for
the future? Works include: Tony Tulathimutte's Private Citizens (2016), Ben Lerner's 10:
04 (2015), N.K. Jemisin's The Fifth Season (2015), Celeste Ng's Little Fires Everywhere
(2017), Luis Alberto Urrea's House of Broken Angels (2018), Wallace's The Pale King
(2011), Paul Beatty's The Sellout (2015), Sheila Heti's Motherhood (2018), and Richard
Powers' The Overstory (2018). Each book is paired with a review or critical essay; a
major assignment will be a creative project exploring your own experience of time, both
in the course and out.

Attribute Value(s)
English 90FM
Paradigms of American Freedom in 20th Century African American Literature (208101)
Patricia Chu
In this course our focus will be on how the social, political and material meanings of race and autonomy in
America have been creatively represented by African American authors between (approximately) 1900 and
2000. As we move through the century, we will attend to the changing aesthetic and political environments
in which new generations of authors found themselves. Texts for this class grapple both with what gaining
"freedom" should mean and with what the African American writer might (or might not) have a duty to
contribute towards this goal. Primary authors may include: Charles Chesnutt, Nella Larsen, Zora Neale
Hurston, Chester Himes, James Baldwin, Octavia Butler, Assata Shakur, Jesmyn Ward, Kiese Laymon.

Attribute Value(s)
English 90HB
Five Shakespeare Plays (146586)
Marc Shell
Five Shakespearean Pieces: The seminar will focus on five plays (Hamlet, Measure for Measure, Henry V,
The Tempest, and Merchant of Venice) with special attention to staging, literariness, and location.
Course Notes: This course, when taken for letter grade, meets the Department of
English Shakespeare requirement. This class will run for two hours.

Attribute Value(s)
English 90KB
Poems of Seamus Heaney and Thomas Hardy (146185)
Elaine Scarry
Written a century apart, the poems of Seamus Heaney and Thomas Hardy create an urgent call and
response between earth and under-earth. The poets share metrical virtuosity, compressed lyric forms, the
unfolding of personal history within public crisis and transformation, and the recognition that the acuity of
sentience - the daily practice of exquisitely precise perceptual acts - is the ethical center of our brief stay
above ground.

Attribute Value(s)
English 90LG
Introduction to LGBTQ Literature (207591)
Stephanie Burt
This seminar looks at the expanding range of genres, forms and strategies pursued by modern and
contemporary authors who want to represent LGBTQ+- lives, communities, bodies and selves; poems and
performances, novels and stories, YA and SFF books, memoirs and essays, comics and graphic novels, will
all be represented, along with a light frame of what's usually called queer theory and some points of
comparison, or contrast, from earlier centuries. Bechdel, Audre Lorde, O'Hara, Russ, Sedgwick, White,
Whitman, and many others.

Attribute Value(s)
English 90LL
Law and Literature (203067)
Kelly Rich
This course will explore the complex relationship between literature and law, focusing on how each
represents and responds to violence and its aftermath. As we survey a series of twentieth-century juridical
paradigms (trials, rights, reparations, and reconciliation), our goal will not be to judge the efficacy of literary
and legal projects, but rather to study how they imagine issues of guilt, responsibility, testimony,
commemoration, apology and forgiveness. Our readings will include novels, short stories, poetry, legal
theory, documentaries, and key documents of international law: authors will most likely include Hannah
Arendt, J.M. Coetzee, Jacques Derrida, Franz Kafka, Michael Ondaatje, Julie Otsuka, and M. NourbeSe
Philip.

Attribute Value(s)
English 90LV
Consciousness from Austen to Woolf (118850)
James Wood
A look at the complex ways in which writers represent their characters' thought in texts by Austen,

Flaubert, James, Tolstoy, Chekhov, Giovanni Verga, and Woolf. More broadly, traces the development of
stream-of-consciousness, from Austen's incipient mastery of free indirect style, through Flaubert's more
sophisticated use of it, to Woolf's full-blown inner monologues, seeing this development as not merely a
fact of English and American literature, but as a phenomenon of world literature and an element of our
modernity.

Attribute Value(s)
English 90MD
Machine Dreams (208359)
Margaret Rhee
In 1920, Czech playwright Karel Čapek coined the term "robot" in his play R.U.R. (Rossum's Universal
Robots) and transformed societal conceptions of mechanical beings. This course investigates how
machines, robots, and codes are represented in, and shaped by literary texts. With a focus on
contemporary literature and digital theory, books include Douglas Kearny's The Black Automaton (2009),
How We Became Posthuman (1999) by N. Katherine Hales, and The Automaton Biographies (2009) by
Larissa Lai, as well as android music videos by Janelle Monae (among other media). In addition to critical
reading and writing, students will explore robots, technology, and science fiction through critical, creative,
and digital praxis.

Attribute Value(s)
English 90MI
Melville (207584)
John Stauffer
An introduction to Melville, with Moby-Dick as the centerpiece. The focus is on Melville's aesthetics and its
resonance in his era and ours. We also read Melville's shorter fiction and nonfiction, including Typee,
Benito Cereno, and Billy Budd; his Civil War poetry; some criticism and contemporaneous writings; and
visual art that his work inspired.

Attribute Value(s)
English 90NB
Nabokov Novels in English (130685)
Glenda Carpio
This course explores Nabokov's vision of art, testing its limits and possibilities through the novels that he
wrote in English from The Real Life of Sebastian Knight (1941) through Ada or Ardor: A Family Chronicle
(1969) and selected criticism.

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English 90RG
Recognitions (207583)
James Simpson
What if originality were not what strikes us most forcefully in art? What, instead, if recognition of what and
whom we have known already is the most emotionally forceful, illuminating experience of art? This course
will test the force of these propositions, by looking to both visual art (painting and movies) and literature.
We will look to rhetoric, cognitive psychology and philosophy in order to understand the artistic experience
of recognition. Texts will be drawn anywhere from Homer to Shakespeare in Love.

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English 90SR
Shakespeare's Rome (160004)
Leah Whittington
This course investigates Shakespeare's lifelong engagement with the literature, politics, and culture of
ancient Rome. It will give careful attention to the three "Roman Plays" - Julius Caesar, Antony and
Cleopatra, and Coriolanus - but will also consider the larger role of classical antiquity in Shakespeare's
development and achievement as a dramatist.
English Shakespeare requirement.

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English 90TB
Literature and the Rise of Public Science (156064)
Stephen Osadetz
This seminar explores the relationship between literary and scientific experiment during the Restoration
and the eighteenth century. Our readings, by authors such as Milton, Fontenelle, Pope, Hume, Diderot, and
Mary Shelley, will be paired with hands-on activities: while reading Swift's Gulliver's Travels, for example,
students will have the opportunity to use microscopes and telescopes from the period. Throughout, we will
seek to understand how writers of various sorts - scientists, philosophers, poets, novelists, and essayists -
were inspired by new accounts of nature, from the simplest experimental observations to the grandest
visions of the cosmos.

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English 91R
Stephanie Burt
Individual instruction in subjects of special interest that cannot be studied in regular courses.
Course Notes: A graded course. May not be taken more than twice and only once for
concentration.

See English Department website for application to course.

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English 91R
Stephanie Burt
Individual instruction in subjects of special interest that cannot be studied in regular courses.
Course Notes: A graded course. May not be taken more than twice and only once for
concentration.

See English Department website for application to course.

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English 98R
Matthew Ocheltree
2019 Spring (4 Credits) Schedule: M -
Supervised small group junior tutorial in the study of literature in English.
Topic: First Books of Major Poets
Course Notes: Limited to honors concentrators.

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English 98R
Matthew Ocheltree
Topic: Anglophone Caribbean Novels

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English 98R Section: 002

Matthew Ocheltree
Topic: Women Writers & the Novel

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Matthew Ocheltree
Topic: American Short Fiction

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Matthew Ocheltree
Topic: Writing Medieval & Early Mod.

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Matthew Ocheltree
Topic: Feminist Fictions

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Matthew Ocheltree
Topic: Contemporary Science Fiction

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Matthew Ocheltree
Topic: Making the Modern Animal

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Matthew Ocheltree
Topic: Victorian Lit & British Empire

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Matthew Ocheltree
Topic: Exile and Return

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Matthew Ocheltree
Topic: Gothic & Supernatural Fiction

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Matthew Ocheltree
Topic: Globalizing Memory

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Matthew Ocheltree
Topic: Modernism through Long Poem

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English 99R
Stephanie Burt
Supervised individual tutorial in an independent scholarly or critical subject.
Course Notes: Two terms required of all thesis honors seniors. To enroll, students
must submit for approval a Thesis Proposal.
Recommended Prep: Satisfactory completion of one term of English 98r, completion of an

undergraduate seminar (90-level) taken in the junior year or earlier, and
faculty approval of proposed thesis topic.

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English 99R
Stephanie Burt
Supervised individual tutorial in an independent scholarly or critical subject.
Course Notes: Two terms required of all thesis honors seniors. To enroll, students
must submit for approval a Thesis Proposal.
Recommended Prep: Satisfactory completion of one term of English 98r, completion of an

undergraduate seminar (90-level) taken in the junior year or earlier, and
faculty approval of proposed thesis topic.

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English 102J
Introduction to Old English: Heroes, Heaven, and Hell (207605)
Nicholas Watson
Satan, cast as a defiant warchief, exults in his heavenly rebellion; Christ is presented as a triumphant hero
as he assumes his place on the cross; Grendel's mere serves as the template for a vision of hell. Such
examples underscore the close relationship between the heroic and biblical literary traditions of Anglo-
Saxon England, which this course seeks to explore. First and foremost however, this course is an
introduction to the language and literature of Old English, the vernacular language used in England from

the fifth century until around 1100. Although many of its linguistic features are recognizable in Modern
English, Old English must be learned as a foreign language. The semester will begin with an introduction to
Old English grammar, along with translations of basic readings. Following instruction in basic grammatical
features during the first half of the course, readings will grow progressively more challenging. The
selection of readings brings us to the second goal of the course: an exploration of the ways in which the
heroic ethos influenced the presentation of Christian and Biblical topics in Old English prose and
poetry. Daily instruction by Joseph Shack.
Course Notes: This course, when completed with an honors grade and in combination
with English 103g, fulfills the College language requirement and the
English Department's Foreign Literature requirement.

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English 103D
Beowulf and Seamus Heaney (146016)
Daniel Donoghue
Translations of excerpts from Beowulf will proceed in parallel with careful reading of Heaney's verse
translation. Questions concerning translation theory will emerge from the comparison of in-class efforts
with Heaney's and other versions. What is the relation between translation and interpretation? How does
Heaney's Beowulf compare with the body of poetry he has produced over the decades? The course begins
with a review of grammar.
Course Notes: Students who complete both English 102 and 103 with honors grades
will fulfill the College language requirement and the English
Department's Foreign Literature requirement.
Recommended Prep: English 102e or equivalent.

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English 110FF
Medieval Fanfiction (205152)
Anna Wilson

Fanfiction is a surprisingly powerful tool for examining medieval literature. It sheds light on the dynamics
of rereading and reception that characterize medieval texts, which in turn deepen our own understanding of
creative originality. In this class we will read some twentieth- and twenty-first century fanfiction with
medievalist themes alongside medieval literary texts that rewrite, reimagine, or let their authors star in pre-
existing stories. This medieval 'fanfiction' will include Arthurian romances, 'sequels' to the Aeneid and the
Canterbury Tales, and Christian spiritual texts in which devout men and women imagined themselves as
'Mary Sues' in scenes from the Gospels.

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English 111
Epic: From Homer to Star Wars (130257)
Leah Whittington
This course studies epic literature through six significant works in the genre: Homer's Iliad and Odyssey,
Vergil's Aeneid, Milton's Paradise Lost, George Eliot's Middlemarch, and George Lucas' Star Wars. We will
examine these works in terms of their formal conventions, thematic interests, and historical contexts, as
well as attending to the interactions between texts in the epic tradition, the shift from narrative poetry to
novel and film, and the manifestations of epic in the modern world.
Education requirement for Aesthetic and Interpretive Understanding.

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English 131P
Milton's Paradise Lost (203023)
Gordon Teskey
This course focuses on Milton's most famous work, Paradise Lost, the greatest long poem in English and
the only successful classical epic in the modern world. Milton went totally blind in his forties and

composed Paradise Lost by reciting verses to anyone available to take them down, like the blind prophets
and poets of legend. Yet the questions he raised are surprisingly enduring and modern. We will consider
how he generates the sublime and how he builds great scenes and characters, especially his most famous
one, Satan.

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English 141
When Novels Were New (111565)
Deidre Lynch
The novel's emergence as a new literary form and the remarkable record of narrative experimentation that
emergence involved, as seen in works by Behn, Defoe, Haywood, Richardson, Fielding, Hogarth, Sterne,
and Austen. Questions about genre and about the nature of fictionality will be central for us, and so we will
investigate what was novel about novels by pondering how novels differ from epics or histories or the news
in newspapers. But we will also use our reading to investigate what the modern novel's emergence can tell
us about modernity itself--about love, sex, and marriage, consumer capitalism, empire, and urban life.

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English 148
Modern Monsters in Literature and Film (130892)
Deidre Lynch
A class on the aesthetics and cultural politics of the Gothic tradition, from Frankenstein to Freaks. How has
this tradition's fascination with those who come back from the dead mediated social anxieties about the
generation of life or the lifelike? We'll consider vampire and other monster fictions by such authors as John
Polidori, Mary Shelley, Sheridan Le Fanu, Bram Stoker, Mary Elizabeth Braddon, Robert Louis Stevenson,
and Gaston Leroux. We'll conclude the semester with an investigation of early horror cinema, exploring
how the modern medium of cinema gave Gothic preoccupations with the animation of the dead a new lease
on life.
Education requirement for Culture and Belief.

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Writing Intensive Course Yes
English 151
Nineteenth-Century Novel (123603)
Leah Price
How and why the novel became the central genre of modern culture. Austen, Pride and Prejudice, Gaskell,
North and South, Dickens, Bleak House, Thackeray, Vanity Fair, Trollope, The Warden, and Eliot,
Middlemarch.

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English 157
The Classic Phase of the Novel (120449)
Philip Fisher
A set of major works of art produced at the peak of the novel's centrality as a literary form: Sense and
Sensibility, Madame Bovary, Anna Karenina, Middlemarch, The Brothers Karamazov, Buddenbrooks.
Society, family, generational novels and the negations of crime and adultery; consciousness and the
organization of narrative experience; the novel of ideas and scientific programs; realism, naturalism,
aestheticism and the interruptions of the imaginary.
This course fulfills the requirement that one of the eight General
Education courses also engage substantially with Study of the Past.

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English 166
American Modernism (130253)
David Alworth
This course examines the literature and culture of American Modernism (1880s–1920s).
Emphasizing the genre of the novel, it attends to major works by Henry James, Gertrude Stein, T.
S. Eliot, F. Scott Fitzgerald, Ernest Hemingway, William Faulkner, Willa Cather, W. E. B. Du Bois,
Jean Toomer, and Virginia Woolf. Lectures underscore the dynamic relationship between
literature and history—including the history of visual art, technology, media, politics, and ideas.
Special attention is given to the relationship between innovative literary practices and themes
such as transnational mobility, urban experience, war and its aftermath, work and leisure, the rise
of consumer capitalism, vision and visuality, and the shifting pressures of gender, sexuality, race,
ethnicity, and class during the modern era. Through collective close readings, student
participation is encouraged during lecture.

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English 174PM
Poetry Machines (211350)
Margaret Rhee
"A poem is a small (or large) machine made of words." - William Carlos Williams.
This course asks a series of questions on the intersection of poetry and other forms of visual art such as

cinema, video art, and new media. More specifically, we'll explore traditional books of poetry which include
visual and media imagery such as works by Claudia Rankine's Citizen, Teresa Hak Kyung Cha's Dictee, and
Tory Dent's HIV, Mon Amour. We will discuss the rigorous demands and pleasures of reading image and
text, and how these cross-genre works respond to political circumstances such as atrocity, violence, and
oppression. In addition to traditionally produced poetry books, the course investigates how films and visual
art such as the poetic films by Trinh Minh-Ha and Searching directed by Aneesh Chaganty embodies poetry
within digital pixels and cinematic form. Through engagement with electronic literature and digital culture,
the course asks if we could consider Black Twitter and other #hastag movements or Twitter bots as poetry?
Through collaborative workshops, focused readings, and rigorous discussion, students will create their
own digital poetry work, and write scholarly essays that explore the definition, stakes, and interventions of
poetry in our digital age.

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English 175D
The Rhetoric of Frederick Douglass and Abraham Lincoln (130670)
John Stauffer
A critical examination of Douglass' and Lincoln's speeches and other exemplary writings from Lincoln's
1838 Lyceum Address to Douglass's 1894 "Lessons of the Hour." We explore Douglass' and Lincoln's
respective rhetorical practices in relation to their politics.
Course Notes: Formerly English 90fd

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English 176FR
On the Run: Fugitives and Refugees in American Literature (205001)
Thomas Dichter
Escaped slaves, refugees, outlaws, and rebels are all on the run in the pages of American literature. In a
nation founded in the name of "life, liberty and the pursuit of happiness," stories of the fugitive making a
break for freedom have been both troubling and enchanting. In this course, we will examine narratives of
flight by American writers from the early days of the Republic through the present. These authors explore
many different kinds of fugitivity: from the story of Henry "Box" Brown, a slave who hid in a crate and
mailed himself to freedom in the North, to recent fiction by Edwidge Danticat and Viet Thanh Nguyen. Along

the way, we'll consider narratives of outlaws, war refugees, undocumented immigrants, and
insurrectionaries. Engaging with a diverse range of authors, our texts will include autobiography, novels,
poetry, and folklore.

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English 178X
The American Novel: Dreiser to the Present (111575)
Philip Fisher
A survey of the 20th-century novel, its forms, patterns of ideas, techniques, cultural context, rivalry with
film and radio, short story, and fact. Wharton, Age of Innocence; Cather, My Antonia; Hemingway, A
Farewell to Arms and stories; Faulkner, The Sound and the Fury and stories; Ellison, Invisible Man;
Nabokov, Lolita; Robinson, Housekeeping; Salinger, Catcher in the Rye and stories; Ha Jin, Waiting;
Lerner, Leaving the Atocha Station. Stories by James, London, Anderson, Fitzgerald, Hemingway, Gaitskill,
Wallace, Beattie, Lahiri, and Ford.
Education requirement for Aesthetic and Interpretive Understanding or
United States in the World, but not both. This course fulfills the

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English 181A
Introduction to Asian American Literature: What Is Asian American Literature? (146590)
Ju Yon Kim
Aiiieeeee! An Anthology of Asian-American Writers (1974) was one of the earliest attempts to collect

writings that were, to quote the editors, "exclusively Asian-American." Yet as their lengthy—and
controversial—explanation of the selection process makes clear, Asian American literature defies neat
categorization. This course is both a survey of Asian American literature and an introduction to ongoing
debates about what constitutes Asian American literature. We will study a variety of literary genres and ask
how formal and stylistic conventions, as well as shifting sociohistorical circumstances, have shaped
conceptions of Asian American literature.

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English 185E
The Essay: History and Practice (207555)
James Wood
Matthew Arnold famously said that poetry is, at bottom, "a criticism of life." But if any literary form is truly a
criticism of life, it is the essay. And yet despite the fact that all students write essays, most students rarely
study them; bookshops and libraries categorize such work only negatively, by what it is not: "non-fiction."
At the same time, the essay is at present one of the most productive and fertile of literary forms. It is
practiced as memoir, reportage, diary, criticism, and sometimes all four at once. Novels are becoming more
essayistic, while essays are borrowing conventions and prestige from fiction. This class will disinter the
essay from its comparative academic neglect, and examine the vibrant contemporary borderland between
the reported and the invented. We will study the history of the essay, from Montaigne to the present day.
Rather than study that history purely chronologically, each class will group several essays from different
decades and centuries around common themes: death, detail, sentiment, race, gender, photography, the
city, witness, and so on. In addition to writing about essays – writing critical essays about essays –
students will also be encouraged to write their own creative essays: we will study the history of the form,
and practice the form itself. Essayists likely to be studied: Plutarch, Montaigne, Hazlitt, De Quincey, Woolf,
Benjamin, Orwell, Camus, Primo Levi, Barthes, Baldwin, Sontag, Dyer, Didion, Leslie Jamison, Knausgaard,
Ta-Nehisi Coates.

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English 188GF
Global Fictions (203065)
Kelly Rich

This course serves as an introduction to the global novel in English, as well as a survey of approaches to
transnational literature. It considers issues of migration, colonialism, cosmopolitanism and globalization,
religion and fundamentalism, environmental concerns, the global and divided city, racial and sexual
politics, and international kinship. Authors include Teju Cole, Tsitsi Dangarembga, Junot Díaz, Mohsin
Hamid, Jamaica Kincaid, David Mitchell, Michael Ondaatje, Ruth Ozeki, Arundhati Roy, and Ken Saro-Wiwa.

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English 190N
Writing Nature: Creativity, Poetry, Ethics, Science (156070)
James Engell
What can writing tell us about nature and the relation of humans to it? Readings in William Wordsworth,
Henry David Thoreau, John Muir, John Burroughs, Aldo Leopold, and Rachel Carson, who form a tradition
blending poetry, ethics, and science. Additional nature and conservation writing (e.g., Susan Fenimore
Cooper, Theodore Roosevelt), recent poets (e.g., Gary Snyder, Mary Oliver), and prose writers (e.g., Annie
Dillard, Bill McKibben, Barbara Kingsolver, Wendell Berry). Assignments include creative work and field
notes as well as critical essays.
Course Notes: This course includes one additional hour of discussion section.

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English 192
Political Theatre and the Structure of Drama (130250)
Elaine Scarry
The estranged, didactic, intellectual theatre of Brecht, and the ritualistic, emergency theatre of Artaud serve
as reference points for a range of American, English, and Continental plays. The unique part played by
"consent" in theatrical experience. Emphasis on the structural features of drama: establishing or violating

the boundary between audience and stage; merging or separating actor and character; expanding or
destroying language. Readings include Brecht, O'Neill, Artaud, Genet, Pirandello, and such earlier authors
as Euripides and Shelley.
the Core requirement for Literature and Arts A.

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English 210Q
Queer/Medieval (207592)
Anna Wilson
The / in this course title can suggest a slippage or interchangeability; opposition and polarization; or (in
fanfiction tagging conventions) erotic or romantic friction between two entities. This course functions as an
introduction to queer theory as an intellectual tool with which to read texts far removed from the political,
cultural, and social discourses from which queer theory emerged. We will ask: what can queer theory offer
readers of medieval literature in its explorations of gender, sexuality, power, narrative, trauma, and time?
We will read a range of foundational and cutting-edge queer theorists including but not limited to Judith
Butler, José Esteban Muñoz, Lee Edelman, Eve Sedgwick, and Carolyn Dinshaw, alongside texts from the
European Middle Ages (roughly 500-1500), in Middle English or in translation. These texts may include
Aelred of Rievaulx's Rule of Life for a Recluse, Thomas of Monmouth's The Life and Miracles of William of
Norwich, The Book of Margery Kempe, the poems of Baudri of Bourgeuil, the letters of Abelard and Heloise,
and more.

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English 223T
Shakespearean Transformations (203051)
Stephen Greenblatt

We will investigate both Shakespeare's relation to his sources and the transformation of his plays over the
subsequent centuries and in different cultures.

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English 224T
Texts, Fragments, and Reconstructions (207587)
Leah Whittington
This seminar explores the history and theory of fragments from antiquity to the present day, with a focus
on the literature of the early modern period (1350-1700). The central question will be how writers and
readers of different historical moments respond to incomplete or unfinished works, and how those
responses inform current approaches to restoration, conservation, and the preservation of the past, from
ancient shreds of papyrus to modern digital archives. We will examine the status of the unfinished in
literature vis-a-vis other art forms and trace discussions of remnants and pieces through authors and
artists such as Sappho, Ovid, Michelangelo, Spenser, Coleridge, Pound, Auden, and de Kooning.

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English 232MP
Metaphysical Poetry: The Seventeenth-Century Lyric and Beyond (211315)
Gordon Teskey
In an age of scientific and political revolution, how do poets respond when common beliefs about God,
humans, cosmic and social order, consciousness, and gender have been taken away? Modern poetry starts
in the seventeenth century when poets, notably women poets, sought new grounds for poetic expression.

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English 233
Trans-Reformation English Writing (130299)
James Simpson
English literary history shies away from one of cultural history's most momentous revolutions: the
Reformation. This course looks to a series of discursive areas (e.g. literature, theology, politics) to shape
that literary history. We will look to both canonical and non-canonical texts, from Chaucer to Shakespeare;
each session will be grounded in a Houghton-possessed book.

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English 242
English Enlightenment: Foundations of the Modern (130692)
James Engell
Dryden, Pope, Swift, Johnson, Burke, Gibbon, Montagu, and others; the lyric, periodical literature, satire,
biography, and drama; relations of engaged literature with politics, religion, history; issues of audience,
gender, class, genre, and canon.
Course Notes: An intensive introduction to 18th-century literature at the graduate

level. Presupposes no previous acquaintance with field. Graduate
students who have studied 18th-century literature should consult with
the instructor. Open to qualified honors undergraduates.

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English 256N
Theory and Practice of the Victorian Novel (130901)
Leah Price

Reading-list to be determined in consultation with seminar members will include Austen, Brontë,
Thackeray, Gaskell, Dickens, Collins, Trollope, read against both contemporaneous and new criticism and
theory. Exercises in book reviewing, abstract-writing and conference presentation/public speaking.

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English 264X
Sensation and Moral Action in Thomas Hardy (118586)
Elaine Scarry
Approaches Hardy's novels, stories, and narrative poems through the language of the senses (hearing,
vision, touch) and through moral agency (philosophic essays on "luck'' and "action'').
Course Notes: Open to upper-level undergraduates with permission of instructor.

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English 276LR
The Long Renaissance: The New Negro and Harlem, 1895-1934 (212570)
Henry Gates
The "new birth of freedom" that Abraham Lincoln hoped to see rise out of the death and destruction of the
Civil War manifested itself during the twelve years that followed it. Reconstruction (1865 - 1877) ushered in
a "Second Founding" of the nation through the ratification of the 13th, 14th, and 15th amendments to the
Constitution, abolishing slavery, establishing birthright citizenship, due process and equal protection of the
laws, and the right to vote for black male citizens. As revolutionary as Reconstruction was, it was also
short-lived, and the long, violent roll-back against it, curiously known as the "Redemption," witnessed the
curtailing of these rights and the rise and institutionalization of Jim Crow segregation in what one
newspaper editor coined the "New South." A key aspect of Redemption was a propaganda war designed to
debase the image of African Americans, and thereby justify the deprivation of their rights. Resisting it,
African Americans, starting in the mid-1890s, employed the concept of a "New Negro" to combat racist
images of an "Old Negro" fabricated by apologists for Jim Crow. Thus began what we might call America's
first "social media" race war. The trope of a New Negro underwent several revisions between the 1890's

and 1920's, when—in the midst of the Great Migration of African Americans from the South to the North—
the Harvard-trained philosopher, Alain Locke, revised and appropriated the term to describe a remarkable
flowering of art and literature that he named "The New Negro Renaissance." Later commentators would
label the period "The Harlem Renaissance." Locke and his contemporaries thought that "armed with
culture," as W.E.B. Du Bois wrote much later, they could efficaciously wage the struggle against anti-black
racism through what an historian of the period cleverly called "civil rights by copyright." This course
traces the history of the metaphor of a "New Negro" from its inception at the dawn of Jim Crow to the end
of The New Negro Renaissance in the Great Depression.

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English 277A
Contemporary African American Literature (207589)
Glenda Carpio
Discussion of African American novels, plays and poetry produced since the 1960s. Among other topics,
we will discuss the Black Arts Movement, the renaissance of black women authors in the 1970s, the rise of
the neo-slave narrative, and black postmodern texts. Major authors will include but not be limited to
Ishmael Reed, Charles Johnson, Toni Morrison, Samuel Delaney, Adrienne Kennedy, Gwendolyn Brooks,
Rita Dove, Suzan-Lori Parks, and Colson Whitehead.

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English 278P
Approaches to Postwar Cultural History (207596)
Louis Menand
Topics in art, literature, criticism, film, music, and theory, 1945 to 1967, in the context of historiographic,
hermeneutic, and methodological issues. Requirement: one paper of publishable length and quality, to be
workshopped with the class.

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English 279
Modern and Contemporary Poets (130676)
Stephanie Burt
Major poets and poems from T.S. Eliot and Robert Frost almost to the present day: we may also read,
among others, William Carlos Williams, Wallace Stevens, Elizabeth Bishop, Robert Lowell, Lorine
Niedecker, Gwendolyn Brooks, James Merrill, C. D. Wright, and Terrance Hayes. Appropriate both for
students who know some of these poets well, and for those relatively new to the study of poems.

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English 280W
The Challenge of World Literature (207588)
Martin Puchner
The course will emphasize the current methodological debate in world literature, the merits and challenges
of analyzing literature on a global scale, and how literary studies can contribute to the conversation about
culture today. Readings include Moretti, Casanova, Damrosch, Mufti, Smith, Coetzee, Rowling, and other.

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English 291DS
Disfluency and Style (203053)
Marc Shell
This seminar focuses on works, including Hamlet and Billy Budd, where an inability to speak provides a

motivating formal element as well as a substantial theme. The seminar considers such literary authors as
Henry James and Lewis Carroll for whom their own more or less involuntary ways of stuttering becomes a
style of writing or a larger philosophy. Theoretical issues include the historical link between the
terminology of linguistic neurology and classical rhetoric; aesthetic issues involve problems of rhythm,
metrics, and silence in poetry.

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English 295M
Media Theory (207595)
David Alworth
An overview of media theory in an expanded field. This course reads the most recent work in media studies
alongside relevant philosophical and theoretical precursors. It pairs scholarship on specific topics (e.g. the
book-as-medium, the algorithmic imagination, the mediation of data and facts, the idea of "the human,"
social media) with foundational work in the field by McLuhan, Kittler, Luhmann, Hayles, and others.
Relevant philosophical and historical readings are paired with key texts in media theory. Students will have
the option to submit nontraditional (e.g. "DH") final projects.

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English 296E
The Literary Essay (114830)
Marjorie Garber
The essay from the time of Montaigne and Bacon has been an astonishingly supple and capacious genre,
with a range of reference from the highly particular and peculiar to the broadly general. In its breadth of
reference and occasional form, the literary essay was the forerunner of much of what is today called
"cultural studies," on the one hand, and "creative nonfiction" on the other. This seminar will consider major
essayists from the sixteenth to the twenty-first centuries, with particular attention to strategies of argument,
evidence and style, and to contemporary critical writing. Montaigne, Bacon, Addison, Johnson, Hazlitt,
Emerson, Benjamin, Adorno, Eliot, Woolf, Barthes, Sontag, and others.

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English 299ES Section: 01

Interracial Encounters: Comparative Ethnic Studies Pedagogy (208261)
Ju Yon Kim
In this course, graduate students will design and develop an undergraduate course in comparative ethnic
studies while exploring archives, cultural productions, and scholarship concerned with interracial
encounters in the United States. Furthermore, we will discuss pedagogical issues that arise in courses
focused on race, ethnicity, and identity.

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English 300HF
Medieval Colloquium (111425)
James Simpson
Daniel Donoghue
Nicholas Watson
Anna Wilson
The colloquium focuses upon dissertations in progress and other research topics of mutual concern.
Membership limited to faculty members teaching or conducting research in medieval English language and
literature and to graduate students working in this field.
Course Notes: Enrollment is open to all graduate students but is required of those
who have been admitted to candidacy for the PhD and who intend to
work on a medieval subject.

Attribute Value(s)

English 300HFB
Medieval Colloquium (160632)
James Simpson
Daniel Donoghue
Nicholas Watson
Anna Wilson
The colloquium focuses upon dissertations in progress and other research topics of mutual concern.
Membership limited to faculty members teaching or conducting research in medieval English language and
literature and to graduate students working in this field.
Course Notes: Enrollment is open to all graduate students but is required of those
work on a medieval subject.

Attribute Value(s)
English 302HF
Renaissance Colloquium (111971)
Marjorie Garber
Stephen Greenblatt
Leah Whittington
Gordon Teskey
The colloquium focuses upon dissertations in progress and other research topics of mutual interest.
Course Notes: Limited to faculty members teaching or conducting research in

Renaissance literary studies and to graduate students working in the
field. Enrollment is open to all such students, and is required of those
work on Renaissance topics.

Attribute Value(s)

English 302HFB
Renaissance Colloquium (160633)
Marjorie Garber
Stephen Greenblatt
Leah Whittington
Gordon Teskey
The Conference focuses upon dissertations in progress and other research topics of mutual interest.
Course Notes: Limited to faculty members teaching or conducting research in

Renaissance literary studies and to graduate students working in the
field. Enrollment is open to all such students, and is required of those
work on Renaissance topics.

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English 304HF
Long Eighteenth Century and Romanticism Colloquium (117785)
James Engell
Deidre Lynch
Andrew Warren
Focuses on dissertations, dissertations in progress, and research topics of mutual interest.
Course Notes: Required of graduate students working, or intending to work, on the

Restoration, 18th century, or Romanticism (the periods 1660-1830), and
who have been admitted to candidacy for the PhD. Open to other
students working on topics in Restoration and 18th-century literature.

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English 304HFB
Long Eighteenth Century and Romanticism Colloquium (160634)
James Engell
Deidre Lynch
Andrew Warren
Focuses on dissertations, dissertations in progress, and research topics of mutual interest.
Course Notes: Required of graduate students working, or intending to work, on the

Restoration, 18th century, or Romanticism (the periods 1660-1830), and
who have been admitted to candidacy for the PhD. Open to other
students working on topics in Restoration and 18th-century literature.

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English 306HF
Long Nineteenth Century and Modernism Colloquium (148064)
Leah Price
Beth Blum
The British and Anglophone Literature Colloquium discusses writing from and about Britain and its former
territories from the 19th century to the present. The colloquium provides a forum for graduate students and
academics at every career stage to present and discuss new research in British, post-colonial, or
transnational literature. Rooted in literary study, we welcome scholars of Victorian, Modernist, and
Postmodern culture from across the disciplines.

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English 306HFB
Long Nineteenth Century and Modernism Colloquium (160635)
Leah Price
Beth Blum

The British and Anglophone Literature Colloquium discusses writing from and about Britain and its former
territories from the 19th century to the present. The colloquium provides a forum for graduate students and
academics at every career stage to present and discuss new research in British, post-colonial, or
transnational literature. Rooted in literary study, we welcome scholars of Victorian, Modernist, and
Postmodern culture from across the disciplines.

Attribute Value(s)
English 308HF
Theatre and Performance Colloquium (160636)
Ju Yon Kim
Derek Miller
Martin Puchner
Focuses on research topics related to dramatic literature, theatre, and performance. Open to all faculty
members and graduate students teaching or conducting research in the field.

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English 308HFB
Theatre and Performance Colloquium (119988)
Ju Yon Kim
Derek Miller
Martin Puchner
Focuses on research topics related to dramatic literature, theatre, and performance. Open to all faculty
members and graduate students teaching or conducting research in the field.

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English 310HFR
Twentieth Century and Contemporary Literature Colloquium (117944)
Kelly Rich
Colloquium open to all graduate students working in the area of American literature and culture. Papers
delivered by students writing seminar papers or dissertations, faculty members, and visiting scholars.

Attribute Value(s)
English 310HFRB
Twentieth Century and Contemporary Literature Colloquium (160637)
David Alworth
Kelly Rich
Colloquium open to all graduate students working in the area of American literature and culture. Papers
delivered by students writing seminar papers or dissertations, faculty members, and visiting scholars.

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English 312HF
Race and Ethnicity Colloquium (112792)
Glenda Carpio
Jesse McCarthy

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English 312HFB
Race and Ethnicity Colloquium (208055)
Glenda Carpio
Jesse McCarthy

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English 350
Marjorie Garber
The craft of teaching (discussion, lectures, tutorials, course descriptions, syllabi). This colloquium,
designed for third-year graduate students, also considers issues related to the field exam, prospectus, and
other aspects of advanced graduate study in English.
Course Notes: Required of all third-year graduate students.

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English 370
Placement Seminar (207884)
Ju Yon Kim
Anna Wilson

The job placement seminar will meet during the Fall semester to help students prepare dossiers and oral
presentations of their work for the academic job market. The class will meet roughly every two weeks,
providing a supportive structure for participants to produce, workshop, and revise application materials.
We will also arrange mock interviews and practice teaching demonstrations. The placement officers
provide one-on-one support with editing/proofing materials and guidance in navigating the applications
process. This seminar is restricted to students in the English department. We welcome students who are
intending to actively apply for postdocs or jobs this year to enroll; some seminar sessions suitable for
those interested in thinking about the market or their career options but not actively applying this year will
be advertised more widely and open to all graduate students in the department.
Class Notes: This seminar will meet biweekly from 3:00 to 5:00 on Thursdays.

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English 397
Directed Study (118927)
David Alworth

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English 397 Section: 002

Homi Bhabha

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Homi Bhabha

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Stephanie Burt

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Stephanie Burt

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Glenda Carpio


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Glenda Carpio

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Amanda Claybaugh

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Amanda Claybaugh

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Daniel Donoghue

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Daniel Donoghue

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James Engell

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James Engell

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Philip Fisher

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Philip Fisher

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Marjorie Garber

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Marjorie Garber

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Henry Gates

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Henry Gates

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Jorie Graham

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Jorie Graham

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Stephen Greenblatt

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Stephen Greenblatt

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Ju Yon Kim

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Ju Yon Kim

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Deidre Lynch

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Deidre Lynch

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Louis Menand

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Louis Menand

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Derek Miller

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Derek Miller

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Elisa New

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Elisa New

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Stephen Osadetz

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Stephen Osadetz

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Leah Price

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Leah Price

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Martin Puchner

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Martin Puchner

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Peter Sacks

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Peter Sacks

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Elaine Scarry

Attribute Value(s)
Elaine Scarry

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Marc Shell

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Marc Shell

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James Simpson

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James Simpson

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John Stauffer

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John Stauffer

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Gordon Teskey

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Gordon Teskey

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Helen Vendler

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Helen Vendler

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Andrew Warren

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Andrew Warren

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Nicholas Watson

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Nicholas Watson

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Leah Whittington

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Leah Whittington

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James Wood

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James Wood

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David Alworth

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English 398
David Alworth
Course Notes: Normally limited to students reading specifically in the field of a

proposed doctoral dissertation. Open only by petition to the
Department; petitions should be presented during the term preceding
enrollment, and must be signed by the instructor with whom the
reading is to be done. All applicants for admission should first confer
with the Director of Graduate Studies.

Attribute Value(s)

Homi Bhabha


Attribute Value(s)

Homi Bhabha

Attribute Value(s)

Stephanie Burt


Attribute Value(s)

Stephanie Burt


Attribute Value(s)

Glenda Carpio


Attribute Value(s)

Glenda Carpio


Attribute Value(s)

Amanda Claybaugh


Attribute Value(s)

Amanda Claybaugh


Attribute Value(s)

Daniel Donoghue


Attribute Value(s)

Daniel Donoghue


Attribute Value(s)

James Engell


Attribute Value(s)

James Engell


Attribute Value(s)

Philip Fisher


Attribute Value(s)

Philip Fisher


Attribute Value(s)

Marjorie Garber


Attribute Value(s)

Marjorie Garber


Attribute Value(s)

Henry Gates


Attribute Value(s)

Henry Gates


Attribute Value(s)

Jorie Graham


Attribute Value(s)

Jorie Graham


Attribute Value(s)

Stephen Greenblatt


Attribute Value(s)

Stephen Greenblatt


Attribute Value(s)

Ju Yon Kim


Attribute Value(s)

Ju Yon Kim


Attribute Value(s)

Deidre Lynch


Attribute Value(s)

Deidre Lynch


Attribute Value(s)

Louis Menand


Attribute Value(s)

Louis Menand


Attribute Value(s)

Derek Miller


Attribute Value(s)

Derek Miller


Attribute Value(s)

Elisa New


Attribute Value(s)

Elisa New


Attribute Value(s)

Stephen Osadetz


Attribute Value(s)

Stephen Osadetz


Attribute Value(s)

Leah Price


Attribute Value(s)

Leah Price


Attribute Value(s)

Martin Puchner


Attribute Value(s)

Martin Puchner


Attribute Value(s)

Peter Sacks


Attribute Value(s)

Peter Sacks


Attribute Value(s)

Elaine Scarry


Attribute Value(s)

Elaine Scarry


Attribute Value(s)

Marc Shell


Attribute Value(s)

Marc Shell


Attribute Value(s)

James Simpson


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James Simpson


Attribute Value(s)

John Stauffer


Attribute Value(s)

John Stauffer


Attribute Value(s)

Gordon Teskey


Attribute Value(s)

Gordon Teskey


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Helen Vendler


Attribute Value(s)

Helen Vendler


Attribute Value(s)

Andrew Warren


Attribute Value(s)

Andrew Warren


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Nicholas Watson


Attribute Value(s)

Nicholas Watson


Attribute Value(s)

Leah Whittington


Attribute Value(s)

Leah Whittington


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James Wood


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James Wood


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David Alworth


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Beth Blum


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English 399
Hillary Chute
Course Notes: Conducted through regular conferences and assigned writing. Limited
to students reading specifically on topics not covered in regular
courses. Open only by petition to the Department; petitions should be
presented during the term preceding enrollment, and must be signed
by the instructor with whom the reading is to be done. All applicants
for admission should first confer with the Director of Graduate Studies.

Attribute Value(s)
English 399


Attribute Value(s)

Homi Bhabha

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Homi Bhabha

Attribute Value(s)

Stephanie Burt

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Stephanie Burt

Attribute Value(s)

Glenda Carpio

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Glenda Carpio


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Amanda Claybaugh

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Amanda Claybaugh


Attribute Value(s)

Daniel Donoghue

Attribute Value(s)

Daniel Donoghue

Attribute Value(s)

James Engell

Attribute Value(s)

James Engell

Attribute Value(s)

Philip Fisher


Attribute Value(s)

Philip Fisher

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Marjorie Garber

Attribute Value(s)

Marjorie Garber

Attribute Value(s)

Henry Gates

Attribute Value(s)

Henry Gates

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Jorie Graham

Attribute Value(s)

Jorie Graham


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Stephen Greenblatt

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Stephen Greenblatt

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Ju Yon Kim

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Ju Yon Kim

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Deidre Lynch

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Deidre Lynch

Attribute Value(s)

Louis Menand


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Louis Menand

Attribute Value(s)

Derek Miller

Attribute Value(s)

Derek Miller

Attribute Value(s)

Elisa New

Attribute Value(s)

Elisa New

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Stephen Osadetz

Attribute Value(s)

Stephen Osadetz


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Leah Price

Attribute Value(s)

Leah Price

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Martin Puchner

Attribute Value(s)

Martin Puchner

Attribute Value(s)

Peter Sacks

Attribute Value(s)

Peter Sacks

Attribute Value(s)

Elaine Scarry


Attribute Value(s)

Elaine Scarry

Attribute Value(s)

Marc Shell

Attribute Value(s)

Marc Shell

Attribute Value(s)

James Simpson

Attribute Value(s)

James Simpson

Attribute Value(s)

John Stauffer

Attribute Value(s)

John Stauffer


Attribute Value(s)

Gordon Teskey

Attribute Value(s)

Gordon Teskey

Attribute Value(s)

Helen Vendler

Attribute Value(s)

Helen Vendler

Attribute Value(s)

Leah Whittington

Attribute Value(s)

Leah Whittington

Attribute Value(s)

James Wood


Attribute Value(s)

James Wood

Attribute Value(s)

David Alworth

Attribute Value(s)

Andrew Warren

Attribute Value(s)

Andrew Warren

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Nicholas Watson

Attribute Value(s)

Nicholas Watson

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Claire Messud


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Claire Messud

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Environmental Science and Public
Policy
Subject: Environmental Sci & Public Pol
Environmental Sci & Public Pol 78 Section: 1

Environmental Politics (112610)
Sheila Jasanoff
An introduction to the history, organization, goals, and ideals of environmental protection in America.
Examines the shifts in emphasis from nature protection to pollution control to sustainability over the past
hundred years and develops critical tools to analyze changing conceptions of nature and the role of
science in environmental policy formulation. Of central interest is the relationship between knowledge,
uncertainty, and political or legal action. Theoretical approaches are combined with case studies of major
episodes and controversies in environmental protection.
Course Notes: Offered in alternate years with ESPP 77.

Attribute Value(s)
Environmental Sci & Public Pol 90E Section: 0

Conservation Biology (119814)
Aaron Hartmann
The major goal of conservation biology is to preserve and recover populations and ecosystems through
evidence-based assessment, analysis, and management. This course will integrate ecological and
evolutionary theory into resource management, economics, sociology, and political science to explore
conservation strategies, the value of ecosystem services, and the challenge of decision-making under
conflicting interests. Case studies will include major contemporary issues such as the preservation of
foundational taxa (e.g., corals on tropical reefs, trees in rainforests), management of genetic diversity,
defining recovery targets, and ecosystem-based management. A local field trip within New England will be
arranged.

Attribute Value(s)

Environmental Sci & Public Pol 90G Section: 1

The Law and Policy of Climate Change: Influencing Decision Makers (208113)
Aladdine Joroff
Empirical data demonstrate that the climate is changing and that these changes could produce
increasingly serious consequences over the course of this century. Governments and private actors
around the world are strategizing, debating, lobbying, implementing, and defending mechanisms to both
mitigate and adapt to the impacts of climate change. This course will explore (i) the legal framework in
which climate change action occurs in the United States, (ii) policy tools available to regulators, (iii)
impacts on regulated entities and individuals and (iv) opportunities for private stakeholders to participate
in and influence climate change decisions.

Attribute Value(s)
Environmental Sci & Public Pol 90N

Energy Economy for Developing Countries: Perspectives from the Past; Challenges for the Future (123858)
Michael McElroy
Xinyu Chen
The seminar will provide a historical perspective on the development of the Chinese, Indian and African
economies with emphasis on their energy sectors, including analysis of related environmental problems.
Low-carbon energy options will be introduced, including opportunities for nuclear, wind, solar, hydro, and
biofuels. Relations to the global energy systems will be discussed. The seminar will discuss tradeoffs
implicit in these choices with respect to reconciling competing goals for environmental protection and
economic development.

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Environmental Sci & Public Pol 90S Section: SEM
The Technology, Economics, and Public Policy of Renewable Energy (127572)
George Baker
Energy is the lifeblood of economic activity, and there is little prospect of this changing. However, the
planet's stores of easily accessed fossil fuels are limited, and the climatological cost of continuing to rely
on fossil fuels is high. This course examines the long run and short run prospects for renewable energy.
We start by understanding the technology of hydro, solar, wind, and biomass. We then examine the
economics of these technologies, and how subsidies and taxes affect their viability. Special attention will
be paid to the interaction of technology, economics, and public policy.
Course Notes: This course will be offered in a seminar format with an enrollment limit
of 50.
Recommended Prep: Economics 10a.

Attribute Value(s)
Environmental Sci & Public Pol 90Z

Climate Policy—Past, Present, and Future (203663)
Gernot Wagner
What's the optimal way to curb carbon emissions? Should we price fossil or subsidize low-carbon
energy? What's the role of solar geoengineering? What should it be? What will it be? The course
has two goals: to provide a set of tools to approach these and many other fundamental climate
policy questions, and to help us distinguish positive (Dzwhat will bedz) from normative (Dzwhat
should bedz) analysis. Economics and political economy provide particularly powerful lenses
through which to analyze climate policy—past, present, and future.
Course Notes: Prerequisite Ec 10.

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Environmental Sci & Public Pol 91R


Paul Moorcroft
Supervised reading and research on topics not covered by regular courses of instruction. Students must
complete a registration form, including permission from their faculty sponsor, with the concentration office
before course enrollment. A final paper describing the research/reading completed during the term is due in
duplicate to the Head Tutor on the first day of reading period.
Course Notes: Intended for junior and senior concentrators in Environmental Science
and Public Policy; open to sophomore concentrators only under
exceptional circumstances. Permission of the Head Tutor is required
for enrollment. May be counted for concentration only with the special
permission of the Head Tutor.

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Environmental Sci & Public Pol 91R

Paul Moorcroft
Supervised reading and research on topics not covered by regular courses of instruction. Students must
complete a registration form, including permission from their faculty sponsor, with the concentration office
before course enrollment. A final paper describing the research/reading completed during the term is due in
duplicate to the Head Tutor on the first day of reading period.
Course Notes: Intended for junior and senior concentrators in Environmental Science
and Public Policy; open to sophomore concentrators only under
exceptional circumstances. Permission of the Head Tutor is required
for enrollment. May be counted for concentration only with the special
permission of the Head Tutor.

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Environmental Sci & Public Pol 99A
Paul Moorcroft
Research and writing of the senior thesis under faculty direction. Senior honors candidates must take at
least one term of this course while writing a thesis. The signature of the faculty adviser is required.
to receive credit.

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Environmental Sci & Public Pol 99B

Paul Moorcroft
Research and writing of the senior thesis under faculty direction. Senior honors candidates must take at
least one term of this course while writing a thesis. The signature of the faculty adviser is required.
to receive credit.

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Environmental Science and
Engineering
Subject: Environ Science & Engineering
Environ Science & Engineering 6

Introduction to Environmental Science and Engineering (116362)
Patrick Ulrich
This course will provide students with an introduction to current topics in environmental science and
engineering by providing: an overview of current environmental issues, critically evaluating their
underlying science and knowledge limitations, and exploring the best-available engineering solutions to
some of our most pressing environmental problems. The course will emphasize the interconnected
biological, geological, and chemical cycles of the earth system (biogeochemical cycles) and how human
activity affects these natural cycles within each of the major environmental compartments (atmospheric,
aquatic, and terrestrial).
Recommended Prep: The course presumes basic knowledge in chemistry, physics, and
mathematics at the high school level.

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Earth Resources and the Environment (121463)
John Shaw
Annika Quick
An overview of the Earth's energy and material resources, including conventional and unconventional
hydrocarbons, nuclear fuels, alternative/renewable energy resources, metals, and other industrial materials.
The course emphasizes the geologic and environmental factors that dictate the availability of these
resources, the methods used to identify and exploit them, and the environmental impacts of these
operations. Topics include: coal and acid rain; petroleum exploration, drilling, and production, shale
gas/oil, photochemical smog, and oil spills; nuclear power and radioactive hazards; alternative energies
(solar, hydroelectric, tidal, geothermal power), metals and mining.
Course Notes: Course includes three hours of laboratory work each week and two

field trips. EPS 109 is also offered as ESE 109. Students may not take
both for credit. Undergraduate engineering students should enroll in
ESE 109. Given in alternate years.
Recommended Prep: EPS 10, ES 6, an equivalent course, or permission of instructor.

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Introduction to Meteorology and Climate (156491)
Brian Farrell
Physical concepts necessary to understand atmospheric structure and motion. Phenomena studied include
the formation of clouds and precipitation, solar and terrestrial radiation, dynamical balance of the large-
scale wind, and the origin of cyclones. Concepts developed for understanding today's atmosphere are
applied to understanding the record of past climate change and the prospects for climate change in the
future.
Course Notes: ESE 132 is also offered as EPS 132. Students may not take both for
credit. Undergraduate Engineering Students should enroll in ESE 132.
Previously ENG-SCI 132.
Recommended Prep: Mathematics 21 or Applied Mathematics 21a and 21b; Physical

Sciences 12; or permission of instructor.

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Daniel Jacob
Steven Wofsy
Physical and chemical processes determining the composition of the atmosphere and its implications for
climate, ecosystems, and human welfare. Construction of atmospheric composition models. Atmospheric
transport. Nitrogen, oxygen, and carbon cycles. Climate forcing by greenhouse gases and aerosols.
Stratospheric ozone. Oxidizing power of the atmosphere. Surface air pollution: aerosols and ozone.

Deposition to ecosystems: acid rain, nitrogen, mercury.
Course Notes: ESE 133 is also offered as EPS 133. Students may not take both EPS
133 and ESE 133 for credit. Undergraduate engineering students
should enroll in ESE 133.
Recommended Prep: Physical Sciences 1, 2, Mathematics 1b; or equivalents.

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Climate and Climate Engineeering (207835)
David Keith
An introduction to the physics that determine our planet's climate motivated by concerns about human-
driven climate change. From highly-simplified models of radiation and convection in a column to state-of-
the art models of the general circulation, the course provides a hands-on introduction to modeling tools as
a basis for understanding predictions of climate change and assessing their uncertainty. Solar
geoengineering, the possibility of deliberate large-scale intervention in the climate, is covered as a
potentially important new application of atmospheric science and as a tool to motivate analysis of aerosol
radiative forcing, feedbacks, and uncertainty.
Recommended Prep: One freshman-level math or applied math course, one freshman-level
science course, and physics at either the freshman or high-school
level; or, permission of instructor.

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Space Science and Engineering: Theory and Applications (160452)
Robin Wordsworth
This course is an introduction to the challenges involved in designing spacecraft for observation of Earth

and exploration of other planets. Topics covered include basic atmospheric and planetary science, key
principles of remote sensing, telemetry, orbital transfer theory, propulsion and launch system design, and
thermal and power management.
Course Notes: ESE 160 is also offered as EPS 160. Students may not take both for

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Hydrology (137573)
Kaighin McColl
This course provides an introduction to the global hydrologic cycle and relevant terrestrial and
atmospheric processes. It covers the concepts of water and energy balance; atmospheric radiation,
composition and circulation; precipitation formation; evaporation; vegetation transpiration; infiltration,
storm runoff, and flood processes; groundwater flow and unsaturated zone processes; and snow
processes.
Course Notes: ESE 162 is also offered as Earth and Planetary Sciences 162. Students
may not take both ESE 162 and Earth and Planetary Sciences 162 for
Recommended Prep: Applied Mathematics 21a,b or Mathematics 21a,b; AND Applied

Physics 50a,b, Physics 15a,b or Physical Sciences 12a,b.

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Pollution Control in Aquatic Ecosystems (109684)
Patrick Ulrich
This course is focused on aspects of environmental engineering related to the fate, transport, and control
of pollution in surface water ecosystems. Course modules will cover ecological impacts of environmental
contaminants; surface water aspects of engineering hydrology, including rainfall-runoff relationships;

quantitative models of pollutant fate and transport in rivers, lakes, and wetlands; best management
practices for the prevention and control of aquatic pollution; and sustainable natural treatment systems for
water quality improvement.
Recommended Prep: Applied Mathematics 21a (or equivalent); Engineering Sciences 6 (or
equivalent).

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State-of-the-art Instrumentation in Environmental Sciences (161263)
Frank Keutsch
This course will showcase how novel technologies have allowed fascinating new insights into key aspects
of our environment that are of high societal importance. Students will gain both an understanding of topics
such as climate change and air pollution as well as detailed knowledge of the design and underlying
principles of environmental instrumentation, especially via the hands-on laboratory sessions.
The development of novel instrumentation, driven by technological advances, is transforming observations
and revolutionizing the environmental sciences. For example, they introduce new observables and extend
the spatial and temporal coverage and resolution of (Earth) observations. This course will highlight how
state-of-the-art instrument design has enabled these fascinating advances by focusing on the engineering
as well as physics and chemistry principles that are central to this success. A central component of the
course consists of laboratory sessions that provide hands-on experience on important aspects of analytical
instrumentation, ranging from data acquisition, instrument control software, basic electronic filtering all the
way to learning design concepts and operation of spectroscopic and mass-spectrometric instrumentation.
There will also be a tour of some of the laboratories using state-of-the-art environmental instrumentation at
Harvard. The course and especially the laboratory experiments contain aspects from various engineering
disciplines including environmental, electronic and mechanical engineering.
Recommended Prep: Math 1a, b; PS 11 or equivalent; PS 12a, b (or Physics 15a, b or AP 50a,
b).

Attribute Value(s)

Thermodynamics by Case Study (160454)
Scot Martin
Fundamental concepts and formalisms of conservation of energy and increase of entropy as applied to
natural and engineered environmental and biological systems. Pedagogical approach is to start with real-
world observations and applications, extracting the underlying fundamentals of thermodynamics from
these.
Course Notes: ES 112 is also offered as EPS 112. Students may not take both for
credit. Undergraduate engineering students should enroll in ES 112.
Total class capacity of 18 includes students in both ES 112 and EPS
112.
Class Notes: Enrollment in this course is limited to 18 students and will be

• For the lottery, please send an email to me (smartin@seas.harvard.
edu) with your rationale for taking the course.
• You must attend class on January 28 to be eligible for the lottery.
• Students wishing to enroll in this course must enter the lottery by 8
am on Tuesday, January 29, by adding the course to your Crimson
Cart in my.harvard.edu and requesting enrollment permission.
• You will be notified about whether you may enroll in this course by 5
pm on Tuesday, January 29.
• Students who are not selected by the lottery will be waitlisted.

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Ethnicity, Migration, Rights
Subject: Ethnicity, Migration, Rights
Ethnicity, Migration, Rights 121

Native Americans in the 21st Century: Nation Building II (160752)
Dennis Norman
This field-based research course focuses on some of the major issues Native American Indian tribes and
nations face as the 21st century begins. It provides in-depth, hands-on exposure to native development
issues, including: sovereignty, economic development, constitutional reform, leadership, health and social
welfare, land and water rights, culture and language, religious freedom, and education. In particular, the
course emphasizes problem definition, client relationships, and designing and completing a research
project. The course is devoted primarily to preparation and presentation of a comprehensive research
paper based on a field investigation. In addition to interdisciplinary faculty presentations on topics such as
field research methods and problem definition, students will make presentations on their work in progress
and findings. Reccommended course: PED-501M. Enrollment limited to 24 students. Permission of
instructor required. Must contact instructor prior to enrolling by email, dennis_norman@harvard.edu.
Jointly offered at Harvard Kennedy School as DEV 502 and Harvard Graduate School of Education as A102.
Course Notes: The course requires instructor consent.
Class Notes: Contact dennis_norman@harvard.edu by email with information about

the current program that you are enrolled in, year of expected
graduation, and why you are interested in this course. Professor
Norman grants final approval for enrollment. The class will be held at
14 Story Street, Conference Room 4th floor.

Attribute Value(s)

Racial and Ethnic Inequality in Education: The Role of Culture (203918)
Natasha Warikoo
Scholars, educators, and journalists often use culture to explain differences in academic achievement by
race--sometimes insightfully and other times more clumsily. However, the evidence for cultural
explanations is thin and difficult to assess. Cultural explanations for low achievement have sometimes
been criticized as blaming children for their own low achievement, and as offering little to practitioners and
policymakers on ways to reduce educational inequality. On the other hand, cultural explanations for high
achievement frequently assume a model minority myth. This course addresses how and when culture can

lead to ethnic and racial inequality in education, in order to facilitate a better understanding of how to
reduce educational inequality. We will analyze differences between and within ethnic and racial groups. In
addition to ethnic and racial cultures, the course addresses school culture, youth culture, popular culture,
and cultural identities. Discussing solutions for reducing inequality will be an important component of this
course. The course will be run as a seminar.
Permission of instructor required. Enrollment limited to 25. Jointly offered at HGSE as EDU A133.

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Ethnicity, Migration, Rights 129 Section: 1

Education in Armed Conflict (205500)
Sarah Dryden Peterson
2019 Spring (4 Credits) Schedule: M 0900 AM - 1200 PM
This course examines the multidimensional and multidirectional relationships between armed conflict and
education. How can education contribute to the work of building "lasting peace" in settings of armed
conflict globally? How does education reflect inequalities and reinforce social tensions? How does it
contribute to stability and reconciliation? What role does it play in shaping individual and collective
imaginings of a post-conflict future? Through critical reading of theoretical texts and case studies,
engagement with guest speakers, simulations, and other learning tools, we will adopt an action-oriented
approach to investigation of these and other questions. We will look beyond the provision of schooling to
the learning and teaching that takes place in schools and community settings, and examine the
relationships that are at the core of these educational interactions. Central to discussions will be
connections between public policy, daily experiences, and social justice. The course includes a semester-
long project through which students will deepen their research, writing, and policy analysis skills, and
explore the intellectual and practical dimensions of connecting research, policy, and practice.
Open to all students with an interest in settings of armed conflict or comparative education generally.
Course Notes: Required, weekly, one-hour section.
Offered jointly with HGSE as EDU A816. Harvard College students can
enroll with instructor consent.

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Loves Labors Found: Uncovering Histories of Emotional Labor (207804)
Caroline Light
How do love, care, and desire influence the value of work, and why is emotional labor – which is vital to
child or elder care, domestic labor, nursing, teaching, and sex work – often considered to be something
other than work? How and why do the racial and gender identities of workers affect the economic, social,
and emotional value of their labor? How do political and social arrangements of labor help produce and
reinforce racial categories while solidifying the boundaries separating masculinity and femininity? Through
a mix of primary and secondary sources, this seminar explores histories of emotional labor and the power
structures that give meaning to often taken-for-granted categories of work. These sometimes hidden
histories are key to untangling the gender, sexual, and racial implications of the "intimate industries" that
populate today's transnational labor economies.
Course Notes: Offered jointly as WGS 1283. This course course, when taken for a
letter grade, counts as a portal course for the secondary field in
Ethnicity, Migration, Rights (EMR).

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Detention, Deportation, and Resistance in US History (208020)
Kristina Shull
The United States' emergence as a colonial power in the late 1800s also ushered in a new era of border
enforcement, detentions, and deportations. These acts of exclusion, however, have always met strong
resistance. This writing and discussion-intensive seminar will explore the racialized and foreign policy
dimensions of various episodes of heightened immigration enforcement in modern U.S. history: Chinese
Exclusion, mass deportations after World War I and during the Great Depression, Japanese internment
during World War II, mass detentions and deportations during the 1950s, and the exponential growth of a
militarized, for-profit detention system since the 1980s. We will also consider forms of resistance to
immigration enforcement that include: legal challenges and appeals to human rights; intersectional and
transnational organizing; art, poetry, and storytelling; riots and hunger strikes; public tribunals and the
Sanctuary movement.

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Power, Knowledge, Identity: Critical Approaches to Race and Ethnicity (208114)
Eleanor Craig

How might critical attention to race and ethnicity as they intersect with gender and sexuality—and also
frameworks of indigeneity and class—shape how we study? How do these lenses shift the questions we
ask, the information that counts as data, and the genres of work that we recognize as 'academic'?
For those newer to studies of race and ethnicity, this course provides intersectional frameworks for
recognizing what assumptions undergird academic projects and fields of study. For those familiar with
Ethnic Studies, it aims to serve as a 'Theories and Methods' course, providing robust tools for
refining one's own interdisciplinary inquiries.
Topic: Power, Knowledge, Identity

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Expository Writing
Subject: Expository Writing
Expository Writing 10 Section: 101

Introduction to Expository Writing (118262)
Vernon Davies
A rigorous, intensive elective that helps students prepare for the demands of college writing. In small
classes, students work closely with instructors on developing and organizing ideas, analyzing sources, and
drafting and revising clear, engaging essays. Students meet frequently in individual conferences with
instructors to discuss their work, and the class also emphasizes collaborative work among students.
Assignments are based on sources from a range of disciplines and genres.
Topic: Expos Studio 10: Introduction
Course Notes: After taking Expos Studio 10, a student must pass Expository Writing
20 or Expos Studio 20 to meet the College's Expository Writing
requirement.
Class Notes: In order to enroll in Expos Studio 10, you must have had an Expos
Studio 10 advising session at the Writing Program.

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Expository Sectioning Expository Writing Studio 10 Sectioning

Vernon Davies
requirement.

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Sarah Case
requirement.

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Sarah Case

requirement.

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Karen Heath
requirement.

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James Herron
requirement.

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Donna Mumme
requirement.

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Donna Mumme
requirement.

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Maria Stalford

requirement.

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Maria Stalford
requirement.

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Adrienne Tierney
requirement.

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Adrienne Tierney
requirement.

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Collier Brown
requirement.

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Collier Brown
requirement.

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Lusia Zaitseva
requirement.

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Lusia Zaitseva

requirement.

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Patricia Bellanca
requirement.

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Jane Rosenzweig
requirement.

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Expository Writing 20 (116353)
David Barber
An intensive seminar that aims to improve each student's ability to discover and reason about evidence
through the medium of essays. Each section focuses on a particular theme or topic, described on the
Expos Website. All sections give students practice in formulating questions, analyzing both primary and
secondary sources and properly acknowledging them, supporting arguments with strong and detailed
evidence, and shaping clear, lively essays. All sections emphasize revision.
Topic: Wizards and Wild Things
Course Notes: Students must pass one term of Expository Writing 20 to meet the
College's Expository Writing requirement.
Class Notes: Once upon a time, there was no Harry Potter. Once upon a time, there
was no such thing as children's literature. When and if children learned
to read, they read what grown-ups read. How then did writing for
children as we now know it come of age? Why does the genre have
such an enduring hold on our cultural imagination, even as it
continues to provoke sharp debate over its greater purpose and value?
Are classic children's books like The Wizard of Oz, The Wind in the
Willows, and The Cat in the Hat instructive or subversive, didactic or
liberating? In this course we'll examine selections from three centuries
of popular prose and verse written expressly for and about children as
we investigate how this eclectic canon reflects evolving ideas about

childhood, changing views about educating and enchanting young
readers, and persistent disputes over what and how children should
learn from books. In Unit 1 we'll survey landmark works in English for
children from the Puritan through the Victorian eras, including The
New England Primer, Grimms' Tales, and Alice in Wonderland, as we
consider what these texts tell us about the origin and evolution of the
genre. In Unit 2 we'll examine works by touchstone authors for
younger readers including Mark Twain, Louisa May Alcott, Rudyard
Kipling, E. B. White, C. S. Lewis, Maurice Sendak, and others, drawing
on the critical perspectives of thinkers such as John Locke, Bruno
Bettelheim, Alison Lurie, and Marina Warner to assess arguments
about the essential function of imaginative literature from infancy
through adolescence. In the final unit, students will conduct their own
research to place a major children's author of their choice in a relevant
cultural and historical context.

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Expository Sectioning Expository Writing 20 Sectioning

David Barber
Topic: Wizards and Wild Things
Class Notes: Once upon a time, there was no Harry Potter. Once upon a time, there
was no such thing as children's literature. When and if children learned
to read, they read what grown-ups read. How then did writing for
children as we now know it come of age? Why does the genre have
such an enduring hold on our cultural imagination, even as it
continues to provoke sharp debate over its greater purpose and value?
Are classic children's books like The Wizard of Oz, The Wind in the
Willows, and The Cat in the Hat instructive or subversive, didactic or
liberating? In this course we'll examine selections from three centuries
of popular prose and verse written expressly for and about children as
we investigate how this eclectic canon reflects evolving ideas about

childhood, changing views about educating and enchanting young
readers, and persistent disputes over what and how children should
learn from books. In Unit 1 we'll survey landmark works in English for
children from the Puritan through the Victorian eras, including The
New England Primer, Grimms' Tales, and Alice in Wonderland, as we
consider what these texts tell us about the origin and evolution of the
genre. In Unit 2 we'll examine works by touchstone authors for
younger readers including Mark Twain, Louisa May Alcott, Rudyard
Kipling, E. B. White, C. S. Lewis, Maurice Sendak, and others, drawing
on the critical perspectives of thinkers such as John Locke, Bruno
Bettelheim, Alison Lurie, and Marina Warner to assess arguments
about the essential function of imaginative literature from infancy
through adolescence. In the final unit, students will conduct their own
research to place a major children's author of their choice in a relevant
cultural and historical context.

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Jacob Betz
Topic: Religious Pluralism
Class Notes: The United States is arguably the most religiously diverse nation in the
world. Americans possess a dizzying array of religious beliefs and
behavior. And despite predictions to the contrary, levels of devout
religious belief remain high, evidenced by recent controversies over a
proposed Islamic community center in Lower Manhattan, as well as
Supreme Court rulings on female access to contraception and same-
sex marriage. How do people—including nonbelievers—experience
this religious multiplicity? How are these vast religious differences
negotiated socially, culturally, politically, and legally? Moving beyond
theology, this course will explore the broad concept of lived religion in
the United States. Through readings in fiction, law, history, and

sociology, we'll tackle these fundamental issues. In Unit One, we'll
read Ayad Akhtar's 2013 Pulitzer Prize-winning play, Disgraced, to
explore how religion affects intimate relationships among spouses,
friends, and co-workers. In the second unit, we'll wade into the
constitutional quandary surrounding the First Amendment, dissecting
legal scholars' arguments over the limits of religious freedom. Through
a series of case studies involving snake handling, home schooling,
and drug use, we'll examine the frequent tension that emerges from a
Bill of Rights that both guarantees the free exercise of religion and
requires some degree of secularism. Finally, in Unit 3, students will
focus on a religious topic of their choosing, design a research
proposal, examine both primary and secondary sources, and write a
substantial research paper.

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Jacob Betz


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Jacob Betz


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Jacob Betz


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Willa Brown
Topic: Whose Boston?
Class Notes: Each year over three million visitors walk Boston's Freedom Trail,
learning a curated story of how this country came to be. But whose
story is it? This engaged scholarship course will leave the Yard in
order to think about how the stories we tell shape the city we live in. In
the wake of the riots in Charlottesville over the removal of a statue
dedicated to Robert E. Lee, Americans are embroiled in a debate long
familiar to historians: what do our monuments say about who we are?
Maybe more importantly: how do those messages change the way we
interact with each other? This course will explore these questions in
the context of the city you have come to live in for the next four years.
We will begin by critically examining the story visitors and residents
learn when they walk the Freedom Trail—whose stories are told? What
do those narratives say about what this city is? We will be part of the
debate about what it means to be represented (or not) on the city
landscape. This course will teach you to see the cityscape as a book to
be read—a book whose meaning you can shape. After examining these
questions, we will make our own decisions about what stories need to
be told: the course will culminate in creating a digital map and our own
walking tour presented to the public.

This course will require an out-of-class workshop in April (date TBD)
and participation in the capstone public tour on May 4, 2019.

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Willa Brown
Topic: Respectable Ladies, Rebellious
Class Notes: Modern Americans typically view the idea of being "ladylike"—a notion
of womanhood as bound up in respectability—as something
restrictive, even demeaning. For a woman to be "ladylike," after all,
often means she is relegated to a corner where she will not be
assertive and empowered. But for centuries, women fought and died to
be allowed that reputation. While modern feminism fights against
restrictive stereotypes, why did some women fight to keep them? How
can we snap out of our modern frameworks and try to fully understand
the past? This course will examine the curious history of "respectable"
womanhood focusing on three moments in American history. We will
begin with women who lost their lives when their neighbors began to
question whether they really were "women" at all – the Salem witches.
Using close reading skills we will sift through historical documents to
understand just how the people of Salem were willing to decide some
of their own daughters were not really human after all. A field trip to
Salem will give us a chance to try to understand what the 17th century
felt like, and why women might have had different priorities then. Next
we will move forward two centuries to read the fascinating memoir of
anti-lynching crusader Ida B Wells, a woman whose entire career
depended on navigating the line between respectability and defiance.
We will learn about race and womanhood in the late 19th century to
understand why in order to be a reformer, Wells had to be a lady first.
Finally, we will take on a research project on iconic 20th-century

figures from Civil Rights lawyer Pauli Murray to poet Barbara Deming,
women who found themselves caught between being ladies and being
leaders. Throughout we will examine how racial and sexual
stereotypes posed not only challenges but also unexpected
opportunities for rebels and reformers. What power does being a lady
hold, and what boundaries does it create? What does it mean, both
yesterday and today, to be not just female, but a woman?

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Willa Brown
Class Notes:

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Willa Brown

Class Notes: Modern Americans typically view the idea of being "ladylike"—a notion
of womanhood as bound up in respectability—as something
restrictive, even demeaning. For a woman to be "ladylike," after all,
often means she is relegated to a corner where she will not be
assertive and empowered. But for centuries, women fought and died to
be allowed that reputation. While modern feminism fights against
restrictive stereotypes, why did some women fight to keep them? How
can we snap out of our modern frameworks and try to fully understand
the past? This course will examine the curious history of "respectable"
womanhood focusing on three moments in American history. We will
begin with women who lost their lives when their neighbors began to
question whether they really were "women" at all – the Salem witches.
Using close reading skills we will sift through historical documents to
understand just how the people of Salem were willing to decide some
of their own daughters were not really human after all. A field trip to
Salem will give us a chance to try to understand what the 17th century
felt like, and why women might have had different priorities then. Next
we will move forward two centuries to read the fascinating memoir of
anti-lynching crusader Ida B Wells, a woman whose entire career
depended on navigating the line between respectability and defiance.
We will learn about race and womanhood in the late 19th century to
understand why in order to be a reformer, Wells had to be a lady first.
Finally, we will take on a research project on iconic 20th-century
figures from Civil Rights lawyer Pauli Murray to poet Barbara Deming,
women who found themselves caught between being ladies and being
leaders. Throughout we will examine how racial and sexual
stereotypes posed not only challenges but also unexpected
opportunities for rebels and reformers. What power does being a lady
hold, and what boundaries does it create? What does it mean, both
yesterday and today, to be not just female, but a woman?

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Sarah Case

Topic: Green Spaces, Urban Places
Class Notes: From Boston Common to the Charles River Esplanade and the Arnold
Arboretum, Boston boasts many beautiful green spaces. Closer to
home, the leafy lawns of Harvard Yard provide a respite in a busy
urban environment. With over half of the world's population living in
cities, urban green space is more important than ever. The value of
public parks to those fortunate enough to live near them is
considerable, whether the reduction of the negative effects of climate
change, improved public health, or ample opportunities for residents
to connect with and appreciate the power of the natural world. But as
cities boom and prices skyrocket, access to spaces like parks is
increasingly expensive and exclusionary. This course will consider a
series of related questions: What exactly are the benefits of resources
like public parks? Should urban green space be considered a right of
every citizen? Has access to green space in cities become a privilege
of the elite? We will explore these questions, thinking about why
access to green space matters in an increasingly urbanized world.
Our first unit will focus on the green spaces of Harvard's campus. You'
ll question the role that access to nature plays for the Harvard
community by touring campus and choosing a site to study. We'll then
move to examine questions of public access to parks through the case
study of Boston Common, America's oldest urban park. We'll think
through the thorny relationship between public and private green
space for urban communities by working with the Friends of the Public
Garden and reading an increasingly influential essay on the fate of
public space, "The Tragedy of the Commons." Our third unit will
provide you with a unique opportunity to explore how academic
research on questions of environmental access is playing out on the
ground through a partnership with Groundwork, a community
organization in neighboring Somerville. Groundwork works to build
community and environmental health through projects such as urban
gardens and youth education. You will consider the relationship
between urban green initiatives and the residents who benefit from
them while learning about Groundwork's urban farming initiatives in
conjunction with your research. Students will have a chance to present
their innovative ideas and research from their writing at a capstone fair
at the end of the semester.
There will be three outside-of-class activities students will be asked to
attend at specific times, and for which they should plan to keep their
schedules open:
--Friday March 8, 3:15-5:30 p.m.—A discussion with Elizabeth Vizza,
Executive Director of the Boston Friends of the Public Garden

--Wednesday April 3, 4:30-6 p.m. – A panel discussion with the
Groundwork Green Team
--A capstone fair during Reading Period (Time and Date TBA)

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Sarah Case
Topic: Green Spaces, Urban Places
Class Notes: From Boston Common to the Charles River Esplanade and the Arnold
Arboretum, Boston boasts many beautiful green spaces. Closer to
home, the leafy lawns of Harvard Yard provide a respite in a busy
urban environment. With over half of the world's population living in
cities, urban green space is more important than ever. The value of
public parks to those fortunate enough to live near them is
considerable, whether the reduction of the negative effects of climate
change, improved public health, or ample opportunities for residents
to connect with and appreciate the power of the natural world. But as
cities boom and prices skyrocket, access to spaces like parks is
increasingly expensive and exclusionary. This course will consider a
series of related questions: What exactly are the benefits of resources
like public parks? Should urban green space be considered a right of
every citizen? Has access to green space in cities become a privilege
of the elite? We will explore these questions, thinking about why
access to green space matters in an increasingly urbanized world.
Our first unit will focus on the green spaces of Harvard's campus. You'
ll question the role that access to nature plays for the Harvard
community by touring campus and choosing a site to study. We'll then
move to examine questions of public access to parks through the case
study of Boston Common, America's oldest urban park. We'll think
through the thorny relationship between public and private green
space for urban communities by working with the Friends of the Public

Garden and reading an increasingly influential essay on the fate of
public space, "The Tragedy of the Commons." Our third unit will
provide you with a unique opportunity to explore how academic
research on questions of environmental access is playing out on the
ground through a partnership with Groundwork, a community
organization in neighboring Somerville. Groundwork works to build
community and environmental health through projects such as urban
gardens and youth education. You will consider the relationship
between urban green initiatives and the residents who benefit from
them while learning about Groundwork's urban farming initiatives in
conjunction with your research. Students will have a chance to present
their innovative ideas and research from their writing at a capstone fair
at the end of the semester.
There will be three outside-of-class activities students will be asked to
schedules open:
--Friday March 8, 3:15-5:30 p.m.—A discussion with Elizabeth Vizza,
Executive Director of the Boston Friends of the Public Garden
--Wednesday April 3, 4:30-6 p.m. – A panel discussion with the
Groundwork Green Team
--A capstone fair during Reading Period (Time and Date TBA)

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Alison Chapman
Topic: The Art of Shock
Class Notes: From Michelangelo's fleshly angels on the ceiling of the Sistine Chapel
through to Andres Serrano's Piss Christ (1987), art has never shied
away from representing difficult subject matter – or from courting
controversy. In the twentieth century, some critics even argued that art

is only effective when it jolts us out of our customary ways of relating
to the world, or when it makes explicit the structures of violence and
oppression that operate invisibly. This course will begin by exploring
works of art and literature by Michelangelo, Edouard Manet, and
Charles Baudelaire that were considered transgressive in their time but
which have since been incorporated into the canon of art history. Is an
artwork deemed shocking because of its own intrinsic qualities, or
because of the norms and values of its viewing culture? How did these
creations and their controversies shape or redirect the course of art
history? In our second unit, we will study some contemporary artists
who understand "shock" to be an integral part of their aesthetic
projects. In looking at Damien Hirst's pickled animal installations, or
Tracey Emin's own stained mattress set in the middle of the Tate
Gallery, or Kara Walker's provocative 75-foot-long sphinx made out of
sugar, why do these artists want their audience to feel such alarm and
unease? We will consider these artworks alongside readings by
feminist critics, philosophers, and art theorists who defend art even at
its most outrageous extremes. Can shock motivate moral or ethical
reasoning? Is shock a particularly political feeling? And why are
images or representations of the body so central to this genre of art?
The third unit will investigate how institutions – like museums, the
media, and even universities like Harvard – play a role in either
canonizing transgressive art or else fanning the flames of public
outrage. Students will have the opportunity to visit the Harvard Art
Museum as they work on their final, individual research papers.

Attribute Value(s)

Alison Chapman
Topic: The Art of Shock
Class Notes: From Michelangelo's fleshly angels on the ceiling of the Sistine Chapel

through to Andres Serrano's Piss Christ (1987), art has never shied
away from representing difficult subject matter – or from courting
controversy. In the twentieth century, some critics even argued that art
is only effective when it jolts us out of our customary ways of relating
to the world, or when it makes explicit the structures of violence and
oppression that operate invisibly. This course will begin by exploring
works of art and literature by Michelangelo, Edouard Manet, and
Charles Baudelaire that were considered transgressive in their time but
which have since been incorporated into the canon of art history. Is an
artwork deemed shocking because of its own intrinsic qualities, or
because of the norms and values of its viewing culture? How did these
creations and their controversies shape or redirect the course of art
history? In our second unit, we will study some contemporary artists
who understand "shock" to be an integral part of their aesthetic
projects. In looking at Damien Hirst's pickled animal installations, or
Tracey Emin's own stained mattress set in the middle of the Tate
Gallery, or Kara Walker's provocative 75-foot-long sphinx made out of
sugar, why do these artists want their audience to feel such alarm and
unease? We will consider these artworks alongside readings by
feminist critics, philosophers, and art theorists who defend art even at
its most outrageous extremes. Can shock motivate moral or ethical
reasoning? Is shock a particularly political feeling? And why are
images or representations of the body so central to this genre of art?
The third unit will investigate how institutions – like museums, the
media, and even universities like Harvard – play a role in either
canonizing transgressive art or else fanning the flames of public
outrage. Students will have the opportunity to visit the Harvard Art
Museum as they work on their final, individual research papers.

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Matthew Cole
Topic: Who's Got The Power?

Class Notes: Our news feeds today present a panorama of struggles over power,
from elections and peaceful protests to riots, revolutions, and civil
wars. In each case, those who hold power cling to it at all costs, while
those who feel oppressed or excluded fight to attain some power of
their own. In most societies, power is concentrated in the hands of a
select few, and even in the world's democracies, many citizens
continue to feel powerless—the playthings of some distant and
shadowy elite, or of grand political and economic forces beyond their
control. In this course, we will consider some of the fundamental
questions regarding the nature of power: Does power always have to
be "power-over," with one group dominating the rest? Or is it possible
for groups of people to generate "power-with," empowering
themselves to act in pursuit of shared goals? Is power ultimately
synonymous with violence, or wealth, or political authority? Is it
possible to exercise power over culture and ideas in addition to people
and resources? As the course progresses, we will converse with the
dissident writers who confronted the totalitarian regimes of the 20th
century, examine the student-led movements that toppled
dictatorships in the 21st, and consider what these episodes can teach
us about the techniques of domination and resistance in democratic
societies like our own. To that end, we'll conclude the course by
testing our theories of power against some recent and acclaimed
documentaries, from films like Jehane Noujaim's The Square and
Laura Poitras' Citizenfour, which give us front row seats to history-
making acts of revolution and civil disobedience, to polemical works
like Ava DuVernay's 13th and Craig Ferguson's Inside Job

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Matthew Cole
like Ava DuVernay's 13th and Craig Ferguson's Inside Job, which aim
to expose the workings of power in relation to racial and economic
inequality.

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Matthew Cole

like Ava DuVernay's 13th and Craig Ferguson's Inside Job

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Matthew Cole

like Ava DuVernay's 13th and Craig Ferguson's Inside Job, which aim
to expose the workings of power in relation to racial and economic
inequality.

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Margaret Doherty
Topic: Modern Love

Class Notes: "Reader, I married him." As this famous line from Charlotte Brontë's
Jane Eyre reminds us, writers have long been preoccupied with
matters of the heart. Courtship plots are everywhere, from the novels
of Jane Austen to the "rom-coms" of the 1980s and 1990s to essays
you can find every Sunday in the "Styles" section of the New York
Times. For centuries, marriage was primarily an economic relationship,
and love outside of marriage ended in humiliation or even death. But
what happens when society expands the options for living and loving?
What happens to the courtship plot when women choose not to be
wives, or when people who once couldn't marry now can? When
couples are as likely to meet through Tinder as they are through
mutual friends? In this course, we'll explore what courtship plots can
tell us about changing concepts of gender, sexuality, family, and
freedom. We'll start with fiction by Edith Wharton, one of the American
literature's keenest social observers (and, incidentally, one of the
inspirations for the TV show Gossip Girl). By closely reading her
accounts of love and marriage in New York's high society at the turn of
the twentieth century, we'll ask what stories about eligible bachelors
and old maids can tell us about a society's values and beliefs. In our
second unit, we'll turn to more recent courtship plots that trouble
traditional conceptions of romance, marriage, and the family. Our texts
will include the story "Brokeback Mountain" (and scenes from the
Oscar-winning film), short fiction from Pulitzer-prize-winner Jhumpa
Lahiri, and the viral New Yorker

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Margaret Doherty
Topic: Modern Love

Lahiri, and the viral New Yorker short story "Cat Person." Using
feminist theory, queer theory, literary criticism, and recent sociologies
of dating, we'll examine what new romantic possibilities—and
problems—exist for couples today. Finally, in our third unit, students
will pick a modern love story of their choosing—a novel, a memoir, a
film—and, drawing on the work of critics and scholars, make an
argument about what this story shows us about our society's sexual
mores.

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Margaret Doherty

Topic: Modern Love
mores.

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Margaret Doherty

Topic: Modern Love
mores.

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Janling Fu
Topic: Eating Culture
Class Notes: "Food . . . is not art. . . . A good risotto is a fine thing, but it isn't going
to give you insight into other people, allow you to see the world in a
new way, or force you to take inventory of your soul." So William
Deresciewicz, in an opinion piece for the New York Times, dismisses
our society's rising fascination with food over the last few decades,
from the explosion of cookbooks, food blogs, and bestselling histories
of cod, salt, and sugar, to the glut of cooking shows, many featuring
contestants dueling in gladiatorial kitchens. Like the ancient Romans,
we have become obsessed with food. But is Deresciewicz right to say
that food won't give us insight into ourselves? Is it not possible that by
examining what scholars and commentators call "foodways"— the
various forces involved in how different cultures produce, buy, sell,
and consume food—we learn much about ourselves and the world? In
this course we will be guided by the maxim of famous anthropologist
Claude Levi-Strauss, "food is good to think," as we contemplate
various foodways from a number of illuminating perspectives. In our
first unit we delve into what makes food "disgusting" or "natural." How
do we categorize edible material as polluting or pure? What even
counts as food in different societies? In our second unit, we explore
what we can learn about food and culture by looking at successful
cooking shows produced in different countries, for instance, Top Chef,
Iron Chef, and The Great British Bake Off. What do these shows as
cultural artifacts tell us about the values that are celebrated or
perpetuated through food? Our third unit will consider global trends of
commodities, economics, and food ethics. For this unit students will
conduct a research of food practice centered in some way on
Annenberg. Can we define what a dining hall does, or should do? How
has the ritual and practice of dining changed over time at Harvard?
Along the way, we will read classic works, from theories of food by
anthropologists Mary Douglas, Jack Goody, and Michael Dietler, to
ideas about food as a medium for relationships between people,
including the relationships that make up a vast food economy of farms,
factories, supermarkets, and our tables, as seen in the writing of
novelists, essayists, and food journalists as diverse as Marcel Proust,
David Foster Wallace, Wendell Berry, M.F. K. Fisher, and Michael
Pollan.

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Janling Fu

Pollan.

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Janling Fu

Pollan.

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Janling Fu

Pollan.

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Julia Hayden
Topic: The Psychology of Success and
Class Notes: Who gets ahead in America? Why do some succeed while others fail?
Given knowledge of someone's background or personal
characteristics, can we predict if she will become successful? How do

we account for the influence of various complex factors, including
personality, family, and community? In this course, we will examine
questions of success, failure, achievement, and identity viewed
through the lens of current theories in psychology. We will begin by
examining individual-level, person-centered theories of success with
readings on grit, the growth mindset, and multipotentiality. Next, we
will read Malcolm Gladwell's Outliers: The Story of Success alongside
a longitudinal, ethnographic study of 12 American children and a
seminal treatise on the role of race in the American classroom. As part
of our broader inquiry into the environmental factors that impact
success, we will explore how race, class, and familial wealth and
resources affect children's lived experiences of childhood and, later,
their chances of successfully getting into college. In the final unit of
the course, students will answer the question, "What does it take to be
successful at Harvard?" Students will select their own pop-science
book on a self-help topic like willpower, motivation, happiness, or
creativity, research the relevant academic literature, and create a
written proposal with an accompanying short presentation to
disseminate their findings. Throughout the course, we will use
psychological theory to motivate questions and answers about human
behavior in a society where the demand for success can be
tantalizingly high and the fear of failure devastatingly relentless.

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Julia Hayden


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Julia Hayden


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Julia Hayden


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Alexandra Gold
Topic: Telling Her Story: Narrative,
Class Notes: In a powerful essay, the late writer and activist Audre Lorde suggested,
"Where the words of women are crying to be heard we must each of us
recognize our responsibility to seek those words out, to read them and
share them and examine them in their pertinence to our lives." Lorde is
not alone in asking us to pay attention to and take responsibility for
women's stories; for centuries scholars and activists alike have
championed the words of women, including women of color and queer

women, whose stories have routinely gone untold or unheard. Yet if
this issue has always been pressing, the call to heed women's stories
seems especially urgent at a moment when such stories have come to
dominate the cultural landscape and public consciousness – from
news accounts to popular shows, literature to social media. This
course responds to this moment by examining how women's stories
are narrated across a variety of media and exploring what impact the
sharing of them can have. Our first unit will focus on short stories by
contemporary women authors Roxane Gay, Carmen Maria Machado,
and Jenny Zhang that raise questions about the body, family, love, and
society. Our second unit then turns to television, studying Hulu's 2017
adaptation of Margaret Atwood's dystopian novel The Handmaid's Tale
. Informed by readings in critical feminist theory, we'll consider how
the show probes the troubling connections between gender, authority,
power, and image. Finally, our third unit engages visual and
performance art alongside movements like #MeToo and #SayHerName,
offering students an opportunity to pursue independent research
projects that explore the relations between art, activism, and social
media.

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Alexandra Gold

media.

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Alexandra Gold

media.

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Alexandra Gold

media.

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Martin Greenup
Topic: Humans, Nature, and the Enviro
Class Notes: Deforestation, overpopulation, pesticide use, toxic oceans,

endangered species, global warming. How are we to make sense of the
many environmental problems facing the Earth today? Although the
sciences provide a factual account of environmental threats and ways
of countering them, scientific facts seem not to be enough, since
artists, writers, filmmakers, and even scientists find themselves
turning again and again to their imaginations to respond to the

environmental predicaments of industrial society. They may be doing
what English Romantic poet Percy Shelley powerfully described 200
years ago as an essentially human and creative impulse: "to imagine
that which we know." How, then, have creative minds imagined – in
essays, books, and movies – the very idea of nature, the place of
humans in it, and their power to change the environment? In this
course, we will consider both the possibilities and the problems that
writers and filmmakers have imagined about human interactions with
the natural world. We begin with the nineteenth century, when
Romantic writers were urgently contemplating the meaning of nature in
an age of increasing industrialization. In the first unit we interpret
"Walking" (1862), the naturalist Henry David Thoreau's seminal nature
essay that imaginatively explores the concept of wildness. In the
second unit we will critically compare the literary approaches of two
popular books by scientists – Rachel Carson's Silent Spring (1962),
and James Lovelock's The Revenge of Gaia (2006). Through shocking
critiques that draw upon the power of the imagination, both writers, in
different ways, have tried to inform the public of the harm being done
to nature in the hope that this harm can be averted. And in the final
unit we will examine the techniques of documentary movies about
relationships between humans and animals – Werner Herzog's Grizzly
Man (2005) in which the filmmaker takes issue with the self-proclaimed
environmentalist Timothy Treadwell who strove to protect bears in the
Alaskan wilderness, and Gabriela Cowperthwaite's Blackfish (2013) in
which she delivers a brilliant polemic against the Sea World
corporation and its treatment of captive killer whales.

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Martin Greenup


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Martin Greenup



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Martin Greenup


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Reed Johnson
Topic: Propaganda
Class Notes: During the Second World War, Nazi SS officers executed some twenty
thousand Polish prisoners of war, burying their bodies in hastily-dug
mass graves in a pine forest near Russia's western edge. In April 1943,
news of the atrocity was broadcast over US-government funded radio
stations, adding to the long litany of Nazi crimes against humanity. The
only problem? The story wasn't true. The mass graves were real, but
the Polish prisoners had in fact been killed several years earlier by
Soviet officers on orders from Josef Stalin—or "Uncle Joe," as he was
known affectionately in the US. In today's parlance, the broadcast was
"fake news." Truth, as the saying goes, is war's first victim, and the
conflicts of the twentieth century saw the widespread use of
propaganda on all sides. But what explains the wide reach of
deception and influence campaigns today? How has social media
galvanized new tools of mass persuasion, and how has a fragmented
and polarized media landscape enabled their spread? In this course,
we'll look at the history and current state of propaganda,
disinformation, fake news and conspiracy theories. We'll start with a
look at online influence campaigns, using a collection of political
memes promoted by Russia's so-called "troll factory" to analyze
common tactics and rhetorical strategies. In our second unit, we'll shift
from images to film with an analysis of the documentary Kony 2012, a
video with over a hundred million views on YouTube, and
controversies around its adoption of viral marketing strategies for a
humanitarian initiative. Our final unit will address propaganda
narratives and disinformation—a subject students will explore through
a research paper on a contemporary conspiracy theory or mass
influence campaign of their choice, illuminating the broader factors
attending its emergence and spread.

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Reed Johnson
Topic: Propaganda

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Reed Johnson
Topic: Propaganda

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Reed Johnson
Topic: Propaganda

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Richard Martin
Topic: Society and the Witch
Class Notes: Riding broomsticks and dancing in the woods at night, witches are
often imagined to be outside society. But in these representations may
be keys to understanding social norms, norms that get articulated
through the witch's very violation of them. In this seminar, we ask what
discourses about witches tell us about the societies that produce
them. We begin by examining anthropologists' depictions of witchcraft
among people who come to find magic believable: how do we
understand the seemingly irrational idea that magic is real? Closely
considering evidence from classic ethnographic accounts, we critically
examine other scholars' answers to questions such as this one by
thinking across competing approaches to the study of magic. Next, we
analyze the film Harry Potter and the Chamber of Secrets and the
television sitcom Bewitched, bringing these pop-cultural phenomena
into conversation with Mary Douglas's treatise on Purity and Danger
and Pierre Bourdieu's critique of Masculine Domination. These
theories help us examine, for example, how fictional representations of
witches speak to political struggles over class and gender. For the
research paper, each student chooses an example of witchcraft on
which to conduct independent research. Sample topics include fairy
tales, the Salem witch trials, neo-paganism, and the Broadway musical
Wicked. What will unite our diverse inquiries is a common interest in
the social significance of this seemingly marginal figure: the witch.

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Richard Martin

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Richard Martin


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Richard Martin


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Rachel Meyer

Topic: Work in the Modern World
Class Notes: This course explores the structure and experience of work in the
contemporary political economy with an eye toward both its liberating
and oppressive potential. We will take up enduring sociological
questions with respect to power, control, autonomy, surveillance and
self-determination on the job. How do different forms of work affect our
life circumstances, personalities, and connections to each other? In
the first unit we will examine corporate culture and how it affects the
experience of professional work. Does a strong corporate culture
enhance professional autonomy or management's power? Does it
facilitate or undermine community? In unit two we explore the crucial
issue of workers' control over their own labor and the concept of
alienation. We examine accounts of deskilling, the separation of mental
and manual labor, and the consequences of these processes for
workers' experience on the job. To what extent does alienation occur in
offices versus factories versus service counters? For the final unit we
will critically engage in a debate about the development of "flexible"
labor and the ways in which workers' connections to employers,
occupations, and locations have become more fluid and transitory. We
will explore what flexibility means in a variety of contexts and ask:
does flexibility lead to liberation or loss of identity? Does it bring self-
fulfillment or insecurity? What does flexibility mean for tech workers in
Silicon Valley and bankers on Wall Street? Our texts consist of case
studies and ethnographic accounts representing a variety of
workplaces along with readings from prominent social theorists who in
different ways seek to elucidate the conditions of work under modern
capitalism.

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Lindsay Mitchell

Topic: The Femme Fatale
Class Notes: The femme fatale--the attractive, seductive woman who brings about
the downfall of any man she encounters—has fascinated us through
the ages, from Biblical figures like Eve, Delilah, and Salome and
Ancient Egypt's Cleopatra to Catwoman, or even Nicki Minaj's media
persona. In most stories, the femme fatale's dangerous actions
empower her, but she ultimately must also submit to the idea that her
empowerment renders her a villain. How does this contradiction in the
femme fatale's character reflect tensions in our own evolving
understanding of gender? How can the femme fatale character help us
untangle the real gender problems that modern women and men face?
This course will begin to explore these and other related questions by
studying accounts of femme fatales in literature and film. In our first
unit, we'll explore 1920s and 1930s pulp fiction as a source of the
modern fatale archetype, with special focus on James M. Cain's noir
novella Double Indemnity. In our second unit, we'll move to a fictional
account of a more powerful femme fatale published in the 1970's post-
feminist movement, and examine Stephen King's novel Carrie
alongside the updated film adaptation, Brian de Palma's eponymous
cult classic. Finally, in our third unit, students will research a modern
day femme fatale, either real or fictional, and argue why the modern
version is recognizable as a femme fatale, but also represents some
evolution of, or twist on, the classic archetype. Here students will be
challenged not only to apply broad theories and ideas from the course,
but also to reach a greater understanding of what makes some modern
women seem so dangerous.

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Lindsay Mitchell


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Shannon Monaghan
Topic: Human Rights as History
Class Notes: The U.N.'s Universal Declaration of Human Rights has thirty articles,
among them the more familiar — "life, liberty, and security of person"
— and the less familiar — the right to a family, to cultural life, to rest,
and leisure. We often presume that human rights need no justification
or explanation. But what are human rights, and where do they come
from historically? We begin our course by looking at arguments for
human rights arising out of the ideas of the Enlightenment, as well as
their "strange triumph" in the aftermath of the violence of the Second
World War. After analyzing the development of the idea over time, we'll
think about how different individuals have interpreted the idea of
"universal" rights. We'll read primary sources from two Muslim women
writers on the example of what is often called the Islamic veil, one
supportive of the practice and one against, setting our discussion
against the backdrop of the development of humanitarianism during
the colonial period in the Middle East. Who has, historically, decided
what is included in the categories of "universal" and "inherent"? In the
final unit, we will dig into several ongoing and highly contested issues
in human rights, like the "right to be forgotten," which would force
Google to erase certain unwelcome search results; Samantha Power's
arguments for international humanitarian intervention in the face of
genocide; Ta-Nehisi Coates's argument in The Atlantic for reparations
to the descendants of black American slaves; the growing debates
over transgender rights; the role of the Nuremberg legacy in the
success (or failure) of trying war crimes today; and even Harvard's
own complicated relationship to slavery in the United States.

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Lindsay Mitchell


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Shannon Monaghan
Topic: Human Rights as History
Class Notes: The U.N.'s Universal Declaration of Human Rights has thirty articles,
among them the more familiar — "life, liberty, and security of person"

— and the less familiar — the right to a family, to cultural life, to rest,
and leisure. We often presume that human rights need no justification
or explanation. But what are human rights, and where do they come
from historically? We begin our course by looking at arguments for
human rights arising out of the ideas of the Enlightenment, as well as
their "strange triumph" in the aftermath of the violence of the Second
World War. After analyzing the development of the idea over time, we'll
think about how different individuals have interpreted the idea of
"universal" rights. We'll read primary sources from two Muslim women
writers on the example of what is often called the Islamic veil, one
supportive of the practice and one against, setting our discussion
against the backdrop of the development of humanitarianism during
the colonial period in the Middle East. Who has, historically, decided
what is included in the categories of "universal" and "inherent"? In the
final unit, we will dig into several ongoing and highly contested issues
in human rights, like the "right to be forgotten," which would force
Google to erase certain unwelcome search results; Samantha Power's
arguments for international humanitarian intervention in the face of
genocide; Ta-Nehisi Coates's argument in The Atlantic for reparations
to the descendants of black American slaves; the growing debates
over transgender rights; the role of the Nuremberg legacy in the
success (or failure) of trying war crimes today; and even Harvard's
own complicated relationship to slavery in the United States.

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Shannon Monaghan
Topic: "Noncombatants": The Home Fron
Class Notes: While it is perceived today as one of the greatest aberrations in human
society, warfare has also been one of the most common experiences in
human history. Yet popular conceptions of the history of warfare are

often limited to the myth of completely separated soldiers and
civilians. This has not, historically, been so: there is a reason that we
call the "home front" a front. We begin by looking at the idea of "total
war" within the context of several modern case studies. We will
question and examine the roles of women and children, as agents and
as targets, in these conflicts. We then move to thinking about the
memory and meaning of war through the art and memoirs of the great
German printmaker and sculptor Käthe Kollwitz and the intellectual
polymath (and French Resistance member) Marguerite Duras. What do
the histories and stories that we tell about war, about resistance and
about patriotism, particularly stories told by those not

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Margaret Rennix
Topic: Narratives of Immigration
Class Notes: Note: This Expos course requires participation in some activities
outside of normal class hours.
Immigration has become an increasingly divisive topic in U.S. politics,
as thousands of people fleeing violence and poverty in Central
America have arrived at the nation's border. While conversations about
immigration tend to focus on its economic and cultural implications,
the specific experiences of immigrants can get lost in the political
shuffle. Who are the people who are coming to the U.S. border? What
has motivated their journeys? Once they arrive, what happens to their
individual stories and experiences? Who receives those narratives?
How are they used? In this course, students will try to answer these
questions, grappling with one of the most pressing moral and social
issues U.S. lawmakers and citizens are confronting today. But rather
than just approaching the complexities of immigration using academic
literature, students will engage actively with how narratives of

immigration are told and transformed, especially as individual
experiences get processed into legal asylum cases. Students will have
the opportunity to meet with and pose questions to lawyers and law
students from the Harvard Law School Immigration Clinic, as well as
lawyers working on the border at the U.S. family detention center in
Dilley, Texas. They will also exit the gates of Harvard to attend
immigration court proceedings, visit local immigrant neighborhoods,
and talk with activists about their hopes and frustrations regarding
immigration reform. This course aims to be a multifaceted intellectual
experience, allowing students the opportunity to witness directly how
academic arguments can affect human lives. And students will be
asked to participate in this process, offering their own claims about
how immigration policy should be shaped based on what they learn
over the course of the semester. In Unit 1, we will start by looking at
concepts of nationhood and community, asking students to critique
arguments for and against open borders—including those by political
philosophers Richard Carens and David Miller, and economist Bryan
Caplan. In Unit 2, we will turn to the self-articulated experiences of
immigrants to the United States, reading Valeria Luiselli's Tell Me How
It Ends and a number of redacted affidavits from asylum seekers, to
consider how "tricky" cases—like those involving minors who have
complicated relationships with gangs in their homelands—ought to
affect how asylum cases are made. Finally, in Unit 3 students will write
a research paper in which they will use an immigration story of their
own choosing to argue for changes in United States policy. They will
write this paper in conjunction with creating a capstone project: a five-
minute video on a specific immigration issue that will then be shared
with the community partners they've engaged with throughout the
course.
There will be two outside-of-class activities students will be asked to
schedules open:
• November 8, 5-7 p.m.—A panel discussion with local

immigration activists
• December 7, 4-6:30 p.m.—A capstone fair (the capstone
fair will happen within these hours, but will not take the
entire time)

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Shannon Monaghan

Topic: "Noncombatants": The Home Fron
Class Notes: While it is perceived today as one of the greatest aberrations in human
society, warfare has also been one of the most common experiences in
human history. Yet popular conceptions of the history of warfare are
often limited to the myth of completely separated soldiers and
civilians. This has not, historically, been so: there is a reason that we
call the "home front" a front. We begin by looking at the idea of "total
war" within the context of several modern case studies. We will
question and examine the roles of women and children, as agents and
as targets, in these conflicts. We then move to thinking about the
memory and meaning of war through the art and memoirs of the great
German printmaker and sculptor Käthe Kollwitz and the intellectual
polymath (and French Resistance member) Marguerite Duras. What do
the histories and stories that we tell about war, about resistance and
about patriotism, particularly stories told by those not in uniform, add
to the national and cultural understanding of a conflict? In the final
unit, students will choose their own historical research subject from a
variety of options. They might investigate conflicts and wars ranging
from the recent (the "forever wars" of Iraq and Afghanistan) to the
nineteenth century (the U.S. Civil War); from the modern and industrial
(the Second World War) to the guerrilla, civil, and anti-imperial (the
Spanish Civil War and the Algerian War of Independence). Further
research options include different types of participants in conflict
(from forcibly recruited child soldiers to anti-war activism) and
different ways to pressure an enemy (food policy and
blockade). Students will analyze the conflict in their chosen subject
through the lens of the unexpected agent in modern warfare: the
woman and/or the child. Throughout the course, we will ask what it
means to be a "soldier" or a "civilian" in modern conflict, pondering
the nature of the distinction.

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Margaret Rennix
It Ends and a number of redacted affidavits from asylum seekers, to
consider how "tricky" cases—like those involving minors who have
complicated relationships with gangs in their homelands—ought to
affect how asylum cases are made. Finally, in Unit 3 students will write
a research paper in which they will use an immigration story of their
own choosing to argue for changes in United States policy. They will

write this paper in conjunction with creating a capstone project: a five-
minute video on a specific immigration issue that will then be shared
with the community partners they've engaged with throughout the
course.
There will be two outside-of-class activities students will be asked to
schedules open:
• November 8, 5-7 p.m.—A panel discussion with local

immigration activists
• December 7, 4-6:30 p.m.—A capstone fair (the capstone
fair will happen within these hours, but will not take the
entire time)

Attribute Value(s)

Margaret Rennix

It Ends and narratives of actual asylum seekers. Then, students will
put these narratives in conversation with former Attorney General Jeff
Sessions's definition of persecution in his decision on The Matter of A-
B- to make a case for who should "count" as a refugee. Finally, in Unit
3 students will write a research paper in which they will use an
immigration story of their own choosing to argue for changes in United
States policy. They will write this paper in conjunction with creating a
capstone project: a two-minute video produced for the community
partners they've engaged with throughout the course.

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Kip Richardson

Topic: Laugh Riots
Class Notes: To many people, the current era seems like a golden age of political
satire. Judging solely by the number of viral comedians, late-night
shows, humor books, parody websites, and meme generators, the
genre certainly seems to be thriving. Yet critics, both liberal and
conservative, have raised substantive concerns about this explosion
of satirical content, questioning its corrosiveness, its persuasive
efficacy, and its contributions to the democratic public sphere. Others,
in a rather different vein, have argued that satire is actually dying—or
already dead—victim to the surreality and self-parody of modern
political life. This course will ask students to weigh in on these
questions about the value and viability of social and political satire. In
Unit 1, students will consider when, if ever, do jokes go "too far"?
Using a recent controversial example, such as the Charlie Hebdo
cartoons or Michelle Wolf's White House Correspondents Dinner
routine, students will try to theorize whether humor should be held
accountable to positive moral standards, or whether it is inherently
anarchic and deconstructive. In Unit 2, we will read Paul Beatty's
acclaimed novel, The Sellout (2015), a "tragicomic" satire of race in
America, alongside several classical essays in the psychology of
humor. Putting these texts in conversation will enable students to
think about how satire "works," how it makes us laugh, and the
potential roles it might play in discussions about sensitive political
subjects. Finally, in Unit 3, students will be tasked with assessing the
real-world effects of political satire, selecting their own historical (e.g.,
anti-immigration political cartoons from the 1870s) or contemporary (e.
g., The Daily Show) case study.

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Margaret Rennix

It Ends and narratives of actual asylum seekers. Then, students will
put these narratives in conversation with former Attorney General Jeff
Sessions's definition of persecution in his decision on The Matter of A-
B- to make a case for who should "count" as a refugee. Finally, in Unit
3 students will write a research paper in which they will use an
immigration story of their own choosing to argue for changes in United
States policy. They will write this paper in conjunction with creating a
capstone project: a two-minute video produced for the community
partners they've engaged with throughout the course.

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Kip Richardson
Topic: Laugh Riots

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Kip Richardson
Topic: Laugh Riots
g., The Daily Show

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Ramyar Rossoukh
Topic: Journey to Mars
Class Notes: Evoking President Kennedy's famous speech to put a man on the
moon by the end of the 1960s, on October 11, 2016, President Obama
called for the United States to launch humans to Mars by 2030 and to
one day settle there. The quest to achieve this goal has dominated
recent headlines from NASA's landing of the Curiosity Rover to
Hollywood's renewed fascination with the red planet. Mars has become
the next great frontier in human conquest and exploration. Why Mars?
What is at stake in our efforts to reach Mars? What does it say about
life here on Earth? Over the semester, we will look at a range of
scholarly literature on Mars as well as films, science fiction, and virtual
reality simulations to examine some possible futures in which humans
have colonized outer space and become a multi-planetary species. Our
launch will be a close analysis of the film The Martian to discover key
themes and topics in media representations of Mars. We will next chart
a path through Ray Bradbury's The Martian Chronicles to explore
connections between science, technology, and art in our imagination
of human life and the experience of difference on Mars. The course will
conclude with a broader inquiry of Mars as the next frontier of human
entrepreneurship that critically engages with the science and ethics of
proposed future Mars missions (Mars One, SpaceX, UAE's Mars 2117,
among others). Students will write a final research paper on a topic of
their choice that builds on course readings, activities, and discussion.

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Kip Richardson
Topic: Laugh Riots

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Ramyar Rossoukh

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Ramyar Rossoukh


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Ben Roth
Topic: Existentialism

Class Notes: "Existence precedes essence." According to Jean-Paul Sartre's

slogan, we are not born with a purpose given to us by god, human
nature, or society, but are instead "condemned to freedom," to create
ourselves through the choices we make. In our first unit, we will
grapple with the idea that we create our own values, reading Sartre's
lecture "Existentialism Is a Humanism," and consider a recent
philosopher's attempt to understand what it means to describe life as
absurd. Concerned as they were with concrete situations,
existentialists also produced a great deal of literature in addition to
philosophy. In our second unit, we will think about coming of age,
inauthenticity, and the performance of gender and identity in stories by
Simone de Beauvoir (Sartre's lifelong intellectual partner) and David
Foster Wallace. Finally, at the end of the course, students will write a
research paper about a major existentialist literary text of their choice,
examining themes like bad faith, despair, freedom, and authenticity in
a classic novel by Sartre, Beauvoir, or Albert Camus, or in a more
recent text influenced by that tradition, such as Richard Wright's Black
Boy, Walker Percy's The Moviegoer, Kobo Abe's The Face of Another,
Tom McCarthy's Remainder, or Kamel Daoud's The Meursault
Investigation, among other possibilities.

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Ramyar Rossoukh


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Ben Roth



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Ben Roth



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Sparsha Saha
Topic: Sexism and Politics
Class Notes: The "Engaged Scholarship" components of this course include

activities outside class time.
Today, the United States Congress is 19.4% female. That statistic trails
the world average of 23.3%, with Nordic, European, sub-Saharan
African, and Asian countries achieving better gender balance in
national legislatures than the U.S. Some scholars contend that when
women run, they are no more likely to win or lose compared to their
male counterparts, though they are simply less likely to run in the first
place. Other scholars identify a strong correlation between voting and
sexist attitudes, notably in the 2016 U.S. election. But the puzzle
persists: what accounts for the persistently low levels of female
political representation in American politics, particularly since the
United States boasts some of the highest levels of female participation
in the labor market, especially in executive positions? Our course
explores this question as it examines how prejudicial attitudes about
women manifest themselves in American political life and society. In
Unit 1, we begin by examining the popular argument that women
should have more political representation because they would be
better political leaders. In this unit, you will also have a chance to
engage in the Harvard community by interviewing peers, neighbors,

and other members of Harvard Square to get a sense of beliefs about
women in politics. In Unit 2, we turn our attention to recent case
studies, including Hillary Clinton, Sarah Palin, and Alexandria Ocasio-
Cortez, to investigate how gender stereotypes may or may not have
played a role in the outcomes of their political races. Finally, in Unit 3,
you will contribute to the scholarship in this field, by researching the
phenomenon that Massachusetts lags behind other states when it
comes to female political representation at the state and gubernatorial
level. We will partner with the Massachusetts Women's Political
Caucus (www.mwpc.org) to help them address this problem at the
state level by writing a policy paper with recommendations that draw
on your research into this issue.
The "Engaged Scholarship" components of this course include
activities outside class time (these are tentative dates that will be
finalized in September, so please note that they are subject to change):
• Interviews with Harvard peers and members of Harvard

Square community to be completed before October 10 (not
set time, flexible dependent on individual schedules).
• Panel symposium featuring female politicians, candidates
for office, academics, and other stakeholders to be held on
Nov 14, 4-6pm. Location TBD.
• Capstone Presentations to Massachusetts Women's
Political Caucus, HQ in Boston, MA in early December,
specifics TBD.

Attribute Value(s)

Ben Roth


Attribute Value(s)

Sparsha Saha

activities outside class time.
Today, the United States Congress is 19.4% female. That statistic trails
the world average of 23.3%, with Nordic, European, sub-Saharan
African, and Asian countries achieving better gender balance in
national legislatures than the U.S. Some scholars contend that when

women run, they are no more likely to win or lose compared to their
male counterparts, though they are simply less likely to run in the first
place. Other scholars identify a strong correlation between voting and
sexist attitudes, notably in the 2016 U.S. election. But the puzzle
persists: what accounts for the persistently low levels of female
political representation in American politics, particularly since the
United States boasts some of the highest levels of female participation
in the labor market, especially in executive positions? Our course
explores this question as it examines how prejudicial attitudes about
women manifest themselves in American political life and society. In
Unit 1, we begin by examining the popular argument that women
should have more political representation because they would be
better political leaders. In this unit, you will also have a chance to
engage in the Harvard community by interviewing peers, neighbors,
and other members of Harvard Square to get a sense of beliefs about
women in politics. In Unit 2, we turn our attention to recent case
studies, including Hillary Clinton, Sarah Palin, and Alexandria Ocasio-
Cortez, to investigate how gender stereotypes may or may not have
played a role in the outcomes of their political races. Finally, in Unit 3,
you will contribute to the scholarship in this field, by researching the
phenomenon that Massachusetts lags behind other states when it
comes to female political representation at the state and gubernatorial
level. We will partner with the Massachusetts Women's Political
Caucus (www.mwpc.org) to help them address this problem at the
state level by writing a policy paper with recommendations that draw
on your research into this issue.
The "Engaged Scholarship" components of this course include
activities outside class time (these are tentative dates that will be
finalized in September, so please note that they are subject to change):
• Interviews with Harvard peers and members of Harvard

Square community to be completed before October 10 (not
set time, flexible dependent on individual schedules).
• Panel symposium featuring female politicians, candidates
for office, academics, and other stakeholders to be held on
Nov 14, 4-6pm. Location TBD.
• Capstone Presentations to Massachusetts Women's
Political Caucus, HQ in Boston, MA in early December,
specifics TBD.

Attribute Value(s)

Sparsha Saha


multiple mandatory activities outside of regular class hours. Dates of
the Spring 2019 activities will be announced in the first class meeting.
(www.mwpc.orgto help them address this problem at the state level by
writing a policy paper with recommendations that draw on your
research into this issue.

Attribute Value(s)

Adam Scheffler
Topic: The Underworld
Class Notes: Hell is popular. In fact, it's been doing much better than heaven. It's
practically a literary consensus that Dante's best book is his Inferno
not Purgatorio or Paradiso, and that Milton, a Christian believer, got so
carried away in describing Satan and hell that he ended up being "of
the Devil's party without knowing it" (Blake). And the world today may
be more secular than in past generations, but hell is doing just fine.

Harvard presents its own interesting case: Currier House's annual
"Heaven and Hell" party has situated "Hell" in a room that can hold
about 500 people whereas "Heaven" can fit only about 50. (This past
year heaven was eliminated entirely.) But what are the components of
hell – what archetypes or depictions of hell and the underworld helped
to cement their importance in culture? And why is hell so alive in
secular culture? Why do those people who don't believe that hell is
real want to keep imagining it again and again (in Supernatural, in
South Park, in Buffy the Vampire Slayer, etc.)? In our first unit, we will
examine famous underworld themes and archetypes as we look at
short excerpts from Gilgamesh, Homer, Virgil, Dante, Milton, Jonathan
Edwards, the story of Persephone, and the story of Orpheus and
Eurydice. In our second unit, we'll consider how these themes and
archetypes are taken up by recent secular texts such as a Stephen
King short story, the film Pan's Labyrinth, and a New Yorker article by
Harvard Professor Danielle Allen about her cousin's experience in the
American prison system. Finally, in our third unit, students will select
and research a contemporary depiction of hell, and make an argument
about how that hell works as a metaphor for a real-world issue or fear
(such as the sleaziness of Hollywood, or bickering families, or mental
illness, or the vastness of outer space). Throughout, we will try to
better understand the curious attraction of hell, and why its 4,000-year-
old story shows no sign of ending.

Attribute Value(s)

Sparsha Saha

multiple mandatory activities outside of regular class hours. Dates of
the Spring 2019 activities will be announced in the first class meeting.

(www.mwpc.orgto help them address this problem at the state level by
writing a policy paper with recommendations that draw on your
research into this issue.

Attribute Value(s)

Adam Scheffler


Attribute Value(s)

Adam Scheffler

King short story, the film Pan's Labyrinth, and a New Yorker

Attribute Value(s)

Gillian Sinnott
Topic: Privacy and Surveillance
Class Notes: Most of us are vaguely aware that our online activities are extensively
monitored by corporations in search of profits and that the
government may be watching or listening to some of our
communications in the name of national security. It is easy to decry
this state of affairs as Orwellian, or, on the other hand, to reassure
ourselves that surveillance only harms those with something to hide.
In this course we will seek to move beyond these simplistic responses
by considering the rights underlying privacy claims and by closely
examining how surveillance operates in practice. In the first unit, we
will explore the powerful, but surprisingly elusive, concept of privacy.
Are we concerned only about the possibility that information gathered
about us will be abused? Or is there something more fundamentally
troubling in the government reading people's emails, or in
corporations having records of our internet browsing histories? In the
second unit, we will consider government surveillance, specifically the
National Security Agency's power to monitor the content of calls and
emails originating from non-American citizens who are outside the
United States. Do these non-citizens have any privacy rights vis-à-vis
the U.S. government? Are there adequate legal protections for
American citizens whose communications—both dangerous and
innocent—are swept up in surveillance that is targeted at foreigners?
In the final unit we will turn to the issue of privacy rights against
corporations. Do we have a right to be forgotten online, or should
truthful information about private citizens be available via internet
search engines indefinitely? Can internet users be regarded as having

given meaningful consent to privacy agreements that they have not
read and would in any case likely not fully understand? For this unit,
students will write a research paper about the appropriate limits on the
power that private entities have over our online lives.

Attribute Value(s)

Adam Scheffler


Attribute Value(s)

Gillian Sinnott


Attribute Value(s)

Gillian Sinnott


Attribute Value(s)

Spencer Strub
Topic: Ecological Crisis: Witnessing
Class Notes: Note: This Expos class requires an independent research trip into
Boston outside of normal class hours.
In winter 2018, Boston and coastal Massachusetts experienced two
"hundred-year floods" in quick succession. Coming hard on the heels
of costlier disasters elsewhere, the impassable roads in the Seaport
and icebergs in the streets of Scituate were widely understood as a
sign of things to come. The changing shape of the New England
coastline raises tough questions: how should governments and
peoples prepare for, and adapt to, a changing climate? How do we
stave off the worst-case scenarios, and how should we mete out
responsibility for the damage that's already been done? And how
might our society––our politics, our culture, our sense of justice and
our narratives of ourselves––transform in response to the unfolding

global ecological crisis?
While such questions are usually left to activists, engineers, and urban
planners, this course will ask you to begin to answer these questions
using the tools of the humanities. We'll begin by exploring the way we
talk about the world-to-come today, focusing on the writer Elizabeth
Rush's portraits of coastal communities confronting sea level rise and
the loss it entails. In the second unit, we turn to questions of ethics
and politics. We'll weigh Aldo Leopold's foundational "Land Ethic" –
which calls for a society that respects an "ecological conscience" –
against more recent work on the role that race and class play in
exposure to environmental risks. In doing so, we'll develop richer,
more sensitive accounts of the interaction between nature and society.
The course ends by considering the case example of Boston itself. In
class, we'll assess Climate Ready Boston's reports together, analyzing
how the city is preparing for "climate resilience." In a final capstone
project and research paper, you'll prepare your own neighborhood-
specific studies that respond to these reports, drawing on our readings
in ethics and political thought as well as your own discoveries in the
research process – a process that will ask you to survey climate
scientists' projections, delve into the history of Boston, and even walk
the shoreline of the city. The goal is to develop and articulate your own
vision for a just and livable future for New England.
Required Research Travel: As part of the research for Unit 3, students
will be expected to coordinate with each other and visit a
neighborhood in Boston subject to climate impacts. This trip will
require taking the T and walking. A response paper recording
observations from this trip is due November 9th; the research trip can
be made at any point beforehand.

Attribute Value(s)

Gillian Sinnott


Attribute Value(s)

Spencer Strub

Class Notes: Note: This Expos class requires an independent research trip into
Boston outside of normal class hours.
Required Research Travel: As part of the research for Unit 3, students
will be expected to coordinate with each other and visit a
neighborhood in Boston subject to climate impacts. This trip will
require taking the T and walking. A response paper recording
observations from this trip is due November 9th; the research trip can
be made at any point beforehand.

Attribute Value(s)

Spencer Strub
outside of normal class hours as well as a mandatory capstone
project.

Students will be required to coordinate with at least two classmates to
attend and observe a community group or municipal agency meeting
outside of class hours. These observations should be conducted in
March or April. A schedule of potential observations will be distributed
in the first week of class.

Attribute Value(s)

Ezer Vierba
Topic: Buddhism, Mindfulness, and the
Class Notes: Today, mindfulness is touted as a panacea, the secret to happiness

and health, superb sex and unparalleled productivity. The hype is not
entirely new, however. For decades, ostensibly Buddhist ideas have
been tossed around in the West as recipes for success in just about
any art or craft. But what hides behind this craze? Can Buddhist
teachings offer us tools with which to achieve our goals, or are we
corrupting Buddhism by applying it in such a way? What have artists
and practitioners thought of the use of meditative tools, and how have
they integrated Buddhist terms like "bare awareness" and "emptiness"
into their work?
In order to answer such questions, we will start the course with a
reading of the Satipatṣhāna Sutta, the Buddha's instructions on
mindfulness mediation. A close reading the text in our first unit will
give us a glimpse of the ancient Buddhist practice, its complexity and
richness. As we move into our second unit, we will read the text that
first gave the West the idea that Buddhism can allow us to "hit the
mark" without trying to do so, Eugen Herrigel's bestselling 1948 book,
Zen in the Art of Archery. Using Edward Said's classic work,
Orientalism, we will ask if Herrigel was romanticizing Zen Buddhism,

and if he was, what the consequences of such a romanticization have
for Japan and the West. In our last unit, we will read the work of
Chögyam Trungpa, one of the most charismatic masters to have taught
in the West. His lectures in Dharma Art will provide us a glimpse into
the way Buddhist religious-artistic practices have influenced
contemporary artists in the West. By looking at Trungpa's Tibetan
"crazy wisdom," we will try to understand what Buddhist ideas of
self/not-self mean, and why artists have taken such avid interest in
them.
As we read these texts, we will also practice mindfulness meditation,
as well as various other forms of Buddhist meditation. In doing so, we
will think about these meditations both practically and critically, at the
same time as we refine our analytical understanding of Buddhist ideas.

Attribute Value(s)

Spencer Strub
outside of normal class hours as well as a mandatory capstone
project.
Students will be required to coordinate with at least two classmates to
attend and observe a community group or municipal agency meeting
outside of class hours. These observations should be conducted in
March or April. A schedule of potential observations will be distributed
in the first week of class.

Attribute Value(s)

Ezer Vierba


into their work?
them.

Attribute Value(s)

Ezer Vierba


into their work?
them.

Attribute Value(s)

Jeffrey Wilson
Topic: Why Shakespeare?
Class Notes: Shakespeare, we have all been told, is extremely important. You might
agree or disagree with this pronouncement, but do you know why
Shakespeare matters to so many people? Why does every high school
in America assign Shakespeare? Why did the world erupt with
jubilation on his 450th birthday in April 2014? Why did the British
government pay $2.4 million to have Shakespeare translated into
Mandarin? Does Shakespeare deserve all this fuss, or is he really
overrated? In this section, Shakespeare lovers and haters alike are
invited to consider the question of Shakespeare's popularity by
looking into the relationship between his methods of artistic creation
and the values of the modern world. We'll begin with a reading of the
most famous artwork of the past millennium, Hamlet, a play about a
bad philosopher trying to avenge his father's murder. Then we'll read
one of Shakespeare's least popular plays, Henry VI (about feuding
English families during a bloody civil war), alongside one of the most
popular TV shows right now, Game of Thrones (which, like Henry VI,
was based on the Wars of the Roses). We'll also read Henry VI in light
of some controversial recent computer-based scholarship arguing that
Shakespeare actually didn't write much of the play. Finally, we'll ask,
"Why Shakespeare?" and entertain answers ranging from the cynical
(Shakespeare is a dead, white male that other dead, white males have
used to promote the values of dead, white males) to the euphoric
(Shakespeare is universal; Shakespeare invented the human).

Attribute Value(s)

Ezer Vierba

into their work?
them.

Attribute Value(s)

Jeffrey Wilson
Mandarin? Does Shakespeare deserve all this fuss, or is he really
and the values of the modern world. We'll begin with a reading of the
most famous artwork of the past millennium, Hamlet, a play about a
bad philosopher trying to avenge his father's murder. Then we'll read
one of Shakespeare's least popular plays, Henry VI (about feuding
English families during a bloody civil war), alongside one of the most
popular TV shows right now, Game of Thrones (which, like Henry VI,
was based on the Wars of the Roses). We'll also read Henry VI in light
of some controversial recent computer-based scholarship arguing that
Shakespeare actually didn't write much of the play. Finally, we'll ask,
"Why Shakespeare?" and entertain answers ranging from the cynical
(Shakespeare is a dead, white male that other dead, white males have
used to promote the values of dead, white males) to the euphoric
(Shakespeare is universal; Shakespeare invented the human).

Attribute Value(s)


Jeffrey Wilson
Mandarin? Does Shakespeare deserve this fuss, or is he really
and the values of the modern world. We'll begin with Othello, its
confrontation with race and gender especially relevant in our moment,
an urgency you can see first-hand with the modern-dress production
on stage at the American Repertory Theater. Then we'll turn to King
Lear, often said to be Shakespeare's best play (sorry, Hamlet). We'll
tackle Lear by looking backward to the philosophy of tragedy, and
forward to a brand-new play based on it: the mostproduced playwright
in America Laura Gunderson's The Heath, having its world premiere in
February in Lowell, MA (30 miles north of Cambridge — field trip!).
Finally, we'll ask, "Why Shakespeare?" and entertain answers ranging
from the cynical (Shakespeare is a dead, white male that other dead,
white males have used to promote the values of dead, white males) to
the euphoric (Shakespeare is universal; Shakespeare invented the
human).
Note: This section will see two live theatrical performances outside
usual class hours: Othello on Thurs., Feb. 7 at 7:30 PM (optional), and
The Heath on Sun., March 10 at 2 PM (required).

Attribute Value(s)

Eve Wittenberg
Topic: What Is Health and How Do We A
Class Notes: The U.S. spends more on healthcare than any country in the world.
What we are getting for all that money? Are we more healthy than all of
the world? How would we even know if we were healthier? What
"health" is and what it means to be "healthy" are more challenging
questions than they may seem. It may be living very long, having
healthy behavior, or being happy. It could be a combination of all of
these, and it could be different for different people. Understanding
what we mean when we talk about health is important to promoting
health, so we know what we're aiming for. This course will explore
what health is, what it means to be healthy or not healthy, and how we
can improve people's health. In Unit 1 we will look at definitions of
health from the World Health Organization and the Centers for Disease
Control and Prevention (CDC), and see how well they work in case
examples-- whether, for instance, someone like Stephen Hawking
would be considered healthy by these definitions, and what may be
missing from them. In Unit 2 we will assess policies designed to
improve health, focusing on obesity and weight. We will read
conflicting views of obesity as a medical condition or a descriptor of
body size, and grapple with a situation where opinions and science
point in different directions. The Unit 2 essay will tackle how should we
develop policy around obesity in this context of contradicting
perspectives. In Unit 3 students will conduct independent research on
ways to improve college students' health, building from the definition
work of Unit 1 and the policy work of Unit 2. The materials for the
course will consist of medical and public health articles, online health
data sources, and videos/TED talks. Students will have the opportunity
to participate in "verbal practice" exercises at Harvard's Global Health
Education and Learning Incubator to help them write and communicate
to audiences more effectively.

Attribute Value(s)

Jeffrey Wilson
Mandarin? Does Shakespeare deserve this fuss, or is he really
and the values of the modern world. We'll begin with Othello, its
confrontation with race and gender especially relevant in our moment,
an urgency you can see first-hand with the modern-dress production
on stage at the American Repertory Theater. Then we'll turn to King
Lear, often said to be Shakespeare's best play (sorry, Hamlet). We'll
tackle Lear by looking backward to the philosophy of tragedy, and
forward to a brand-new play based on it: the mostproduced playwright
in America Laura Gunderson's The Heath, having its world premiere in
February in Lowell, MA (30 miles north of Cambridge — field trip!).
Finally, we'll ask, "Why Shakespeare?" and entertain answers ranging
from the cynical (Shakespeare is a dead, white male that other dead,
white males have used to promote the values of dead, white males) to
the euphoric (Shakespeare is universal; Shakespeare invented the
human).
Note: This section will see two live theatrical performances outside
usual class hours: Othello on Thurs., Feb. 7 at 7:30 PM (optional), and
The Heath on Sun., March 10 at 2 PM (required).

Attribute Value(s)

Eve Wittenberg
Topic: What is Health?
Class Notes: The U.S. is among the richest countries in the world and spends more
on health care than any other. Yet are we more "healthy" than all of the
world? How would we even know if we were healthier? What is health
and what does it mean to be healthy? And is being healthy something
to which we aspire—as individuals and as a society? If so, how do we
get there, and how do we know when we arrive? These are the
questions that challenge practitioners of medicine, public health, and
health policy. To be "healthy" may be living very long, having healthy
behaviors, or being happy. It could be a combination of all of these,
and it could be different for different people. Understanding what we
mean when we talk about health is important to promoting health, so
we know what we're aiming for, and assessing health, so we know
what we have or have not achieved.
This course will explore what health is, what it means to be healthy or
not healthy, and how we can improve people's health. The emphasis
will be on writing from a science and social science perspective,
highlighting the distinctions with writing in the humanities. In Unit 1 we
will look at definitions of health, starting with the World Health
Organization's, and see how well they work in case examples--whether,
for instance, someone like Stephen Hawking is or should be
considered healthy, and the implications of our assessment for health
care and policy. In Unit 2 we will evaluate policies, specifically
focusing on obesity. We will read conflicting views of obesity as a
medical condition or a descriptor of body size, and grapple with a
situation where science points in different directions. The Unit 2 essay
will consider how to develop policy around obesity in this context of
contradicting perspectives. Unit 3 will introduce research papers—we
will choose individual topics on ways to improve college students'
health, learn about the Harvard library system and resources, and
conduct independent research to write a final paper. This third essay
will build upon the previous units' focus on what health is and how
policies can address health outcomes. The materials for the course
will consist of scientific articles (mainly in medicine and public health),
online health data sources, commentaries and editorials, videos/TED
talks, and a few newspaper articles and websites. Some classes will be
held at Harvard's Global Health Education and Learning Incubator to
use exercises, both verbal and visual, to clarify concepts, practice
articulating ideas, and develop a focus for writing.

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Lusia Zaitseva
Topic: Representing Childhood
Class Notes: Cultural attitudes toward childhood have long been complex.
Novelists, poets, and philosophers alike have espoused the virtues of
cultivating cherished qualities of childhood: the playfulness,
authenticity, and boundless curiosity of children unburdened by the
stifling responsibilities of adulthood. But, as educators and political
commentators remind us at every turn, childhood is also a condition to
be overcome, a state of unsophisticated lack of discipline and
immaturity that our leaders should avoid. These tensions have made
children—so often spoken for and about

Attribute Value(s)

Rachel Meyer

Topic: Work in the Modern World
Class Notes: This course explores the structure and experience of work in the
contemporary political economy with an eye toward both its liberating
and oppressive potential. How do different forms of work affect our life
circumstances, personalities, and connections to each other? In the
first unit we will examine jobs—including some professional
occupations like physicians and financial analysts—where social class
is ambiguous or problematic, leading us to the question of who is a
worker. How and to what extent are working class jobs different from
professional jobs? In unit two we explore the crucial issue of workers'
control over their own labor and the concept of alienation. We examine
accounts of deskilling, the separation of mental and manual labor, and
the consequences of these processes for workers' experience on the
job. To what extent does alienation occur in offices versus factories
versus service counters? For the final unit we will critically engage in a
debate about the development of "flexible" labor and the ways in which
workers' connections to employers, occupations, and locations have
become more fluid and transitory. We will explore what flexibility
means in a variety of contexts and ask: does flexibility lead to
liberation or loss of identity? Does it bring self-fulfillment or
insecurity? What does flexibility mean for tech workers in Silicon
Valley and bankers on Wall Street? Our texts consist of case studies
and ethnographic accounts representing a variety of workplaces along
with readings from prominent social theorists who in different ways
seek to elucidate the conditions of work under modern capitalism.

Attribute Value(s)

Lusia Zaitseva

Topic: Representing Childhood
Class Notes: Cultural attitudes toward childhood have long been complex.
Novelists, poets, and philosophers alike have espoused the virtues of
cultivating cherished qualities of childhood: the playfulness,
authenticity, and boundless curiosity of children unburdened by the
stifling responsibilities of adulthood. But, as educators and political
commentators remind us at every turn, childhood is also a condition to
be overcome, a state of unsophisticated lack of discipline and
immaturity that our leaders should avoid. These tensions have made
children—so often spoken for and about on the page and screen, but
rarely speaking for themselves—into vessels of meaning for a wide
variety of purposes, from rallying cries urging military involvement
abroad to immigration reform at home. In this course, we'll consider
what representations of childhood can tell us about the adult world
and childhood itself. What is the root of adult anxieties about children?
And what are the moral and practical costs of upholding certain
images of childhood—for example, its innocence—to both adults and
children themselves? We'll begin our exploration of these questions by
attending to the imagined worlds of authors from several different
cultures: British science fiction author Brian Aldiss and contemporary
writers Ludmilla Petrushevskaya and Lesley Nneka Arimah of Russia
and Nigeria, respectively. What deeper meanings, we will ask, can be
uncovered by attending to representations of children and the child's
point of view in their works? Next, we'll shift our gaze to the highly
controversial photographs of Sally Mann as we question the limits of
acceptable representation of childhood. In the third unit, students will
have the opportunity to conduct their own original research as we
explore how childhood figures in a range of recent debates from
climate change to slacktivism.

Attribute Value(s)

Jonah Johnson

Topic: Tragedy and Everyday Life
Class Notes: The image of Oedipus blinding himself at the end of Sophocles'
Oedipus Tyrannus is among the most violent in Western drama.
Realizing that he has killed his father, married his mother, and brought
a plague upon his people, Oedipus represents a human scenario too
horrible to imagine. And yet Western culture does imagine it—it can't
seem to stop imagining it—and the most horrible thing about the tragic
fate of Oedipus is the suggestion thattragedy lurks within each of us
as a fundamental risk of human existence. In this course we will
examine tragedies both ancient and modern, asking why certain
human scenarios are supposed to be tragic and whether those
scenarios represent states of exception within the ordinary range of
human experience—or exceptions that prove an unsettling rule.
In Unit 1 we will read Sophocles' Oedipus Tyrannus (429 BCE) and

Antigone (442 BCE), examining the structure of tragic conflict and
considering the manner in which this particular structure reflects the
form of critical debate more generally. In Unit 2, we will compare
Shakespeare's Othello (1603/4) with a recent adaptation of the play by
Toni Morrison, Desdemona (2012), asking about the role of specific
cultural features (such as race, class, and gender) in producing
particular kinds of tragic effects. In Unit 3 we will view a selection of
films, including Vertigo (1958), Persona (1966), Memento (2000), and
Black Swan (2010), asking whether the tragedy of contemporary
culture can be understood as an everyday and insoluble conflict
between individuals, themselves, and the societies in which they live.

Attribute Value(s)

Collier Brown
Topic: Wastelands
Class Notes: The impenetrable wilderness of The Revenant, the diseased streets of
Children of Men, the trash heap cities of Wall-E—these are the
wastelands that fascinate our pop culture. On the screen, they come to
life as horrifying alternate universes and dead civilizations—the very
fates we must avoid at all costs. And yet wastelands are not
exclusively the stuff of science fiction. In this course, we will grapple
with both imaginary and actual wastelands. We will begin with short
stories by Jack London, Thomas King, and Octavia Butler. From the
icy wilds of the Yukon to the borderlands of Native American exile,
these writers question the way wastelands have been imagined,
especially in North America, over the past century. Next, we will turn to
real wastelands—to the garbage dumps and arid landscapes where
nothing grows. We will ask what these places reveal about their
inhabitants, their struggles, and their achievements. Finally, students
will research a wasteland of their own choosing—anything from the
mega slums of Mumbai to the sprawl of Boston's unused rooftops.
Along the way, we will investigate how wastelands form and evolve,
and how people adapt to them. Are wastelands actually the places we
should avoid at all costs, or are they the places we can no longer
afford to ignore?

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Collier Brown

Topic: Wastelands
Class Notes: The impenetrable wilderness of The Revenant, the diseased streets of
Children of Men, the trash heap cities of Wall-E—these are the
wastelands that fascinate our pop culture. On the screen, they come to
life as horrifying alternate universes and dead civilizations—the very
fates we must avoid at all costs. And yet wastelands are not
exclusively the stuff of science fiction. In this course, we will grapple
with both imaginary and actual wastelands. We will begin with short
stories by Jack London, Thomas King, and Octavia Butler. From the
icy wilds of the Yukon to the borderlands of Native American exile,
these writers question the way wastelands have been imagined,
especially in North America, over the past century. Next, we will turn to
real wastelands—to the garbage dumps and arid landscapes where
nothing grows. We will ask what these places reveal about their
inhabitants, their struggles, and their achievements. Finally, students
will research a wasteland of their own choosing—anything from the
mega slums of Mumbai to the sprawl of Boston's unused rooftops.
Along the way, we will investigate how wastelands form and evolve,
and how people adapt to them. Are wastelands actually the places we
should avoid at all costs, or are they the places we can no longer
afford to ignore?

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Patricia Bellanca
Topic: Gothic Fiction
Class Notes: "Horror, madness, monstrosity, death, disease, terror, evil, and weird
sexuality": these preoccupations, according to a recent critic, have
animated the Gothic genre ever since it emerged in the mid-1700s. We
will contemplate these preoccupations as we examine a range of
Gothic texts from eighteenth-century Gothic fragments to stories by
Edgar Allan Poe and Isabel Allende. And we will ask these questions
about those texts: What makes the Gothic "Gothic"? How are we to
understand its recurring motifs--its crumbling old houses, fragmented
texts, prematurely buried women, incestuous siblings, and mad
narrators? And what have modern Gothic writers and readers made of
the genre they've inherited? We'll develop a working definition of the
Gothic in our first segment, which will take a group of short stories, of
various centuries and countries, as its primary texts. Next, we'll
consider several of Edgar Allan Poe's stories (including "The Fall of
the House of Usher," "The Tell-Tale Heart," "The Cask of Amontillado,"
and "Ligeia") in relation to each other and in the context of what a
handful of twentieth-century critics have argued about them. Our third
segment will focus on "the new Gothic": your final project, a research
essay, will require you to identify a modern Gothic work in any
medium—the possibilities include fiction, film, television, music,
poetry, and visual media--and to develop your own argument about it
in the context of contemporary critics' ideas.

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Expository Writing 20 Section: ES01

Karen Heath
Topic: Expos Studio 20: The Successfu
Class Notes: What does the successful life consist of? Do we base our notions of
success on careers and paychecks? On the impact we have on others?
On where we go to college, or on the happiness we achieve? In this
course, we will investigate the different definitions and assumptions
we might hold about success. First, we will examine accounts of
working in a variety of professions. What makes the work in that career

meaningful? How do people measure success in these occupations?
And what do people sacrifice for their success? Next, students will
conduct original research to answer a question about success they're
interested in, whether happening right here at Harvard or elsewhere.
What, for example, predicts success in school, or in athletics and other
extracurricular activities? What difference does a person's race,
socioeconomic background, gender identity, culture, or religion make
to their attaining success? What power do media images of success
and failure have on people? What are potential barriers to success in a
college or high school environment? When we look back at Harvard's
own history, who fought to change institutional barriers to success
and how, and what barriers might still remain? The course will also
give students the opportunity to become more confident and skilled
oral presenters; to create a final capstone project about their research;
and to learn the art of writing an effective Job Cover Letter commonly
required by employers for summer jobs, term-time positions, or
employment after college.

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Thomas Jehn


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Vernon Davies


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Vernon Davies


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James Herron


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Jonah Johnson


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Donna Mumme

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Donna Mumme

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Jane Rosenzweig

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Maria Stalford

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Maria Stalford

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Adrienne Tierney

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Adrienne Tierney


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Expository Writing 40
Public Speaking Practicum (125227)
Marjorie Zohn
Expos 40 is an elective within the Writing Program, and focuses on developing and strengthening the skills
necessary for successful public speaking. Students learn strategies for impromptu speaking, preparing and
delivering presentations, formulating and organizing persuasive arguments, cultivating critical thinking,
engaging with an audience, using the voice and body, and building confidence in oral expression.
Admission is by application only. See any of the Canvas sites for a link to the online application. Limited to
15 students per section (105 total).

Course Notes: Please visit the <a href="https://canvas.harvard.edu/courses/10200"
>Expos 40 Canvas site</a> for application information.
Class Notes: This section will meet for two hours, noon until 2 p.m., on Tuesdays
and Thursdays in the Spring 2019 term.
Expos 40 is an elective within the Writing Program, and focuses on
developing and strengthening the skills necessary for successful
public speaking. Students learn strategies for impromptu speaking,
preparing and delivering presentations, formulating and organizing
persuasive arguments, cultivating critical thinking, engaging with an
audience, using the voice and body, and building confidence in oral
expression. Admission is by application.
For all questions related to Expos 40, please contact Margie Zohn at
margie@zohncoaching.com.

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Expository Writing 40
Marjorie Zohn

and Thursdays in the Fall 2018 term.


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David Carter

Class Notes: This section will meet for two hours, 3 p.m. until 5 p.m., on Mondays
and Wednesdays in the Spring 2019 term.

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David Carter


Class Notes: This section will meet for two hours, 3 p.m. until 5 p.m., on Mondays
and Wednesdays in the Fall 2018 term.


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David Carter

Class Notes: This section will meet for two hours, 3 p.m. until 5 p.m., on Tuesdays


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David Carter

Class Notes: This section will meet for two hours, 3 p.m. until 5 p.m., on Tuesdays


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Class Notes: This section will meet for two hours, noon until 2 p.m., on Mondays

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Class Notes: This section will meet for two hours, noon until 2 p.m., on Mondays


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Class Notes: This section will meet for two hours, 9 a.m. until 11 a.m., on Mondays

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Class Notes: This section will meet for two hours, 9 a.m. until 11 a.m., on Tuesdays

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Faculty of Arts and Sciences
Subject: Education
Education 300
Doctoral Research (210880)

For School of Education doctoral students engaged in research.

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Education 300
Doctoral Research (210880)

For School of Education doctoral students engaged in research.

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Education 301
Doctoral Teaching (210881)

For School of Education doctoral students engaged in teaching.

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Education 301
Doctoral Teaching (210881)

For School of Education doctoral students engaged in teaching.

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Education 302
Doctoral Independent Study (210882)

For School of Education doctoral students engaging in independent study.

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Education 302
Doctoral Independent Study (210882)

For School of Education doctoral students engaging in independent study.

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Folklore and Mythology
Subject: Folklore & Mythology
Folklore & Mythology 90S

African American Folktales (110287)
Maria Tatar
We will begin with tales from African cultures, investigating them as repositories of local knowledge, then
turn to African-American tales, with stories ranging from tales about animals and tricksters to tales about
origins, about magic and transformation, and about survival.

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Folklore & Mythology 91R

Lowell Brower
Instruction and direction of reading on material not treated in regular courses of instruction; special work
on topics in folklore, mythology, and oral literature. Normally available only to concentrators in Folklore
and Mythology.
Course Notes: Applicants must consult the Chairman or the Head Tutor of the
Committee. The signature of the Chairman or the Head Tutor is
required.

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Lowell Brower

Instruction and direction of reading on material not treated in regular courses of instruction; special work
on topics in folklore, mythology, and oral literature. Normally available only to concentrators in Folklore
and Mythology.
Course Notes: Applicants must consult the Chairman or the Head Tutor of the
Committee. The signature of the Chairman or the Head Tutor is
required.
Class Notes: Stephen Mitchell and members of the Committee

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Senior Projects (128218)
Lowell Brower
Designed for seniors completing their (non-thesis) senior project to meet the requirement for the
concentration's senior project option.
Course Notes: Students must secure the written approval for the project from the
faculty member with whom they wish to work as well as the signature
of the Head Tutor. May be repeated with the permission of the Head
Tutor.

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Folklore & Mythology 97

Fieldwork and Ethnography in Folklore (134893)
Lowell Brower
Introduces concentrators to the study of traditions - their performance, collection, representation and
interpretation. Both ethnographic and theoretical readings serve as the material for class discussion and

the foundation for experimental fieldwork projects.
Course Notes: Required of all, and limited to, concentrators.

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Folklore & Mythology 98A

History and Theory of Folklore and Mythology (115032)
Stephen Mitchell
Examines the development of folklore and mythology as fields of study, with particular attention to the
methodological approaches suited to their areas of enquiry. Considers the study of folklore and mythology
in the 19th and early 20th centuries, but focuses especially on theoretical contributions to the study of
folklore, mythology, and oral literature in recent decades.
Course Notes: Required of all, and limited to, concentrators.

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Folklore & Mythology 98B

Lowell Brower
Course Notes: Required of all concentrators. The signature of the Head Tutor or
Chairman of the Committee on Degrees in Folklore and Mythology
required. Normally taken in the second term of the junior year.

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Lowell Brower
Course Notes: Required of all concentrators. The signature of the Head Tutor or
required. Normally taken in the second term of the junior year.

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Folklore & Mythology 99A

Lowell Brower
Part one of a two part series.
Course Notes: Required of all thesis writers. The signature of the Head Tutor or
required.
Class Notes: Taught by Stephen Mitchell and members of the Committee.

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Lowell Brower
Part two of a two part series.

Course Notes: Required of all thesis writers. The signature of the Head Tutor or
required.
Class Notes: Taught by Stephen Mitchell and members of the Committee.

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History of Witchcraft and Charm Magic (109652)
Stephen Mitchell
This course examines witchcraft (and the "magical world view") from cross-cultural, historical, and literary
perspectives. Although witches and witchcraft are considered in their non-Western settings, the course
focuses on the melding of Christian and pagan views of witchcraft and magic in the European Middle Ages,
and the evolving construction of witchcraft ideologies through the witch crazes of the sixteenth and
seventeenth centuries to the rise of modern paganism.

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The Art and Craft of Scholarly Storytelling: A Workshop in Folkloristic Writing and Expression (210898)
Lowell Brower
Storytelling is not just an object of folkloristic study, but also a central aspect of the folklorist's job. This
course asks how scholars of human communities and expressive practices might do justice to other
peoples' stories while turning them into stories of their own. An intimate, supportive, writing-intensive
seminar, FM 108 introduces students to a host of exciting and innovative approaches to "scholarly
storytelling," allowing them to develop both practical and poetic academic writing skills as they engage in
hands-on peer review workshop sessions and theoretical discussions about academic writing, narrative
craft, and creative expression. Students should enter the class having already begun a larger intellectual
project—be it a senior thesis, a creative project, a major research paper—and be prepared to share this
project with the class and offer thoughtful feedback to their peers. Along with reading and critiquing one
another's works-in-progress, we'll examine everything from classical folklore collections, to ethnographic
novels, to former departmental theses, to experimental non-fiction, to yesterday's most folkloristic tweets,

taking inspiration from our predecessors in our quest to become better storytellers about the communities,
expressive practices, and consequential questions that we've chosen to explore.
Class Notes: Primarily intended for concentrators and those doing a secondary field
in Folklore & Mythology. Others please consult with the instructor
before enrolling.

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Fairy Tale, Myth, and Fantasy Literature (122553)
Maria Tatar
Traces the migration of traditional tales from communal storytelling circles into the literary culture of
childhood and into new media. How are powerful cultural myths about innocence and seduction,
monstrosity and alterity, or hospitality and hostility recycled in fairy-tale fashion? How do fantasy worlds -
both utopian and dystopic - provide children with portals for exploring counterfactuals and worst-case
scenarios? Authors include the Brothers Grimm, H.C. Andersen, Lewis Carroll, J.M. Barrie, and J.K.
Rowling.
Class Notes: Enrollment limited to 12, determined before the first class meeting. If
you wish to apply, please send an e-mail message to Professor Tatar
(tatar@fas.harvard.edu) with year, concentration, and a brief statement
about your interest in the subject matter.

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The Folklore of Emergency: Change, Continuity, and Communal Creativity Amid Crisis (208259)
Lowell Brower

This course tracks the maneuvers of folklore and expressive culture through crises, conflict zones, and
emergency situations. By examining the creative interventions of storytellers, performers, and artists in
response to a wide range of profound ruptures—from political upheaval, to genocidal violence, to forced
migration, to social revolution, to ecological disaster—the course illuminates and interrogates the powers,
potentials, politics, and poetics of cultural performance, communal storytelling, and ritual praxis in the face
of destabilizing change. Exploring case studies from Africa to the Arctic, we'll ask how storytellers revive
and revise old stories to confront new challenges, how preexisting expressive forms weather
unprecedented socio-cultural storms, how individuals and communities attempt to re-narrate themselves
after calamity. How do folks turn their afflictions into art, how do they make sense of their sufferings, how
to they treat their traumas, and transform their tragedies? What roles can folklore play in reimagining
communities, in rehabilitating selves, in remaking worlds? Course work will include close readings of
expressive texts, analytic and creative projects, class excursions, and a social engagement option.

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Quilts and Quiltmaking (127859)
Felicity Lufkin
Are quilts the great American (folk) art? From intricately stitched whole-cloth quilts, to the improvisational
patchworks of Gee's Bend; from the graphic simplicity of Amish quilts to the cozy pastels of depression-
era quilts; from the Aids Quilt to art quilts; quilts have taken on extraordinary significance in American
culture. This class surveys the evolution of quilt-making as a social practice, considering the role of quilts
in articulations of gender, ethnic, class and religious identities, and their positions within discourses of
domesticity, technology, consumerism, and cultural hierarchy.

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Tattoo: Histories and Practices (161297)
Felicity Lufkin
Tattooing has been practiced in many different social and cultural settings, in many different time periods,
to different ends. In the United States, tattooing was long associated with marginalized and stigmatized

groups, but since the 1970s, has become increasingly popular and even mainstream. This seminar style
class will explore distinct regional histories of tattoo, the development of tattooing in the US, and the
different ways that contemporary tattoo practitioners situate themselves historically and negotiate
boundaries of race, class and gender. We will also consider tattoo as an art form that both invites and
resists aesthetic judgments.

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Lowell Brower
Advanced reading in topics not covered in regular courses.

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Lowell Brower

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Freshman Seminars
Subject: Freshman Seminar
Freshman Seminar 21G

First Stars and Life in the Cosmos (108389)
Abraham Loeb
Since the Universe is expanding, it must have been denser in the past. But even before we get all the way back to the Big
Bang, there must have been a time when stars like our Sun did not exist because the Universe was denser than they are.
Since stars are needed to keep us warm, we face the important question about our origins: how and when did the first
stars form? Primitive versions of this question were considered by humans in religious and philosophical texts for
thousands of years. The Seminar will summarize the fundamental principles and scientific ideas that are being used to
address this question in modern cosmology. Eventually, the formation of stars like the Sun was accompanied by planets
like the Earth on which life has emerged. When did life start in the cosmos and when will it all end? The Seminar will
describe current plans to search for extraterrestrial life, including project "Starshot" which aims to visit the nearest
stars within our lifetime and send close-up photos of their planets.
Requirements: Course open to Freshman Students Only

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Freshman Seminar 21H

Modern Civilization and the Rise of Heart Disease (159722)
Richard Lee
Heart diseases have plagued humans since ancient times, but only in the past century has heart disease
become epidemic throughout the world. Despite great progress in prevention and therapy, heart diseases
will be major causes of death and disability throughout the next century. Modernization of civilization has
played a major role in the rise of heart disease. Conversely, advances in heart disease have powerfully
changed society and our personal daily behavior. In this seminar, we will examine some of the major
intersection events between heart disease and modern society over the past century and consider how this
could change the next century in America and throughout the world. The topics include dramatic events
like a young physician inserting a urinary drainage tube into his heart—ultimately generating the modern
life-saving treatment for heart attacks. We will explore how major lifestyle factors such as tobacco, alcohol,
exercise and diet affect health, and how economics and politics often play a role in the complex
relationship of health and society. In addition, we will visit a high-technology modern cardiology facility and
watch some technology in action.

Class Notes: 2 hr seminar only-M, 3-5pm

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Freshman Seminar 21R

The Evolutionary Transition From Dinosaurs To Birds: Fossils, Genomes and Behavior (159830)
Scott Edwards
The transition of dinosaurs to modern birds is one of the most rapidly advancing and increasingly complete
records of evolutionary change in the vertebrate fossil record. Additionally it is an excellent model for
how science builds on incremental discoveries and undergoes paradigm shifts as new data are collected.
We will explore the dinosaurian origins of modern birds through exploration of Harvard's excellent
collections of dinosaur fossils, skeletons and specimens of extant birds, and focused readings and
discussions. The goal will be to gain a greater appreciation of dinosaur diversity and to better understand
the deep origins of modern bird adaptations.

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Freshman Seminar 21V

Black Holes, String Theory and the Fundamental Laws of Nature (109627)
Andrew Strominger
The quest to understand the fundamental laws of nature has been ongoing for centuries. This seminar will
assess the current status of this quest. In the first five weeks we will cover the basic pillars of our
understanding: Einstein's theory of general relativity, quantum mechanics and the Standard Model of
particle physics. We will then examine the inadequacies and inconsistencies in our current picture,
including for example the problem of quantum gravity, the lack of a unified theory of forces, Dirac's
large numbers problem, the cosmological constant problem, Hawking's black hole information paradox,
and the absence of a theory for the origin of the universe. Attempts to address these issues and move
beyond our current understanding involve a network of intertwined investigations in string theory, M

theory, inflation and non-abelian gauge theories and have drawn inspiration from the study and observation
of black holes, gravitational waves and developments in modern mathematics. These forays beyond the
edge of our current knowledge will be reviewed and assessed.
Recommended Prep: Prerequisites: High school level calculus and physics.

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Freshman Seminar 21W

Research at the Harvard Forest: Global Change Ecology-Forests, Ecosystem Function, the Future (112349)
David Foster
Global change ecology is the line of scientific inquiry that integrates the responses of organisms,
ecosystems, and their environments with changes in human activity and climate. This seminar will focus on
state-of-the-art research, tools, and measurements used in evaluating and anticipating global change
through ongoing studies at the Harvard Forest's 3,500-acre outdoor laboratory in Petersham, MA. Students
will explore the key role that forests play in climate control and develop the necessary skills to present and
discuss the ecological evidence for past and future global change. The seminar consists of four weekend-
long field trips (Friday evening-Sunday) to the Harvard Forest, where students will visit various long-term
ecological experiments, use long-term and real-time datasets to understand biosphere-atmosphere
interactions, and discuss key scientific findings. The course will highlight integrated faculty studies of land-
use history, forest dynamics, atmospheric exchange of carbon and water, plant phenology, invasive plants
and pests, and the impacts of climatic warming on complex ecosystems. Transportation, accommodations,
and meals at the Harvard Forest will be provided. A final, on-campus mini-symposium will give students an
opportunity to present what they have learned in a public forum.
Course Notes: The seminar consists of four weekend-long field trips (Friday evening-
Sunday) to the Harvard Forest, dates TBA. Transportation,
accommodations, and meals at the Harvard Forest will be provided at
no cost to the student.
Class Notes: Open to Freshmen only. Four weekends at the Harvard Forest in
Petersham, MA (Fri, 3pm-Sun, late afternoon) dates TBA.
Transportation, accommodations, and meals at the Harvard Forest will
be provided.

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My Genes and Cancer (159990)
Giovanni Parmigiani
The role of a person's genetic background in determining whether he or she will develop cancer, and when,
is at the center of public discussions and active scientific investigations. Already, one's genetic
background is used in making life-altering health decision aimed at preventing the occurrence of cancer, as
was recently the case with actor Angelina Jolie. This seminar will explore the extent to which current
scientific knowledge can inform this type of decisions. The goals is to gain enough understanding of the
scientific background to critically evaluate the discourse of a genetic counseling session. The course will
proceed at first by laying essential foundations of genetic inheritance in humans; cancer evolutionary
theories; statistical risk; and decision-making in health care. Subsequently student will read articles from
the scientific and popular press, and listen to podcasts. In class we will discuss the readings. There is a
good deal of reading and listening, which everyone is expected to do ahead of class. Students can expect
readings in genetics and statistics that will stretch them, though it will not always be necessary to
understand all the technical details of every paper. Students can also expect to read opinion pieces with
which they (as well as I) may disagree. Students will be required to present summaries of the assigned
readings, and lead class discussions. They will also be required to write one 5-page double spaced essays
at the end of the class, and to lead a class discussion on the topic of their papers. A typical paper is the
critique of a scientific or popular press article, chosen from a list of suggested options or identified
independently by the student, with my approval, during the first seven weeks of classes. Attendance is
essential, not only for the students' education, but for the benefit their contributions provide to the others.

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Freshman Seminar 22M Section: 1

The Amazing Brain (123659)
John Dowling
What makes us human and unique among all creatures is our brain. Perception, consciousness, memory,
learning, language, and intelligence all originate in and depend on the brain. The brain provides us with
wondrous things, from mathematical theories to symphonies, from automobiles and airplanes, to trips to
the moon. But when it goes awry, we are undone. (From "Understanding the Brain")
This seminar will be an introduction to our present understanding of neural and brain function. It is
designed for students not planning to concentrate in neuroscience, but who enjoy science and are curious
about the brain. We will read from my recently published book "Understanding the Brain: From Cells to
Behavior to Cognition that is accessible to anyone with a high school science background. Each chapter

begins with a vignette, usually about a neurodegenerative or other brain disorder that is then explained
further in the chapter.
Course Notes: The class will run only 2 hours within the time block. Professor
Dowling especially invites those students who are not planning to
concentrate in neurobiology or a natural science to join the seminar.
Recommended Prep: High school science

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Freshman Seminar 23C

Exploring the Infinite (160198)
Peter Koellner
W. Hugh Woodin
Infinity captivates the imagination. A child stands between two mirrors and sees herself reflected over and
over again, smaller and smaller, trailing off to infinity. Does it go on forever? … Does anything go on
forever? Does life go on forever? Does time go on forever? Does the universe go on forever? Is there
anything that we can be certain goes on forever? ... It would seem that the counting numbers go on forever,
since given any number on can always add one. But is that the extent of forever? Or are there numbers
that go beyond that? Are there higher and higher levels of infinity? And, if so, does the totality of all of
these levels of infinity itself constitute the highest, most ultimate, level of infinity, the absolutely infinite? In
this seminar we will focus on the mathematical infinite. We will start with the so-called "paradoxes of the
infinite", paradoxes that have led some to the conclusion that the concept of infinity is incoherent. We will
see, however, that what these paradoxes ultimately show is that the infinite is just quite different than the
finite and that by being very careful we can sharpen the concept of infinity so that these paradoxes are
transformed into surprising discoveries. We will follow the historical development, starting with the work of
Cantor at the end of the nineteenth century, and proceeding up to the present. The study of the infinite has
blossomed into a beautiful branch of mathematics. We will get a glimpse of this subject, and the many
levels of infinity, and we will see that the infinite is even more magnificent than one might ever have
imagined.
Course Notes: For First-Year students only.

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Freshman Seminar 23E
The Scientific Method: A Roadmap to Knowledge (127570)
Robert Sackstein
This course is designed to provide a working knowledge of the scientific method, thereby fostering
development of fundamental skills in logic and experimental design. The various forms of reasoning
(inductive, abductive, deductive) will be discussed in context of the practice of science. Through critical
analysis of historical and contemporary scientific reports, students will gain an understanding of creating
appropriate hypotheses, of controlled experimentation, and of the breadth and limits of conclusions drawn
from experimental data.

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Freshman Seminar 23I

GeoSciFi Movies: Real vs. Fiction (160219)
Miaki Ishii
Natural disasters such as earthquakes, tsunamis, hurricanes, and volcanic eruptions have major impact on
society and cause great tragedies. The participants in this seminar will examine one Earth-science related
science fiction movie each week and discusses features that are real and fictitious based upon our current
understanding of the science of disastrous events. Simple math and science concepts are used to test how
likely some effects are (e.g., is magnitude 11 earthquake possible and why?), and to understand the
underlying science behind these features (e.g., what are the factors that control the size of an
earthquake?). If applicable, we discuss how these scientific ideas are exaggerated to dramatize the effects.
Course Notes: Students will be required to watch the assigned movie prior to class.
Recommended Prep: Students must be comfortable with high-school level math and
science.

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Freshman Seminar 23K
Insights from Narratives of Illness (117969)
Jerome Groopman
A physician occupies a unique perch, regularly witnessing life's great mysteries: the miracle of birth, the
perplexing moment of death, and the struggle to find meaning in suffering. It is no wonder that narratives
of illness have been of interest to both physician and non-physician writers. This seminar will examine and
interrogate both literary and journalistic dimensions of medical writing. The investigation will be
chronological, beginning with "classic" narratives by Tolstoy, Chekhov, and Kafka, and then moving on to
more contemporary authors such as William Carlos Williams, Richard Selzer, Oliver Sacks, Susan Sontag,
and Philip Roth. Controversial and contentious subjects are sought in these writings: the imbalance of
power between physician and patient; how different religions frame the genesis and outcome of disease;
the role of quackery, avarice, and ego in molding doctors' behavior; whether character changes for better
or worse when people face their mortality; what is normal and what is abnormal behavior based on culture,
neuroscience, and individual versus group norms. The presentation of illness in journalism will be studied
in selected readings from the New York Times' and Boston Globe's Science sections, as well as periodicals
like the New Yorker, The New York Review of Books, Harper's, and The Atlantic. The members of the
seminar will analyze how the media accurately present the science of medicine or play to "pop culture." The
seminar will study not only mainstream medical journalists, but so called alternative medical writers such
as Andrew Weil also. Patients with different diseases will be invited to speak to the members of the seminar
about their experiences. Students will try their hands at different forms of medical writing, such as an
editorial on physician-assisted suicide that would appear in a newspaper and a short story that describes a
personal or family experience with illness and the medical system.
Course Notes: This seminar will meet for only 2 hours weekly within the time block.

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Freshman Seminar 23P

Physics, Math and Puzzles (109319)
C. Vafa
Physics is a highly developed branch of science with a broad range of applications. Despite the complexity
of the universe the fundamental laws of physics are rather simple, if viewed properly. This seminar will
focus on intuitive as well as mathematical underpinnings of some of the fundamental laws of nature. The
seminars will use mathematical puzzles to introduce the basic features of physical laws. Main aspects
discussed include the role of symmetries as well as the power of modern math, including abstract ideas in
topology, in unraveling the mysteries of the universe. Examples are drawn from diverse areas of physics

including string theory. The issue of why the universe is so big, as well as its potential explanation is also
discussed.
Recommended Prep: This seminar is recommended for students with a strong background
in both math and physics and with keen interest in the relation
between the two subjects.

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Asteroids and Comets (161261)
Charles Alcock
Comets have been seen regularly since before the beginning of recorded history. They have often been
regarded as disturbing portents. Asteroids, on the other hand, were not discovered until the 19th century,
with the advent of astronomy with telescopes. Today we know of many more asteroids than comets, but we
believe that there are vastly more comets than asteroids in the solar system.
This seminar will start with the history of the study of comets and asteroids, including the "Great March
Comet of 1843", observations of which led to the establishment of the Harvard College Observatory and its
Great Refractor, at that time the largest telescope in the Americas. Our understanding of comets advanced
dramatically in 1950 with the publication of two extraordinary papers: Whipple (then at Harvard) described
the mixture of dust and ice that comprises the nuclei of comets, and Oort (Leiden University) showed that
new comets enter the inner solar system from a vast, diffuse cloud surrounding the planetary system.
Modern telescopes and spacecraft encounters provide us today with a wealth of information about comets
and asteroids. We will examine these observations and learn what is known and what is inferred about the
origin and structure of asteroids and comets. The students will observe with the Astronomy Laboratory's
Clay Telescope on the roof of the Science Center. Students will take on projects, which may involve their
own observing program, or which exploit existing data.
Course Notes: The seminar will make use of the Clay Telescope on the roof of the
Science Center. There may also be a trip to the Observatory at 60
Garden Street to visit the Great Refractor.
Recommended Prep: AP calculus or equivalent.

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Freshman Seminar 23S
The Seven Sins of Memory (117972)
Daniel Schacter
How do we remember and why do we forget? Can we trust our memories? How is memory affected by
misinformation such as "fake news"? Do smartphones and the Internet help our memories or hurt them?
Are traumatic experiences especially well remembered or are they poorly remembered? What are the best
ways to study for exams? This seminar will address these and other questions related to the fallibility of
memory by considering evidence from studies of healthy people with normal memories, brain-damaged
patients who show dramatic forgetting or striking memory distortions, and neuroimaging studies that
reveal brain regions and networks that are linked to memory. The framework for the seminar is provided by
the idea that the misdeeds of memory can be classified into seven basic "sins". Three of the memory sins
refer to different kinds of forgetting (transience, absent-mindedness, and blocking), three refer to different
kinds of distortions or false memories (misattribution, suggestibility, and bias) and the final sin refers to
intrusive recollections (persistence). We will consider how the memory sins impact everyday life and
discuss the possibility that they can be conceptualized as by-products of adaptive features of memory,
rather than as flaws in the system or blunders made by Mother Nature during evolution. Relatedly, we will
also discuss the interplay between remembering past experiences and imagining future experiences, which
provides clues regarding the nature and fallibility of memory.

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Freshman Seminar 24N

Child Health in America (119619)
Judith Palfrey
Sean Palfrey
How can American health care be improved for children? How a nation cares for its children's health is
often considered a measure of its commitment to the general citizenry and to its future. The members of the
seminar will review together the history of children's health and health care in the United States, exploring
the impact of geography, environment, nutrition, clean water, as well as of the scientific discoveries of the
late 19th century and the early 20th century and the emergence of the high technology care of the middle
and late 20th century. Then they will pose the question, "Does America provide children and youth the best
possible health care available in the 21st century?" To approach this question, students will analyze the
current causes of illness, disability and death among U.S. children and youth and compare United States
epidemiology with that of other developed and developing nations. Students will also explore how child
health delivery is financed.


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Freshman Seminar 24Q

Biology of Symbiosis: Living Together Can Be Fun! (110305)
Colleen Cavanaugh
This course examines the remarkable diversity of symbiotic associations on Earth, their ecology and
evolution, and their roles in human health and disease, agriculture, and biotechnology. Symbioses - "living
together" - with microbes are ubiquitous in nature, ranging from lichens to the human microbiome.
Symbiosis drives evolution, resulting in "new organisms" and charges us to think about biodiversity on a
new level. In this freshman seminar, microbial symbioses with animals (including humans), plants, fungi,
protists will be discussed, complemented by microscopy and field trips to local environs including Boston
Harbor Islands, the New England Aquarium, and your own microbiome.

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Freshman Seminar 25X

Human Brain in Health and Disease: A Neurologist's Perspective (108257)
Thomas Byrne
Is the human mind an "emergent" property of the brain? How might that occur? We study how structure
and properties of the brain and mind are shaped by biology, chemistry, experience and disease. For
example, experiences during "critical periods" modify brain anatomy/function; learning a foreign language
before or after puberty is revealed by a native or foreign accent. Mirror neurons play a role in perception,
motor skills and emotion. Examples include "contagious" happiness or sadness, empathy and theory of
mind; their dysfunction may cause autism. Beyond these "bottoms up" explanations, we will also consider
a "top down" approach, in which the intention or purpose of a behavior or idea can "pull" our behavior or
state of mind, what Aristotle termed "Final Cause." The human brain/mind is a pattern-seeking organ that
uses logical patterns to predict the future. From infancy we make sense of the world by seeking logical
patterns; mathematics is "core knowledge" of infants. We then use these patterns to look into the future to

anticipate where a given pattern will lead and are thus "pulled" to that goal or not; thus the goal can
determine behavior and worldview. We read Victor Frankl's "Man's Search for Meaning" which explores
human thought, behavior and purpose. This seminar straddles the realms of science, which asks "how?"
and the humanities, which traditionally asks "why?" and strives to reconcile these two approaches to
understanding the world and our place in it.
Recommended Prep: The course is intended for those who have scored -5- on AP Biology or
Chemistry.

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Freshman Seminar 26F

Dreams: Our Mind by Night (107340)
Deirdre Barrett
John Steinbeck wrote: "It is a common experience that a problem difficult at night is resolved in the
morning after the committee of sleep has worked on it." Steinbeck doesn't name the dream as
spokesperson for the Committee of Sleep. However, most stories of nocturnal problem solving involve
dreams. They are documented to have given the waking world one Nobel laureate's scientific experiment,
music from classical masterpieces to pop chartbusters, innumerable novels and paintings, and inventions
from the automated sewing machine to the computerized anti-aircraft gun. This course examines dreams
with an emphasis on their relation to the creative process and problem solving. We'll first read about a
variety of psychological aspects of dreaming—neurophysiology, biochemical, clinical, personality, and
lucid dreaming research. The course also includes perspectives from history, religion, art, literature, and
anthropology. In the later part we'll focus on the phenomena of problem solving and creativity in dreams—
both the historic anecdotes and modern research on college students attempting to 'incubate' problem-
solving dreams and how this may relate to which brain areas are active during dreaming sleep. We'll visit a
sleep laboratory and a dream artist's studio. You'll get a chance to work with your own dreams—in at-home
assignments and also in class exercises. You'll keep a dream journal for the first half of the course,
participate in experiential dreamwork exercises, and write a term paper to explore a topic of your choice in
more depth.

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Freshman Seminar 26J
The Universe's Hidden Dimensions (121549)
Lisa Randall
This seminar will give an overview and introduction to modern physics. As with the book, Warped
Passages, on which it will be loosely based, the seminar will first consider the revolutionary developments
of the early twentieth century: quantum mechanics and general relativity; and then it will investigate the
key concepts which separated these developments from the physical theories which previously existed.
We will then delve into modern particle physics and how theory and experiment culminated in the
"Standard Model of particle physics" which physicists use today. Then we will move beyond the Standard
Model into more speculative arenas, including supersymmetry, string theory, and theories of extra
dimensions of space. We will consider the motivations underlying these theories, their current status, and
how we might hope to test some of the underlying ideas in the near future.

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Freshman Seminar 26O

Changing Our Mind: Evolving Thoughts on Brain Regeneration (156449)
Paola Arlotta
We will discuss current theories on brain regeneration in a dynamic setting that combines brainstorming of
the literature with hands-on experience in the laboratory. Students will learn experiments that have shaped
the field of brain repair and consider the newest theories on ways to regenerate the nervous system. We
will also visit the laboratory to investigate the regenerative capabilities of different organisms. Experimental
results will be used to consider, contrast and evaluate how regenerative capacities have changed during
evolution and to brainstorm paths forward towards new solutions for brain regeneration in species, like
humans, that have not mastered this art.
Course Notes: Open to Freshmen only.

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The Biology and Science of Cancer and Its Treatments: From Empiric to Scientific to Humanistic (125960)
George Demetri
"Cancer" represents hundreds of different diseases with a wide variety of causative mechanisms, as well
as enormous social impact. This seminar aims to provide an introduction to the biology of cancer and what
makes a normal cell become a cancerous one, delving into acquired and inherited genetic abnormalities
and effects of environmental factors, such as nutrition, radiation, and tobacco. Current approaches to
cancer will be discussed from prevention and early detection to treatment and survivorship. Treatment
modalities continue to evolve—no longer just surgery, chemotherapy and radiotherapy, but development of
targeted therapies such as monoclonal antibodies, signal transduction inhibitors, vaccines, and
angiogenesis inhibitors, which are rationally aimed at biological mechanisms uniquely important to the
cancer cells themselves with the goal of reducing side effects of therapy and improving outcomes.
Although cancer incidence continues to increase, mortality is decreasing, resulting in many more cancer
survivors and a need to care for the secondary effects of the treatment and the societal impact of this
disease. We will discus the field of Integrative Oncology, an evolving discipline that teats the patient as a
whole and combines the best of eastern and western medicine. As successful cancer management
becomes more targeted with the newer therapies, there needs to be an integrative approach which focuses
on clinical outcomes for patients, personalized approaches to individual cancers, yet which takes into
account the financial impact of new therapies at a global level and allows development of wise public policy
decisions.

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Freshman Seminar 26Z

What Is Life? (156181)
Guido Guidotti
This seminar will consider the conditions of a cell necessary to support life. The central questions are: what
are the principal constituents of the cell, what is the role of water in cellular activities, what determines the
size of a cell, what are the consequences of crowding of the components of the cell, what is the role of
diffusion in biological interactions, what is the energy currency of the cell, what are the critical reactions
that provide energy for the cell, how does the cell evade the requirement for an increase in entropy for a
spontaneous process. The proposal is to find a definition for a living system using information and
principles of biology, chemistry and physics. Answers to the central questions may allow an understanding
of the size of prokaryotic and eukaryotic cells, of the ionic composition of the cell cytoplasm, and of the
involvement of molecular interactions and complementarity in cellular processes.


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Global Health: Comparative Analysis of Healthcare Delivery Systems (108829)
Sanjay Saini
This interactive seminar will allow students to obtain greater understanding of challenges faced by US
healthcare system through critical comparative analysis of healthcare systems of selected countries from
the developed, emerging and developing world. Weekly sessions will comprise of student-led discussion
that revolves around an important healthcare issue. Domain expert guest speakers will be included
allowing students to network with thought leaders. Student will explore in-depth a topic of their choice and
prepare a manuscript potentially for publication in a peer-reviewed journal.

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Prediction: From Ancient Omens to Modern Computer Simulations (156929)
Alyssa Goodman
We will discuss the variety of approaches humans have taken to predicting their own future. Early weeks
will focus on omens, oracles, religion and prophecy. Next, we will move on to the so-called Scientific
Revolution, exemplified by the work of Galileo, and the Age of Exploration, enabled by John Harrison's
solution to finding longitude at sea. The last several weeks of the seminar will focus predictive work in
epidemiology, finance, and climate, and ultimately on work about the Universe's future. The final session
will be a discussion of how computer models of health/wealth/climate combine to predict our future.
Preparatory assignments will include readings and/or multimedia experiences relevant to the next week's
topic. Between meetings, students will be asked to make contributions to a course WordPress site,
sometimes as answers to specific prompts (e.g. discuss a way in which Galileo's predictions of Jupiter's
moons' orbits might have affected Renaissance ideas about determinism vs. free will?), and other times as

links to and explanations of online (open multimedia) content that will enrich the (public) course record. A
central goal in discussions will be to follow threads, such as finding the right level of skepticism when
assessing the likely veracity of predictions, or considering sources of uncertainty, that connect the wide
variety of predictive systems to be discussed. The course will oṣer one field trip, to Harvard's Collection of
Historical Scientific Instruments.

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Energy: Be the Change (159950)
Mara Prentiss
In the US, energy use creates large political and social tensions and much emphasis is placed on climate
change. In China, health issues surrounding energy use are emerging as a critical issue. Importantly, there
are many areas where the role of energy is often overlooked. A large fraction of current geopolitical
tensions arise from issues originating in energy consumption, and that fraction may increase as water use
and energy use become more closely tied. Too many discussions of energy focus on one feature of the
problem, without considering how a change in one area will inevitably ripple out with the power to
transform our relationships with each other and with the physical world. Some of those ripple effects are
enormously positive, others are not. The goal of the course will be to choose energy changes that we would
like to happen and to form a realistic plan for making that change occur. An important feature of the
discussion will be considerations about what is physically possible; however, the major emphasis will be
on trying to understand the connections that will be altered by that change. Any change, however
laudable, inevitably creates both winners and losers. For change to happen, losers must at least be brought
to accept the change. One goal of the course will be to establish local and global forums that allow us to
learn more about people's reactions to proposals for energy change so that our proposals for change have
a real possiblity of coming to pass.

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Digging Egypt's Past: Harvard and Egyptian Archaeology (108261)
Peter Manuelian
In 1905, Harvard University and the Museum of Fine Arts, Boston (MFA), teamed up to conduct
excavations in Egypt and Nubia (modern Sudan). No one knew then that the Harvard–MFA
Expedition would run for forty-plus years, cover twenty-three different sites, and discover
hundreds of thousands of artifacts, art masterpieces, and other treasures, as well as contribute
fundamentally to our knowledge of ancient Egyptian history. Egyptologist, Harvard Professor,
and MFA curator George Reisner (1867-1942) ran the Expedition from "Harvard Camp," his mud-
brick headquarters just behind the famous Giza Pyramids. Reisner was ahead of his time in
revolutionizing the development of responsible archaeological methods. This course takes a
chronological tour in the footsteps of this historic dig, focusing on topics such as early Harvard
and MFA history, the development of archaeological method in the early 20th century, Western
imperialism and colonialism and the role of archaeology, current attitudes toward repatriation of
cultural patrimony, and new technologies for studying the Expedition's legacy. Students will
access unpublished archival documents at Harvard and elsewhere, and will research important
expedition members and events. Field trips to the Peabody Museum, the MFA, Harvard's
Visualization Center (3D Giza Pyramids), Harvard Semitic Museum, and other locations will bring
the Expedition to life.

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Death and Immortality (110425)
Cheryl Chen
In this seminar, we will discuss philosophical questions about death and immortality. What is death? Is
there a moral difference between "brain death" and the irreversible loss of consciousness? Is the
classification of a person as dead a moral judgment, or is it an entirely scientific matter? Is death a
misfortune to the person who dies? How can death be a misfortune if you are no longer around to
experience that misfortune? Is it possible to survive after death? What does it mean for you to survive after
your death? Is there such a thing as an immaterial soul distinct from your body? Is immortality something
you should want in the first place? Even if you do not live forever, is it nevertheless important that
humanity continues to exist after your death? By discussing these questions about death, we will hopefully
gain insight about the importance and meaning of life.

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Freshman Seminar 31D

Nietzsche (159736)
Mathias Risse
Friedrich Nietzsche addresses some of the big questions of human existence in a profoundly searching but
often disturbing manner that continues to resonate with many. Hardly any philosopher (except Karl Marx)
has exercised such a far-reaching and penetrating impact on intellectual life in the last 150 years or so. He
has influenced thinkers and activists across the political spectrum. Nietzsche has always been of special
interest to young people who have often appreciated the irreverence and freshness of his thought, as well
as the often very high literary quality of his writing. In this course, we explore Nietzsche's moral and
political philosophy with emphasis on the themes he develops in his best-known and most accessible
work, The Genealogy of Morality. The best-known themes from this book include the slave rebellion in
morality, ressentiment, bad conscience, and ascetic ideals. However, we also read several other of
Nietzsche's works, and do so chronologically (except that we begin with his auto-biography, Ecce Homo,
which Nietzsche wrote briefly before his mental collapse in 1889). The others works include The Birth of
Tragedy, The Gay Science, Beyond Good and Evil, and The Antichrist. We do not read any secondary
literature, though the instructor will recommend such literature as appropriate. The point is to become
familiar with Nietzsche's writings themselves and to engage with his thought.
Course Notes: PLEASE NOTE: the first class will be held on Tuesday, Sept 4 for that
week only.

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Skepticism and Knowledge (121901)
Catherine Elgin
What can we know; how can we know it? Can I know that I am not a brain in a vat being manipulated into
thinking that I have a body? Can I know that Lincoln was assassinated, that electrons have negative charge,
that Hamlet is a masterpiece, that the sun will rise tomorrow? This seminar will study skeptical arguments

and responses to them to explore the nature and scope of knowledge.

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Freshman Seminar 31M

In Pursuit of the Ordinary: Genre Painting in Boston-Area Museums (123767)
Joseph Koerner
This course focuses chiefly on "genre" pictures: that is, depictions, mostly painted on canvas or panel, of everyday life.
Examining closely key examples in different Boston-area collections, as well as at the Metropolitan Museum of Art in
New York (excursion scheduled below), we investigate the changing nature and context of this type of image from its
rise as a specialty product in early modern Europe through its complex development in the seventeenth through
nineteenth centuries, to its rejection in Modernist art practice. Renewed fascination with the 'ordinary' in contemporary
art and in recent museology (that is, museum history, theory and practice) features in this course, as well. Today's icons
of the everyday (for example, Marcel Duchamp's Fountain of 1917, Andy Warhol's Brillo Box of 1964 boxes) obey a
modern imperative that artists represent everyday life in suitably banal ways. Eschewing figural anecdote, artists
dismantle art's traditional claims of occupying some special "higher" sphere; they confront viewers with estrangements
of the things of the world we unthinkingly inhabit. Such works illuminate our pursuit within this course: We study how
artists of the past pictured everyday life; but we also consider what people do with art in their everyday lives. And we
explore what the discipline of art history, in its practices of scholarship, criticism, collection, preservation, and display,
imagines the 'ordinary' to be. This focus—our own image of the ordinary—takes us to museum spaces that intend to
simulate everyday life. The gallery becomes itself a genre picture to stroll through. Although the course is structured
around broad themes and historical developments, the emphasis of the classes will be on close visual analysis of objects
and critical evaluation of key art historical texts.
Course Notes: The seminar will conduct its meetings on site at various local
museums.

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Beauty and Christianity (121903)
Robert Kiely

In Book X of The Confessions Augustine wrote, "I have learned to love you late, Beauty at once so ancient
and so new!" In addressing God as source and model of beauty, Augustine joins theology and aesthetics
in one sentiment that has informed and sometimes troubled Christianity throughout its history. There is no
doubt that the life and teachings of Jesus have inspired some of the greatest works of art, literature, and
music in Western culture, but it is also true that Christians have not always agreed on the definition and
function of beauty. The seminar will consider certain key Christian aesthetic theories, including those of
Augustine, Gregory the Great, Aquinas, and Calvin. But the focus will be on the analysis of particular
works, selections from Dante's Paradiso, poems of Herbert, Donne, and G.M. Hopkins, The Little Flowers of
St. Francis, Bunyan's Pilgrim's Progress, Hawthorne's Scarlet Letter, Melville's Billy Budd, works of C.S.
Lewis, and the short stories of Flannery O'Connor. Included as well will be paintings (eg Italian
Renaissance depictions of Jesus, Mary, Mary Magdalene, John the Baptist, and St. Sebastian) and choral
music (eg Bach's Saint Mathew Passion and selected African-American spirituals). The abiding question
will be: In what ways does aesthetic form—beauty—enhance, qualify, complicate, or obscure the gospel?

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Trials from Classical Athens and Modern Legal Debates (109474)
Adriaan Lanni
In classical Athens, litigants represented themselves before hundreds of jurors who rendered verdicts
without instruction from a judge. We will evaluate Athens' distinctively amateur legal system by reading
surviving court speeches involving homicide, assault, adultery, international law, and commerce as well as
Plato's account of Socrates' defense speech. We will analyze the speeches as pieces of legal rhetoric and
for the insight they offer into ancient approaches to crime and punishment, the regulation of sexuality, the
trial jury, and court procedure. Taught by a law professor, the focus will be on comparing ancient and
modern approaches to problems faced by all legal systems. We will use the ancient material as a jumping
off point to debate modern legal topics such as the role of victims in the criminal process, jury nullification,
the proper exercise of discretion in prosecution and sentencing, the provocation doctrine in modern
homicide law, transitional justice institutions (human rights prosecutions, amnesties, truth commissions);
theories of punishment, the use of collective sanctions in international law, free speech and the protection
of dissent in a democratic society, and direct vs. representative models of democracy. Approximately half
of each class session will be devoted to discussing the Athenian cases, the other half to discussing
analogs in modern legal debates.
Recommended Prep: Prior knowledge of ancient history or ancient languages is not

required; all readings are in translation and the seminar is designed to
be of interest to those without a background in the ancient world.


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Literal Looking: What We See in Art (109624)
Peter Burgard
What do we really see when we look at a work of art? If we have little experience, we may not get far beyond
discerning the theme and ascertaining whether the work is an accurate representation of reality (in the case
of representational art); confronted with abstract art, seeing the work may result primarily in confusion or
frustrated musing over what the point is. If we have too much experience — the seminar will address what
"too much experience" might be and how literal looking relates to it — we may see the work as a function of
historical, religious, aesthetic, mythological, and other concerns, or we may get caught in the web of a
work's iconography. Either way, our too little or too great experience can prevent us from seeing what is
there. This seminar is an exercise in seeing what is actually there in a series of great works of art, in
moving beyond too much mystification yet staying this side of too much sophistication, an exercise in
evaluating composition and representation as they present themselves to the viewer directly and without
context. We will spend most of our time looking and talking about what we think we see, what we actually
see, and how it informs interpretation, but we will also read short texts where professionally encumbered
lookers (i.e., experts) say what we should see, so that we can compare the two and explore the degree to
which literal looking aids or is aided by contextually informed looking. Works by Raphael, Caravaggio,
Bernini, Velázquez, Turner, Renoir, Sargent, Kandinsky, Bauhaus, Warhol.
Course Notes: The seminar will usually meet for 2 hours, 12-2pm, but will
occasionally run longer to 2:30pm.
The seminar meets in the Art Study Center of the Harvard Art
Museums, where original works of art pertinent to those we are
studying will be displayed in the seminar room for our examination and
discussion. There will also be one trip to the Museum of Fine Arts in
Boston, which will entail one Wednesday on which you will have to be
available from 12-4 PM.

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Autobiography and Black Freedom Struggles (159835)
Tommie Shelby
This seminar introduces the main traditions of African American political thought and the history of the
black fight for justice through the genre of autobiography. Students will read some classic autobiographies
by African Americans (for example, those by Frederick Douglass, Booker T. Washington, and Malcolm X),
along with some lesser-known works (for instance, autobiographies by Ida B. Wells, Shirley Chisholm, and
Amiri Baraka). They will discover how an influential set of black individuals, both men and women, came to
political consciousness and participated in the collective struggle for justice in America. Students will
reflect on these figures' personal struggles to find meaning and solace under unjust conditions and to
forge dignified modes of resistance. The seminar provides an opportunity to see how these personalities
interpreted key events and periods in U.S. history—slavery, the Civil War, Reconstruction, the Jim Crow
era, the two World Wars, the Great Depression, the civil rights movement, and the post-industrial urban
crisis—as social actors who participated and lived through them. Close attention will be paid to their
engagement with and contributions to the political traditions of liberalism, conservatism, socialism, black
nationalism, and feminism. And students will critically examine how these influential thinkers and activists
understood ideals like freedom, equality, democracy, fairness, and tolerance.

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Borges, García Márquez, Bolaño and Other Classics of Modern Latin American Fiction and Poetry (159836)
Mariano Siskind
This course introduces students to some of the most important Latin American literary works produced
during the twentieth century. We will explore the ways in which these novels, short-stories, essays and
poems interrogate the historical traumas, political contexts and aesthetic potential of the region between
1920s and 1980s. We will shed light on their place in the historical and cultural formation of the literary
canon, as well as on the concept of 'classic'. The goal of this seminar is two-fold. On the one hand, it
introduces students to the Latin American literary and critical tradition through some of the best and most
interesting literary and critical works (each novel or grouping of short stories and poems are paired with an
important critical essay that situates them historically and aesthetically). On the other, it provides them with
the fundamental skills of literary analysis (close reading, conceptual and historical framing, continuities
and discontinuities with the aesthetic tradition), and that is why I have selected a relatively small number of
readings, in order to have time to work through them, discuss them and have some flexibility to extend the
classes we dedicate to a given author when our discussions merit it.


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Animation--Getting Your Hands on Time (126211)
Ruth Lingford
Students in this practice-based seminar will experiment with a variety of animation techniques to gain new
perspectives on time. Using drawing, we will break down time into frames, understanding movement as
both a liquid flow and a sequence of distinct infinitesimals. Using pixillation, a technique from the
beginning of cinema, we will analyze and deconstruct human movement, then reassemble it for magical
effect. Using strata-cut animation, we will attempt to think of time as a solid, and visualize the progression
of time in terms of volume and shape. Using editing software, we will explore cinematic constructions of
time though the use of cutting and juxtaposition. Each session will include screenings, discussion and
practical work. There will be practice-based assignments each week. Each student will have the opportunity
to make a film of around one minute, using an animation technique of their choice. Or they may decide to
collaborate with others to make a longer piece. No previous experience of drawing or animation is required.
Course Notes: There will be an optional screening on Fridays, 1-3 that students are
strongly encouraged to attend.

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Complexity in Works of Art: Ulysses and Hamlet (116807)
Philip Fisher
Is the complexity, the imperfection, the difficulty of interpretation, the unresolved meaning found in certain
great and lasting works of literary art a result of technical experimentation? Or is the source extreme
complexity—psychological, metaphysical, or spiritual? Does it result from limits within language, or from
language's fit to thought and perception? Do the inherited forms found in literature permit only certain
variations within experience to reach lucidity? Is there a distinction in literature between what can be said
and what can be read? The members of the seminar will investigate the limits literature faces in giving an

account of mind, everyday experience, thought, memory, full character, and situation in time. The seminar
will make use of a classic case of difficulty, Shakespeare's Hamlet, and a modern work of unusual
complexity and resistance to both interpretation and to simple comfortable reading, Joyce's Ulysses.
Reading in exhaustive depth these two works will suggest the range of meanings for terms like complexity,
resistance, openness of meaning, and experimentation within form.
Course Notes: There may be interviews for selected applicants during Opening Days
week.

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The Problem of Evil and the Nature of Human Freedom (160199)
Courtney Lamberth
Common sense seems to confirm the reality of evil. From the genocides of the 20th century to the
homicides that fill our daily news, evil seems to be a category of ordinary language and experience. But
what do we really mean when we use the word "evil" to describe a person, an action or an historical event?
Why does the word pack an emotional punch that other terms do not? The term "evil" seems to point to an
incomprehensible quality that marks the limits of human understanding and control. Theologians,
philosophers and poets have long struggled with these limits, drawing on their deepest imaginative powers
in writing about the meaning and consequences of evil. This course will consider key texts in Western
philosophy, theology and other literary forms that have sought to frame the question and offer readers
avenues for responding to the problem of evil.

Attribute Value(s)

The Folklore of Gaelic Scotland (160204)
Natasha Sumner

This course explores the 'treasure house' of Gaelic folklore recorded in the Highlands of Scotland since the
nineteenth century. The international controversy over Macpherson's 'Ossian' poems in the 1760s
prompted interest in the Scottish Gaelic folklore from which they were adapted. Folklorists have since
documented a wealth of orally recorded material, including tales of ancient heroes (e.g. Finn McCool) and
beliefs in malevolent fairies, seal-people, dangerous water-horses, the evil eye and second sight. As we
explore these fascinating topics, we will take into account international scholarly approaches to folklore.
Course Notes: No knowledge of Scottish Gaelic is required for this course. The
seminar will also include 'an end-of-term 'ceilidh", a traditional social
gathering often involving song, dance, and/or storytelling.

Attribute Value(s)

Soundtracking (161177)
Christopher Hasty
This course will offer a critical, close-reading approach and a creative art-making approach to exploring
ways of combining sound and moving image. The first few weeks will involve analysis and discussion of
uses of music/sound in excerpts from a variety of movies and TV series episodes and mastering skills for
working with ProTools, a digital audio workstation system that can incorporate video. As skills with Pro
Tools develop emphasis will shift to composition exercises that experiment with combining sound and
image. Since all students will be given the same assignments we will have the opportunity of testing and
discussing various solutions. The seminar will accept students with and without compositional training and
the ability to notate music. Sound will be composed in various ways, many of which will not involve
conventional music notation. All students will learn to use high quality field recorders to gather sound
materials that can then be sculpted with Pro Tools. The final project will be the production of a sound track
to an assigned short film (5-10 minutes) and a public screening.
Course Notes: The ability to read musical notation is not a pre-requisite.

Attribute Value(s)

What is Beauty? (125964)
Francesco Erspamer
Of the three fundamental concepts of Western civilization—truth, goodness, and beauty—beauty is the only
one that does not demand loyalty or consistency. One moment we are entirely absorbed by a person or an
object, the next moment we find it insignificant. Beauty does not promise or imply the possibility of
verification, not even in a distant future—there will be no comprehensive research and no day of reckoning
to finally prove that Leonardo's Mona Lisa or Beethoven's Ninth Symphony are in fact beautiful. But
perhaps this is precisely the reason why we need beauty, and why it is worth studying: it teaches the
contingency of values and the revocability of absolutes; it is a most effective training for tolerance and
innovation. Selections from Plato, Kant, and other Western classics of aesthetics will be discussed in the
first part of the seminar. In the second part we will explore the representation of beauty in literature, art,
opera, cinema, and design, with examples mostly taken from the culture of a country, Italy, that
successfully self-fashioned itself as the land of beauty. Topics will include the Renaissance "invention" of
art, Mozart's Don Giovanni, Fellini's La Dolce Vita, and Benetton's advertising campaigns.

Attribute Value(s)

The Art and Craft of Acting (126838)
Remo Airaldi
We've all watched a great performance and wondered, "How did that actor do that?" Acting is undoubtedly
the most popular, most widely experienced of the performing arts and yet, in many ways, it remains a
mystery. This seminar will give students an opportunity to demystify the art of acting by introducing them
to the basic tools of the trade; they will learn about the craft of acting by actually "doing" it. It will provide
an introduction to acting by combining elements of a discussion seminar with exercises, improvisations
and performance activities. Improvisation will be used to improve group/ensemble dynamics minimize
habitual behaviors and to develop characters. Students will explore a range of acting techniques designed
to give students greater access to their creativity, imagination and emotional life. The aim will be to improve
skills that are essential to the acting process, like concentration, focus, relaxation, observation, listening,
etc. In the later part of the term students will work on monologues. Students will also attend and critique
productions at the Loeb Drama Center and other theaters in the Boston area.
Course Notes: Students will be required to attend theater performances (dates TBD)
during the course of the term. There will be no charge to the student.

Attribute Value(s)
Freshman Seminar 36S

Comparative Historical Mythology (109498)
Michael Witzel
This seminar will deal with an innovative approach to comparative Mythology, detailed in my 700 pp. book
on the topic (OUP, Dec. 2012). Comparative mythology has been a well-trodden but controversial field
since at least 1800. The proposed seminar will discuss the matter in a new way by incorporating an
historical approach, which has so far been lacking. The two most prominent explanations for the wide-
spread, worldwide similarities in myths have been archetypes (C.G. Jung) and diffusion (L. Frobenius / H.
Baumann). Both approaches are inadequate to explain these similarities. Approaching myths historically,
and working backwards from our earliest written sources (Egypt, Mesopotamia, Levant, India, China, Maya,
etc.), earlier stages in the development of mythologies can be detected through successive
reconstructions. These are supported by the additional testimony of oral texts found across the globe.
Further, recent developments in human population genetics as well as in archaeology, anthropology and
comparative linguistics sustain the proposed historical model, which ultimately, but rather tentatively,
reaches back to the time of the "African Eve." This seminar will investigate the ways myths have been
compared in the past; further, the underlying assumptions about human spirituality and religion, as well as
available scientific evidence for such models. The new historical and comparative proposal will be tested
against this evidence. All of this offers a wide scope for students' class room intervention and individual
research in a multitude of ancient and oral texts (in translations) from a variety of languages as well as in
the sciences.

Attribute Value(s)

Money Matters (108768)
Evridiki Georganteli
Money Matters aims to engage first-year students with the economics, politics and aesthetics of one of the

most fascinating and enduring aspects in human history. The seminar is a study of money in all its
manifestations from the early agrarian societies to the first financial crisis of the 21st-century global
market. How have individuals and societies reacted to and used money in business, politics and religion?
What are the factors that shaped the metallic content and iconography of coins from the 7th century BC to
the end of the Gold Standard in the 20th century? Why are early modern American and European banknotes
so important for the study of social history? What are the links between art, literature, theatre, cinema and
money? Seminar meetings will take place at the Harvard College, the Harvard Carpenter Center for the
Visual Arts and the Harvard Art Museums, introducing students to the world-class Harvard Coin Collection
and offering them the opportunity to handle research and discuss priceless artifacts. Money Matters is
intended for students with an interest in history, art history, archaeology, political science, economics and
the study of world religions. Handling sessions, group discussions and a short essay on a choice coin from
the Harvard Coin Collections will offer students a sense of immediacy and accessibility of Harvard's
splendid numismatic holdings and the opportunity to understand why money makes indeed the world go
round.
Course Notes: Open to Freshmen only

Attribute Value(s)

Horror in Literature and Movies: Cultural, Psychological, and Scientific Aspects of the Horror Genre (156293)
Steven Schlozman
Horror films and horror stories have been in existence since movies and stories themselves have been in
existence. In other words, from the time that humans could tell stories, some of those stories have been
deliberately frightening. Nevertheless, a clear definition of horror as a genre remains elusive and even
controversial. This course will attempt to make sense of horror stories. We will work towards a
comprehensive definition of fictional horror through careful exploration of scholarly literature from film
theorists, literary critics, cultural psychologists, neuroscientists, and the popular press. The course will
also make use of classic and more recent horror movies and writing. In addition, there will be a strong
creative component to this course. The instructor is a physician and an assistant professor at Harvard
Medical School and also a professional horror writer. He will utilize many of the techniques that have been
incorporated into writing workshops, panel discussions, and film festivals in which he has himself
participated. In this fashion, we will as a course develop our own sense of what constitutes horror through
careful academic scrutiny of the topic and through the honing of our own creative talents.

Attribute Value(s)

Reading Tolstoy's War and Peace (119150)
Julie A. Buckler
Leo Tolstoy's massive masterwork War and Peace (1865-69) is a magnificent work of art by a world-class
writer tackling life's "big questions." It is also a great read! Over the course of a semester, we will give this
nineteenth-century novel the time and attention it deserves. We will read War and Peace closely, while
comparing two different English-language translations, exploring cultural and historical context, artistic
biography, historiography, the novel as a literary form, literary language, issues in translation, interpretive
paradigms, and potential new ways of reading. We will trace the changing interpretative approaches to War
and Peace from the 1860s to the present. How does the pacing of the novel relate to nineteenth-century
reading and publishing practices? To nineteenth-century conceptions of time, space, narrative, and genre?
What are the problematic distinctions between history and literature that the novel raises? We will also
consider the significance of the Napoleonic wars (1803-1815) in Russian history and the broader pan-
European cultural legacy of this period, including literature, art, and architecture.
Course Notes: All readings will be in English.

Attribute Value(s)
Freshman Seminar 37Y

Muslim Voices in Contemporary World Literatures (119569)
Ali Asani
What do Muslims think of acts of terrorism committed in the name of Islam, the mixing of religion with
politics, the rights of women, the ``West''? This seminar investigates the viewpoints of prominent Muslim
writers on these and other ``hot button'' issues as reflected in novels, short stories and poetry from
different parts of the world. Explores a range of issues facing Muslim communities in various parts of the
world by examining the impact of colonialism, nationalism, globalization and politicization of Islam on the
search for a modern Islamic identity. Readings of Muslim authors from the Middle East, sub-Saharan Africa,
South Asia, Europe and America.
Course Notes: No prior knowledge of Islam required. Assignments include compiling

a portfolio of creative responses to the weekly readings using different
media.
Class Notes: 2 hr seminar only: 7-9:00pm

Attribute Value(s)

Law and Society through the Cinematic Frame (160785)
Ofrit Liviatan
In this seminar we will explore the interaction of law and society using the lens of film. The cinematic
experience has become a key site through which the public understanding of law is produced, debated and
influenced. Driven first and foremost by market and audience considerations, law-related films often inject
drama, contentious dimensions and even misrepresentations into the portrayal of real events. Nonetheless,
by raising awareness about legal themes that pervade the plot, these films offer valuable insights toward
discovering social scientific perspectives on the manner in which law functions in everyday life. Hence, the
seminar will not focus on legal doctrine or teach you the fundamentals of the legal profession. Rather,
using films as a framework for discussion, we will study law's working in relations to the social, political,
economic and cultural environments in which it operates. Central thematic topics to be discussed include:
the relationship between law, justice and morality; how does law intervenes in social relations and whether
it is over-utilized as part of these relations; the dynamics between law and social change; is access to the
legal process equal to everyone; and the function of law in deeply divided societies. Throughout the
semester film viewing will occur outside class as part of your weekly preparation for the seminar. However,
we will dedicate one class as a field trip to watch a law-related film together and analyze its themes through
the sociolegal perspective.

Attribute Value(s)

The Supreme Court in U.S. History (123660)
Richard Fallon

Often described as the world's most powerful court, the US Supreme Court has not always enjoyed high
prestige or unquestioned authority. The Court's significance has waxed and occasionally waned, with the
variations typically depending on surrounding currents in the nation's social and political history.
Examines the history of the Court from the nation's founding to the present. Highlights relation between
constitutional law and ordinary politics, and the ways in which they influence one another.
Class Notes: 2 hr seminar only: W, 3-5pm

Attribute Value(s)

America's $3 Trillion Challenge: Health Care Access and Productivity in the Health Reform Era (109334)
Alan Garber
Health care in the United States is often criticized for its expense, ineffectiveness, and inequity. Every
policy solution for increasing access to care faces the challenge of dealing with its costs. Because per
capita annual health expenditures exceed 8,000 dollars, the subsidies needed to support health insurance
expansions are large and controversial. The fundamental challenge to improving health and health care is
to rationalize expenditures by improving the efficiency or productivity of care. This seminar explores
barriers to health care productivity in the U.S, along with potential approaches to enhance the value of care.
Recommended Prep: Background in microeconomics at the level of first-semester

Economics 10 is required. Knowledge of AP-level statistics is
desirable. The course is relevant to anyone with an interest in applied
economics, public policy, health care, or public health.

Attribute Value(s)
Freshman Seminar 40L

Free Speech (110427)
Sanford Ungar
In this age of rapid globalization and heightened cross-cultural contacts, nations struggle to reaffirm their
identities and values. In the United States, one of the most precious values is free speech, embedded in the
First Amendment to the Constitution and regarded as a keystone of American democracy. But arguments
over the boundaries of free speech have become intense, especially in the era of electronic communication.
This seminar will examine the dialogue taking place within the United States and around the world on free
speech issues – sometimes civil, but often a political or cultural confrontation that turns violent. We will
discuss international and domestic protests over politically sensitive cartoons, controversies over
Holocaust denial, whether hate speech should be banned on campuses, whether the domestic media can
ever be legitimately constrained on national security grounds, whether anti-gay religious activists have a
right to disrupt military funerals, whether pornography and violent music lyrics should be regulated, and
what constitutes free speech on the Internet or cell phones. Through Supreme Court decisions and by other
means, we will examine the debate over what it means to be patriotic and whether patriotism requires
Americans to say, or prohibits them from saying, certain things – and examine how standards have
changed over the years. We will ask whether other countries' attitudes toward free speech and the other
First Amendment freedoms should influence US foreign policy toward those countries. Examples of
constraints on free speech in our daily lives and work, unwitting or not, will also be considered.

Attribute Value(s)

Making the Grade? Middle and High School Math Education in the U.S. (109469)
Robin Gottlieb
What are the goals of mathematics education at the middle and high school level, and how do these goals
impact our evaluation of the success or failure of math education in America? Why does math education at
these levels matter? What societal structures (historic, economic, political, cultural) impact mathematics
education? How does math education in turn impact societal structures? As the world changes, how do the
goals of mathematics education change, and in what ways? We will explore these issues to become more
educated participants in this ongoing discussion.
Course Notes: This is not a mathematics course and has no prerequisites. A special
invitation is extended to students not planning to concentrate in math.

Attribute Value(s)

Human Rights, Law and Advocacy (156502)
Susan Farbstein
Human rights practitioners confront numerous ethical, strategic, and legal dilemmas in their struggles for
social justice. This freshman seminar explores the underlying legal framework in which human rights
advocates operate, and then uses specific case studies to consider the various challenges they must
grapple with in their work. The seminar is designed to encourage students to critically evaluate the human
rights movement while offering an introduction to some of the essential tools and strategies used by
human rights advocates, including advocacy, litigation, documentation, and report writing. Students will be
asked to grapple with tough questions, such as: How can human rights be harnessed to successfully
influence and change behavior? What does responsible, effective human rights advocacy look like? How
do we engage without perpetuating power differentials along geopolitical, class, race, gender, and other
lines? How do we find ways to work in collaboration with directly affected communities? What does it
mean to be a human rights advocate working on abuses affecting individuals and communities remote from
yourself? How do you balance broader advocacy goals with the needs of individual survivors or clients?
How do you determine when to intervene and devote limited resources to a given issue? Students will also
consider a series of dynamics (e.g., north/south, insider/outsider, donor/donee, lawyer/non-lawyer) that
influence how and why advocacy is formulated and received. Finally, the seminar considers the limits of
the human rights paradigm and established methodologies, such as litigation and "naming and shaming,"
and explores alternative sources and forms of advocacy, including the role of community lawyering in the
human rights context.

Attribute Value(s)

American Presidential Campaigns and Elections 1960-2020 (124777)
Maxine Isaacs
For two hours each week, students will work to understand the history, forces and politics of American
presidential campaigns and elections. Each student will be "responsible" for one presidential election
between 1960 and 2016, and, together, members of the seminar will develop some perspective on dramatic
changes as well as enduring factors that have shaped our own times, issues and society. With the help of
some guests – practitioners including political leaders, public opinion analysts and journalists – students
will develop a deeper understanding of contemporary politics; the impact of demographic patterns and
changes; public opinion and polling; and political communication. Students will learn about the
relationship among politics, news and public opinion, and who influences whom. Participants will be

introduced to excellent contemporary studies about modern presidential campaigns and elections. At the
end of the term, students will make oral reports to the class on lessons learned from a past election which
can help all of us better understand this one.

Attribute Value(s)

Media in American Politics (159837)
Matthew Baum
This course considers the degree to which Americans' political opinions and actions are influenced by the
media as well as the influence of the media on public policy. Topics to be covered include the history of the
mass media, recent trends in the media, theories of media effects, the implications for politics of changes
in media (e.g., the rise of the Internet, social media and partisan media), the ways in which the news shapes
the public's perceptions of the political world, campaign communication, how the media affect the manner
in which public officials govern, and the general role of the media in the democratic process.
Course Notes: The seminar meets for 2 hours only within the time block, Th, 12:30-2:
30pm.

Attribute Value(s)

The Role of Government (160196)
Oliver Hart
Economists have a very positive view of the role of markets. The intellectual foundations of this are the first
and second theorems of welfare economics. The purpose of the seminar is to introduce the students to
these results but also to their limitations. For example, for markets to work well it is essential to have a
legal system that upholds contracts and protects property rights. The legal system is also important to

deter crime. But who can provide the legal system other than a government that has the coercive power to
raise taxes? The legal system is an example of a public good, but of course there are many others including
national defense, clean air, etc. Markets under-provide public goods and they also do not work well in the
presence of externalities, a highly topical example of which is global warming resulting from carbon
emissions. Another very topical issue is inequality. There is no particular reason to think that a market
economy will yield an equitable distribution of income, and given this what is the appropriate government
response? Throughout the seminar the analysis of ideas and concepts will be interspersed with policy
issues such as whether and what limitations should be placed on the right to smoke or consume drugs, the
right to marry, the right to buy and sell organs, the right to bear arms, and the freedom of businesses to
decide whom to serve. We will also consider the pros and cons of the Affordable Care Act (Obamacare), the
role of government nudges, and whether goods or services paid for by the government need to be
produced by the government or can be outsourced: the issue of privatization.

Attribute Value(s)

U.S. Energy Policy and Climate Change (160203)
James H. Stock
How we produce and use energy has major implications for the economy, energy security, and climate
change. The U.S. "energy revolution" – nonconventional oil and gas production (fracking), increasing use
of renewable energy, and reduced demand – has contributed to a sharp decline in U.S. oil imports, a 12%
reduction in U.S. carbon dioxide emissions, a shift away from coal, and economic growth. With these
technological and economic changes have come wild swings in national climate policy, as Obama-era
regulatory and subsidy policies designed to shift from fossil fuels to renewables are replaced by the Trump
administration with policies to promote and subsidize fossil fuel use and production. The conceptual
framework is economics (but no prior economics is assumed), a powerful tool for understanding market
failures and for designing government policies that are efficient, effective, and appropriate. The course
starts with a review of the U.S. energy sector, climate science, and climate economics including carbon
pricing. The course then dives into four current policy issues: (1) the regulation of CO2 emissions from
fossil-fuel fired power plants; (2) biofuels policy; (3) fossil fuel extraction policy and the "keep it in the
ground" movement; and (4) fuel economy standards. In each case we will evaluate the policy landscape
with a focus on the economic and climate consequences. The course concludes with an assessment of the
reasons for the changes from the Obama to Trump administrations, and the implications for future energy
and climate policy.

Attribute Value(s)

From the Arab Spring to ISIS: National Security Challenges in the Mideast (124885)
Charles Freilich
The Middle East is home to many diverse peoples, with ancient and proud cultures, in varying stages of
political and socio-economic development, often times in conflict. Now in a state of historic flux, the Arab
Spring and subsequent regional tumult have transformed the Middle Eastern landscape, with great
consequences for the national security strategies of the countries of the region. The primary source of the
world's energy resources, the Middle East remains the locus of the terror-WMD-fundamentalist nexus,
which poses a significant threat to regional and international security, as does the rise of ISIS. The course
surveys the national security challenges facing the region's primary players (Egypt, Saudi Arabia, Iran, Iraq,
Syria, Lebanon, Israel, the Palestinians, Jordan, and Turkey) and how the recent upheaval has affected
them. Unlike many Middle East courses, which focus on US policy in the region, the course concentrates
on the regional players' perceptions of the threats and opportunities they face and on the strategies they
have adopted to deal with them. Students play the role of senior advisers to the actual regional leaders in
power and write "real world" policy papers for them, from their perspective and given the strategic, political
and personal constraints they face. The course provides an essential vantage point for all those interested
in gaining a deeper understanding of the region, especially those with an interest in "real world"
international relations and national security.

Attribute Value(s)

Human Rights and the Global South (160211)
Jacqueline Bhabha
Caroline Elkins
Human rights have become a global lingua franca, invoked by leaders and movements across the political,
religious and cultural spectrum. Because they can come into conflict with each other, human rights can
serve to justify wars (to combat terrorists), religious intolerance (to counter fundamentalists), gender
discrimination (to support religious tenets), refusal of safe haven to refugees (to promote domestic human

security). Despite over half a century of international law making and domestic enactment of human rights
treaties, and despite a vibrant civil society that has embraced human rights principles world-wide, remedies
for violations such as torture, rape, genocide, political or economic persecution, and crippling destitution,
remain elusive. This dilemma is particularly clear in situations of forced migration, when vulnerable
populations are separated from individuals and institutions that traditionally provide support. This seminar
will focus on the Global South and address key issues in contemporary human rights theory and practice
through the lens of displaced, disenfranchised, and threatened individuals and groups. Members of the
seminar will first study the philosophical and political traditions that led to codification of human rights.
The seminar will then cover the legal frameworks of contemporary international human rights and
humanitarian law and examine how they affect some of the most egregious human rights violations of the
current period. Case studies of pivotal controversies and decisions will be examined to explore such
questions as who is a refugee or an internally displaced person (IDP), what is trafficking, when is
deportation justified, what protections do civilians have in conflict settings, and what are major crimes of
atrocity and war.
Class Notes: 2hr seminar only-Th, 3:30-5:30pm.

Attribute Value(s)

Christianity and Slavery in America, 1619-1865: A Student-Curated Library Exhibit (160213)
Catherine Brekus
Most people today assume that Christianity and slavery are incompatible. For most of Christian history, however, the
opposite was true. Christians not only owned slaves, but they also argued that slavery was sanctioned by the Bible. This
seminar will explore the relationship between Christianity and slavery in America from 1619, when the first slaves
arrived in Virginia, to the Emancipation Proclamation in 1865. We will ask several questions. What was the role of
Christianity in sanctioning slavery? How did white Christians become convinced that slavery was sinful? Why did many
slaves convert to Christianity, the religion of their oppressors? How did enslaved Christians make sense of their
suffering? The main work of the seminar will involve curating an exhibit on Christianity and slavery in America at the
Andover-Harvard Theological Library. With the help of library staff, we will choose documents and objects for the
exhibit, write captions, and organize the exhibit cases. The exhibit will open in early December and will remain on
display for the rest of the academic year. Class meetings will take place each week in the Special Collections department
of Andover-Harvard Theological Library, where we will read and discuss rare books and manuscripts, including
proslavery tracts and sermons, abolitionist speeches, poems, and the personal religious narratives of enslaved men and
women.

Attribute Value(s)

When Bad Things Happen Early in Life: Effects of Early Adversity on Brain and Behavioral Development (160221)
Charles Nelson
Decades of research tell us that the foundations of healthy development are built early in life. Genes
provide the basic blueprint for brain architecture, but experiences shape the activity of the genome and
thus determine how the circuitry is wired. Significant adversity can derail developmental processes and
distort brain maturation, leading to limited economic and social mobility. Exposure to significant adversity
early in life, particularly during critical periods of brain development, may increase risk for a host of chronic
physical health problems, including cardiovascular disease, hypertension, diabetes, and addictive
behavior; it can also lead to a variety of mental health problems, including depression and anxiety and
characterological problems. Science clearly indicates that the longer we wait to intervene on behalf of such
children, the more difficult it becomes to achieve healthy outcomes. This constraint is particularly true for
children who sustain the wear and tear of early exposure to so‐called "toxic stress". In this seminar we will
critically examine the range of adverse early experiences that impact children growing up in both low and
high resource countries. Key themes include a) the nature of the adversity children are exposed to, b) the
timing of the adversity c) the chronicity of the adversity, and d) individual differences (including genetic
and environmental factors that may confer protection on children exposed to early adversity). We will pay
particular attention to the short‐ and long‐term outcomes on physical, neurological and psychological
health.

Attribute Value(s)

The Economist's View of the World (108562)
N. Mankiw
This seminar probes how economic thinkers from the right and left view human behavior and the proper
role of government in society. Each week, seminar participants read and discuss a brief, nontechnical,
policy-oriented book by a prominent economist. There will also be required writing assignments. Students
must have some background in economics, such as an AP economics course in high school or
simultaneous enrollment in Economics 10.
Recommended Prep: Students are expected to have had some background in economics,
such as an AP economics course in high school or simultaneous
enrollment in Economics 10a.


Attribute Value(s)

Psychology of Religion (125718)
Jon Boyd
This seminar will address some of the fundamental questions about the nature of the self, issues that
appear at the intersection of religion and psychology: Where do we turn, if anywhere, for ultimate meaning?
What happens when individuals undergo some sort of crisis and radically change their belief system or
how they engage with the world? How do we face death? An underlying assumption of the seminar is that
no individual or society can thrive without resting on a fundamental value system or symbol-system that
provides some kind of orientation to the cosmos. The seminar will therefore explicitly address the ways in
which both individuals and cultures create frameworks of meaning—religion being a basic one for many—
and the limits of those frameworks. The seminar will also explore the complexities raised by those who
might not be able to create such systems of meaning for themselves (such as those with certain mental
illnesses) and those who might be unwilling or unable to abide by or live within culturally established
norms. The readings explore philosophical, psychological, and literary perspectives on these questions
and issues and will include works by Freud, Dostoevsky, William James, Flannery O'Connor, Malcolm X,
and others.

Attribute Value(s)

Political Legitimacy and Resistance: What Happened in Montaigne's Library (119622)
Arthur Applbaum
Political Legitimacy and Resistance: What Happened in Montaigne's Library on the Night of October 23, 1587, and
Why Should Political Philosophers Care?

Explores the theories of political legitimacy and justified resistance to authority developed by the
persecuted Protestants during the French Wars of Religion, and traces the influence of these ideas about
political obligation and religious conscience on some of the major figures in modern political philosophy
from Hobbes to Kant. Students should be prepared to engage in both historical detective work and
philosophical reflection. All required reading will be in English.

Attribute Value(s)

Measurements of the Mind: The Creation and Critique of the Psychological Test (121907)
Marla Eby
This seminar will introduce students to the history of psychological tests, both from the point of view of the
psychologists using them and the people tested. We will examine the creativity within psychology in the
making of such tests, as well as the drawbacks and dangers of the (mis)uses of these instruments. The
seminar will explore tests in current use, as well as tests contained in various Harvard archives of
psychological tests. We will discuss the issue of how psychological tests are perceived by and presented
to the public, paying particular attention to recent museum exhibitions and films in this area. Students will
also engage in a project of designing their own psychological tests.

Attribute Value(s)

"Where are you from?" Ancestry in the age of genomics (202998)
David Haig
A human interest in ancestry and kinship is found in most cultures. This interest is not a construct of the
modern age, but recent advances in genetics can now provide a wealth of previously unavailable
information about our genetic descent. The seminar will discuss examples of what genetics can tell us
about where we are from and address the kinds of questions genetics can answer and the kinds it cannot

answer. What should we conclude when cultural tradition and genetics tell different stories? Are genetic
answers relevant or irrelevant to competing cultural narratives of identity? Is the question "Where are you
from?" an invitation to explore our common humanity amid diversity or is it a microaggression that
constructs barrriers between us?

Attribute Value(s)

Artificial and Natural Intelligence (203000)
Venkatesh Murthy
What is intelligence? An inquiry into the nature of intelligence can take different forms – philosophical,
biological, mathematical or technological. In this Freshman Seminar, we will use machine intelligence
(everything from voice recognizing smartphones to Jeopardy-playing computers) as a handle to think about
natural intelligence (brains and behavior of animals). Although we will start with big, general questions, we
will quickly move to concrete queries about brains and computers. This approach, rather than just starting
with brains of animals, may be useful in framing more universal questions independent of the specific
architecture of brains of animals.
Recommended Prep: This Seminar targets students that are interested in brains and
computers in equal measure, and are comfortable with analytical
thinking. Some basic programming skills in Python, Matlab or
equivalent is required to complete assignments—you will receive help
with a remedial programming boot camp in the first two weeks.

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The Biology of Movement (203243)
Andrew Biewener

Movement is a fundamental property of life that underlies many biological functions, ranging from
collecting or catching food, predator escape, dispersal of offspring, mating and reproduction, to migration,
social interaction, sport, and artistic expression. This seminar will explore why and how organisms move,
providing an overview of the biological motors animals and microbes use to power movement, and
mechanisms plant use for growth and geo-/photo-taxis. The seminar will survey historical photographic
and modern filming approaches; examine how movement is depicted in art and evoked in dance; how
movement shapes perception and cognitive interpretation; and how and why movement plays a central role
health and disease. The broader relevance of movement to the humanities and social sciences will
therefore be examined. Students will be introduced to a variety of filming methods, allowing them to
explore how movement is studied, and will learn how to quantify movement patterns to inquire and gain
insight into their functional significance. Students will actively participate by video-recording observed
movements of interest, exploring their functional relevance to terrestrial locomotion, swimming, flying,
dance, athletics, and cognition as well as plant movement. This seminar will include 'field trips' to Harvard
Museums and Libraries, a dance studio and the Concord Field Station. Students will read general articles
and share weekly video recordings throughout the term. Students will complete a course project based on
a video-kinematic analysis of movement highlighting its biological, social and/or artistic significance; or by
writing a final paper that examines in-depth some aspect of the biology of movement.

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The Temporal Universe (203269)
Jonathan Grindlay
The Universe is not static, but rather stars and entire galaxies are evolving as revealed by their variability on timescales
ranging from milliseconds for collapsed stars (neutron stars and black holes) to gigayears for stars and galaxies. In this
seminar we shall explore stars and nuclei of galaxies through variability—from how brightness variability of stars with
binary companions measured with small telescopes measures star masses and radii, to the extremes of variability of
stars that undergo repeated huge flares, to enormously luminous variations from accretion onto gargantuan black holes
in the nuclei of "Active Galaxies" (blazars and quasars). We shall use the Clay Telescope on the Science Center roof to
make some repeated observations (from the 8th floor Astronomy Lab) of several types of variable stars and accretion-
powered binaries and deduce what life would be like if either were our Sun. From a blazar, we shall observe historical
outbursts that occasionally change brightness to exceed its host galaxy by a factor of ~100, by using the digitized
brightness measures on thousands of glass plate images taken by Harvard telescopes from 1885–1992 and now digitized
and on-line from our digital access to a Sky Century @ Harvard (DASCH) project. The seminar will include readings
from an introductory astronomy text as well as both popular and journal articles and the short books Black Hole
(Bartusiak) and Black Hole Blues (Levin). Students will use astronomical software to measure stellar brightness and
variability from telescope images as well as learn temporal analysis techniques with applications to other disciplines.
Students discuss in-class readings and observations conducted and write short papers on their observations and
deductions.
Course Notes: This seminar is open to all but may be of particular interest to those
considering Astronomy, Physics or Engineering concentrations.


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Quantum Entanglement (203399)
Subir Sachdev
Quantum mechanics was discovered in the early 20th century in experiments involving single electrons and
photons, such as the emission and absorption of light by a gas of hydrogen atoms. The quantum theory
introduced a revolutionary new perspective on the nature of physical reality, replacing the powerful
classical paradigms of Newtonian mechanics. Indeed, some of the most remarkable implications of the
quantum theory have only become clear in the past few decades, and it is likely that more surprises will
appear in the future. The fundamental new idea introduced by quantum theory is that of "superposition".
This has no counterpart in Newtonian mechanics, and allows a particle (an electron, or even atoms and
molecules) to be in a superposition of states at two or more distinct locations. When extended to multi-
particle systems, a corollary of superposition is that of "entanglement": this allows measurements of two or
more particles to be correlated with each other even though they may be separated by large distances. The
objective of the seminar will be described how entanglement can be used as a resource to perform tasks
that are not possible classically. We will begin by discussing the basic structure of quantum mechanics
using the concept of a "qubit". The simplest protocols for quantum cryptography and quantum
teleportation will be described, followed by an introduction to quantum computing and quantum error
correction. Ideas on "anyons" will lead to a discussion of topologically protected quantum computing.
Recommended Prep: High school-level calculus and physics

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Sea Monsters (205177)
Peter Girguis

There have always been tales of sea monsters. For as long as we humans have ventured into the ocean, our
imaginations have conjured images of serpents, krakens, leviathans, and other creatures, all of whom seem
bent on the destruction of those who dare set foot into the sea. Humankind's conviction that sea monsters
are real is so powerful that—even today—rumors abound of sea monsters lurking in the depths. Indeed,
every major religion—Eastern and Western—features sea monsters. Are these declarations true? Do giants
roam the deep sea? Did the explorers of centuries ago see creatures from their small wooden boats that we
do not see today? During this seminar we will explore sea monsters through a social, spiritual, literary, and
scientific "lens". We will study the sea monsters that flourish on ancient maps to understand the minds of
16th-century scholars. We will examine the bodies of real sea monsters, and consider the world in which
such grotesque creatures might evolve. We will busy ourselves with tales of creatures from classic and
contemporary literature. Most importantly, we will develop a better understanding of how humans perceive
the world, and how our consciousness can simultaneously embrace our wildest dreams and cower from
our greatest fears. Sea monsters, both real and imagined, tell us much about life in the deep sea, and even
more about humankind.
Course Notes: Required field trips related to the sea are included. There will be no
cost to the student.

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CRISPR, Genome Editing, and the Future of Medicine (207509)
David Liu
The life sciences are undergoing a revolution stimulated by breakthrough advances in genome editing
technologies. These technologies, including CRISPR, enable researchers and physicians to modify target
DNA sequences in the genomes of living cells, including human cells and human embryos. The goal of this
Seminar is to equip participants with an understanding of the genome editing revolution that will inform
their lives inside or outside of science. During the early part of the semester, students will learn how these
remarkable agents were discovered and how they work. We will also discuss their current limitations, their
potential to shape medicine, and some social and ethical implications of their use. Students will analyze
recent reports from both the scientific literature and from popular media, and will present their analyses
and opinions during the semester. Participants will also visit a state-of-the-art genome editing laboratory
during the semester, and will develop and propose "think pieces" on an aspect of genome editing to the
class at the end of the semester.
Course Notes: The Seminar will be held at the Broad Institute in Cambridge.
Participants will be provided with a pre-paid Charlie Card for travel by
MBTA. There will be a required trip to a state-of-the-art genome editing
laboratory.
Recommended Prep: High school chemistry and biology knowledge.


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Science in the Age of Artificial Intelligence (207514)
Brendan Meade
Science is focused on discovering and explaining the world around and within us. This has been its goal
for hundreds of years and has produced astonishing breakthroughs from population genetics, to general
relativity, to plate tectonics. Artificial intelligence is touted as a tool for learning about a complex systems
in ways that humans can't and has seen exceptional progress in natural language processing and image
identification. In this class we explore the emerging linkages between scientific inquiry and artificial
intelligence. The central goal of this class is to question the classical role of the scientist as a creator of
theories and consider how scientists may become interpreters of theories developed by AI. We do this by
developing an understanding of how AI systems actually work (they're astonishingly simple), explain recent
success cases, and then consider how we may (or may) not rebuild science in an AI-first manner. Examples
with be drawn from the earth and planetary sciences as well as the life sciences.
Recommended Prep: High school calculus and/or computer programming would be

extremely useful.

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Predicting Life and Death—Quantitative Approaches to Human Health and Disease (207515)
Franziska Michor
How long does each of us have to live? How does this expectation depend on the extent of exercise, stress, and lifestyle
choices such as a love of burgers or long-term smoking? If we are diagnosed with cancer or cardiovascular disease, how
many years do we lose, and how does that depend on where we live and how much we earn? Given that millions of

people are diagnosed with disease each year, is that data publicly accessible, and is it sufficient to infer the lifespan of an
individual patient? Do I want to know how long I have left to live? Can someone else deduce my identity by me being
part of a database for lifespan prediction? Do I care if my identity and lifestyle choices become publicly known if it is for
the greater good of learning more about preventing disease? How do doctors decide on treatment plans and what can
we learn from visiting a radiation oncology clinic where terminal patients are being treated? And finally, how can we
use emerging datasets in innovative ways to learn about human health and disease?
Course Notes: There will be a required field trip to the Dana Farber Cancer Institute
Radiation Oncology Clinic.
Recommended Prep: There are no prerequisites for this seminar.

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The Story of the Alternating Sign Matrix Conjecture (207517)
Lauren Williams
This seminar is intended to illustrate how research in mathematics actually progresses, using recent examples from the
field of algebraic combinatorics. We will learn about the story of the search for and discovery of a proof of a formula
conjectured by Mills-Robbins- Rumsey in the early 1980's: the number of n x n alternating sign matrices. Alternating
sign matrices are a curious family of mathematical objects, generalizing permutation matrices, which arise from an
algorithm for evaluating determinants discovered by Charles Dodgson (better known as Lewis Carroll). They also have
an interpretation as two-dimensional arrangements of water molecules, and are known in statistical physics as square
ice. Although it was soon widely believed that the Mills-Robbins-Rumsey conjecture was true, the proof was elusive.
Researchers working on this problem made connections to invariant theory, partitions, symmetric functions, and the
six-vertex model of statistical mechanics. Finally in 1995, all these ingredients were brought together when Zeilberger
and subsequently Kuperberg gave two proofs of the conjecture. In this course we will survey the story of the alternating
sign matrix conjecture. If time permits, we will also get a glimpse of very recent activity in the field, for example the
Razumov-Stroganov conjecture.
Recommended Prep: This seminar is recommended for students with a strong background
in mathematics. Some exposure to combinatorics and linear algebra is
helpful, but not required.

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Understanding the Seemingly Impossible: A Revolution in Biology (207834)
Craig Hunter
Occasionally a scientific discovery is so unexpected that it is seemingly unexplainable. This seminar will revisit one such
event, the discovery of RNA interference and how modern experimental molecular genetics cracked this "problem" and
started a billion-dollar industry. Rare unexpected discoveries in biology, for example catalytic RNAs, instantly extend
and broaden our understanding of the world, while the impact of other discoveries (split genes, hopping genes) are more
gradual. However, some discoveries challenge firmly supported ideas. The initial description of RNA interference
(RNAi) was seemingly magical—the introduction of a RNA molecule matching the sequence of any gene, results in the
effective silencing (turning off) of the gene. Further, the silencing signal(s) were extremely potent and mobile, moving
between cells, tissues, and generations. A series of seminal discoveries during an amazing four-year period revealed the
previously unimagined process. We will read and talk about how these discoveries were made and how this unexpected
new biology launched new therapeutic companies and is informing developing ideas about heritability, adaptation, and
evolution.

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Physics and Photography (207798)
Peter S. Pershan
The practice by which the 3-dimensional world is projected onto a 2-dimensional surface dates to at least the 30,000-
year-old cave drawings; however, it is only in the last two centuries that taking pictures has made it possible to easily
create the images that consume so much of our social networks. The seminar will cover both the history of how
photography developed from the early 19th century to today along with the science that made this possible. Topics to be
discussed include classical optics, the quantum mechanics on which digital technology is based, the computer software
for editing your images, the basics of how our eyes process color and the way color is reproduced in printing and
electronic displays. The surprising behavior of our eyes is often the basis of many optical illusions. Some of the weekly
homework assignments will involve photographic exercises designed to illustrate the use of camera controls such as f/#,
shutter speed, focal length zoom choices, white balance and ISO (sensitivity) settings. Other assignments will involve
image editing.
Course Notes: Arrangements for loaned cameras will be made for those who do not
own one. Photographs taken by the members of the seminar will be
discussed in class.
Recommended Prep: Ideally students should have had a good high school physics course;
however, individuals who are motivated to understand the science of
photography should not have a problem with the material taught in the
seminar. Similarly students should feel comfortable with high school
algebra and trigonometry.

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FAS: Course Level No Course Level

Models of the World: Explaining the Past and Predicting the Future (207799)
Nina Zipser
This freshmen seminar explains the concept and practice of social and natural science modeling. The seminar will
address four fundamental questions: (1) What is a model? (2) How are models related to data? (3) How are models
used to explain and predict events in the world, including counterfactuals (i.e., what would happen if we conducted
military campaigns differently)? (4) How do models evolve over time? The course answers these questions with
numerous case studies from the fields of astronomy, biology, computer science, economics, mathematics, physics,
psychology, and statistics. For example, we'll see that natural science models have (unintentionally) challenged
fundamental social and religious beliefs, like the geocentric view of the universe and the origin of species. We'll also
show how models have been used to measure social phenomena, like discrimination and the pursuit of instant
gratification. We'll also explore the origins and trajectory of a new class of powerful, data-driven models that are
emerging in the field of machine learning.
Class Notes: 2 hr seminar only - T, 9-11am.

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Freshman Seminar 51J Section: 01

Whence the Little Ice Age: An Inquiry into the Penultimate Climate Anomaly (207759)


The relatively cooler surface temperature that prevailed during the Little Ice Age are important to
understand for their historical significance, as a baseline from which to understand modern changes, and
as an opportunity to explore how and why the climate varies. There are three not-necessarily exclusive
hypotheses for the Little Ice Age: volcanism, solar variability, and internal redistributions of heat. We will
begin by familiarizing ourselves with the scientific literature related to these three hypotheses, and then
turn to inquiring whether human and natural historical records can help distinguish amongst these various
factors. As examples of human historical records, we will make use of daily temperature records kept by
Harvard's President Holyoke; depictions of ice, shadows, and vegetation in paintings; and the dates of
flowering given in Henry Thoreau's diaries. For natural records, will explore tree ring and pollen records,
geochemical indicators of sea surface temperatures, and records from ice cores. More broadly, we will seek
to gain some appreciation of how societies adapted to and were influenced by the altered climate
conditions of the Little Ice Age. This class is for students interested in conducting original climate research
that draws upon physical science, data analysis, and history.
Recommended Prep: A background in math and physics and interest in human and natural
history is recommended.

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Technology vs. Nature: From Toggling Harpoons to Geoengineering (207761)
David Keith
Are we at the end of nature? What would it mean if we were? Advanced hunting technologies enabled our
ancestors to hunt so efficiently that the human expansion out of Africa drove a wave of extinctions around
the globe. No more mammoths. No more moas. Over the last millennia, technological innovation has
dramatically reduced many environmental impacts on a per capita basis; but, technology simultaneously
enabled a population explosion and caused new forms of environmental disruption. Technology is
simultaneously a despoiler and savior of the environment. We will explore the shifting frontier between the
natural and artificial through critical examination of globally transformative technologies such as climate
geoengineering, Haber-Bosh nitrogen fixation, gene-drives and de-extinction. Solar geoengineering is the idea
that humanity could deliberately intervene in the Earth's climate to limit the risks of accumulating carbon
dioxide. It's the focus of my own research. It serves as the central motivating case though which the class will
explore broader questions about environmentalism in the 21st century. We will read selections from great
environmental writings such as The End of Nature to Desert Solitaire along with new writing about the
Anthropocene. I aim to help students find their own voice through writing short informal blog posts,
commenting on posts by peers, and participating in class debate. The human connection to the natural world
cannot be rightly understood in the abstract. So, we will take the class outside, from short explorations on
campus, to an organized day-hike.
Course Notes: There will be one required day-hike on a weekend.


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Feeling the Heat? The Many Temperatures of Life in a Warming World (207781)
Noel Holbrook
Fulton Rockwell
From one's first thought in the morning ("how hot will it be today?"), to a concern over the future of our
climate ("how hot will it be in 2100?"), temperature is a ubiquitous topic in our lives. But what exactly does
temperature measure? And of all the temperatures that one might define and measure, which are the
important ones? In this seminar we will explore how organisms experience and respond to temperature,
investigate the different modes by which plants and animals exchange thermal energy, and ask what
strategies have evolved for thermal management. An important feature of temperature responses at any scale
is that otherwise gradual changes can be punctuated by abrupt changes of state. This is true for as simple a
system as pure water transitioning from solid to liquid to vapor, or as complex as a biome transitioning from
forest to grassland to desert. Our goal is to develop, through reading, discussion, in-class experiments, and a
field trip to the White Mountains, an "educated intuition" for how life responds to temperature in both
predictable and unpredictable ways. Along the way we will touch on a broad array of topics, from human
health to the growth of food crops, and consider how these might change as our planet warms.
Course Notes: There will be a required (moderate) hiking day trip to the White
Mountains in New Hampshire.
Recommended Prep: There are no prerequisites, and students geared toward either the
humanities or sciences are welcome.

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FAS: Course Level No Course Level

Skin, Our Largest, Hottest, and Coolest Organ: From Cancer to Cosmetics (207776)
David Fisher

Skin provides a protective barrier that is vital to survival of all multicellular organisms. Its physical properties have
been exploited for centuries, from clothing to footballs, and yet skin is a vibrant and dynamic organ that responds to
environmental signals in myriad ways. Skin protects humans from toxic exposures, but can also be an intrinsic source of
dangerous diseases. While its defects only rarely kill humans, its imperfections can cause misery and discomfort,
ranging from subtle annoyances to depression and loss of self-esteem. It is a source of immense pleasure or excruciating
pain. This seminar will provide a series of exposures at an introductory level, to distinct topics in skin biology. They will
exemplify the diverse and vibrant nature of cutaneous networks and signals, through the lens of commonly recognized
topics such as tanning, hair, sweat, cancer, cosmetics, cancer, and infections.
Course Notes: The seminar meets for 2 hours only within the time block, T, 6-8:45pm.
There will be several meetings with an altered time for Jewish holidays
- Sept 11: 8:15-10:15pm; Sept 18: No Class; Sept 25: 7:45-9:45pm; Oct
2: 7:45-9:45pm; Nov 6: No Class.
Recommended Prep: None. Prior AP-Biology may be helpful but not required.

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Faith and Fiction in American History (203005)
David Holland
This seminar uses key literary works to explore some of the most difficult and demanding questions in the religious
history of the United States: Does God have a special relationship with the United States? Is sin an individual
responsibility or a social flaw? Why has American religion been so frequently concerned with sexuality? How has
religion shaped racial identities and tensions? How does it inform domestic relationships? How do non-Christian
immigrants find a place and a voice in a nation with deeply entrenched Christian traditions? To explore these and other
areas of concern, we bore into the faith-inflected cultures of American history through the imagined narratives of some
of its most celebrated writers, including the likes of Catharine Sedgwick, Harriet Wilson, Flannery O'Connor, James
Baldwin, Rudolfo Anaya, Pearl Abraham, Ayad Akhtar, and Marilynne Robinson. I will offer mini-lectures to
contextualize these works in their historical moment. We will read some scholarly work to sharpen our tools of analysis,
but mostly we will read and talk about the novels themselves. The seminar aims to be both analytically rigorous and
aesthetically rewarding.

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The Grail Quest of Marcel Proust (203268)
Virginie Greene
We will read Chrétien de Troyes' Tale of the Grail, the most ancient known Grail story (c. 1190) and large excerpts of
Marcel Proust's In Search of Lost Time, which I propose to read as a Grail quest, involving a young ignorant hero
discovering the world and seeking something else than money, fame, and love (but also money, fame, and love). Through
comparing a medieval and a modern text we will reflect on the passing of time, modernity and memory, reality and
fiction, romance and novel. We will focus on the visual aspects of both stories, whose heroes share a
contemplative/voyeuristic temper. The Tale of the Grail has generated an immense corpus of images from thirteenth-
century illuminated manuscripts to the 1895 Edwin Austin Abbey wall paintings at the Boston Public Library and Grail
films (1975 Monty Python Holy Grail, 1981 Raiders of the Lost Ark, etc.). In Search of Lost Time has been called a
"cathedral work," that is, like a gothic cathedral, a space of eclectic visions. Real and fictional paintings illuminate the
novel like a medieval manuscript. All members of the seminar will be invited to share their experiences of reading,
viewing, and writing. Texts will be available in English and French. The seminar will follow the model of a quest: each
class will be held in a different location (Harvard house, museum, garden, etc.) in the Boston area.
Course Notes: Each class will be held in a different location and all locations will be
wheel chair accessible and reachable by public transportation.
Recommended Prep: No previous knowledge of the Middle Ages, Proust or French is

necessary. Texts will be available in English and French.

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Go Rococo! Techniques in Digital Design (203405)
Andrew Holder
At the beginning of the 18th century, baroque architecture and art in Western Europe entered a new phase called the
Rococo, characterized by extreme visual complexity, ornamentation, and the collapse of compositional and political
hierarchy. Architectural interiors became excessive (or at least no longer classically ordered) during this period, filled
almost to the point of overflowing with painting, sculpture, and decoration, much of it depicting characters in
mischievous and compromising postures. This seminar will examine the Rococo as a precedent for reflection on
problems in contemporary design and as a provocation to create new work using digital design tools. Coursework will
be founded on two related propositions: first, that the architecture and art of the Rococo are remarkably similar to the
visual and material culture of the present day; and second, that contemporary design stands to benefit from a close
examination of its predecessor. Activities will be divided between reading, writing, and making. Each week, students
will examine a Rococo building precedent, reading the architecture against a series of texts on contemporary design

issues. In addition, each student will undertake a semester‐long design project using digital design tools to create and
animate an architectural interior in the manner of the Rococo. Software tutorials on the Adobe Creative Cloud software
suite will be provided in class. Readings and tutorials will be supplemented with field trips to the Houghton Library and
Fogg Museum to experience Rococo artifacts first‐hand.
Course Notes: This course is a hybrid design workshop and seminar in the history of
18th century architecture. Students will learn to use state-of-the-art
digital design tools while critically examining canonical examples of
late baroque and rococo buildings. Design skill, artistic ability, and
prior exposure to digital modeling software are NOT required for this
course, nor is any prior knowledge of architecture. Absolute neophytes
are welcome. Students do not need to purchase software or any
computer equipment in order to participate.

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Trying Socrates in the Age of Trump (205065)
Russell Jones
We find ourselves in the middle of fierce political debates. Should the common folk have political power, or
should it be concentrated in the hands of an elite? Is our national interest best served by looking inward
and directing our resources toward local concerns, or by thinking globally about both threats and
opportunities? How do we balance concerns for economic growth, humanistic understanding, religious
freedom, and scientific advancement? Our answers to such questions are enormously consequential, and
even people of good will can find themselves in heated disagreement, labeling opponents as the enemy and
striving to drive them and their ideas from the public square. The Athenians of 2400 years ago didn't
conduct their political battles with tweets and hacks and super PACs, but they would easily recognize our
battles as versions of their own, fought over much the same ground. At a particularly heated time, they
used the lethal power of the courts to silence Socrates, one of their own. Our task is forensic. We'll
assemble the available evidence to determine why the Athenians killed Socrates. His views were complex –
certainly he doesn't align neatly with any of our own major political parties, and he's difficult to categorize
even in the context of ancient Athens. So what was so offensive or threatening about him as to provoke
such extreme measures? Once we've assembled our evidence, we'll formally try Socrates in absentia for
ourselves. Was he guilty? And what should be done with people who spread dangerous ideas?

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Jefferson and Hamilton: Dueling American Visions (204932)
Annette Gordon-Reed
It is often said that the United States is a country based upon ideas, rather than blood ties. Shortly after the
end of the American Revolution, and during the ratification of the Constitution, it became apparent that the
people who had helped to make the Revolution differed about exactly what ideas would define America's
experiment in self-government. Two men, Thomas Jefferson and Alexander Hamilton, symbolized the
conflicting visions that emerged once the revolutionaries began the business of running a new country.
Jefferson was Secretary of State and Hamilton was Secretary of Treasury in Washington's cabinet. They
started cordially enough, but their contrasting views about politics and government quickly hardened into
personal enmity. Much to President Washington's chagrin, they battled in cabinet meetings and-- through
surrogates and pseudonyms—in newspapers. Their clash helped create two-party politics in America, as
each man attracted adherents to their respective visions of the future of the United States. Jefferson was
the rural "man of the people", anti-British to his core, and supporter of the French Revolution. Hamilton was
the urban friend of the elites in society, admirer of the British government, and opponent of the French
Revolution. Their arguments about the true nature of American society continue today. This seminar will
examine Jefferson and Hamilton as men, the way they fought their battle, and the nature of Jeffersonian
and Hamiltonian visions. What did the men and their visions mean at the time, and what do they mean to us
today?
Class Notes: 2 hours only.

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Life Lessons from Professional Killers: What We Can Learn from the Samurai (205026)
David Atherton
Is it possible to fail successfully? Should we be more beholden to the needs of others or to our own
ambitions? Is there a set moral standard by which we should live our lives? What should we be prepared to
sacrifice for higher goals—and what if pursuing those goals causes suffering to others? When should we
take a risk? Is there such a thing as an ideal human being? Questions such as these have animated the
figure of the samurai for nearly a millennium, captivating imaginations both in Japan and around the globe.
What is it about this figure that speaks to some of our deepest questions about how to live a model human
life? In this seminar, we will explore together the many meanings people have invested in the Japanese

warrior, from medieval epics to kabuki plays, modern novels to propaganda, manga and anime to global
cinematic blockbusters. (Tom Cruise, anyone?) Our focus will be less on the historical realities of the
samurai than on the ways people have chosen to imagine them—and to what ends. In the process, we will
consider what we ourselves might learn from this complex, fraught, appealing, and possibly dangerous
figure. Our "life lessons" from the samurai will include (among others), "How to be a spectacular failure,"
"How to face the consequences of your actions," "How to justify your existence," "How to get revenge,"
and "How to make your brand go global."
Recommended Prep: No prior knowledge of Japan is required, and all readings will be in
English.

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Silk Road Stories (205030)
Mark Elliott
The words "Silk Road" conjure up images of camel caravans crossing vast deserts and traversing lofty
mountains with precious cargoes of textiles and porcelain. From ancient Chinese travelers and intrepid
Buddhist pilgrims to plucky Venetians, swashbuckling Swedes, and adventurous Americans, the Silk Road
has produced countless storytellers with enchanting accounts of "East meets West." But what do we really
know about the Silk Road? What if it turns out that much of what we believe about the Silk Road turns out
to be a myth? This seminar invites you to embark on your own Silk Road journey, exploring the invention of
the idea of the Silk Road, the material and historical reality behind the fabled Eurasian trade routes, and the
ways in which different Silk Road stories serve today as artistic inspiration, political capital, and economic
stimulus. In the process, we will come to understand the peculiar biology of Bombyx mori, study attitudes
toward cultural patrimony, and get hands-on experience in the Harvard museum collections, where the
University's own history and that of the Silk Road intersect. The course aims to introduce you to the history
of what we know as the Silk Road and to problematize that history in various ways; to expose you to the
idea that globalization is a process with no beginning and no end; to challenge you to think about the role
of culture in society and politics yesterday and today; and to persuade you that travel is the only way out of
the prison of our own consciousness.
Course Notes: Students are required to participate in a trip during class time to the
Harvard Art Museums. There will also be two required evening film
screenings.

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Global Crime Fiction: Tackling Crime, Corruption, and Social Disintegration (205067)
Karen Thornber
Crime fiction is one of literature's most popular genres, with hundreds of millions of fans across the globe.
Both local and foreign crime fiction, the latter often in translation, flies off bookshelves from Boston to
Barcelona to Beijing and beyond, regardless of whether the novel takes place in a small Swedish village or
in multiple cosmopolitan megacities. Why is this? Part of it is in the storytelling. Who can resist a gripping
whodunit with unexpected twists and turns and often with an appealing investigator or detective
(professional or amateur), particularly if everything is resolved at the end, and often in ways we least
expect? But part of the appeal of crime fiction is also the insights this genre can offer into some of the most
significant challenges facing societies globally. In this course we will read a selection of bestselling crime
fiction from the Americas, Africa, Asia, Europe, and the Middle East. We will be most concerned with what
this literature tells us about investigating, exposing, and potentially ameliorating historical crimes,
environmental crimes, corruption in criminal justice, and social disintegration, particularly as these involve
injustices inflicted on marginalized and otherwise vulnerable individuals and communities, people targeted
on account of their class, ethnicity, gender, race, religion, sexuality and other factors. Secondary readings
and class discussion will provide the necessary cultural and literary contexts for these readings.
Course Notes: PLEASE NOTE: the classroom has been changed to CGIS South-114.

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Language: The Origins of Meaning (205082)
Gennaro Chierchia
How do languages work? Why are they so distinctly human in the natural world? Is language a creation of
our intelligence, i.e. we speak, because we are smart, or the other way around? Birds produce
sophisticated songs. Do bird songs mean anything? They do, in some way. They serve, for example, as
predator warnings or mating calls. Humans too, like birds, can produce music. But for effective day to day
communication (or, say, to develop a scientific theory, etc.), we need languages with words and sentences,
i.e. the kind of languages which is unique to our species. Do all languages, in spite of looking so diverse,
share a common structure? For example, in English words fall into categories: cat is a noun, meow is a
verb. Do all languages have nouns and verbs? A fairly recent turning point in addressing these
fundamental questions has been to view language as a computational device. This is enabling us to build

effective models of how languages are structured so as to empower us with the ability to create meaning;
which, in turn, is shedding light, more and more, on who we are. The seminar will explore how natural
languages come to create meaning and invite participants to develop their own linguistic analyses through
modern logical and computational tools.
Recommended Prep: An interest in language and mind, and no fear of formal methods or the
desire to overcome such fear.

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Freshman Seminar 61U

Reading the Novella: Form and Suspense in Short Fiction (205181)
Jonathan Bolton
Short enough to read in a single sitting, but more complex and absorbing than short stories, novellas give
us some of our most intense reading experiences. Indeed, many of the enduring classics of world literature,
from Melville's Benito Cereno to Tolstoy's The Death of Ivan Ilich, take advantage of the novella's
compression and acceleration of plot––features that are also suited to horror, mystery, and other forms of
"genre" fiction. In this seminar, we will read some of the great masters of the novella form, including Henry
James, Leo Tolstoy, Thomas Mann, Alice Munro, Katherine Anne Porter, and James Joyce, as well as other
examples from around the world, including Eastern Europe, China, and Japan. Readings of 50-125 pages a
week (all of it in English) will allow us to work closely with some classics of modern fiction, going down to
the level of word choice and sentence structure, but we'll also consider the way authors build and sustain
suspense, the different forms of narrative resolution, and other questions of plotting and structure. We will
also talk about how to get the most out of your weekly reading experiences—I'll ask you to set aside
solitary time for your reading each week and, as far as possible, to read each novella in just one or two
sittings. You'll keep a reading journal, including 2-3 pages of unstructured writing each week; a number of
short papers, including creative assignments, will help you understand the choices made by authors as
they shape their stories for this most demanding and exciting of fictional forms.

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Voyages: Extraordinary and Wondrous Journeys through This and Other Worlds (207505)
Josiah Blackmore
Together we will go on journeys over land, over sea, and into the deepest reaches of the human imagination. Great
artistic works and big ideas will carry us through vast expanses of time and space. We will think about how the voyage
is a fundamental aspect of the human condition, how travel to and through familiar, exotic, and otherworldly places
raises basic questions about humanity, the possibilities of knowledge and imagining, and the interdisciplinary nature of
our own minds. Our seminar will contemplate how people make sense of themselves, their histories, and the world
around them. By contemplating voyage narratives of the commonplace and the fantastical, the visionary and the
terrifying, the monstrous and the familiar, we will scrutinize how travel may occur in time, space, and speculative and
supernatural worlds, and how some journeys happen as we sit still. The seminar encourages participants to cultivate
their own curiosity as well as a capacious vision of the world, a culture of debate, and a love of ideas. We will see how
stories of various kinds of journeys rest at the heart of the humanities on a truly global scale. A few questions that will
guide our collective study of voyages are: what is the relationship between reason and passion? Between lived
experience, story-telling, and self-reflection? How might we appreciate cultural difference without abandoning a notion
of essential human values? Finally, the seminar seeks to open ways for students to enrich not only their future studies
but also their lives.
Course Notes: There will be mandatory field trips to Harvard's Houghton Library and
the Harvard Art Museums.

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Soccer and Globalization in Latin America (207506)
Bruno Carvalho
What can we learn about globalization and Latin America through the prism of soccer? Soccer may be the
global game, but it sometimes contradicts the patterns of globalization. Latin America, although peripheral
to the geopolitical order, plays an oversized role in the sport. A prominent filmmaker once claimed that
there were two types of soccer: "European teams were prose, tough, premeditated, systematic, collective,"
while Latin American ones were "poetry, ductile, spontaneous, individual, erotic." However outdated those
notions, Latin American identities have sometimes been conflated with the performances of Latin American
soccer players. In this seminar we will explore relationships between the region and the world by examining
historical, cultural, political and aesthetic dimensions of the game. We will examine how soccer captivates
the imagination of so many, viewing its popularization in the context of developments in stadium
construction, mass media, and capitalism, as well as in light of the legacies of slavery and European
migration. Readings draw from various fields such as philosophy, political science, and journalism. We will
analyze literature, photography and film, including narratives that elevate soccer to "epic" status. In the
process, we will discuss the uses of soccer during authoritarian regimes, as well as its more liberating

potentials. Reflections over the place of soccer in changing global and local landscapes will invite
questions of how, amid deep economic inequalities, the sport might function both as the proverbial 'opium
of the masses' and as a powerful congregator.

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Talking Animals (207516)
James Simpson
When literary writers think about social organization, hunger, violence, sex, suffering, technology,
expressivity, and education (for example), they often draw upon animal behavior to understand human
practice. They think with animals. Occasionally that thinking prompts awareness of the otherness of animal
behavior, and the reality of animal suffering. For the most part, however, recourse to animals is a way of
thinking about human behavior. It's also a way of persuading humans to act differently. Animals present us
to ourselves in exaggerated form, whether as cute, as clever, as beautiful, or as terrifyingly violent and
relentlessly rapacious. Animals address all human ages: cute animals appeal to children, beautiful animals
(especially birds) to young lovers, whereas the violent and rapacious animal stories are reserved for the
grown-ups. Either way – cute, beautiful or terrifying - we need animals to think, no doubt because we are
ourselves animals, even if we often pretend not to be. This course will focus on extraordinarily brilliant
animal literature (funny, mordant, touching, sophisticated), across literary genres destined for different age
groups (children, adolescents, adults), in European literature, from the last 2000 years. You will be
encouraged to build your own bibliography, with your own animal story finds in the Harvard library system.

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The Rise and Fall of the Machine: Technology and Its Critics (207760)
Jill Lepore

This freshman seminar investigates the history of six modern machines—the train, the camera, the radio,
the mainframe computer, the personal computer, and the Internet—to trace shifting ideas about the
relationship between technology and progress. Machines like these do a lot of things: they document the
world; they advance scientific research; they make goods cheaper; they accelerate transportation and
communication; they produce knowledge and diffuse information. Do they make the world a better place?
Boosters and critics have debated this question since the Enlightenment. This hands-on seminar, in which
we'll grapple with the machines themselves, using Harvard's Collection of Historical Scientific Instruments
(CHSI) and the MIT Museum, asks students to wrestle with one of the most urgent and fundamental
questions of the twenty-first century: What is the end of innovation? Students from all backgrounds are
welcome, from engineers to artists. The chief work of the course is reading, listening, and watching: we'll
read essays, watch films, and listen to broadcasts. You'll be asked to provide a response to each week's
materials before each seminar meeting. Another piece of work for this course is making: your final project
will be either A) a machine of your own design (you could either build it or submit plans for it) or B) a
product manufactured by a machine that we have studied (e.g., you could make a film or a podcast). Either
way, you'll also submit an essay, explaining how your machine or product makes the world a better place.
Course Notes: There will be a required trip to Walden Pond on Saturday, September
15, 2018. Transportation will be provided with no cost to the student.

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Dickens and America (207806)
Leah Price
Jill Lepore
What happened when Britain's most celebrated novelist visited the world's most celebrated experiment in
democracy? This course will reconstruct Charles Dickens' travels through the United States in 1842. We'll
read his travel narrative, the novel he wrote about the United States, and critical responses. We'll visit some
of the place he visited. And we'll produce our own responses to Dickens's work, including in the twenty-first
century's favorite serial form: the podcast.
Course Notes: Attendance will be mandatory at two sessions that meet outside of our
regular class time: a day-long trip to Lowell, by train and boat and an
evening screening and discussion of Martin Chuzzlewit.

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Early 20th Century American and English Poetry: Love, War, Religion and Nature (207763)
Neil Rudenstine
This seminar will focus on a few early 20th century poets, W. B. Yeats, T. S. Eliot, Elizabeth Bishop, W. H.
Auden, and a limited number of their most significant poems, ranging from their earliest verse to their latest.
We will read the poetry in detail in order to understand not only its major themes but also its variety of
tones, styles and structures. The hope will be to discover how each writer developed over the course of his or
her career. The seminar will be run as a lively discussion intended to help us understand the extremely
challenging as well as deeply rewarding verse that we will encounter. In the work of William Butler Yeats, we
will trace, for example, major changes in his conception of love, as well as his complex views of Irish
nationalism and the Irish revolution. Meanwhile, in T.S. Eliot, we encounter a narrator whose essential quest
is spiritual in nature, beginning with Prufrock and then The Wasteland (which we will devote two weeks).
Elizabeth Bishop introduces a highly original voice that expresses personal emotions obliquely and, in effect,
"objectively" through understated descriptions of events and places. Finally, W.H. Auden's trajectory
reveals an early (1930s) portrayal of human nature and society that is in certain respects similar to Eliot's
but that ends very differently, suggesting values and modes of life that are far less foreboding. In the
seminar's first week, we will read and analyze a small group of lyrics by various writers (none of whom will
be identified by name or exact time-period). This will be an exercise in "close reading" intended to help us
judge poetic quality, because some of the lyrics will be excellent—and some quite dismal! The week is meant
to be enjoyable, and our discussion should be fun and perhaps hilarious.

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Harvard's Greatest Hits: The Most Important, Rarest, and Most Valuable Books in Houghton Library (207807)
David Stern
Have you ever fantasized of turning the pages of a Gutenberg Bible with your own fingers? Or a medieval
illustrated Book of Hours? Or touching a papyrus fragment of Homer? Or a First Folio edition of
Shakespeare? Or seeing close-up Copernicus' diagram of the heliocentric universe? The Houghton Library
of Harvard University is one of the world's greatest repositories of ancient scrolls, papyrus codices,
illuminated manuscripts on parchment and paper, early printed books, rare books published since the

sixteenth century down until today, and stunning prints and other types of graphic art. In this freshman
seminar, we will utilize Houghton's extraordinary holdings to study first-hand the history of the book in the
West as a material artifact from its beginnings in the ancient Near East down to the present day. Each week
we will focus upon a cluster of books. Before class, students will be asked to examine selected books in
Houghton's Reading Room as well as online. During class-time, we will study the books again as a group.
Visiting experts will demonstrate how to unroll a papyrus codex, the technology involved in creating a codex
and printing on a hand-pulled press, and the techniques modern conservators use to preserve manuscripts
and books. You will emerge from this seminar with a heightened understanding of what a rich thing a book
is, and so much more than just a text. And you will have seen and studied close-up some of the most visually
spectacular and culturally significant books in all Western history.

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Frankenstein: Two Hundred Years of Dr. Frankenstein's Monster in Science and Culture, 1818‐2018 (207809)
Janet Browne
"it lives!" Since his dull yellow eye first opened in the pages of Mary Shelley's novel of 1818, Victor Frankenstein's
creature has occupied a key place in western culture. This year is the 200th anniversary of publication. Mary Shelley
was only 19 when she first mapped out the monster's story, and 21 when it was published. Our seminar aims to think
seriously about the mingling of literature and science in this important creative work. We will read and analyze the
novel together, cover Shelley's life and times, consider some of the major interpretations that have been offered,
especially thinking about the story as an alternative to traditional creation legends, and explore the history of science of
her day. We will also engage with the movie tradition. Students will have an opportunity to research the continuing
metaphor of Frankenstein in modern Franken-themes such as genetic engineering, test-tube babies, and GMOs.
Course Notes: There will be a required trip to a performance of FRANKENSTEIN (Oct

4-Nov 4, 2018).

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Knowing Cicero (207810)

Jared Hudson
More than any other person from Greco-Roman antiquity, the Roman orator, politician, and philosopher Marcus
Tullius Cicero (106-43 BCE) appears to be someone we can "get to know." Over eight hundred detailed, often highly
personal, letters of his survive (most not intended for publication), as well as around a hundred from his
correspondents, not to mention his fifty-odd extant speeches (most promoting a particular persona) and several self-
portraits in his philosophical and rhetorical dialogues. Such a relative abundance of documentation, together with a
fertile and complex afterlife in subsequent literature and culture, has led to a number of assumptions about Cicero's
"character" or "personality"—the man behind so many eloquent words. Yet a quick look at past reactions reveals just
how changeable posterity's judgment of Cicero the man has been: "Every one admires the Orator and the Consul; but
for my Part, I esteem the Husband and the Father. His private Character, with all the little Weaknesses of Humanity, is
as amiable, as the Figure he makes in publick is awful and majestic." (Steele, 1710); "the most unstable and timid of all
Roman statesmen" (Mommsen, 1856); "We may say then without discrediting Cicero, that he was not altogether fit for
public life" (Boissier, 1897); "a man of mild temper and of constitutional timidity, but of honest heart and sincere
purpose" (Strachan-Davidson, 1900); "no other antique personality has inspired such venomous dislike" (Shackleton
Bailey 1971). This seminar offers an in-depth investigation of what it might mean to "know Cicero" today, some two
thousand years after he lived. After an introduction to ancient approaches to biography, it will use selections from the
Letters alongside scholarly biographies to explore key phases of Cicero's life in which the most fascinating and vivid
glimpses of his personality are on offer. The last sessions will be devoted to contemporary representations of "Cicero the
man" in popular fiction and television. By getting to know Cicero we will consider what his compelling life has to teach
us about self-presentation, persuasive speech, and the limits of biography.
Recommended Prep: No prior knowledge of Cicero, Latin, or the ancient Roman world is
assumed or required in order to take this seminar. The seminar will
include a visit to Houghton Library to examine some of the library's
rare manuscripts of Cicero's works.

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Can Art Inspire Social Justice? (207762)
Sarah Lewis
How do images—photographs, films, and videos—create narratives that shape our definition of national
belonging? Social media has changed how we ingest images. Protests, social injustice, and collective moments
of triumph are all played out in photos and videos in real time unlike anything we thought possible just a few
decades ago. What skills of visual literacy and critical consciousness are required to understand of the
opportunities and challenges that technology is presenting to civic life? The seminar will explore the
connection between images and justice in America, focusing on case studies that deal with historic and
contemporary topics from emancipation, indigenous conflict, desegregation, Japanese internment,

borderland conflicts, the long Civil Rights movement, and more. It will wrestle with the question of how the
foundational right to representation in a democracy, the right to be recognized justly, is indelibly tied to the
work of images in the public realm. What constitutes a figurative emblem of protest? What does effective
resistance look like in art and in the digital realm? By the end of the course, students should be able to
consider how images have had persuasive efficacy in the context of social and racial justice movements,
critically engage with and contextualize the narratives surrounding images posted online, and understand
how democratic rights are connected to visual representation in the United States.
Course Notes: Students will have the chance to curate a selection of Gordon Parks
photographs in the collection of Alicia Keys and Swizz Beats (Kasseem
Dean) which will go on display at Harvard's Cooper Gallery at the end
of Spring 2019. There will also be a required trip to New York City to
visit artist studios and museum and gallery exhibitions.

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Why Does Injustice Persist? (207779)
Bernhard Nickel
A lot of people say the right things about justice, and yet injustice persists. Why? Perhaps people are
disingenuous: they say out loud what others want to hear, but their actions are guided by a different set of
beliefs. Perhaps people are divided within themselves: they sincerely believe in principles of justice, equality,
and fairness, but their actions are driven by unconscious biases. Perhaps people are confused: they believe, at
the most abstract level, that justice, equality, and fairness are important, but their views about what they
require are distorted. Perhaps it doesn't matter what any one of us wants to do: the way a society is
organized depends on an overarching ideology, not what any one person thinks or does. Perhaps it doesn't
matter what any one of us wants to do: the way a society is organized depends on our institutions, not what
any one person thinks or does. In this seminar, we'll look at approaches that focus on each of these possible
explanations as they concern racial justice. We'll look at the strengths and weaknesses of each on its own
terms, and whether the different approaches compete or complement each other. The seminar is an exercise
in collaborative learning. The students in the class will contribute the examples we use to interrogate the
different approaches and thereby shape our discussion.

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Who is a Fascist? Culture and Politics on the Radical Right (207789)
Jeffrey Schnapp
This seminar provides an in-depth introduction to fascism, its intellectual and political roots, its critique of
liberal democracy and socialism, and the traces fascism has left on the contemporary cultural-political scene
from Marine Le Pen's Rassemblement National to the American alt-right to populist insurgencies like
Trumpism. It begins with readings from key fascist thinkers and theorists, before surveying a series of
domains where artists, writers, architects, film-makers, and engineers sought to interpret and embody the
"fascist revolution" not just in Italy but worldwide. Among the figures considered are mystical nationalists
like Gabriele D'Annunzio; Filippo Tommaso Marinetti, founder and leader of the Futurist movement; the
American poet Ezra Pound, author of the Cantos, one of the masterpieces of 20th century American poetry;
Leni Riefenstahl, the film director of classic documentaries such as Olympia and Triumph of the Will; the
architects Marcello Piacentini and Adolf Speer, the former Italy's leading designer of public monuments and
buildings during the Mussolini era, the latter Hitler's preferred architect; and the engineer Gaetano Ciocca,
creator of everything from Corporativist pig farms to mass-produced worker housing to mass sports stadia.
Seminar themes will include: fascism vs. nazism; collectivism vs. individualism; radical right attitudes
towards technology and industrialization; and examinations of the convergences and divergences between
mid-20th century fascisms and the sub-cultures of today's alt-right. The capstone project for the semester
will involve an original research project focused on a contemporary alt-right group.
This seminar provides an in-depth introduction to fascism, its intellectual and political roots, its critique of
liberal democracy and socialism, and the traces fascism has left on the contemporary cultural-political scene
from Marine Le Pen's Rassemblement National to the American alt-right to populist insurgencies like
Trumpism. It begins with readings from key fascist thinkers and theorists, before surveying a series of
domains where artists, writers, architects, film-makers, and engineers sought to interpret and embody the
"fascist revolution" not just in Italy but worldwide. Among the figures considered are mystical nationalists
like Gabriele D'Annunzio; Filippo Tommaso Marinetti, founder and leader of the Futurist movement; the
American poet Ezra Pound, author of the Cantos, one of the masterpieces of 20th century American poetry;
Leni Riefenstahl, the film director of classic documentaries such as Olympia and Triumph of the Will; the
architects Marcello Piacentini and Adolf Speer, the former Italy's leading designer of public monuments and
buildings during the Mussolini era, the latter Hitler's preferred architect; and the engineer Gaetano Ciocca,
creator of everything from Corporativist pig farms to mass-produced worker housing to mass sports stadia.
Seminar themes will include: fascism vs. nazism; collectivism vs. individualism; radical right attitudes
towards technology and industrialization; and examinations of the convergences and divergences between
mid-20th century fascisms and the sub-cultures of today's alt-right. The capstone project for the semester
will involve an original research project focused on a contemporary alt-right group.

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War in Fiction and Film (207812)
Justin Weir
War has always been one of the most important subjects of art and literature, but in the twentieth and
twenty-first centuries, public ideas about war and military service have been formed increasingly by film
and other visual media. In this seminar we will consider the different ways war has been depicted in
literature and in films. We will spend some time identifying the conventions and clichés of the genre, and
we will have occasion to discuss depictions of war in news coverage, documentaries, and video games. But
we will mainly be reading and viewing several masterpieces—including novels and stories by Leo Tolstoy,
Isaac Babel, Ernest Hemingway, Kurt Vonnegut, Cormac McCarthy, Tim O'Brien, and Phil Klay, and films by
directors Jean Renoir, Stanley Kubrick, Francis Ford Coppola, Stephen Spielberg, Terrence Malick, and
Kathryn Bigelow. In our discussions, we will reflect on how these largely fictional narratives of war have
shaped our understanding of culture, politics, and history.
Recommended Prep: There are no prerequisites for the seminar. The seminar is designed for
a general audience. Literary and/or media studies backgrounds are not
required, nor is the material presented in a way that requires any
special knowledge of military history. All texts originally written or
filmed in languages other than English will be provided in translation
or with subtitles.

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Thinking about Race and the Law in American History: Liberal and Critical Perspectives (207778)
Kenneth Mack
What is race? What is law? What does law have to do with race and racial inequality? We talk about these
kinds of questions all the time when we discuss familiar cultural touchstones as the Brown v. Board of
Education decision, the legacy of slavery and Jim Crow, and topics such as the Black Lives Matter
movement. In this seminar, we will examine the role law has played throughout American history in creating
racial categories, maintaining and eliminating racial hierarchy, and policing the borders between race and
other classifications such as gender, sexuality and ethnicity. The civil rights movement taught mainstream
Americans that law could be a tool to remedy past sins and made the promise of equality real for all citizens.
In recent years, however, this conception of law and its role in the world has been criticized from many
quarters, and many of those doubts have coalesced into a field now known as Critical Race Theory. In this
seminar, we will bring the long-running dialogue between liberal and critical approaches to race and the law

up to the present day. Which approach, or combination of approaches – liberal or critical – best describes
our present circumstances? Which would seem to describe a more realistic view our our future? Which
provides the tools that we might need to grapple most productively with that future? These are some of the
questions we will explore in the seminar.

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Climate Change Economics: Analysis and Decisions (203008)
Martin Weitzman
Climate change is one of the most difficult problems facing humanity. This seminar relies on modern
economic theory to focus on how an economist frames and views the basic issues. A small sample of
questions to be asked and answers attempted in this seminar includes the following. How do we analyze
and decide what to "do" about climate change? What are the basic "models" combining economics with
climate science, what are these models telling us, and how do we choose among their varying messages?
How are risk and uncertainty incorporated? How do we estimate future costs of carbon-light technologies?
How do we quantify damages, including ecosystem damages? Who pays for what? Why are discounting
and the choice of discount rate so critical to the analysis and what discount rate should we use? What is
the "social cost of carbon" and how is it used? Which instruments (prices, quantities, standards, etc.) are
available to control greenhouse gas emissions and what are the strengths and weaknesses of each? What
is "climate sensitivity" and why is it, and the feedbacks it incorporates, so important? How should the
possibility of catastrophic climate change be evaluated and incorporated? What are costs and benefits of
geoengineering the planet to counter global warming? Why has climate change been characterized as "the
biggest international market failure of all time" and how might the world resolve the associated free-rider
problem?
Recommended Prep: Important Prerequisite: Economics 10a or equivalent

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Landmark Cases in American Constitutional History (203011)

Michael Klarman
This freshman seminar will cover landmark Supreme Court decisions in American history: Marbury v.
Madison (1803) (origins of judicial review); Plessy v. Ferguson (1896) (racial segregation in railroad
transportation); Korematsu v. United States (1944) (Japanese-American internment); Brown v. Board of
Education (1954) (school segregation); Brown II (1955) (Brown's remedial order); Engel v. Vitale (1962)
(school prayer); Reynolds v. Sims (1964) (legislative malapportionment); Miranda v. Arizona (1966) (right
against self-incrimination); Furman v. Georgia (1972) (death penalty); Roe v. Wade (1973) (abortion); Bakke
v. Board of Regents (1978) (affirmative action); and Obergefell v. Hodges (2015) (gay marriage). Each
session will discuss one case or one issue involving a couple of related cases. The seminar's aim is to
elucidate how the Supreme Court functions as a political institution—that is, to see how the Court's
decisions reflect the broader social and political context, and to consider the consequences of its rulings.
The readings aim to present enough different angles from which to view the Court's rulings to enable
discussion of how a particular issue—such as the death penalty—became a topic of social controversy and
of constitutional law, why Justices' opinions were written as they were, and an evaluation of the decision's
reasoning and its consequences. Readings for each session will average about two hours. In addition to
discussing the readings, students will be required to write three papers reacting to the readings, each of
about four or five pages. Students will be afforded some degree of choice in the weeks for which they write
papers.

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Morality, Leadership, and Gray-Area Decisions (203014)
Joseph Badaracco
Everyone with serious responsibilities, at work and throughout their lives, faces gray area decisions. In
organizations, these highly uncertain, high-stakes decisions are delegated upward, to men and women in
leadership positions. They have to make final decisions on these problems, despite the gray, and these
decisions test their competence and their humanity. This seminar offers a variety of important perspectives
on gray-area problems and on ways to resolve them, responsibly and effectively. The seminar begins by
examining gray area problems in various professions and lines of work. Subsequent sessions focus on
three different ways of resolving gray area problems – in terms of accountability, character, and action. A
typical session of the seminar will draw upon classic works of fiction, basic ideas in moral philosophy, and
contemporary situations. These situations are typically described in short case studies involving men and
women early in their careers, and they give students in the seminar the opportunity to grapple with these
problems in personal terms – by discussing what they would do in these situations. From time to time,
students will write short papers, which will be discussed in the seminar.


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Ancient East Asia: Contested Archaeologies of China, Korea and Japan (203386)
Rowan Flad
How is our understanding of the past determined or framed by the concerns of the present? This course
considers this problem with a focus on East Asia. In the process, we learn about the origins of the people,
cultures, and civilizations of East Asia, but we don't focus simply on the apparent facts of historic
reconstruction, but instead consider how the varied and complicated histories and relationships among
people and societies in the modern Nation‐States of China, Korea, Japan and other nearby countries are
understood through archaeological practice in the present. This class explores those origins, and focuses
on controversies that show the stakes of archaeological interpretation to political and social discourse in
the modern world. We will discuss fundamental questions in the prehistory and early history of East Asia
through the lens of archaeological discoveries, including human origins, the origins of agriculture, how
stratified, complex societies emerged, early processes of globalization and connections across Eurasia,
conflicts between centers and peripheries, connections between China, Korea and Japan in prehistory,
Buddhist origins, and more. How are the "origins" in these modern countries similar or different? How are
they related? Are they controversial? We will explore controversies that have emerged in recent East Asian
archaeological research and discuss why archaeological topics are subject to controversial interpretation
and what is at stake in the disagreements. These examples illustrate the significance of ancient cultural
material in the modern world and what is at stake in debates over who owns the past. Why should we,
situated at Harvard, care about the Asian past? How is this connected to modern Asian identity, and does
this relate to Asian‐American identity? Course participants will produce a digital exhibit that will engage in
the reflective production of knowledge about Ancient East Asia by examining some aspect of the
archaeological record of the East Asian past.

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The City of Tomorrow: Constructing and Inhabiting the 21st Century (203389)
Arthur Segel
"We shape our buildings, and afterwards, our buildings shape us." ~ Winston Churchill
The built environment has profound effects on both our daily lives and the human condition at large. It
determines where and how we live, work, play, and dream. The built environment embodies concrete
stances on a wide variety of material, spatial, and cultural issues within a society. The quality and
availability of affordable housing, for instance, is not merely an economic concern, but also a value
judgment about the obligations of a society to its citizens. Underlying the practical aspects of the built
environment—can this be built?—are cultural and societal considerations. By examining these issues on a
variety of scales, ranging from the single-family home to the megacity, this seminar investigates how the
built environment is the fingerprint of societal values and how it can be a vehicle for both positive and
negative change.
This seminar weaves together the practical aspects and social factors that make up the built environment.
Each week, students will take on the role of decision-makers and engage with a wide variety of ethical,
aesthetic, political, environmental, and social considerations. We will discuss how issues such as climate
change, rapid urbanization, resource scarcity, economic inequality, and geopolitical conflicts, affect us as
both inhabitants and constructors of the built environment. At the end of the seminar, students will bring
together both ideological and practical considerations to design a new city from scratch à la Sim City.
Course Notes: As part of this dual process of investigation and application, students
will have the opportunity to meet with world-renowned architects,
urban planners, and developers, while also taking excursions into
Cambridge and Boston.
PLEASE NOTE: Professor Segel regrets that the trip to Toronto has
been cancelled.

Attribute Value(s)

Keeping It Simple: Consumer Financial Protection in a Complex World (205027)
John Campbell
People face a daunting array of problems in managing their financial lives. Taking out student loans, managing bank
accounts and credit cards, financing a home purchase with a mortgage, and saving for retirement are all major
challenges. There is evidence that many people lack the skills they need to meet these challenges. This seminar has
three goals. The first objective is to give participants a basic grounding in financial literacy: principles of finance that
we can use in our own lives. The second objective is to introduce research on the ways in which households use the
financial system, emphasizing common financial mistakes and financial products that seem prone to misuse. We will
learn to read papers from the academic economics literature, focusing on the papers' central ideas and empirical
findings. The third objective is to explore ways in which the financial system can be improved to make it easier and
safer to use. We will discuss the role of financial advisers, technological solutions ("fintech"), and public policy
interventions including required disclosures, default choices ("nudges"), and regulations restricting access to financial
products. We will monitor developments at the Consumer Financial Protection Bureau and other government agencies

involved in consumer financial regulation.

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Beachhead for Radicalism or Bastion of the Elite Establishment? American Higher Education (204933)
Julie Reuben
"When colleges and universities are in the news, it's often related to politics. Headlines feature students who shout
down controversial speakers or professors who only present liberal ideas in their classrooms or universities that fire
professors whose tweets anger donors. The public is interested in these stories because the stakes are high. Colleges and
universities teach the people who are going to be the next generation of leaders. What if those people are indoctrinated
with bad ideas or are not taught how to behave in democracy? Faculty members are the country's experts. What if
they do not provide reliable information? As experts, should their views count more than those of average citizens?
Colleges and universities are supported with tax dollars and private donations and tuition payments. Who are they
accountable to?
The debate about higher education and politics polarizes quickly. Conservatives accuse higher education of radicalism
and progressives accuse it of supporting the elite power structure. But the reality is more complex. We will explore the
complexity of universities' relation to politics by studying historical periods of intense political conflict such as times of
war or periods of political activism, such as the abolitionist movement or the civil rights movement. These historical
cases will help us think more clearly about the present, another period of political strife effecting American higher
education.
In addition to examining how these political conflicts intersected with higher education nationally, we will conduct
original research on their impact at Harvard. The class will meet in the Harvard University Archives where we will
have access to a wealth of primary sources including students' diaries, course materials, administrative records,
professors' correspondence and materials produced by student organizations. Every week we will delve into sources
related to political issues that we are reading about in the assigned readings. Over the course of the semester, students
will undertake increasingly complex research projects of their own design."

Attribute Value(s)

Law at Work: Employment Rights in the Age of Uber (205071)
Benjamin Sachs
Work is what most of us do with most of our time. Even before we start a career, we invest our energy in
preparing for work and in imagining what work life will be. In this seminar, we explore the multiple ways
that law defines what work is like in the contemporary United States. We start with the question of how
much power an employer should have over employee: should it really be legal to fire someone for wearing
the wrong tie or having the wrong spouse? We then debate the issue of appearance codes, asking whether
an employer should be able to require women to wear makeup or to ban employees from having
dreadlocks. We will explore the ways in which sexual orientation, gender identity, and immigration status
impact employees' rights at work. And we will ask whether it ever should be legal for an employer to hire
employees of only one gender: should Hooters Restaurant, for example, be permitted to hire only women
as waiters or should those jobs be equally available to men? The seminar also will examine the way law
polices the line between work and "life" by looking at the emerging right-to-disconnect. And the seminar
will address the fundamental question of who exactly is an employee: do Uber drivers or college football
players count? The seminar concludes with a discussion of the ways technological changes are
transforming work and, with it, the law that governs this central feature of our lives.

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Contemporary Issues in American Higher Education (205072)
Robert Iuliano
Issues fundamental to society regularly play out on the campuses of America's colleges and universities.
For example, how should a community react to speech that some members may find offensive? To symbols
or traditions that speak to the institution's past but may be alienating to parts of its current student body?
Is a college or university justified in considering race in admissions, or is that unfair discrimination?
Should institutions invest their endowments to serve specific public policy goals, such as divestment from
fossil fuel companies as a statement about climate change, or does that convert them into political actors
inconsistent with their mission and obligation to create vibrant space for academic discourse? As you join
the Harvard academic community, this seminar is designed to orient you to higher education and issues
that often arise on and about college and university campuses. We will look at topics normatively, asking
less what the rules are and more what they ought to be. The seminar's ultimate goal is to introduce you to
the nature and values of the peculiar institutions that are America's college and universities and to begin to
help you understand more fully the world that will help shape your lives over the next four years.


Attribute Value(s)
Freshman Seminar 70Y

Asian America (205175)
Diana Eck
How "Asian" is America today? This seminar explores the Asian dimensions of American history,
immigration, religion, and culture from the first encounters of Thoreau and Emerson with texts and ideas of
the "Orient" to the saturation of modern America with the holistic cultures of yoga, tai chi, and mind-body
medicine. We will also look at the Asian communities from India, China, Korea, and Japan that brought new
forms of religious and cultural life to the U.S. in the 20th century.
Course Notes: There will be several required field trips—visits to the Sri Lakshmi
Hindu Temple and the Raynham Thai Temple, an optional Tea
Ceremony at the Tea House of the Harvard-Radcliffe Chado Society,
the Ramakrishna Vedanta Society, and the Medford Gurdwara.

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Regulating Online Conduct: Speech, Privacy, and the Use and Sharing of Content (205179)
Christopher Bavitz
In the course of a few short decades, the Internet has become integral to significant swaths of human
experience. It has radically altered modes of interpersonal engagement, democratized access to tools of
mass communication, and changed the role of gatekeepers that traditionally controlled access to music,
video, and other media. Given the breadth of its impact, it is not surprising that the Internet has pushed the
bounds of legal doctrines that govern speech, privacy, and the creation and exploitation of content. Mass-
scale online distribution of copyrighted works tests the limits of legal doctrines developed in an era of
physical copies. Age-old tensions between privacy and the right to free expression have been exacerbated
in cases where one's right to speak bumps up against the desire of another to keep information private.
And, the ability to share—and, thus, to consume—extraordinary amounts of personal data has impacted

government (which collects and uses data for purposes of law enforcement) and private companies (which
collect and use data for purposes of advertising and monetization). This seminar will provide an overview
of legal doctrines that govern the online conduct of individuals and institutional actors. It will address the
rights and responsibilities of the intermediaries that mediate many of our online activities – social
networks, cloud-based storage services, email providers, and the like. Students will consider old and new
legal frameworks and the ways in which the law informs strategic decisions for those that operate online.
The seminar will address some of the most important and complex policy debates of our day—regarding
the proper scope of intellectual property protection; the balance between a robust environment for online
free expression and a desire to protect against harmful speech; and the ways in which the law addresses
privacy vis-à-vis both government and private actors. Readings and in-class conversations will cover legal
cases and case studies, offering students a high-level view of the technical, legal, and business landscape
and allowing them to delve deeply into particularly difficult sets of problems concerning the regulation of
online conduct.

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Zen and the Art of Living: Making the Ordinary Extraordinary (205217)
James Robson
This seminar explores the rich history, philosophy and practices of Zen Buddhism as it developed in China,
Korea, and Japan. We will first consider the emergence of the Zen tradition out of the Buddhist tradition
and then explore the full range of its most distinctive features (Zen monastic meditation), cultural practices
(painting, calligraphy, and poetry), and radical—even iconoclastic—innovations (such as the use of kōans,
which are seemingly nonsensical sayings that defy rationality). We will also critically evaluate some less
well-known facets of the Zen tradition, such as gender issues, the veneration of mummified masters, and
the question of how Zen was implicated in modern nationalistic movements in Japan during World War II.
During the mid-20th century, Zen became a global phenomenon as Zen masters began to move around the
world and introduce the practice of Zen meditation to those in search of religious alternatives to Western
organized religions, rationalism, and materialism. Zen attracted the attention of writers, musicians, artists,
and athletes. Why did Zen develop such a trans-cultural appeal at that moment in history? Why are there
so many books with the title: "Zen and the Art of….."? Why do so many computer and tech companies have
Zen in their names? How has Zen meditation fed into the current "meditation/mindfulness" boom? These
are some of the questions we will explore in this seminar through readings, film screenings, museum
viewings, and a visit to a Zen meditation center.
Course Notes: This course will also include required film screenings, visits to the
Harvard Art Museums and Boston's Museum of Fine Arts, and to the
Cambridge Zen Center.

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The Origins of the Human Mind (205222)
Susan Carey
The adult human mind is a unique phenomenon on earth. Only people can ponder the causes of and cures
for global warming or pancreatic cancer, and can think thoughts about molecules, genes, democracy…
Animals, and human infants, do not have most of the 500,000 concepts expressed by words in English.
How does the human mind work, and how can we understand how it came to be, with its vast repertoire of
concepts from which we routinely compose thoughts? In this seminar, we will explore together the origins
and development of human knowledge in the individual child, in relation to two larger time scales:
biological evolution and historical/cultural development. We will begin with several case studies, including
case studies of the origin of the concepts natural number and living being. Each case study illustrates how
all of the disciplines within the cognitive sciences, as well as anthropological, archeological and historical
disciplines, shed light on these issues. The main focus will be on experimental work from psychology. We
will then turn to case studies chosen by the participants in the seminar. By the end, seminar students will
have a grasp of the theoretical debates about the nature of the human mind that have animated philosophy
since the time of the Greek philosophers, as well as why considerations of the origins of the mind were
always seen as central to these debates. Students taking this seminar should have an interest in learning
about the cognitive sciences, which draw primarily from linguistics, analytic philosophy, computer science,
and experimental psychology.

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Americans at Work in the Age of Robots and Artificial Intelligence (207507)
Benjamin Friedman
Where will the coming generation of Americans (say, today's 18-year-olds) find jobs? And will the jobs be
worth having? People have worried about losing their jobs to technology at least since the Luddites 200
years ago. In the aggregate, they have been wrong. The automobile put lots of stable boys and saddle
makers out of work, but it created vastly more jobs making cars, and fueling them and repairing them, and

it opened the way for whole new industries like roadside motels and restaurants. With robots increasingly
performing the tasks once done by blue-collar labor, however, and computers and artificial intelligence now
eliminating the need for many workers once thought to be immune because of their cognitive skills, today's
technological threat seems different. It is no longer just the unskilled and undereducated whose jobs are at
risk. Moreover, the challenge may be especially acute in America, where wages are far higher than in many
other countries and an ever greater share of what we consume and invest not only can be provided from
overseas but often is. Does the next generation of Americans, then, face a genuine threat from advancing
workplace technology? If so, what are the dangers – not just economic, but social, political, even moral –
to the country as a whole? Most important, what can we do about it?

Attribute Value(s)

Political Philosophy in Swift's Gulliver's Travels (207513)
Harvey Mansfield
Jonathan Swift was a great writer and one of the funniest men who ever lived. But he was also a great thinker, as this
seminar proposes to show. His comedy leads him to the baser side of human life and to flagrant indecencies about
shameful things. Why are humans ashamed of themselves? Why do they need to have their dignity recognized?
Another aspect of Gulliver's Travels is its politics. Gulliver visits four imaginary regimes and compares them—a study
of comparative government. What is the best regime, and why is Gulliver dissatisfied wherever he goes? In one of the
regimes is an academy of scientific researchers, mocked by Swift. How can modern science reconcile its materialism
with the dignity of humans? What is the compatibility of science and the humanities? To these three themes of the
seminar, all of them still timely for us, one must add a view of Swift's matchless satire and irony. Is his comic
imagination mere idiosyncratic exaggeration, or is there truth in it?

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Thinking About History in a Post‐Truth World (207813)
Sidney Chalhoub

We live in a world of polarized, post-truth politics. Blatant lies are major components of public discourse. It seems that
the phenomenon is global, accompanied by a resurgence of hate politics, expressed, for example, in the strengthening of
racism worldwide. Words appear to have lost the prestige of referring to facts or interpretations presented in good faith
and based on discourses of proof which, however contested, meant the recognition of a certain shared terrain of
disputation. History as a form of knowledge has been affected by the current situation, with historians often accused of
embracing political causes rather than rendering objective knowledge. What went wrong? Under pressure, historians
tend to think historically (sic!) –that is, they seek to understand the trajectory of a problem and to explain change over
time. History can help us to gain perspective on events. This seminar is an attempt to tell a history of thinking about
history from the Enlightenment to the present, through the reading of some key texts and authors. The idea is to show
that disputes about the meaning of history and the value of historical knowledge have often been quite intense without
resulting in a world of epistemological dystopia and political dysfunction. Some of the questions to be discussed are:
What is a historical fact? Whose history should historians tell? Is there progress in history? What is historical change
and how to explain it? We will also discuss key concepts deployed by historians today, such as class, gender, and race.

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Power Shifts: Understanding Global Change through History (207814)
Arne Westad
Nobody can understand the present without a keen understanding of the past. Even though the study of history has
value in itself, it is also something that can help us make sense of today's world. Successful people often understand this
and turn a view of the past to their advantage in interpreting the present. They understand how any good plan is
grounded in a sound view of history. This seminar will discuss major shifts in history from European and Asian
antiquity up to today. It looks at power in all its dimensions—material, demographic, technological,
ideological, military, or religious—and shows how it has influenced and been influenced by major
transformations in global history. Our aim is to discuss the key causes of power shifts, but also to get an
impression of the fickleness of established orders in times of tectonic change. The class reading will center
on a number of brief historical cases developed at the Harvard Kennedy School. They range from ancient
Greece, China, and Arabia up to the Iraq war and US-China relations today. Through these cases we want to
discuss dimensions of power and how they shift over time. We also want to look at how leaders have
initiated, steered, or responded to power shifts. The purpose of the cases is to illuminate how people in the
past have reacted to major change and how their choices may help us understand the tools and options
that are at our disposal when making critical decisions.

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Economists on Building a Better Society (207815)
Jason Furman
This seminar will provide you with a broad perspective on the views that economists and economic thinkers have had on
how to build a better society. We will discuss more foundational questions including: (i) the role of individual freedom to
make choices vs. the importance of public policy in helping people fully realize their potential, (ii) the ways that markets
and governments succeed and fail, (iii) the downsides and upsides of economic inequality, and (iv) the degree to which
we should think of people as behaving rationally or not. Each week we read a different book by an economist, often with
contrasting perspectives on these issues, and discuss and debate the relevance of its arguments and how they shape our
thinking about both economics and a broader set of questions we all confront in society.
Course Notes: CLASSROOM NOTE: The seminar will meet at the Harvard Kennedy
School in the Ofer building, Conference Room 401.

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Can Democracy be Saved? (207816)
Daniel Ziblatt
Around the globe, democracy is increasingly embattled. From Hungary, Venezuela and Turkey to Western
Europe and the United Sates, there is growing perception that democracy itself faces a series of
unprecedented challenges. Norm-breaking insurgents confront declining mainstream parties. Once in power,
elected leaders with authoritarian inclinations often entrench themselves in power. Voters seem increasingly
susceptible to "fake news." Economic inequality makes democracy vulnerable to "capture" by powerful
economic interests. And intense party polarization sometimes leaves voters blind to abuses of elected
autocrats. Can democracy be saved? This seminar explores the concept of democracy and some chronic
problems in the practice of democracy to trace the history of the idea, exploring whether the supposedly self-

correctly logic of democracy is broken today. We explore how voters and political parties are thought to
behave according to democratic theory. And we then explore how the three challenges of "fake news,"
"economic inequality," and "polarization," may make democracy more fragile than it has been in the past.
We explore significant historical and contemporary cases of democratic breakdown to try discern lessons for
our own democracy as it confronts these challenges.
Course Notes: There will be a required trip to a local political organization that will
relate to group presentations.

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Global Capitalism: Past, Present, Future (207817)
Sophus Reinert
Capitalism has powerfully shaped human history, and continues to shape the world we live in. The opinions
of its defenders and defamers saturate our media landscape. But what do we mean by "capitalism"? Since
their historical origins, "capitalist" values and practices have been the principal drivers of a process today
known as "globalization," unfolding through both peaceful and violent means, which has brought disparate
parts of the world together in a network of politically independent yet economically interdependent states
and non-state actors. But how did capitalism come about? How is wealth created, why do we inhabit a world
of "developed" and "emerging" markets, and what are the origins of economic inequality within and
between nations? What futures might await what we call global capitalism? This seminar introduces students
to the Socratic teaching method used in the Harvard Business School and is based on case studies covering
the vast epic of capitalism. Where some cases are historical, considering topics such as the Great Divergence
and the consequences of colonialism, others turn to contemporary conditions in the world's major regions
and, ultimately, to the great transformations now underway and lying ahead. In addition to discussing the
past, present, and future of capitalism, the seminar will familiarize students with basic concepts of
macroeconomics as well as tools, such as balance of payments analysis and national economic accounting to
prepare them for lives of active global citizenship.

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The Causes and Consequences of Inequality (207818)
David Deming
Why has earnings inequality in the U.S. and other developed countries increased so much since the
1970s? What are the consequences of rising inequality, and what can we do about it? This course
provides an overview of what social science has to say about the causes and consequences of
inequality,
and engages students in a critical and balanced discussion of the positive and normative issues
concerning rising inequality. Example topics include: 1) the key role of education and skills in rising
inequality among the "99 percent"; 2) rising wealth inequality and taxation; 3) segregation, racial
discrimination and the criminal justice system; 4) globalization and international trade; 5) elite
capture
of the political system, mass media and "big money" in politics. The goal of the course is to
introduce
analytical and moral frameworks for thinking about inequality, and to relate those frameworks to
specific
political and policy tradeoffs in the U.S. and around the world.
Course Notes: There will be a required trip to Mt. Auburn Cemetery.

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The Heart of Medicine: Patients and Physicians and the Experience of Serious Illness (207777)
Susan Block
Jerome Groopman
Sickness and death are universal human experiences. Yet we are often uncomfortable talking and thinking
about them in relation to ourselves, and to those whom we love. The core thesis of this seminar is that
exploring these human vulnerabilities is a way of learning to live a more meaningful life, strengthening
relationships, and helping us be better caretakers of people we love, and of people whom we serve in a
professional role. In this seminar, we propose to examine, from multiple perspectives, the social, cultural,
psychological, economic, and spiritual factors that influence the experience of serious illness. The seminar
will draw on core readings from the humanities, social sciences, and medicine to deepen understandings of
how people experience and live and die with a serious illness. Opportunities for discussion, reflection, live
interviews, case analysis, and experiential exercises will take place in class; additional field learning
opportunities (e.g., home visits, participation in hospital-based teaching rounds) may also be available
outside of class.

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General Education
Subject: United States in the World
United States in the World 11

American Health Care Policy (112358)
Michael Chernew
Health care in America poses fundamental policy challenges to our ability to provide affordable insurance
coverage to all Americans; to produce high quality care; and to efficiently use health care resources. This
course aims to offer students a solid understanding of the American health care system, the potential
impact of new reform legislation, and challenges that will remain in the future.
Course Notes: Students who have taken General Education 186 or Extra-Departmental
Courses 186 may not take this course for credit.
Class Notes: If student interest exceeds the course limit, a random lottery will be
conducted. To enter the lottery, you must add the course to your
Crimson Cart and explicitly request enrollment permission when
prompted. Instructor permission will be granted to only those admitted
by the lottery; all students will be notified of their results. See the
course website for more details.
Requirements: Anti-Req: Cannot be taken for credit if GEN-ED 186 has been taken.

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Designing the American City: Civic Aspirations and Urban Form (116243)
Alex Krieger
An interpretive look at the American city in terms of changing attitudes toward urban life. City and suburb
are experienced as the product of design and planning decisions informed by cultural and economic
forces, and in relationship to utopian and pragmatic efforts to reinterpret urban traditions in search of
contemporary alternatives. Topics include: persistent ideals such as the single-family home, attitudes

toward public and private space, the rise of suburbs and suburban sprawl, cycles of disinvestment and
renewed interest in urban centers, and impacts of mobility and technology on settlement patterns.
Course Notes: Offered jointly with the Graduate School of Design as DES 0330200.

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American Society and Public Policy (119025)
Theda Skocpol
Mary Waters
In the U.S., compared to other major nations, how have social problems been defined and redefined in
recent decades; why do they appear differently to various groups; and how are public policies about
problematic social conditions debated, devised, and changed? This course synthesizes various kinds of
evidence-demographic, attitudinal, ethnographic, and institutional-to probe the creation and impact of
major public policies about social support for families and workers; immigration and citizenship; and
access to higher education.

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The World's Religions in Multicultural America: Case Studies in Religious Pluralism (118775)
Diana Eck
An exploration of the dynamic religious landscape of the US with special focus on Muslim, Hindu, Buddhist,
and Sikh traditions in the most recent period of post-1965 immigration. How are faith and freedom
negotiated in a more complex society? In what contexts do minority religious communities encounter long-

dominant Christian and Jewish communities? How is America changing as religious communities struggle
with civic, constitutional, ethical, and theological issues, especially in the post-9/11 period? Readings,
films, discussion, and class projects will focus on particular cases and controversies.
Class Notes: If student interest exceeds the course limit, a lottery will be conducted.
See the course website for more details.

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The Civil War from Nat Turner to Birth of a Nation (128327)
John Stauffer
This interdisciplinary course reframes traditional understandings of the Civil War in three ways. First, it
shows that the conflict in the United States began well before 1861 and ended well after 1865, taking the
form of slave uprisings and Klan terrorism, as well as conventional war. Second, it reveals that the former
Confederacy won this longer Civil War by establishing a new order of black unfreedom. And third, it places
this war in the context of international politics and trade. "Readings" range from fiction, film, letters, and
speeches to poetry, pamphlets, prints and photographs, songs, and history.
Course Notes: This course fulfills the requirement that one of the eight General

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Dilemmas of Equity and Excellence in American K-12 Education (107341)
Katherine K. Merseth

Events such as Teach for America's 20th anniversary and films like Waiting for Superman highlight urgent
concerns about the quality and reach of American schooling in the 21st century. Against this backdrop, the
course grapples with several dilemmas that have defined American K-12 education throughout history.
What constitutes educational excellence? Can excellence be achieved for everyone? Why do we have
schools and what is their purpose? Given that families, politicians, and the courts often disagree
vehemently about the answers to these questions, the course considers who and what will define the future
of American education and its role in society.
Class Notes: US-WORLD 35 will be offered twice in Fall 2018 (Tu,Th 10:30-11:45 and
Tu,Th 12:00-1:15). Students must register for and attend only one of
the two offerings.
See the course website for more details about the lottery process for
this course.

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United States in the World 35 Section: 002

Dilemmas of Equity and Excellence in American K-12 Education (107341)
Katherine K. Merseth
Events such as Teach for America's 20th anniversary and films like Waiting for Superman highlight urgent
concerns about the quality and reach of American schooling in the 21st century. Against this backdrop, the
course grapples with several dilemmas that have defined American K-12 education throughout history.
What constitutes educational excellence? Can excellence be achieved for everyone? Why do we have
schools and what is their purpose? Given that families, politicians, and the courts often disagree
vehemently about the answers to these questions, the course considers who and what will define the future
of American education and its role in society.
Class Notes: US-WORLD 35 will be offered twice in Fall 2018 (Tu,Th 10:30-11:45 and
Tu,Th 12:00-1:15). Students must register for and attend only one of
the two offerings.
See the course website for more details about the lottery process for
this course.

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Forced to be Free: Americans as Occupiers and Nation-Builders (108359)
Andrew Gordon
Erez Manela
The United States has launched numerous projects of military occupation and nation-building in foreign
lands since the late 19th century. These have been contradictory enterprises, carrying ideals of freedom
and self-determination "offered" by force or by fiat. This course will assess the meanings and legacies of
these projects by examining the ideas, strategies, policies, and outcomes of occupations ranging from the
Philippines and Haiti early on, to Japan, Germany, and Korea in mid-century to, most recently, Afghanistan
and Iraq. The course focuses on American activities and ideas but also examines the responses of the
occupied.

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Ancestry (203820)
Maya Jasanoff
Everyone comes from somewhere. We carry our ancestries in our DNA, genealogy, family stories, and
more. What do these forms of evidence tell us about who we are, as a species, as a social group, or as an
individual? This course looks at ancestry from a range of perspectives: biology, anthropology, genealogy,
history, law, and memory—from the origins of human populations to the origins of you. Features hands-on
assignments and interactive lectures.

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Subject: Societies of the World
Societies of the World 14

The British Empire (125049)
Maya Jasanoff
Less than a century ago the British Empire ruled a quarter of the world. This course surveys the empire's
extraordinary rise and fall from the American Revolution to World War II. Course presents a narrative of key
events and personalities, introduces major concepts in the study of global history, and considers the
empire's political and cultural legacies for the world today. Includes multimedia presentations, in-class
discussion and debate, and engaging readings ranging from Niall Ferguson to Mahatma Gandhi.
conducted. To enter the lottery, you must add the course to the Study
Card and explicitly request enrollment permission when prompted.
Instructor permission will be granted to only those admitted by the
lottery; all students will be notified of their results. See the course
website for more details.

Attribute Value(s)

Is Globalization Good or Bad for World Health? (126193)
Sue J. Goldie
Three extraordinary changes in the world present both risks and opportunities to health—unprecedented
interconnections across borders, rapidly shifting population dynamics, and changing epidemiological
patterns. This course will challenge your assumptions about the world's populations and broaden your
perspectives about how health relates to sustainable development. We will explore the most important
health challenges of our times, and analyze the influence of social, political, and environmental
determinants on health, including transnational risks. Acknowledging that 21st challenges cannot be
solved by any single discipline, sector or nation, we will consider solutions from a variety of perspectives,

drawing on contributions from health and non-health sector, and actions at the local, national and global
levels. By the end of the course, you will have a toolbox of approaches, both qualitative and quantitative,
that will equip you to thoughtfully analyze and contextualize 21st century global challenges, and to
formulate your own opinion about the question – is globalization good or bad for global health?
prompted. Instructor permission will be granted only to those admitted

Attribute Value(s)

Case Studies in Global Health: Biosocial Perspectives (124127)
Arthur Kleinman
Paul Farmer
Anne Becker
Salmaan Keshavjee
Examines, through a series of lectures and case-based discussions, a collection of global health problems
rooted in rapidly changing social structures that transcend national and other administrative boundaries.
Students will explore case studies (addressing AIDS, tuberculosis, mental illness, ebola, cholera, and other
topics) and a diverse literature (including epidemiology, anthropology, history, and clinical medicine),
focusing on how a broad biosocial analysis might improve the delivery of services designed to lessen the
burden of disease, especially among those living in poverty.
Course Notes: Course counts as Social Anthropology.

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Moctezuma's Mexico: Then and Now (112754)
Davíd L. Carrasco
William Fash
Explorations of the mythical and social origins, glory days and political collapse of the Aztec Empire and
Maya civilizations followed by study of the sexual, religious and racial interactions of the ``Great
Encounter'' between Mesoamerica and Europe. Focus on the archaeology, cosmovision, human sacrifice,
divine kingship, the mystery of 2012 and rebellion in Mesoamerican cities and in colonialism. Hands-on
work with objects at the Peabody Museum aid in examining new concepts of race, nation and the
persistence of Moctezuma's Mexico in Latino identities in the Mexico-US Borderlands.

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Political Economy After The Crisis (126203)
Dani Rodrik
The world's economic and political order reels under mounting challenges: the global financial crisis, the
austerity debacle, a slowdown in economic growth and productivity, the aggravation of inequality and the
inadequacy of conventional responses to it, the discrediting of the Washington Consensus, the
globalization backlash, the re-emergence of nationalist politics in Europe and the United States, and a
contest over the meaning, value, and requirements of democracy. We examine connections among these
phenomena and explore alternative ways of thinking about contemporary market economies and their
reconstruction. We organize the course around four related themes: the worldwide financial and economic
crisis of the recent past and its management; the effort to promote socially inclusive economic growth in
richer as well as in poorer countries; the nature, fate, and dissemination of the new knowledge-intensive
style of production; and the past, present, and future of globalization.
Course Notes: Students should have some previous acquaintance with economics
but no advanced economic training is required. The course is open to
undergraduate and graduate students outside as well as within
economics. Readings will be drawn from the classic and contemporary
literatures of economics, political science, philosophy, and social
theory.
Extended take-home examination/writing assignments. Jointly offered

with the Law School.


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Tokyo (117529)
Theodore Bestor
Tokyo has been one of the world's great metropolitan centers since the 17th century, both the urban hub of
Japanese society and culture, and the place where Japanese domestic society and global influences have
intersected. This course examines trajectories of change in Tokyo's urban culture, lifestyles, social
structure, and spatial environment across the city's history, using ethnography, history, literature, diaries,
architecture, photography, art, cartography, animation, film and the Internet to explore Tokyo as an urban
culture in comparative perspectives drawn from anthropology, history, and other social sciences.
Course Notes: Graduate students interested in this course should enroll in

Anthropology 2682, which requires permission of the instructor.

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The Caribbean Crucible: Colonialism, Capitalism and Post-Colonial Misdevelopment in the Region (118290)

Orlando Patterson
Caribbean societies are largely the economic and political creations of Western imperial powers and are
among the earliest products of globalization. Though in the West, they are only partly of it, and their
popular cultures are highly original blends of African, European and Asian forms. The course examines the
area as a system emerging through genocide, piracy, plantation slavery, colonialism and globalization,
from a situation of great social and cultural diversity to the present tendency toward socio-economic and
cultural convergence. Patterns of underdevelopment and government are explored through national case
studies (Puerto Rico, Cuba, Jamaica & Haiti) and selected, region-wide modern issues (hurricanes,
earthquakes and other natural disasters; migration & transnationalism; crime & drug trafficking), as are
cultural adaptations through studies of Afro-Caribbean religions, folkways, and music. America's special
role in the region is emphasized.

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Conditional Equality: The Case of the Jews of Europe in Modern Times (126640)
Jay Harris
This course is a study in the relations between majorities and minorities in modern Europe, using the Jews
as a focus. It will examine the ways in which the equal status of a minority is negotiated through cultural
and political interaction, both subtle and blunt. It will further focus on the role that such negotiations have
in the formation of identities of both the majority and the minority. Finally, it will examine the ways in which
majorities can exercise control over minorities rendering them conditionally rather than fully equal
participants in the national projects of the age.

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Modern India and South Asia (116237)
Sugata Bose
This course provides the historical depth and the comparative context in which to understand modern and
contemporary South Asia. It explores the history, culture, and political economy of the subcontinent which
provides a fascinating laboratory to study such themes as colonialism, nationalism, partition, the modern
state, democracy development, religious identities, and relations between Asia and the West. Significant
use of primary written sources (in English) and multi-media presentations.

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Pyramid Schemes: The Archaeological History of Ancient Egypt (126641)
Peter Manuelian
An illustrated, interactive survey of ancient Egyptian pharaonic civilization. Emphasizes Egyptian material
culture: pyramids, temples, tombs, settlements, and artifacts. Explores major developmental themes that
defined the Egyptian state: the geographical landscape, kingship, social stratification, and religion. Follows
a chronological path with excursions into Egyptian art, history, politics, religion, literature, and language
(hieroglyphs). Also touches on contemporary issues of object repatriation, archaeology and cultural
nationalism, and the evolution of modern Egyptology. Includes field trips to the Egyptian collections of the
Peabody Museum and the Museum of Fine Arts, Boston, along with immersive 3D computer models in
Harvard's Visualization Center. No prior experience in Egyptology expected.
Class Notes: Please note the change of meeting time (made on Jan. 22, 2019).

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The Incas: The Last Great Empire of Pre-Columbian South America (117137)
Gary Urton
This course guides students on an exploration of the largest and most complex civilization of Pre-
Columbian America - the Inca Empire of Andean South America. We will address such questions as how
did a civilization emerge and thrive at 12,000 feet above sea level? How could a state-level society exist
without markets, the wheel, or writing? In addition to lectures and discussions, students will experience the
products of Inca civilization through hands-on study of artifacts in the Peabody Museum of Archaeology
and Ethnology.

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Japan's Samurai Revolution (114776)
David Howell
On July 8, 1853, Commodore Mathew C. Perry steamed into Japan's Edo Bay with four heavily armed US
Navy warships. Two were the so-called "black ships,'' ominously painted coal-burning steamships of the
latest design. There, within view of a stunned populace, Perry issued an ultimatum: open the country to
trade or face unstoppable bombardment. Thus began Japan's modern engagement with the outside world,
a new chapter in the broader encounter between "East'' and "West.'' Through primary sources, discussion
and lecture, this course examines Japan's rapid development from samurai-led feudalism into the world's
first non-Western imperial power.
Course Notes: No Japanese language skills required. This course fulfills the
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Human Trafficking, Slavery and Abolition in the Modern World (127538)
Orlando Patterson
This course surveys the nature, types and extent of modern servitude, distinguishing broadly between
those resulting from international trafficking such as trans-national prostitution, human smuggling into
bonded labor, child soldiering and organ trafficking, and more intra-national forms such as debt-bondage
and the domestic exploitation of women and other vulnerable groups. Examines the conceptual and
theoretical issues raised in attempts to distinguish among these types of differential power relations; the
empirical difficulties of estimating the magnitude of what are inherently secretive processes; and the
ideological controversies surrounding the subject. Explores ethical, socio-political and practical issues
raised by these trends.

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Contemporary Developing Countries: Entrepreneurial Solutions to Intractable Problems (107464)
Tarun Khanna
This course will provide a framework (and multiple lenses) through which to think about the salient
economic and social problems of the five billion people of the developing world, and to work in a team
setting toward identifying entrepreneurial solutions to such problems. Case study discussions will cover
challenges and solutions in fields as diverse as health, education, technology, urban planning, and arts and
the humanities. The modules themselves will be team-taught by faculty from engineering, the arts, urban
design, healthcare and business. The course will embrace a bias toward action by enabling students to

understand the potential of individual agency in addressing these problems. All students will participate in
the development of a business plan or grant proposal to tackle their chosen problem in a specific
developing country/region, emphasizing the importance of contextualizing the entrepreneurial intervention.
The student-team will ideally be comprised of students with diverse backgrounds from across the
University.
Course Notes: Offered jointly with the Business School as 1266, the School of Public
Health as GHP 568, the Kennedy School as DEV-338, the Law School
as HLS 2543, the Graduate School of Education as A-819, the Graduate
School of Design as SES 5375, and the Medical School as IND520.
Class Notes: If student interest exceeds the course limit, a lottery will be conducted.
Please attend class and visit the course website for more details.
Class Notes: NO AUDITORS. The course is designed around section participation

and the
completion of the final group project.

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Politics of Nature (122012)
Ajantha Subramanian
This course examines the historical, social, and political life of nature in its many manifestations--as a
source of life and livelihood, as a resource for exploitation, as a heritage to be protected, and as a post-
industrial hybrid--in order to understand the variety of human interactions with the natural environment.
Through a focus on property relations, imperialism, development, and science, students will be exposed to
the intimate connection between social inequality and ecological degradation, and encouraged to envision
possibilities for a future of greater equality and sustainability.

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Islam and Politics in the Modern Middle East (126908)
Malika Zeghal
The course critically examines the ideologies and political strategies of twentieth century Islamist
movements, as well as their origins and evolution. It will relate the emergence of organized Islamist
movements in the first part of the twentieth century to earlier Islamic reformist narratives, and explore the
political and social contexts in which these movements emerged and evolved. Particular attention will be
given to the ideas these movements developed and to the texts they published and disseminated. One
component of the course is historical and seeks to cover the evolution of Islamist movements over the
course of the twentieth century, from the Muslim Brothers' emergence, to the development of radical Islam,
and the "mainstreaming" of Islamist movements searching for avenues of legal participation. Another
component will be issue-based and will examine questions such as: why did political movements based in
Islam become so important in the twentieth century? How can we account for their polarization into what
are usually described as "moderate" and "radical" trends? How is their existence and history related to the
formation of modern states in the Middle East and to their authoritarianism? What are the reasons behind
and the consequences of some of these movements' electoral successes, after the Arab Spring in
particular? Egypt will be the central focus due to its crucial role in the genealogy of Islamism as a political
movement. Although examples from North Africa, Iran, Saudi Arabia and other countries of the Middle East
will also be covered, the course is not a survey of the history of Islamist movements throughout the entire
region.
Course Notes: Sections offered in English or Arabic.

Attribute Value(s)
Subject: Culture & Belief
Culture & Belief 16

Performance, Tradition and Cultural Studies: An Introduction to Folklore and Mythology (125216)
Stephen Mitchell

Examines major forms of folklore (e.g., myths, legends, epics, beliefs, rituals, festivals) and the theoretical
approaches used in their study. Analyzes how folklore shapes national, regional, and ethnic identities, as
well as daily life; considers the function of folklore within the groups that perform and use it, employing
materials drawn from a wide range of areas (e.g., South Slavic oral epics, American occupational lore,
Northern European ballads, witchcraft in Africa and America, Cajun Mardi Gras, Sub-Saharan African oral
traditions).
Course Notes: Required of Concentrators and for the Secondary Field in Folklore and
Mythology.
Class Notes: Occasional Fridays are required. Please check course website for
details.

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Culture & Belief 19

Understanding Islam and Contemporary Muslim Societies (108890)
Ali Asani
The course is an introduction to the fundamental concepts of Islam and the role that religious ideas and
institutions play in Muslim communities around the world. Its main concern is to develop an understanding
of the manner in which diverse notions of religious and political authority have influenced Muslim societies
politically, socially and culturally. Through specific case studies of countries such as Saudi Arabia, Iran,
Turkey, Egypt, Pakistan, and Afghanistan, the course considers the role played by ideologies such as jihad,
colonialism, nationalism, secularism, and globalization in shaping the ways in which Muslims interpret and
practice their faith today. The course briefly considers the contemporary situation of Muslim minorities in
Europe and the United States.

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Culture & Belief 22

The Ancient Greek Hero: Mythology and Facing Death (113501)
Gregory Nagy
How did ancient Greeks, particularly ancient Athenians, face death? How can a community face the death
of its members, and how can one face one's own death as well as the deaths of others? This course takes
ancient Greek hero worship and its attendant mythology as a focal point for examining these questions.
Assignments are based on ancient forms of verbal and visual art while also incorporating a creative
element. This course also has a "great books" aspect, given its extensive reading list: the two Homeric
epics, seven tragedies, two dialogues of Plato, as well as selections from Sappho, Herodotus, Hesiod,
Philostratus, Pindar, Aristotle, and others.

Attribute Value(s)
FAS General Education (2018) Aesthetics and Culture
Culture & Belief 31

Saints, Heretics, and Atheists: An Historical Introduction to the Philosophy of Religion (122258)
Jeffrey McDonough
Does God exist? What is the nature of evil and where does it come from? Are humans free? Responsible?
Immortal? Does it matter? This course will explore foundational questions in the philosophy of religion
through the study of classic works by Plato, Augustine, Al-Ghazali, Aquinas, Pascal, Spinoza, Hume,
Nietzsche and James. Students will have the opportunity to reexamine their own views and assumptions
about religion in the company of some of the greatest thinkers of the past. (Key words: agnosticism,
atheism, Christianity, faith, freedom, humanism, immortality, Islam, Judaism, meaning, Muslim, mysticism,
reason, sin, soul)

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Culture & Belief 33

East Asian Religions: Traditions and Transformations (126199)
James Robson
This course provides an introduction to the study of East Asian religions. It covers the development of
Buddhism, Daoism, Confucianism and Shinto. It is not a comprehensive survey, but is designed around
major conceptual themes, such as ritual, image veneration, mysticism, meditation, death, and category
formation in the study of religion. The emphasis throughout the course is on the hermeneutic difficulties
attendant upon the study of religion in general, and East Asian religions in particular.

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Culture & Belief 34

Madness and Medicine: Themes in the History of Psychiatry (123736)
Anne Harrington
Psychiatry is one of the most intellectually and socially complex and fraught fields of medicine today, and
history offers one powerful strategy for better understanding why. Topics covered in this course include
the invention of the mental asylum, early efforts to understand mental disorders as disorders of the brain or
biochemistry, the rise of psychoanalysis, psychiatry and war, the rise of psychopharmacology, the making
of the DSM, anti-psychiatry, and more.


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Culture & Belief 35

Classical Mythology (126004)
Brigitte Libby
Incest and parricide, cannibalism and self-blinding: classical mythology has fascinated artists, writers, and
thinkers throughout western civilization, and this course will serve as an introduction to this strange and
brilliant world. We will move from the very first works of Greek literature through to the classic Greek
tragedies and the Roman tales in Ovid's Metamorphoses. Along the way, we will confront the question of
what "mythology" is and how it works, and we will discuss how these traditional stories changed over time
to fit different cultural circumstances. We will also consider ancient rationalizations of myth, the
relationship of myth and politics, and the reception of classical myth in the modern world.

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Culture & Belief 38
Apocalypse Then! Forging the Culture of Medieval Rus' (111958)
Michael Flier
When the natives of Medieval Rus (later Russians, Ukrainians, and Belarusians) accepted Orthodox
Christianity in the 10th century, their nature-based paganism gave way to a powerfully sensual belief
system that made good use of the visual and the verbal to prepare these newest Christians for the coming
Apocalypse and Last Judgment. We investigate this transformation from the conversion of Saint Vladimir
and the excesses of Ivan the Terrible through the Time of Troubles and the modern turn of Peter the Great.
The class features close analysis of architecture, icons and frescoes, ritual, folklore, literature, and history
to understand this shift in worldview, including the role of women. Special attention is devoted to the ways
in which Medieval Rus is portrayed in film, opera, and ballet.
Course Notes: All readings in English.

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Culture & Belief 40

Popular Culture and Modern China (120681)
David Wang
This course examines ``popular culture'' as a modern, transnational phenomenon and explores its
manifestation in Chinese communities (in People's Republic of China, Taiwan, Hong Kong, Southeast Asia
and North America) and beyond. From pulp fiction to film, from ``Yellow Music'' to ``Model Theater'', from
animations to internet games, the course looks into how China became modern by participating in the
global circulation of media forms, and how China helps in her own way enrich the theory and practice of
``popular culture''.
Education requirement for Culture and Belief or Aesthetic and
Interpretive Understanding, but not both.

Attribute Value(s)
Culture & Belief 42

Communism and the Politics of Culture: Czechoslovakia from World War II to the Velvet Revolution (123734)
Jonathan Bolton
What was Communism, and how did it shape the intellectual life of East Central Europe after World War II?
How do artists and writers counter the ideological pressures of the state? This course examines how the
intense political pressures of invasion, occupation, and revolution shape a country's cultural life and are
shaped by it in turn. We look at Czechoslovakia's literature, drama, film, and music from the 1948
Communist takeover, through the Prague Spring and Soviet invasion of 1968, to the 1989 Velvet Revolution,
a hallmark of the peaceful overthrow of Communism in Europe. We consider works by Milan Kundera,
Bohumil Hrabal, Vaclav Havel; films of the Czech New Wave (Milos Forman, Vera Chytilova, Jiri Menzel);
clandestine publishing and underground art; and theories of political dissent under authoritarian regimes.

Attribute Value(s)
Culture & Belief 45

The History of the English Language (126847)
Daniel Donoghue
Everyone who uses English has experienced its idiosyncrasies. Why is pronunciation at odds with
spelling? Why so many irregular verbs? What happened to "thou"? What did Shakespeare sound like? How
do we know? What is the future of English as a world language? What is code-switching? Spanglish? This
course addresses such questions as it surveys the long history of the language up to the present day.
While the topic is fascinating on its own, a historical knowledge of English can boost confidence in your
reading and writing. It also helps dispel common anxieties and misconceptions about language. Lectures
will be supplemented by exercises from the course website. A final project asks you to invent an English of
the future.

Education requirement for Culture and Belief or Aesthetic and
Interpretive Understanding, but not both. This course fulfills the

Attribute Value(s)
Culture & Belief 51

Making the Middle Ages (108161)
Daniel Smail
This course offers a general introduction to the cultures and beliefs of medieval Europe. We focus on a
variety of artifacts and cultural productions as the centerpieces of a broad and interdisciplinary exploration
of medieval studies. Using specific objects and texts as points of entry into a vanished world, we
encourage students to explore those areas that interest them most, teasing out the cultures and beliefs of
the past while simultaneously developing their skills in research and writing. Through collaborative
projects and a creative exploration of texts, images, and collections at Harvard and beyond, students will
be invited to make their own Middle Ages.

Attribute Value(s)
Culture & Belief 60

Religion in India: Texts and Traditions in a Complex Society (156302)
Diana Eck

An exploration of the classical texts, spiritual teachings, epic narratives, and religious movements that
have shaped a complex civilization for some three thousand years, from the Indus Valley to today.
Readings in primary sources - Vedas and Upanishads, Buddhist and Jain teachings, the Mahabharata and
the Bhagavad Gita, Bhakti and Sufi poets, Sikh gurus and Muslim kings. Attention to the creation of a rich
and composite civilization and the ways in which these sources continue to be of significance to the
understanding of modern India.

Attribute Value(s)
Subject: Empirical & Math Reasoning
Empirical & Math Reasoning 17

Logical Reasoning (112199)
Mark Richard
The concepts and principles of symbolic logic: valid and invalid arguments, logical relations of statements
and their basis in structural features of those statements, the analysis of complex statements of ordinary
discourse to uncover their structure, the use of a symbolic language to display logical structure and to
facilitate methods for assessing arguments. Analysis of reasoning with truth-functions ("and", "or", "not",
"if...then") and with quantifiers ("all", "some"). Special attention will be given to the norms underlying valid
reasoning, to applications of formal techniques to "arguments in the wild", and to the wide variety of non-
logical ways that ordinary discourse can succeed at being (illicitly) persuasive.
Class Notes: For details about the Friday quizzes, please check the syllabus on the
course website.

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Empirical & Math Reasoning 20
Why is There No Cure for Health Care? (125932)
David Cutler
Around the world, billions of dollars are spent on health care treatments, public health initiatives, and
pharmaceutical research and development. So why are we still not able to prevent preventable diseases,
provide affordable healthcare for millions of people, and deliver cures for curable diseases? And what are
the best ways to address these issues?
Because these questions are so large, we will focus our discussion around questions like: What steps
should be taken to end HIV/AIDS? How should the United States reform its health care system? And how
should prescription drugs be produced and sold?
We will explore how social scientists address empirical questions, the types of data that are available, how
those data are analyzed, and the confidence with which causal statements are made. By the end of the
course, you will be able to dissect a large question—such as how to reform American healthcare—into its
technological, social, economic, and moral components, and weigh potential solutions according to these
guiding vectors.
Requirements: Anti-Req: Students who have taken Economics 1460 may not take this
course for credit.Anti-Req: EMREAS 20

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Subject: Aesthetic & Interpretive
Aesthetic & Interpretive 15

Elements of Rhetoric (124923)
James Engell
Rhetorical theory, originating with Aristotle, in contemporary applications. The nature of rhetoric in modern
culture; practical examples drawn from American politics, history, and literature 1765 to the present; written
exercises with present relevance and attention to public speaking; the history and educational importance

of rhetoric in the West; stresses theory and practice as inseparable.
Course Notes: This course may not be taken pass/fail.

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Monuments of Islamic Architecture (126634)
Gulru Necipoglu-Kafadar
David Roxburgh
An introduction to ten iconic monuments of the Islamic world from the beginning of Islam to the early
modern period. The course introduces various types of building-mosques, palaces, multifunctional
complexes-and city types and the factors that shaped them, artistic, patronal, socio-political, religio-
cultural, and economic. Each case study is divided into two lectures. The first presents the monument or
city by "walking" through it. The second is devoted to themes elicited from the example, developed in light
of comparative monuments, sites, and/or written sources, and to problems of patronage, production,
audience and meaning as they pertain to architectural history.

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Is Revolution or Reform the Best Way to Transform Society? (125749)
James Simpson
Is revolution or reform the best way to transform society?

What noun do the following adjectives qualify: English, American, French, Russian, Chinese Cultural,
Cambodian, Iranian? Answer: "Revolution." Liberal cultural tends to praise some of these revolutions and
recoil in horror from the others. In America, "revolutionary" is a positive adjective while victims of the
Soviet gulags are less enthusiastic about the term. Countries whose revolutions have been successful and
durable regard the term "utopia" as more positively than the victims of utopian thinking. What do you make
of this dissonance?
This course explores the relation between utopian Enlightenment and literary cultures in Western history.
For each moment of rapid change, from Plato to the Communist revolutions of the twentieth century and
beyond, we will focus on two texts: one which promotes the enlightened and revolutionary utopian social
blueprint; and one that offers an alternative model of transformation, or even a dystopian account of the
utopian model. You will come away from this course having a chronologically wide and intellectually deep
immersion in 2500 years of European philosophical and literary history. Throughout, you are encouraged to
think about what resources we use to imagine social transformation and to ask if revolution is in fact the
best way to effect social transformation.
Course Notes: Students who have taken Culture and Belief 18 or Humanities 53 may
not take this course for credit.

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Forbidden Romance in Modern China (127928)
David Wang
This course introduces a unique dimension of Chinese modernity: amorous engagement in fiction and lived
experience, its discursive and visual representations, and its institutional implementation (gender,
marriage, family, law, nation/state, etc.), censorship, and transgression. It examines how the modern lure of
free will and emancipated subjectivity drove Chinese to redefine terms of affect, such as love, feeling,
desire, passion, sexuality, loyalty, dedication, revolution and sacrifice. It also looks into how the moral,
legal and political consequences of affect were evoked in such a way as to traverse or fortify consensual
boundaries and their manifestations.

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Literature and Medicine (127015)
Karen Thornber
Examines the relationship between literature and medicine through creative texts that question
understandings, shatter binaries, and reconceptualize notions of normality/disability, health/disease, and
life/death. Pays particular attention to the work of physician-writers and narratives by patients. New
syllabus for 2018.

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Anime as Global Popular Culture (125611)
Tomiko Yoda
This course examines Japanese animation (or anime) through its generic conventions, formal aesthetic,
and narrative motifs. At the same time, the course approaches anime as a lens through which we study
contemporary media culture and its local and global production, distribution, and reception. In this sense,
anime will be treated as a node in an extensive transnational network involving commercial as well as non-
commercial mediums such as graphic novels, live-action films, video games, character merchandises, and
fanzines/fan-events.

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Shakespeare, The Early Plays (108455)
Marjorie Garber
The early comedies, tragedies, and histories, considered in the context of the origins of the English stage
and the conventions of Elizabethan drama. Particular attention paid to Shakespeare's development as a
dramatist, and to poetic expression, thematic design, stagecraft, and character portrayal in plays.
Class Notes: Course will have occassion Friday meetings. See the syllabus for
details.

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Shakespeare, The Later Plays (109398)
Marjorie Garber
The late comedies, tragedies, and romances, with some attention to the prevailing literary traditions of the
Jacobean period. Particular attention paid to Shakespeare's development as a dramatist, and to poetic
expression, thematic design, stagecraft, and character portrayal in the plays.

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Modern Art and Modernity (108950)
Ewa Lajer-Burcharth
Maria Gough
Benjamin Buchloh
The course examines the defining moments in the development of modern European and American art from
the eighteenth- through to the twentieth-century. Anchored by a significant date, each lecture focuses on
the relationship between a major artistic event and the social, political, cultural, and technological
conditions of its emergence. A wide range of media, from painting, sculpture, and print-making to
photography, photomontage, video, installation, and performance art, will be considered. Situating the key
aesthetic transformations that defined art's modernity in a broader historical context, the course explores
the fundamental role of advanced forms of artistic practice in the formation of modern culture and society.

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Nazi Cinema: The Art of Propaganda (108580)
Eric Rentschler
As thinking beings we consider the limits of human potential and wonder what is the worst. The Nazis
obsess us because they were masters of extremity who brought to the world unprecedented violence,
destruction, and murder. They were also masters of propaganda who engineered sophisticated techniques
of mass manipulation; in this endeavor cinema and modern media assumed a seminal role. This course
considers why films proved to be so essential to the Hitler regime and so captivating to German audiences
of the Third Reich. It also reflects on the continuing allure of Nazi sights and sounds for contemporary
mass culture.
Course Notes: No knowledge of German required. An additional film screening will be

held on Sundays, 1-3.

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California in the 60s (156264)
Kate van Orden
This course examines American youth culture in the 1960s through the lens of music in California. Both
"popular" and "art" music will be considered, including early minimalism, songs from L.A. and the Laurel
Canyon crowd, and San Francisco psychedelia. In addition to understanding musical forms, performance
styles, and the effects of technology (radio, recording, electric instruments), the class will delve into the
politics of race, gender, counter-cultures, and the draft. Art-making will be facilitated as part of course work
(activist theater, song-writing, etc.).
Culture and Belief, but not both.

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East Asian Cinema (110464)
Jie Li
This course introduces major works, genres, and waves of East Asian cinema from the silent era to the
present, including films from Mainland China, Japan, Korea, Taiwan, and Hong Kong. We will discuss
issues ranging from formal aesthetics to historical representation, from local film industries to
transnational audience reception. This course does not assume prior knowledge of East Asian culture or of
film studies, but rather seeks to provide students with a basic understanding of modern East Asian cultural
history through cinema, and with an essential toolkit for analyzing film and media, including narrative,
cinematography, editing and sound. In addition to critical approaches, students are strongly encouraged to
creatively respond to course materials by collaborating on their own short films, beginning with the
illustration of film terms in the first two weeks and culminating in the Oscar-like "Golden Monkey Awards."
Course Notes: All films subtitled in English. No prior knowledge of East Asian history
or film studies necessary.

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Chaucer: The Canterbury Tales (146214)
Nicholas Watson
What makes stories so pleasurable and so enraging? How do we understand the strong emotions they
evoke, and how do we learn to resist their power? Answering back to a world of fake news and divisive
political narratives, this course revisits Chaucer's Canterbury Tales the deepest, most caustic, and most
entertaining analysis of the problematic status of stories ever written.

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The Future of Cultural Space (212578)
Robin Kelsey
Jerold Kayden
Museums, concert halls, theatres, art galleries, libraries, opera houses, cinemas, performing arts
complexes, clubs, bookstores, restaurants, public spaces, universities, and other bricks-and-mortar venues
have accommodated and shaped cultural ambitions for centuries. Today, many such facilities face
accelerating threats from shifting user preferences and technologically driven substitutes that put their
physical form, if not their very existence, into question. What is a library or bookstore when books are
downloadable or available with same day delivery? Can cinemas draw an audience when the latest movie is
a click away? Are demographic trends inexorably dimming the relevance of concert halls? The moment
seems ripe for serious reflection and imaginative excursions about the future of cultural space.
This class examines the future of cultural space through class discussions, case presentations, reading
assignments, short weekly exercises, a term project, and a class-as-a-whole brainstorming exercise. The
course meets weekly for two hours, with an additional weekly 50-minute section devoted to closer
examination of the readings and critical reflection on the previous class discussion. Readings will provide
foundational knowledge about specific types of cultural facilities. Operators and designers of cultural
facilities will visit the class and present case studies. Throughout the term, class members will explore the
possibility of a new "space" at Harvard University dedicated to the study of cultural spaces.

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Subject: Ethical Reasoning
Ethical Reasoning 12
Political Justice and Political Trials (125197)
Charles Maier
Punishing people for their political opinions or activity has a long history
and is a practice unlikely to disappear. Criminal trials have served to enforce
revolutionary change, to stifle dissent, or, alternatively, sometimes to

advance democracy. Students examine major trials and debate such issues
as who can prosecute; can behavior be criminalized retroactively; can
restricting speech ever be justified. Case material is drawn from the trial of
Socrates, the French Revolution, the Soviet purges, French collaborators,
the Nuremberg war-crimes trials, American impeachment proceedings, cold-
war hearings and Guantánamo defendants, and recent international
tribunals. Course requirements include brief response papers, a final essay,
and participation in a historically based mock trial.

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FAS: Core Curriculum Moral Reasoning
FAS: General Education Ethical Reasoning
Classical Chinese Ethical and Political Theory (121778)
Michael J. Puett
What is the best way to live a fuller and more ethical life? Concretely what should we do to begin to live in a
more flourishing and inspiring way? Questions such as these were at the heart of philosophical debates in
China. The answers that classical Chinese thinkers developed in response to these questions are among
the most powerful in human history. Regardless of whether one agrees with them or not, they should be
studied and taken seriously by anyone who cares about ethics, politics, and the ways to live life more fully.

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The Conduct of Life in Western and Eastern Philosophy (122544)

Michael J. Puett
A study of approaches in the philosophical traditions of the West and the East to the
conduct of life. Philosophical ethics has often been understood as meta-ethics: the
development of a method of moral inquiry or justification. Here we focus instead on what
philosophy has to tell us about the first-order question: How should we live our lives?
This year a major concern will be the study and contrast of two such orientations to
existence. One is the philosophical tradition focused on ideas of self-reliance, self-
construction, and nonconformity (exemplified by Emerson and Nietzsche). The other is a
way of thinking (notably represented by Confucius) that puts its hope in a dynamic of
mutual responsibility, shaped by role and ritual and informed by imaginative empathy.
No prerequisites other than a willingness to consider a wide range of problems and
materials. Extended take-home examination.
Course Notes: No prerequisites other than a willingness to consider a wide range of

problems and materials. Extended take-home examination.
Offered jointly with the Law School as 2392 and the Divinity School as
2313.


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Adam & Eve (109904)
Joseph Koerner
Stephen Greenblatt
What is the power of a story? For several thousand years Adam and Eve were the protagonists in the
central origin myth of the Jewish, Christian, and Muslim worlds. That myth was the arena for ethical
reasoning about transgression and innocence, sexuality, gender roles, labor, suffering, and death. Jointly
taught by History of Art and Architecture and English, our course focuses on this enigmatic story and its
spectacular elaborations in theology, philosophy, literature and art. Above all, looking closely at some of
the greatest achievements of European art and literature--from Dürer, Michelangelo and Rembrandt to
Milton's Paradise Lost--we will compare the possibilities of the verbal and visual arts in portraying human

existence.

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Money, Markets, and Morals (156035)
Michael Sandel
What should be the role of money and markets in our society? Are there some things that money should
not be able to buy? For example: Should people be permitted to buy sex, votes, babies, citizenship, or
college admission? What about buying and selling the right to pollute, procreate, immigrate, discriminate,
or to hunt endangered species? Should we use markets to allocate health care, education, and military
service?

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Economic Justice (159809)
Mathias Risse
Capitalism organizes society around individual pursuits of material gain. Capitalism seems to have won the
great ideological struggle with other ways of organizing society. But there is much discontent: the Occupy
Movement made clear that even Americans now care about excessive inequality, and many worry about the
future in an increasingly economically divided society where access to technology richly rewards some to

the exclusion of many others. Capitalism is also closely associated with what is arguably the biggest policy
problem of the 21st century: climate change. So how can we justify capitalism? And what are feasible
alternative ways of organizing society?

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Sex and Ethical Reasoning (161179)
Mark Jordan
"Immorality" once meant sexual misconduct, especially by women. Now many people are unclear whether
ethics can say anything convincing about sex at all. Such rapid change in ethical views makes sex a very
good place to think about how ethical reasoning develops and how it might matter to our lives. We will
study the historical shifts and current ranges of some American controversies about sex, including sexual
identity, rape or assault, adultery or polyamory, prostitution, pornography, and online sex. You will then be
encouraged to use these cases to clarify and critique your own sexual ethics.

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What is a Republic? (120049)
Daniel Carpenter
A theoretical and historical survey of the evolution of republican (representative) government, with a
particular focus upon European and American institutions. We will alternate between philosophical
treatments and empirical studies of republican regimes. Questions include: How did republican
government evolve (in England and France) centuries before mass elections? What institutions besides
elections keep the ruled attuned to the people? Did arguments for legislative supremacy prefigure the rise
of parliamentary authority? If so, how? How did modern republics co-evolve with institutions of slavery?
What is the role of virtue in a democratic republic? How can government ensure the "rule of the wise''
without fostering autocratic power? What critique might republican theory advance of populist and
libertarian arrangements, and how populist and libertarian critics respond?

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Brains, Identity, and Moral Agency (109360)
Steven Hyman
Human beings have the experience of selfhood, of possessing a stable identity, and of agency—the
capacity to act for freely chosen reasons. Humans automatically attribute selfhood and intentionality to
others and have built concepts of moral agency and legal culpability upon these seemingly ineluctable
intuitions. However, observations from neuroscience have long called the truth of these intuitions into
question. Debates about selfhood, identity, and agency may have seemed abstract in the past, but new
neurotechnologies have made such discussions pressing. Powerful new technologies treat the human
brain as a machine to be interrogated, repaired, or enhanced. They have provided new insights into human
conditions that affect thinking, emotion, and action. They permit increasingly precise recording of human
brain activity and the ability to decode it, facilitating a rudimentary form of 'mind reading'. Other
technologies make it possible to directly connect human brains to computers and machines and to
intervene directly in the brain to alter people's memories, personalities, and goals. This course will use
scientific and technological examples that are matters of current ethical and policy debate to question
basic assumptions that underlie human self-understanding and to prepare students to be informed
participants in discussions of appropriate uses and ethical limits on rapidly advancing neurotechnologies.
Course Notes: For students who have taken MCB 80, it is contemplated that there will
be a section that incorporates more advanced concepts from
neurobiology.
Recommended Prep: LPS A or LS 1a, a 4 or 5 on the AP Biology exam, or equivalent

experience in biology

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Evolving Morality: From Primordial Soup to Superintelligent Machines (203129)
Joshua Greene
This course examines the evolution of morality on Earth, from its origins in the biology of unthinking
cooperative organisms, through the psychology of intelligent cooperative primates, and into a future
inhabited by machines that may be more intelligent and better organized than humans. We begin with
foundational scientific questions: What is morality? Where does it come from, and what does it do? How is
it implemented in our brains? We then apply our scientific understanding of morality to foundational moral
and political questions: How should human societies be organized? How should we resolve the moral
questions that divide us? Finally, we consider the distinctive moral challenges posed by increasingly
powerful artificial intelligence. Can machines (such as self-driving cars and military "drones") be
programmed to behave morally? Will artificial intelligence displace human labor? If so, how can we adapt?
Could machines displace humans entirely? If so, how can we stay in control? If machines do take over, will
they be our conquerors or our children?
Course Notes: Not open to students who have taken PSY 2250. Prior to Spring 2019,
this course was offered as PSY 1002.

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Subject: Science of Physical Universe
Science of Physical Universe 12

Natural Disasters (112430)
Brendan Meade
Natural disasters, such as earthquakes, hurricanes, and floods, claim thousands of lives and cause tens of
billions of dollars in damage each year. Moreover, changes in Earth's climate are raising sea level,
changing precipitation patterns, and likely causing an increase in the occurrence of damaging storms,
putting more of our increasing exposed global population at risk. In this course we develop an
understanding of these natural hazards from an earth science perspective, and examine several case

studies to assess their catastrophic impacts. Given our scientific understanding of these phenomena, we
examine ways to assess and forecast future natural disasters, and to mitigate the adverse impacts to our
societies. Sections will emphasize the use of GIS technology to measure the impacts of natural hazards.

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Why You Hear What You Hear: The Science of Music and Sound (114922)
Eric Heller
Sound and music are integral parts of all human cultures, and play critical roles in communications and
social interactions. In this course, we study the production, transmission, and perception of sound, with the
aim of expanding communication, musical, and artistic horizons. The course includes many class demos
and hands on tools for students to explore. Psychoacoustics (the study of how we perceive and interpret
sound) is a central theme of the course, providing a lens through which we can better understand the
generation, propagation, and analysis of sound. Student-selected projects (with staff consultation) are an
important part of the course.

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How to Build a Habitable Planet (118517)
Charles Langmuir
The story of Earth from the inception of the universe at the Big Bang to the revolution in planetary function
and capability associated with the rise of human civilization. The aim of the course is to place human
beings in a universal and planetary context, and to see the steps in planetary evolution as an essential
perspective on how we relate to Earth today. Topics covered include the Big Bang, origin of the elements,
formation of minerals, origin of the solar system, formation of planets, climate regulation, origin of life, co-
evolution of ocean, atmosphere, solid earth and biosphere, development of plate tectonics, the modern
Earth as an interconnected system, and the human era and its consequences for the planet. Current
environmental problems can then be considered in a planetary context. Finally we consider whether Earth
may be a microcosm reflecting laws of planetary evolution that may be common to a class of planets
throughout the universe, or alternatively may be a low probability accident.

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The Unity of Science: From the Big Bang to the Brontosaurus and Beyond (126149)
Irwin Shapiro
Science is like well-woven, ever-expanding fabric, designed to (un)cover Nature's secrets. This course
emphasizes the strong connections between subfields of science, showing it as the never-ending and
greatest detective story ever told, with evidence always the arbiter. These characteristics are exhibited in
the semi-historical treatment of three themes: unveiling the universe, the earth and its fossils, and the story
of life.
Education requirement for Science of the Physical Universe or Science
of Living Systems, but not both.

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Finding Our Way (126603)
John Huth
We use the theme of primitive navigation to open the eyes of students to the physical world in a direct and
palpable manner. Basic principles include human cognition of physical and mental maps, dead reckoning,
direction finding from nature. The course includes the basics of astronomy, including planetary orbits,
meteorology, thermodynamics, bird behavior, electromagnetic radiation, optics, waves, tides, ocean
currents, and fluid dynamics. Navigational practices of Pacific Islanders, Norse, medieval Arabs, and early
western Europeans provide a focus. Some facility with algebra and trigonometry is useful. A series of
hands-on projects are employed to understand navigational practices discussed in lecture.

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Science and Cooking: From Haute Cuisine to Soft Matter Science (126638)
David Weitz
Pia Sorensen
This course is a collaboration between world-class chefs and Harvard professors. Each week, a chef will
lecture about some aspect of gastronomy. This lecture will introduce and motivate a lecture about the

science of soft materials by a Harvard professor. The course will cover the basic concepts in the science of
soft materials, providing a solid understanding of their properties and behavior. All food is made of soft
materials, and cooking relies on many of their fundamental properties. The course will also include
laboratory work that uses concepts of cooking to understand and motivate experimental measurements on
soft materials.
Course Notes: Occasionally there will be an optional 15-30 minute question and
answer session with visiting chefs.
Class Notes: During shopping week this course will meet in Science Center Hall B.

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The Climate-Energy Challenge (126633)
Daniel Schrag
This course will examine future climate change in the context of Earth history, and then consider various
strategies for what might be done to deal with it. The likely impacts of continued greenhouse gas emissions
will be explored, emphasizing the scientific uncertainties associated with various predictions, and how this
can be understood in the context of risk. In the latter third of the class, the question of how to mitigate
climate change will be discussed, including an examination of various options for advanced energy
systems.
conducted. See the course website for more details.

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Life as a Planetary Phenomenon (120881)

Dimitar Sasselov
This course considers the relationship between life and the planet on which it resides. It examines the
scientific quest to understand where life might thrive beyond Earth. On Earth, life was born of planetary
processes and has been sustained by plate tectonics and other physical processes. Through evolution, life
has in fact emerged as major influence on our planet's surface. Fundamental features of terrestrial life and
evolution are addressed in the context of astronomy, planetary physics and chemistry. These, in turn,
provide a basis for the exploration for other habitable planets, both within our solar system and in the
greater universe.

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Energy Resources and the Environment (156316)
John Shaw
The course provides an overview of the energy resources that we use to sustain our global economies, and
explores the impact of these activities on our environment. We address the full life cycle of each energy
resource, including its origins, methods used to explore for and exploit it, how it is used in our economies,
and the environmental impacts of these activities. Topics include coal, petroleum (conventional and
unconventional), nuclear power, geothermal systems, and renewable energy options (hydro, tidal, solar,
wind power). Lectures and labs will introduce students to data and methods used in these energy and
environmental sectors.
Class Notes: The course includes one required field trip to a local energy facility
during reading period. Students who cannot attend will be provided
with an alternative assignment.
If student interest exceeds the course limit, a random lottery will be

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Subject: Science of Living Systems
Science of Living Systems 12

Understanding Darwinism (125195)
Janet Browne
Andrew Berry
An interdisciplinary exploration of Darwin's ideas and their impact on science and society. The course links
the history of Darwin's ideas with the key features of modern evolutionary biology. We review the
development of the main elements of the theory of evolution, highlighting the areas in which Darwin's ideas
have proved remarkably robust and areas in which subsequent developments have significantly modified
the theory. By also analyzing the historical context of the development of evolutionary thought beyond
Darwin, the course emphasizes the dynamic interplay between science and society.

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Human Physiology: From Personal To Public Health (118903)
Stephanie Shore
Nancy Long Sieber
The course introduces students to the functioning of the human body in health and disease. Students will
examine determinants of their own health (genetics, diet, environment, sleep, exercise, stress, social
interactions) and consider how these and other factors impact the health of diverse communities around
the world. Emphasis will be placed on how the human body responds to physiologic challenges, such as
psychological stress and environmental exposures, and on topics with high public health impact (obesity,
smoking, mental health and addiction). Activities include lectures, 2 guided laboratories/demonstrations,
structured weekly sections that focus on scientific literacy, and a directed term project.


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Nutrition and Global Health (126200)
Vasanti Malik
This course will introduce students to nutrition and its relation to global health problems, including
infectious and chronic diseases, maternal and child health, and climate change. Students will explore the
demographic, epidemiological, biological, social, political, and economic determinants of nutritional status.
Emphasis will be placed on the role of nutritional status and dietary intake as determinants and
consequences of health problems. Students will be encouraged to think critically about major challenges to
improving nutrition and health at a global level. Nutritional assessment, study design, and efficacy of
nutrition interventions will be explored in detail.

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Psychological Science (126213)

Steven Pinker
An introduction to the sciences of mind, including foundational concepts from neuroscience, evolution,
genetics, philosophy, and experimental methods, and specific topics such as perception, memory,
reasoning and decision-making, consciousness, child development, psychopathology, personality,
language, emotion, sexuality, violence, morality and social relations.
Course Notes: This course meets the Introductory Course requirement for
Psychology.

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Psychological Science (126213)
Jason Mitchell
An introduction to the sciences of mind, including foundational concepts from neuroscience, evolution,
genetics, philosophy, and experimental methods, and specific topics such as perception, memory,
reasoning and decision-making, consciousness, child development, psychopathology, personality,
language, emotion, sexuality, violence, morality and social relations.
Course Notes: This course meets the Introductory Course requirement for
Psychology.

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Global Infectious Diseases and Social Justice: Lessons from Science, History, & Humanities (110382)
Donald Goldmann

Ken McIntosh
This course will review the profound, often devastating impact nine major infectious diseases have had on
society, including politics, war, religion, economics, public health, justice, and ethics. Rather than merely
reciting grim statistics and body counts, we will illustrate the effects of these diseases as seen through the
lens of history, literature, film, music and drama. We will celebrate how these infections have stimulated
revolutionary epidemiologic and scientific advances in detection, treatment, and prevention, but we will
also explore the darker side of this story. Behind the veneer of inexorable progress lies the reality that
infections have spawned stigmatization, prejudice, exclusion, shameful human experimentation, social
injustice, and inequalities in health outcomes. Even today, if we look behind the curtain of miracle drugs
and a flourishing medical-industrial complex, we find that these same troubling themes remain relevant
across the globe, and in the US.
By weaving science together with the humanities, students will learn to address current and emerging
global infectious disease threats and the social justice challenges they pose. We will provide enough
clinical and scientific background about each infection for students to fully understand why they have had
such important societal effects. Classes and sections will be highly interactive, including case studies,
games, advocacy "pitches," a mock trial, debates, role playing, and collaborative learning.

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Germanic Languages and Literatures
Subject: German
German AX Section: 1
German for Reading Knowledge (120599)
Nadine Schwakopf
Development of reading proficiency for students with little or no knowledge of German. Emphasizes
translation of academic German prose into English.

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FAS: Meets Foreign Lang Req German
German 10A
Beginning German (113802)
Lisa Parkes
An introduction to German language and culture designed for students with little or no knowledge of the
language. Encompasses all four skills: speaking, listening, reading, and writing. Class sessions emphasize
the development of oral proficiency. Instruction is supplemented by literary and non-literary texts, videos,
and Internet activities. The first half of this course may not be taken as a half course for credit toward the
AB degree; there are no exceptions to this rule. May not be taken Pass/Fail. Not open to auditors. Students
must complete both terms of this course (parts A and B) in order to receive credit.
Class Notes: This class meets 9 - 10 a.m.

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German 10A Section: 002
Lisa Parkes
Class Notes: This course meets 9:00 - 10:00 a.m.

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Lisa Parkes
Class Notes: This course meets 10:30 to 11:30 a.m.

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Lisa Parkes
Class Notes: This course meets 12 - 1 p.m.

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German 10AB
Beginning German (Intensive) (124093)
Lisa Parkes
MTWR 0900 AM - 1015 AM
A complete first-year course in one term for students with no knowledge of German. Provides an
introduction to German language and culture encompassing all four skills: speaking, listening, reading, and
writing, as well as an introduction to the culture of the German-speaking countries. Class sessions
emphasize the development of oral proficiency. Instruction is supplemented by literary and non-literary
texts, videos, and Internet activities.
Course Notes: May not be taken Pass/Fail. Not open to auditors.
Class Notes: This course meets M-Th 9-10:15, plus F 10:30 - 12:30.

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German 10AB
Lisa Parkes
MTWR 0900 AM - 1015 AM
Class Notes: This course meets M - Th 9 - 10, plus Friday 9 - 11:15.

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German 10AB Section: 2

Lisa Parkes
2019 Spring (8 Credits) Schedule: F 1030 AM - 1230 PM
MTWR 1030 AM - 1145 AM
Class Notes: This course meets M-Th10:30 - 11:45 plus F10:30-12:30.

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German 10B Section: 1
Lisa Parkes
and Internet activities. Students must complete both terms of this course (parts A and B) within the same

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Lisa Parkes

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Lisa Parkes

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Lisa Parkes

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German 20A
Intermediate German: Reading, Speaking, and Aural Comprehension (112920)
Lisa Parkes

Using an interactive discussion format, this third-semester language course offers systematic vocabulary-
building and a grammar review. The focus is on improving comprehension and speaking skills. Materials
include short fiction and drama, poetry, contemporary film, interactive lab work, and cultural materials from
German websites.
Course Notes: Conducted in German. Not open to auditors.
Class Notes: This course meets 9 - 10 a.m.

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HCOL: Foreign Lang Citation German

Intermediate German: Reading, Speaking, and Aural Comprehension (112920)
Lisa Parkes
Using an interactive discussion format, this third-semester language course offers systematic vocabulary-
building and a grammar review. The focus is on improving comprehension and speaking skills. Materials
include short fiction and drama, poetry, contemporary film, interactive lab work, and cultural materials from
German websites.
Class Notes: This course meets 10:30 - 11:30 a.m.

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German 20AB
Intermediate German (Intensive): Speaking, Listening Comprehension, Reading, and Writing (122029)
Lisa Parkes
MTWR 0900 AM - 1015 AM

A complete second-year course in one term for students with a basic knowledge of German. Focuses on
enhancing students' proficiency in all four skill areas with special emphasis on speaking/discussion.
Extensive vocabulary-building exercises, a thorough grammar review, and an introduction to various
cultural topics of the German-speaking countries through the use of literary and non-literary texts, Internet,
multimedia resources, and film.
Course Notes: Conducted in German. May not be taken Pass/Fail. Not open to
auditors.
Class Notes: Lisa Parkes and members of the Department.

This course meets M-Th 9 - 10:15 and
F 9 - 11:15.
Recommended Prep: German A, German Bab, a score of 450 or above on the Harvard
placement test, or permission of the instructor.

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German 20AB
Intermediate German (Intensive): Speaking, Listening Comprehension, Reading, and Writing (122029)
Lisa Parkes
MTWR 0900 AM - 1015 AM
A complete second-year course in one term for students with a basic knowledge of German. Focuses on
enhancing students' proficiency in all four skill areas with special emphasis on speaking/discussion.
Extensive vocabulary-building exercises, a thorough grammar review, and an introduction to various
cultural topics of the German-speaking countries through the use of literary and non-literary texts, Internet,
multimedia resources, and film.
auditors.
Class Notes: This course meets M - Th 9 - 10:15 a.m.

and F 9 - 11:15 a.m.
Recommended Prep: German A, German Bab, a score of 450 or above on the Harvard
placement test, or permission of the instructor.

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German 20B
Intermediate German: Speaking, Listening Comprehension, Reading, and Writing (111796)
Lisa Parkes
Continuation of German Ca. Discussion materials include literary and non-literary texts and film. Emphasis
on speaking proficiency and on strengthening writing skills. Course includes a review of selected
grammatical structures and exercises in vocabulary building.
auditors.
Prerequisite: German Ca or permission of the instructor.

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German 20B
Intermediate German: Speaking, Listening Comprehension, Reading, and Writing (111796)
Lisa Parkes
MW 0900 AM - 1000 AM
Continuation of German Ca. Discussion materials include literary and non-literary texts and film. Emphasis
on speaking proficiency and on strengthening writing skills. Course includes a review of selected
grammatical structures and exercises in vocabulary building.
auditors.
Prerequisite: German Ca or permission of the instructor.
Class Notes: This course meets 9 - 10 a.m.

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German 61
Advanced Grammar and Reading (122031)
Peter Burgard
Prerequisite to true fluency in German. Advanced language instruction through systematic study of the
rules of grammar, their nuances, and their exceptions. Application of this knowledge through the
meticulous reading and parsing of selections from sophisticated texts (Goethe, Kant, Kleist), as well as an
entire Nietzsche essay and Thomas Mann story, prepares students for courses and any work requiring
advanced German reading comprehension.

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German 63 Section: 1
Germany and Europe: Heimat, Exile, Return (160494)
Nadine Schwakopf
This course discusses 20th and 21st Century German culture and poetics in dialogue and dispute with its
European neighbors. Particular emphasis will be put on the effect of history on contemporary political,
cultural and historical issues. How did the rest of Europe react to the German unification? How does
Germany relate to its „Gastarbeiter" today? This course is designed to provide students with the ability to
gain insights into how personal and collective identity is constructed and problematized through art and
culture. In this interdisciplinary course we will work with a variety of written genre (poetry, short stories,
plays, essays, journalistic non-fiction), as well as visual art, architecture, and film. We will take a cultural
studies approach to understanding how to read effectively and interpret textual and visual materials.
Conducted in German.

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German Drama and Theater (207676)
Lisa Parkes
Close reading, analysis, and full production of a play in German. The first part provides an introduction to a
small selection of dramas, dramatic theory, the vocabulary of theater, as well as intensive pronunciation
practice. The second part focuses on the rehearsal and production of a German play. Students participate
on stage and collaborate on different aspects of the production, including costumes, set, sound, and
program. Two performances take place at the end of term. Conducted in German.

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German 90R
Germanic Language Tutorial: Dutch (109271)

Individualized study of a Germanic language not ordinarily taught. Contact hours with language tutor.
Emphasis on literacy.

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FAS: Meets Foreign Lang Req Dutch
German 90R Section: 1

Germanic Language Tutorial: Dutch (109271)
Lisa Parkes
Individualized study of a Germanic language not ordinarily taught. Contact hours with language tutor.
Emphasis on literacy.

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German 91R
Lisa Parkes
Course Notes: Permission of the Director of Undergraduate Studies is required.
Class Notes: Lisa Parkes

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German 91R
Lisa Parkes
Course Notes: Permission of the Director of Undergraduate Studies is required.
Class Notes: Lisa Parkes

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German 99A
Lisa Parkes
Open to concentrators writing an honors thesis under faculty supervision. Students are expected to enroll
for the entire year. Permission of the Director of Undergraduate Studies is required. Part one of a two-part
series.

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German 99B
Nicole Suetterlin
for the entire year. Permission of the Director of Undergraduate Studies is required. Part two of a two-part
series.

Attribute Value(s)
German 101
German Literature, Culture, and Society (159603)
Nadine Schwakopf
This course examines the major social-political trends and tensions that have informed literature and
culture in the German-speaking countries. Students will develop the language skills to discuss, analyze,
and interpret a variety of texts and cultural phenomena from the 18th to the 21st centuries, with special

attention to social theory and political critique. Our readings and discussions are organized around pairs of
thinkers who address the same issues from a different time, place, angle, or genre. Further emphasis is
placed on the history of ideas and how it contributes to current issues and debates. Paired readings may
include Kant and Kleist, Freud and Kafka, Benjamin and Brecht, Böll and Celan, Seghers and Wolf.
Course Notes: Readings and discussion in German.

Attribute Value(s)

German Literature, Art, and Thought (159710)
Nicole Suetterlin
This course explores the major trends and tensions that have informed German literature, art and thought
from the 18th to the 21st centuries. In addition to developing the language skills to discuss, analyze and
interpret literature, students will explore the rich cultural tradition in the German-speaking countries and its
continued relevance for the world.
Topics include: Enlightenment; Dark Romanticism or the German Gothic; decadence; media revolution
1900; Third Reich; GDR surveillance; Cold War; German reunification; remembering the Holocaust/ memory
politics; rise of right-wing populism (AfD); ecological revolution. Figures include: Lessing, Goethe, Schiller,
Wagner, Nietzsche, Freud, Einstein, Brecht, Celan, Dürrenmatt, Wolf, Draesner, Horn.
Note: Readings and discussions in German.

Attribute Value(s)
German 120
The Age of Goethe (115190)
Peter Burgard
Major movements in German literature and thought from the mid-18th to early 19th century: Enlightenment,
Sentimentalism, Storm and Stress, Classicism, Romanticism. Readings include Kant, Klopstock, Lessing,
Goethe, Lenz, Schiller, Hölderlin, Kleist, Schlegel, Novalis. This course meets 12-2:15.

Course Notes: Readings in German, discussions in English.
Class Notes: This class meets 12-2:15.

Attribute Value(s)

German 139. Understanding Wagner's Ring (207644)
Alexander Rehding
This course brings together Wagner's music and the political philosophy that informs it. Wagner's
monumental tetralogy Der Ring des Nibelungen (1876), a complex allegory of power and redemption, has
long been recognized as an intensely political work, whose stagings often focus on the politics articulated
in the opera, whether it is socialism, totalitarianism, or environmental destruction. (Musical literacy is
helpful but not required.)
Course Notes: This course is equivalent to Music 193r. Credit may be earned for
German 139 or Music 193r, but not both.
Class Notes: This course meets 12 - 2 p.m.

Attribute Value(s)

German Social Thought, Nietzsche to Habermas (126545)
Peter Gordon
A philosophical and historical survey of major debates in modern German social theory over the span of a
century, from Nietzsche's anti-foundationalist critique of morality and truth to Habermas's attempt to
rebuild a pragmatic-transcendentalist theory for ethical and discursive reason after the collapse of
metaphysics. Readings by Nietzsche, Weber, Heidegger, Adorno, Horkheimer, and Habermas.
Course Notes: This course is equivalent to German 140. Credit may be earned for
History 1323 or German 140, but not both.

Attribute Value(s)

Nietzsche (115710)
Peter Burgard
Readings and discussion of Nietzsche's major works in translation and in chronological order: The Birth of
Tragedy; On Truth and Lie in an Extra-Moral Sense; Untimely Meditations; Human, All Too Human; The Gay
Science; Thus Spoke Zarathustra; Beyond Good and Evil; On the Genealogy of Morals; Twilight of the Idols
; The Antichrist; and Ecce Homo.
Course Notes: No knowledge of German required. All readings and discussions in

English. Consent of instructor required. Preference given to those who
request and receive consent early; requests can be made before your
advisor's hold on your study card is released. Please email Professor
Burgard with any questions. Class will meet from 12:00pm-2:15pm.

Attribute Value(s)
German 151
Kafka in Context (110930)
Judith Ryan
Close readings of Kafka's novels and stories, with some attention to a selection from his diaries and letters.
Attempts to situate Kafka's works in relation to the cultural context in which they originated. Some
attention also to Kafka's impact on later writers; students may explore this aspect in their final papers.
Course Notes: No knowledge of German required. Readings and discussions in

English; German concentrators read and discuss the works in the
original.

Attribute Value(s)

Shaping National Identity: Cultural Trauma in Germany and the U.S. (207646)
Nicole Suetterlin
Explores how the catastrophic events of World War II, persecution, and segregation have shaped the
identity of present-day Germany and the U.S., respectively. The course focuses on the so-called "ethical
turn in memory culture," a recent global shift in remembrance strategies that initiated an unprecedented
emphasis on commemorating the victims rather than the heroes of war, violence, and injustice. Post-1989
Germany proved a leader in this shift, though its controversial "memory politics" (Erinnerungspolitik) has
faced increasing criticism from right-wing movements in recent years. Do we find a similar dynamic in the
way the U.S. addresses its own traumatic past? What are the strategies by which a cultural identity has
been reconstituted in post-Holocaust Germany and in post-segregation America? What challenges lie still
ahead of us in this ongoing process of reconstitution and reconciliation? The goal of this course is to
examine how the new memory ethics actively shapes the way in which Germans and Americans construct
their identity today. To this end we investigate discussions of the Holocaust, slavery and segregation in
German and American literature, film, art, journalism, and philosophy. Reading materials include Christa
Wolf, Günter Grass, W.G. Sebald, James Baldwin, Toni Morrison, Hannah Arendt, Judith Butler, Bryan
Stevenson.
Course Notes: Readings and discussions in English. Original German texts available
upon request. Open to Graduate Students with permission of
instructor.

Attribute Value(s)

Realism, Fantasy, and the Grotesque: Hoffmann and Balzac (207649)
John T. Hamilton
A close reading of select works by E.T.A. Hoffmann and his reception in the work of Balzac focuses on
Realism's indebtedness to the imaginative realms of the fantastic and the grotesque. Topics: music and
inspiration; societal decadence and caricature; magic and the uncanny; experience, observation and
expression.
Course Notes: This course is equivalent to Comparative Literature 174. Credit may be
earned for German 174 or Comp. Lit. 174, but not both.

Attribute Value(s)


Introduction to Middle High German Language, Literature, and Culture (114072)
Racha Kirakosian
This graduate course introduces MHG as a language. Grammar and historical linguistics get covered
through work material. Readings include verse epics by Wolfram von Eschenbach, and the final paper
needs to engage with one or several of Wolfram's works.
Course Notes: Open to graduate students from other departments who wish to learn
to read medieval and early modern German for research.
Recommended Prep: A reading knowledge of German.

Attribute Value(s)

Digital Medieval Mary Magdalene: Paleography and Text-Editing (205187)
Racha Kirakosian
The goal of this course is two-fold: in terms of research results, we will work on an interactive online
edition of a medieval Mary Magdalene legend transmitted in the Lower Rhine area; in terms of teaching
practice, it will train graduate and undergraduate students in paleography, editing, and coding. Source
material includes Medieval Latin, Middle Dutch, and other medieval Germanic dialects.

Attribute Value(s)

Adorno's Aesthetic Theory: Seminar (207527)
Peter Gordon

This graduate-level interdisciplinary seminar will address the philosophical, historical,

sociological, and aesthetic questions raised by the Frankfurt School social theorist and
philosopher Theodor W. Adorno in his posthumously-published masterpiece Aesthetic Theory
(1970). Our chief task will be to come to a better understanding of this notoriously difficult work
by examining its place in past and present debates over the relationship between art and society.
Topics include: the possibility of poetry after Auschwitz, the debate with Walter Benjamin over
the status of the "aura", the problem of artistic political engagement, and the dialectic between
the culture-industry and "autonomous art."

Attribute Value(s)

Dichten und Denken: Heidegger and the Poets. (207650)
John T. Hamilton
The seminar reads Heidegger's poetological essays both in relation to his larger philosophical project and
against the poets he studies: Hölderlin, Mörike, Trakl, and Rilke. Topics include: the nature or essence of
poetic discourse; the tension between philosophy and poetry; phenomenology and philosophical
hermeneutics; surface reading and depth; the poetics of etymology; and other related themes. Readings in
German, with discussion in English.

Attribute Value(s)
German 291
Questions of Theory (205260)
John T. Hamilton
Jeffrey Schnapp
The seminar is built around a sequence of fundamental questions regarding the literary disciplines, their
history and epistemology. Discussions are instigated by readings in philology, stylistics, the history of

ideas, semiotics, structuralism, psychoanalysis, post-structuralism, film theory, genetic criticism, literary
sociology, cultural studies, and digital humanities.

Attribute Value(s)
German 300
Dissertation (113307)
Peter Burgard
Stephen Mitchell
Eric Rentschler
Judith Ryan
Nicole Suetterlin
Maria Tatar
Class Notes:
Peter J. Burgard 2217, Eric Rentschler 2325, Judith Ryan 1135, Maria
Tatar 3645, and Markus Wilczek 5863

Attribute Value(s)
German 300
Peter Burgard
Class Notes:
Peter J. Burgard 2217, Eric Rentschler 2325, Judith Ryan 1135, Maria
Tatar 3645, and Markus Wilczek 5863

Attribute Value(s)

John T. Hamilton

Attribute Value(s)

John T. Hamilton

Attribute Value(s)

Racha Kirakosian

Attribute Value(s)
Racha Kirakosian

Attribute Value(s)

Stephen Mitchell

Attribute Value(s)

Stephen Mitchell

Attribute Value(s)


Eric Rentschler

Attribute Value(s)

Eric Rentschler

Attribute Value(s)

Judith Ryan

Attribute Value(s)

Judith Ryan

Attribute Value(s)

Nicole Suetterlin

Attribute Value(s)

Nicole Suetterlin

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Maria Tatar

Attribute Value(s)
Maria Tatar

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German 310
Teaching (208304)
Peter Burgard

Attribute Value(s)

Teaching (208304)
Peter Burgard

Attribute Value(s)
German 320
Course-Related Work (208305)
Peter Burgard

Attribute Value(s)

Course-Related Work (208305)
Peter Burgard

Attribute Value(s)
German 330
Research-Related Work (208306)
Peter Burgard

Attribute Value(s)
German 330
Research-Related Work (208306)
Peter Burgard

Attribute Value(s)
Subject: Scandinavian
Scandinavian 55 Section: 1
One Hundred Years of Scandinavian Cinema (159715)

M 1200 PM - 0245 PM
This course explores Scandinavian cinema from the pioneers of the silent era to the globally successful hit
films of the present day. Students will trace the development of Scandinavian cinema through the films of
directors such as Viktor Sjöström, Carl Th. Dreyer, Lars von Trier, Ingmar Bergman and Lukas Moodysson
and discover the profound influence the region's films have had, and continue to have, on filmmaking in
America and the world.
Class Notes: Class meets M 12:00-2:45 pm and W 12:00-1:15 pm.

Attribute Value(s)
Scandinavian 90R
Scandinavian Language Tutorial (126651)
Agnes Broome
Individualized study of a Scandinavian language at the elementary, intermediate and advanced levels.
Contact hours with language coach. Emphasis on literacy. Any language not listed as a course is taught
under this number.
Class Notes: For instruction in languages that are not listed (for example, modern

Icelandic or Faroese), please consult the Director of Undergraduate
Studies for Scandinavian. Not open to auditors.
Maja Marsling Backvall and members of the Department

Attribute Value(s)
FAS: Meets Foreign Lang Req Danish
Scandinavian 90R
Scandinavian Language Tutorial (126651)
Agnes Broome
Individualized study of a Scandinavian language at the elementary, intermediate and advanced levels.
Contact hours with language coach. Emphasis on literacy. Any language not listed as a course is taught
under this number.
Class Notes: For instruction in languages that are not listed (for example, modern
Icelandic or Faroese), please consult the Director of Undergraduate
Studies for Scandinavian. Not open to auditors.
Maja Marsling Backvall and members of the Department

Attribute Value(s)
Scandinavian 90R.A
Danish (126647)
Agnes Broome
T 0600 PM - 0659 PM
Individualized study of Danish at the elementary, intermediate and advanced levels. Contact hours with
language coach. Emphasis on literacy.

Class Notes: This course is offered only when there is demonstrated curricular and
of Undergraduate Studies for Scandinavian for more information. Not
open to auditors.
Hours to be Arranged

Attribute Value(s)
Scandinavian 90R.A
Danish (126647)
Agnes Broome
Topic: Beginning Danish
open to auditors.

Attribute Value(s)
Scandinavian 90R.A Section: 002

Danish (126647)

Agnes Broome
Topic: Intermediate Danish

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Danish (126647)
Agnes Broome
Topic: Advanced Danish

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Danish (126647)
Agnes Broome
Rune Aabo
T 0730 PM - 0829 PM
Topic: Advanced Danish

Attribute Value(s)
Scandinavian 90R.B
Finnish (126649)
Agnes Broome
Individualized study of Finnish at the elementary, intermediate, and advanced levels. Contact hours with a
open to auditors.

Attribute Value(s)
FAS: Meets Foreign Lang Req Finnish
Scandinavian 90R.B
Finnish (126649)

Agnes Broome
open to auditors.

Attribute Value(s)
Scandinavian 90R.B Section: 2

Finnish (126649)
Agnes Broome

Attribute Value(s)
Scandinavian 90R.C
Norwegian (126650)

Agnes Broome
Individualized study of Norwegian at the elementary, intermediate and advanced levels. Contact hours with
open to auditors.

Attribute Value(s)
FAS: Meets Foreign Lang Req Norwegian
Scandinavian 90R.C
Norwegian (126650)
Agnes Broome
Individualized study of Norwegian at the elementary, intermediate and advanced levels. Contact hours with
open to auditors.

Attribute Value(s)
FAS: Meets Foreign Lang Req Norwegian
Scandinavian 91R

M 0430 PM - 0545 PM
Course Notes: Permission of the Director of Undergraduate Studies for Scandinavian

required.

Attribute Value(s)
HCOL: Foreign Lang Citation Swedish
Scandinavian 91R
Agnes Broome
M 1200 PM - 0115 PM

required.

Attribute Value(s)
Scandinavian 97
Agnes Broome
Group or individual tutorial designed to supplement course work and acquaint students with appropriate

analytical methods.
Course Notes: Open to concentrators in the Scandinavian option. Permission of the

Director of Undergraduate Studies for Scandinavian required.

Attribute Value(s)
Scandinavian 97
Agnes Broome
Group or individual tutorial designed to supplement course work and acquaint students with appropriate
analytical methods.
Course Notes: Open to concentrators in the Scandinavian option. Permission of the

Director of Undergraduate Studies for Scandinavian required.

Attribute Value(s)
Scandinavian 98
Agnes Broome
Group or individual tutorial designed to supplement course work and to develop analytical techniques.

required.

Attribute Value(s)

Scandinavian 98
Agnes Broome
Group or individual tutorial designed to supplement course work and to develop analytical techniques.

required.

Attribute Value(s)
Scandinavian 99A
Agnes Broome
for the entire year. Part one of a two part series.

required.

Attribute Value(s)
Scandinavian 99B
Agnes Broome
for the entire year. Part two of a two part series.

required.

Attribute Value(s)
Scandinavian 191R
Agnes Broome
Advanced readings in topics not covered in regular courses.

Attribute Value(s)
Scandinavian 191R
Stephen Mitchell
Advanced readings in topics not covered in regular courses.

Attribute Value(s)
Scandinavian 300
Special Reading Programs and Research Problems for Advanced Students (131310)
Agnes Broome

Class Notes:

Attribute Value(s)
Scandinavian 300
Stephen Mitchell
Class Notes:

Attribute Value(s)
Subject: Swedish
Swedish 10A
Beginning Swedish Language and Literature (121412)
Agnes Broome
A basic course focusing on listening, speaking, reading, and writing skills. During fall term, pronunciation
and listening comprehension will be emphasized, as well as regular writing assignments. Literary, film,
music and other cultural texts will be introduced relatively early on. By semester's end, students will have
achieved a basic literacy in everyday Swedish.
Class Notes: M. through Th., at 9

Attribute Value(s)
FAS: Meets Foreign Lang Req Swedish
Swedish 10A Section: 002

Agnes Broome
A basic course focusing on listening, speaking, reading, and writing skills. During fall term, pronunciation
and listening comprehension will be emphasized, as well as regular writing assignments. Literary, film,
music and other cultural texts will be introduced relatively early on. By semester's end, students will have
achieved a basic literacy in everyday Swedish.

Attribute Value(s)
Swedish 10B
Agnes Broome
MWR 0900 AM - 1015 AM
Continuation of the basic course focusing on a basic mastery of listening, speaking, reading, and writing
skills. During spring term, the emphasis is on more advanced conversation and an exploration of Sweden's
culture and civilization through selected texts and video. By semester's end, students will be able to carry
on conversations in everyday Swedish, read news articles, and write letters and produce substantial
creative work.
Class Notes: M. through Th., at 9

Attribute Value(s)

Swedish 10B Section: 002
Agnes Broome
MWR 1030 AM - 1145 AM
Continuation of the basic course focusing on a basic mastery of listening, speaking, reading, and writing
skills. During spring term, the emphasis is on more advanced conversation and an exploration of Sweden's
culture and civilization through selected texts and video. By semester's end, students will be able to carry
on conversations in everyday Swedish, read news articles, and write letters and produce substantial
creative work.

Attribute Value(s)
Swedish 20A
Intermediate Swedish: Childhood in Swedish Literature and Culture (112472)
Agnes Broome
Sweden and Swedish Finland have produced some of the most translated and beloved works of children's
fiction in the world. In this intermediate Swedish language course, we will review the essentials of Swedish
grammar and vocabulary as we explore some of these classic works of children's fiction, film, and comic
books and the aspects of Swedish culture they illuminate. The final project for this class involves
producing your own work of children's fiction or film.
Course Notes: Conducted in Swedish. Not open to auditors.
Prerequisite: Swedish Ab or equivalent.
Recommended Prep: Swedish Ab or equivalent.

Attribute Value(s)

Swedish 20B Section: 1
Intermediate Swedish (203488)
Agnes Broome
Continuation of Swedish 20a. Focuses on enhancing students' proficiency in all four skill areas with special
emphasis on speaking/discussion and the control of different discourse registers. Extensive vocabulary-
building exercises, a thorough grammar review, and an introduction to various Swedish cultural topics and
current affairs through the use of literary and non-literary texts, multimedia resources, and the news.
Course Notes: Conducted in Swedish. Prerequisite: Swedish 20a or equivalent.

Attribute Value(s)
Subject: Germanic Philology
Germanic Philology 280

Approaches to Foreign Language Teaching (205603)
Lisa Parkes
A practical and theoretical introduction to foreign language instruction. Emphasis on historical and current
theories of second language acquisition and their implications for the methods of teaching foreign
language, culture, and literature.

Attribute Value(s)

Peter Burgard
Class Notes:
Jay Jasanoff 1661

Attribute Value(s)

Peter Burgard
Class Notes:
Jay Jasanoff 1661

Attribute Value(s)
Subject: Germanic Studies
Germanic Studies 172 Section: 1

The Heroic Epic in Northern Europe (207651)
Stephen Mitchell
Examines the principal heroic monuments of northern Europe, including Beowulf, Waltharius, The Lay of
Hildebrand, The Lay of the Nibelungs, The Saga of the Volsungs, and the Sigurd poetry of the Poetic edda,
and their interpretations Considers the relationship of epic poetry to tradition,orality, and writing, to
populations, to proto-nationalism, to cultural institutions, to the Otherworld, and to the shaping of an heroic
ideal.
Course Notes: Enrollment limited to 12. Preference given to students in GLL and
Folklore & Mythology.
Class Notes: No auditors

Attribute Value(s)

Global Health and Health Policy
Subject: Global Health & Health Policy
Global Health & Health Policy 50

The Quality of Health Care in America (114957)
Ashish Jha
Anupam Jena
Offers information and experiences regarding most important issues and challenges in health care quality.
Overview of the dimensions of quality of care, including outcomes, overuse, underuse, variation in practice
patterns, errors and threats to patient safety, service flaws, and forms of waste. Each session focuses on
one specific issue, exploring patterns of performance, data sources, costs, causes, and remedies. Explores
desirable properties of health care systems that perform at high levels in many dimensions of quality.
Course Notes: Lotteried course, enrollment limited to 62.

Attribute Value(s)

Negotiation and Conflict Management: From the Interpersonal to the International (107669)
Daniel Shapiro
How can you best negotiate conflict in your own life? How should policymakers negotiate global conflict?
Around the world, conflict imposes profound direct and indirect costs on global health and individual well-
being, ranging from death and injury to trauma, loss of social networks, and destabilization of political
systems. Rather than focusing on how to address the aftermath of conflict and violence, this course
examines theory and practical methods to prevent destructive conflict. We explore conceptual frameworks
from which to negotiate its substantive, emotional, and identity-based dimensions, and students apply
these methods to real-life dilemmas, ranging from interpersonal disputes between friends to international
conflict in the Middle East and elsewhere. This highly interactive course aims to improve students'
understanding of conflict and their skill in resolving it, drawing on a variety of learning methodologies
including interactive lectures, case simulations, analysis of real-life conflicts, and self-reflection exercises.

Attribute Value(s)

Global Response to Disasters and Refugee Crises (161268)
Stephanie Kayden
Michael VanRooyen
Climate change, urbanization, and conflict mean that global disasters are on the rise. How should the world
respond when disasters force people from their homes? How can we better help the world's refugees?
This course examines the past, present, and future of the international humanitarian response system. We
will explore how Doctors Without Borders, the United Nations, the Red Cross, and other aid agencies came
to be and how global response standards, international humanitarian law, and new technologies are
shaping worldwide disaster relief.
Through interactive discussions and case studies, students will learn how aid workers interact with
governments, militaries, and civil society to provide refugee aid. At the end of the course, students can
choose to live the refugee experience during a large-scale, weekend outdoor simulated humanitarian
response training program together with other students and professional aid workers from around the
world.

Attribute Value(s)

David Cutler
Supervised reading leading to a long term paper on a topic or topics not covered by regular courses of
instruction.
Course Notes: May not be taken Pass/Fail. To enroll in the course, a written proposal
and signature of advisor and chair of GHHP Committee is required.
Refer to GHHP website for enrollment requirements and instructions:
https://ghhp.fas.harvard.edu/ghhp-91

Attribute Value(s)

David Cutler
Supervised reading leading to a long term paper on a topic or topics not covered by regular courses of
instruction.
Course Notes: May not be taken Pass/Fail. To enroll in the course, a written proposal
and signature of advisor and chair of GHHP Committee is required.
Refer to GHHP website for enrollment requirements and instructions:
https://ghhp.fas.harvard.edu/ghhp-91

Attribute Value(s)

Research in Global Health and Health Policy (123102)
David Cutler
Global health and health policy are interdisciplinary fields that apply the theories and methods of statistics,
sociology, political science, economics, management, decision science, and philosophy to the study of
population health and health care. Research from these fields influences policymaking in a variety of
settings. For example, the Patient Protection and Affordable Care Act (ACA) drew upon health policy
research to develop programs for improving access and quality of care in the United States. Similarly,
global health research guides international institutions, such as the World Health Organization, in
determining health guidelines for all countries. Global health and health policy research can also inform
practices inside hospitals, initiate programs for diseases like HIV, and regulate the food and drug
industries. This course introduces the fundamentals of research design and methods in global health and
health policy and assists students in developing research projects and crafting policy recommendations
that can impact health care systems and public health.
Course Notes: This course fulfills the research requirement of the Secondary Field in
Global Health and Health Policy and enrollment is ordinarily limited to
seniors in the GHHP Secondary Field. Underclass GHHP students may
petition to take the course if all other Secondary Field requirements
have been met. Course is primarily taught by graduate students in the
PhD in Health Policy program and guest lecturers. May not be taken
pass/fail.

Attribute Value(s)
Global Health & Health Policy 99 Section: 002

Research in Global Health and Health Policy (123102)
David Cutler
Global health and health policy are interdisciplinary fields that apply the theories and methods of statistics,
sociology, political science, economics, management, decision science, and philosophy to the study of
population health and health care. Research from these fields influences policymaking in a variety of
settings. For example, the Patient Protection and Affordable Care Act (ACA) drew upon health policy
research to develop programs for improving access and quality of care in the United States. Similarly,
global health research guides international institutions, such as the World Health Organization, in
determining health guidelines for all countries. Global health and health policy research can also inform
practices inside hospitals, initiate programs for diseases like HIV, and regulate the food and drug
industries. This course introduces the fundamentals of research design and methods in global health and
health policy and assists students in developing research projects and crafting policy recommendations
that can impact health care systems and public health.
Course Notes: This course fulfills the research requirement of the Secondary Field in
Global Health and Health Policy and enrollment is ordinarily limited to
seniors in the GHHP Secondary Field. Underclass GHHP students may
petition to take the course if all other Secondary Field requirements
have been met. Course is primarily taught by graduate students in the
PhD in Health Policy program and guest lecturers. May not be taken
pass/fail.

Attribute Value(s)

Government
Subject: Government
Government 10
Foundations of Political Theory (124414)
Eric Beerbohm
This course investigates the central problems of political theory that concern the justification of
democracy. Is democratic rule the uniquely just form of collective decision-making? What political
institutions best express the democratic values of equality, deliberation, and participation? What are the
moral responsibilities of citizens - whose representatives exercise political power in their name? Is
democracy a human right? Readings integrate contemporary work in political philosophy with canonical
thinkers, including Plato, Aristotle, Rousseau, and J.S. Mill.
Education requirement for Ethical Reasoning.
Class Notes: theory_subfield

Attribute Value(s)
Government 20
Foundations of Comparative Politics (117853)
Steven Levitsky
Provides an introduction to key concepts and theoretical approaches in comparative politics. Major themes
include the causes of democratization, economic development, ethnic conflict, and social revolutions; as
well as the role of the state, political institutions, and civil society. Examines and critically evaluates
different theoretical approaches to politics including modernization, Marxist, cultural, institutionalist, and
leadership-centered approaches. Compares cases from Africa, Asia, Europe, Middle East and Latin America
to provide students with grounding in the basic tools of comparative analysis.
Class Notes: comparative_subfield

Attribute Value(s)
Government 30
American Government: A New Perspective (111813)
Paul Peterson
Provides an overview of contemporary American politics. It analyses the way in which recent changes in
elections and media coverage have helped shape key aspects of American government, including the
courts, Congress, and the Presidency, the workings of interest groups and political parties, and, also, the
making of public policy. Permanent political campaigns have altered governmental institutions and
processes. The course explains how and why.
Education requirement for United States in the World. This course
fulfills the requirement that one of the eight General Education courses
also engage substantially with Study of the Past.
Class Notes: american_subfield

Attribute Value(s)
Government 40
International Conflict and Cooperation (126258)
Robert Chaudoin
This course is an introduction to the analysis of the causes and character of international conflict and
cooperation. The course begins with a foundational review of the different levels at which states interact

and the primary theoretical paradigms in the field. It then addresses how states achieve cooperation in the
face of international anarchy. The course next addresses basic bargaining theory, which uses insights from
economics to explore how bargaining breakdowns, commitment problems, and incomplete information can
lead to war. Thereafter we examine three popular topics in contemporary international relations research:
the roles that psychology, leaders, and domestic politics play in explaining international conflict and
cooperation. We will also look at international organizations/law, terrorism, trade, foreign aid, international
development, and climate change.
Education requirement for Societies of the World. This course fulfills
the requirement that one of the eight General Education courses also
Class Notes: IR_subfield
Class Notes: Enrollment is determined by a lottery.

Attribute Value(s)
Government 50
Introduction to Political Science Research Methods (123443)
Matthew Blackwell
This class will introduce students to techniques used for research in the study of politics. Students will
learn to think systematically about research design and causality, how data and theory fit together, and
how to measure the quantities we care about. Students will learn a `toolbox' of methods---including
statistical software---that enable them to execute their research plans. This class is highly recommended
for those planning to write a senior thesis.
Course Notes: This course must be taken for letter grade.

Attribute Value(s)

Government 61
Research Practice in Quantitative Methods (108286)
Jon Rogowski
This course focuses on the application of quantitative methods to the study of political
phenomena. It is appropriate for students interested in quantitative approaches to
political research, and is especially relevant for students who wish to conduct
quantitative research for senior theses. We will discuss the formulation of research
questions, fundamental principles of research design, and the practical application of
quantitative methods for questions in all fields of political science. The course will
culminate with students preparing an original research prospectus that applies the
methods and tools discussed in the course and provides the foundation for senior
thesis research.
Recommended Prep: Gov 50 or equivalent.

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Government 62
Research Practice in Qualitative Methods (108287)
George Soroka
With the goal of preparing students to undertake original research, this course introduces students to basic
principles and tools of qualitative research in the social sciences. Focus is on comparative research design
and the principal tools of qualitative research. Topics examined include the pitfalls of selection bias, the
logic of causal inference, measurement and conceptualization, and the potential of mixed methods.
Research techniques covered are process tracing, analytic narratives, natural experiments, archival
research, interviews, and ethnography.

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Government 63
Topics and Resources in Political Theory (108285)
Michael Rosen
This course introduces students to the most important debates in contemporary English-language political
theory, centered on questions of justice, equality and rights. We then turn to topics that reflect the
individual interests of students who enroll. The course is designed to help participants to make the
transition from being critical readers of political thought to being independent contributors to debate. It will
be especially useful for those considering writing a thesis in political theory.

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Government 91R
Nara Dillon
Supervised reading leading to a term paper in a topic or topics not covered by regular courses of
instruction.
Course Notes: Limited to juniors and seniors. Does not count for concentration credit.
Offered at the discretion of the individual instructors. Written proposal
and signature of Director of Undergraduate Studies required.

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Government 91R
Cheryl Brown Welch
Supervised reading leading to a term paper in a topic or topics not covered by regular courses of
instruction.

Course Notes: Limited to juniors and seniors. Does not count for concentration credit.
Offered at the discretion of the individual instructors. Written proposal
and signature of Director of Undergraduate Studies required.

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Government 92R
Faculty Research Assistant (108639)
Nara Dillon
Class Notes: Cheryl Welch, and members of the Department

Attribute Value(s)
Government 92R
Faculty Research Assistant (108639)
Cheryl Brown Welch
Class Notes: Cheryl Welch, and members of the Department

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Government 93B
Technology Science Practicum (207920)

Latanya Sweeney
This practicum is a capstone to the Technology Science Program, designed to give students the
opportunity to conduct original research and write a publication-ready research paper. In consultation with
the instructor, students select a concrete technology-society conflict to address, produce autonomous
research to analyze it, and provide a set of actionable recommendations or produce appropriate technology
to solve it. Throughout the semester, students receive feedback both from their peers and the instructor to
aid the development of their projects. Class meetings include the development of writing schedules,
discussions focused on framing, analysis, methodology, and peer-review of student projects. Emphasis is
placed on issue spotting, academic story-telling and research framing for maximum impact. The course
culminates with a formal presentation of the students' projects and papers.
Requirements: Prerequisite: GOV 1430

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Government 94AU
Political Economy (109742)
Torben Iversen
Examines modern theories of political economy and their applications to macro problems in advanced
democracies. Why do some governments and countries generate better economic performance than
others? Why are some economies more egalitarian than others? How do politicians manipulate the
economy for partisan gain, and how are politicians constrained by institutions and the global economy? We
seek to answer these questions using the most promising theories in political science and economics.

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Government 94BH
Ethics and Public Policy (203517)
Eric Beerbohm

This course examines the moral and philosophical dimensions of public policy and policymaking. It
considers the diversity of objections that citizens may raise to democratically-enacted laws, including the
wrongs of coercion, deception, and manipulation. Cases will include legislative gamesmanship, pork-barrel
politics, and public policies that bear on income inequality, climate change, and military intervention.
Class Notes: Undergraduate seminar. Enrollment by lottery. Please see Gov

Dept undergraduate website for details.

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Government 94CA
Casino Capitalism: Gambling, Finance, and the Ethics of Speculation (156441)
Michael Sandel
Is casino gambling morally objectionable? What about financial speculation? Are they morally on a par?
The seminar will explore ethical controversies about various risk-taking activities, from lotteries to life
insurance to hedge funds.

https://undergrad.gov.harvard.edu/gov-94-seminars

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Government 94CM
International Law and International Organizations (205268)
Christoph Mikulaschek
This seminar is an introduction to international law and international organizations for students of
international relations. Why do states conclude treaties and establish international organizations - and what
determines their institutional design? When and how do international institutions promote cooperation
between states? What is their effect on domestic politics? We survey recent international relations
scholarship on these and similar questions and conduct case studies in the security, economic, and

environmental policy areas.


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Government 94CP
Political Economy of the Environment (207736)
Alexander Gard-Murray
This course will apply the tools of political economy to the study of environmental policymaking, both in
the United States and around the world. How are different interests represented in the creation and
implementation of environmental policy? What makes some countries more active on environmental
issues? When do businesses choose to support environmental action? Why do some kinds of
environmental problems seem easier to solve than others? We will study these questions with a range of
contemporary and historical case studies, drawing on both the academic literature and accounts from
activists, lobbyists, and policymakers.
Class Notes: Undergraduate seminar. Enrollment by lottery. Please see Gov Dept
undergraduate website f
Course taught 3-5 by Alexander Gard-Murray

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Government 94CT
The Governance and International Politics of World Regions (207723)
Timothy Colton
This class investigates patterns of interaction, integration, and identity construction in contemporary world
regions; political, economic, and cultural explanations for why outcomes vary across regions; and regions
as competitive arenas and proving grounds for established and rising powers. In addition to general and
theoretical questions, the course will consider the experience of specific regions, including Europe,

Southeast Asia, South Asia, the Middle East, South America, the Caribbean, and post-Soviet Eurasia
undergraduate website for details.
Undergraduate seminar. Enrollment by lottery. Please see Gov Dept

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Government 94DN
Mapping Social and Environmental Space (123501)
Jill Kelly
This seminar will use mapping as a methodological technique to examine social and environmental issues.
Students will be expected to use mapping software to examine spatial data for a location and topic of their
choice for their final paper. Weekly discussions will be conducted in class on various mapping related
topics. References will range from books like "How to lie with Maps" to current journal articles examining
the use of GIS in social science.

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Government 94ES
New European democracies: the Spanish democratic revolution in a comparative perspective (156725)
Jose Martinez sierra
This seminar aims to develop an in-depth understanding of modern Democracy's discontent through the
Spanish case study in a comparative perspective. We will scrutinize the rise of social movements and new
political parties and leaders (Trump, Sanders, Ocasio-Cortez, Salvini or Pablo Iglesias) and new ways of
political communication, and how traditional parties and are reacting to the challenges these new actors
pose for them.
To understand this process, we will analyze the different factors that have led the system to a crisis of

legitimacy: inequality, political and institutional corruption, austerity, territorial tensions and the role of
international institutions including the European Union.
In 40 years, Spain has gone from being an exemplary model of transition to democracy to an example of
radical sociopolitical change driven by disaffection with political and economic elites. Disenchantment has
led to political reaction and counter-reaction which resulted in the rise of three new political parties at the
national level: first Podemos and Ciudadanos and now Vox. The first two have entered government in the
biggest cities (Barcelona, Madrid and Valencia) and have considerable influence at the regional level. Vox, a
far-right political party, is now an influential player in the Andalusian government after obtaining 11% of
votes in the Andalusian parliament elections and with polls signaling that they are on the rise at the
national level.
Are we facing the European version of the Trump phenomenon in which radicality on one extreme only
generates a radical response at the other end? Can citizens really change the establishment agendas or, on
the contrary, can the elites still manage to implement the Lampedusa's dictum: "everything must change so
that everything can remain the same"?
Course Notes: This course will be conducted in Spanish.


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Government 94GK
The Politics and Ethics of Medical Care (109731)
Gabriel Katsh
This course is an introduction to medical ethics and the ways in which political theory can inform our
understanding of the moral and political dimensions of medical care. Using case studies as a launching
point, we will explore ideas about autonomy, paternalism, beneficence, and distributive justice, and their
application to issues such as informed consent, euthanasia, the right to refuse care, the distribution of
scarce resources, and conflicts between patient rights and the public good.

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Government 94GM
Politics of Climate Change (207733)
Alexander Gard-Murray
This course will explore the political problems involved in mitigating and adapting to global climate
change. We will draw on both the empirical and normative political literatures, as well as climate science
and economics, to approach key questions about climate politics. What do we owe to the future and to
people elsewhere? What are the costs of different policy options, and how should they be distributed?
How have different governments responded, and what factors shape their responses? What role do
international treaties, social movements, and public opinion play? And what can or should be done to
change our current trajectory?


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Government 94GY
Transitional Justice and the Politics of Truth Commissions (207734)
Gloria Ayee
Scholars, policymakers, and political leaders have long debated appropriate responses to severe human
rights violations that occur during periods of periods of civil conflict, war, and genocide. This course
introduces students to interdisciplinary studies in transitional justice and post-conflict reconciliation by
focusing on the work of truth and reconciliation commissions. Students will examine key concepts and
theoretical perspectives that are central to the field of transitional justice. Drawing on cases such as South
Africa, Chile, Peru, and Canada, the course will critically examine how truth commissions are used to
provide accountability for human rights abuses carried out by the state.
Class Notes: https://undergrad.gov.harvard.edu/gov-94-seminars

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Government 94HA
The Political Science of American Democracy (156493)
Harvey Mansfield
A close reading of the two essential books on American politics, The Federalist and Tocqueville's
Democracy in America. Readings also in Tom Paine, the Anti-Federalists, Thomas Jefferson, and Abraham
Lincoln.


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Government 94HK
The Early Development of American Political Institutions and Organizations (156353)
Daniel Carpenter
Survey of developments in the party system, social movements, Congress, the presidency and the
bureaucracy from the colonial period through the Civil War. Rise of the two-party system, the mass party
and changes in voting rights; congressional committees and their power; building of the Constitution and
the federal judiciary; abolitionism and new social movements, the emergence of early bureaucratic
institutions, and the presidency -- studied using three theoretical approaches (rational choice, historical
institutionalism, and critical theory).


Attribute Value(s)

Government 94JS
Political Parties and Interest Groups (109877)
James Snyder
This course explores the role of political parties and interest groups in the U.S. political system.

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Government 94KR
Immigration and Citizenship in Comparative Perspective (207710)
Riva Kastoryano
International migration patterns have shaped and reshaped individual and collective identities throughout
history and across the world. In the present time of globalization, these dynamics have posed particular
political and social challenges in Western European democracies.
Immigration, important part of the national history in the United States, is, in the European
context the result of the reconstruction of the economy after WWII and of the decolonization of
the 1960s. Today with the settlement of economic and postcolonial migrants the question is
raised in terms of integration and national unity, sovereignty and identity.
Class Notes:

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Government 94LF
Philanthropy, Nonprofits, and the Politics of American Education (205261)
Leslie Finger

In recent years, foundations like the Gates Foundation and wealthy individuals like Mark Zuckerberg have
become heavily involved in funding K-12 education, giving large sums of money to urban school districts,
charter schools, and other education entities. This course uses political science to shed light on these
developments. We will explore how philanthropic involvement has shaped schools, interest groups, ideas
and policy outcomes in education. In doing so, students will learn a variety of prominent American politics
theories, such as those pertaining to power, group mobilization, policy entrepreneurship and policy
feedback, among others

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Government 94OA
Inequality and American Democracy (125211)
Theda Skocpol
The "rights revolutions" of the 1960s and 1970s removed barriers to full citizenship for African Americans,
women, and other formerly marginalized groups. But inequalities of wealth and income have grown since
the 1970s. How do changing social and economic inequalities influence American democracy? This
seminar explores empirical research and normative debates about political participation, about government
responsiveness to citizen preferences, and about the impact of public policies on social opportunity and
citizen participation.

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Government 94OF
Law and Politics in Multicultural Democracies (128009)
Ofrit Liviatan

Examines the role of law in the governance of cultural diversity drawing on examples from the USA,
Western Europe, India and Israel. Central themes at the intersection of law and politics will be explored,
including: the impact of courts on rights protections, law's function as a venue of conflict resolution, and
courts' relationship with other political institutions. Specific attention will be given to contemporary
controversies such as Islamic veiling, abortion and same sex marriage.

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Government 94PI
Politics of Development in Africa (205264)
Pia Raffler
This seminar is an introduction to the politics and political economy of development in modern Africa.
Topics include the legacies of colonial rule, state formation, state failure and conflict, democratization and
democratic erosion, corruption and political accountability, and the role of foreign aid. Readings draw from
comparative politics, political economy, history, geography, and development economics. The course puts
an emphasis on research design and evaluating causal claims.

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Government 94PY
Revolution and Politics in Contemporary Iran (109733)
Payam Mohseni
Iran is increasingly a significant power in the Middle East and a salient country to global affairs.
Accordingly, this course examines the intricacies of Iranian politics since the 1979 revolution. It explores a

broad range of topics including the causes of the Iranian revolution; the political implications of the Islamic
regime's institutional architecture; the competitive factional dynamics within the ruling elite; Iranian foreign
policy, Iran-US relations, and nuclear negotiations; and Shia political ideology.

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Government 94SAF
EJ Safra Undergraduate Ethics Fellowship Seminar (109942)
Arthur Applbaum
Topics in moral philosophy and political theory that illuminate normative issues in public and professional
life. Prepares undergraduate fellows across the social sciences, natural sciences, and the humanities to
pursue research on normative questions.
Course Notes: Limited to and required of undergraduate fellows in the Center for
Ethics.

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Government 94SP
Future of War (114703)
Stephen Rosen
Examines the character and implications of political and technological factors that could affect the future
conduct of war.

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Government 94VR
Corruption in Latin America (208266)
Viridiana Rios
The peculiar and enigmatic relationship between corruption and politics is poorly understood and
commonly distorted by ideological rhetoric. We generally imagine wealthy elites in poor countries easily
breaking weak laws to increase their wealth. Yet Latin America is the only region of the world where
empirical evidence has revealed a counterintuitive phenomenon where corruption tends not to increase
income inequality, but rather to reduce it. This seminar explores the many unusual paradoxes of corruption
in Latin America, and its effect on economic and social variables. Our aim is to understand when and how
corruption thrives, and how to properly combat it.
Class Notes:
Undergraduate seminar. Enrollment by lottery. Please see Gov Dept

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Government 94YG
Global Ethnic Politics (207739)
Gloria Ayee
Global Ethnic Politics is an undergraduate course that focuses on the social and political implications of
ethnic identities in different parts of the world. The course provides a comparative, global analysis of race
and ethnicity, and is designed to help students understand the history, dynamics, and salience of ethnic
inequality and political cleavage. Issues under consideration include definitions of race and ethnicity,
colonization, nationhood, the politics and political history of indigenous peoples, the history and
persistence of White supremacy, multiculturalism, legacies of slavery, ethnic political mobilization,
panethnicity, diasporas and transnationalism, migration, ethnic cleansing and genocide, and contemporary
racial stratification.
Undergraduate seminar. Enrollment by lottery. Please see Gov Dept undergraduate website for details.

Course taught 12-2 by Gloria Ayee

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Government 97
Ryan Enos
This one-semester course provides all Government Department concentrators with a unified and
challenging intellectual experience in the study of politics and its applicability to current issues. The course
covers a selection of timely topics, including populism, inequality, and identity. It emphasizes how political
science can answer the urgent questions we face, while teaching students how to intelligently consume
research. Materials range from classics in political theory to cutting edge research in the discipline today.

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Government 99R
George Soroka
Gabriel Katsh
Course Notes: Taken as two half courses by those who have elected the honors
program and in order to write their senior theses.

George Soroka and members of the Department
Recommended Prep: Two half courses of Government 94.

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Government 99R
George Soroka
Gabriel Katsh
Course Notes: Taken as two half courses by those who have elected the honors
program and in order to write their senior theses.

George Soroka and members of the Department
Recommended Prep: Two half courses of Government 94.

Attribute Value(s)
Government 1000
Quantitative Methods for Political Science I (113559)
Xiang Zhou
An introduction to statistical research in political science with a focus on applied multiple linear regression.
Course Notes: Frequently taken by graduate students satisfying department

requirements. Also open to qualified undergraduates.
Class Notes:
Recommended Prep: Gov. 50, or equivalent, or permission of the instructor.
Requirements: Prerequisite: GOV 50

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Government 1002
Advanced Quantitative Political Methodology (123519)
Gary King
Introduces theories of inference underlying most statistical methods and how new approaches are
developed. Examples include discrete choice, event counts, durations, missing data, ecological inference,
time-series cross sectional analysis, compositional data, causal inference, and others.
Recommended Prep: Government 2000 or the equivalent.
Requirements: Prerequisite: Government 2000

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Government 1005
Data (115859)
David Kane
Data matters. The purpose of this course is to teach you how to work with data, how to gather information
from a variety of sources and in various formats, how to import that information into a project, how to tidy
and transform the variables and observations, how to visualize and model the data for both analysis and
prediction, and how to communicate your findings in a sophisticated fashion. Each student will complete a
final project, the first entry in their professional portfolio. Our main focus is data associated with political
science but we use examples from social science more broadly.

Attribute Value(s)
Government 1005
Data (115859)
David Kane
Data matters. The purpose of this course is to teach you how to work with data, how to gather information
from a variety of sources and in various formats, how to import that information into a project, how to tidy
and transform the variables and observations, how to visualize and model the data for both analysis and
prediction, and how to communicate your findings in a sophisticated fashion. Each student will complete a
final project, the first entry in their professional portfolio. Our main focus is data associated with political
science but we use examples from social science more broadly.

Attribute Value(s)
Government 1006
Models (211173)
David Kane
Statistical models help us to understand the world. This class explores the use of models
for analysis in the social sciences broadly, and in political science specifically. Do get-
out-the-vote calls affect turnout? Does a history of slavery in a county influence
contemporary political views? Does demographic change impact policy preferences? We
use the R programming language, RStudio, and GitHub. Each student will complete a
"replication" as their final project, an attempt, successful or not, to replicate the results
from a published article in the academic literature. This class is especially designed to lay
the groundwork for an empirical senior thesis.
Recommended Prep: Gov 1005 and statistics at the level of Gov 50, or permission of the
instructor.

Attribute Value(s)
Government 1008
Introduction to Geographic Information Systems (122850)
Jill Kelly
This courses teaches the use of Geographic Information Systems (GIS), a collection of hardware and
software tools that allow users to visualize and analyze geographic data in its spatial configuration.

Students will learn the theory of geospatial analysis alongside practical methods for acquiring,
manipulating, displaying, and analyzing cartographic data.
Course Notes: No prerequisites.

Attribute Value(s)
Government 1009
Advanced Geographical Information Systems Workshop (122852)
Jill Kelly
This course is a workshop for students who have taken the introductory Geographical Information Systems
course and want to explore detailed applications. The course will meet two times a week for a lecture and a
laboratory exercise.

Attribute Value(s)
Government 1010
Survey Research Methods (119479)
Chase Harrison
This course introduces students to the theoretical underpinnings and practical challenges of survey
research, designed to help students better understand, interpret and critically evaluate surveys and public
opinion polls.

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Government 1011
Survey Research Practicum (122853)

Chase Harrison
The practical application of key principles in the field of survey research will be the focus of this course.
Students will be provided with hands-on opportunities in all phases of the research process, culminating in
an actionable research plan.

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Government 1021
Spatial Models of Social Science (207780)
Jill Kelly
This course will survey the theory and application of airborne and satellite remote sensing, primarily as a
tool for spatial social science. Students will learn the basics of electromagnetic radiation, reflection and
absorption, satellite and sensor technology, and digital image analysis, with a focus on data acquisition
and preparation. Students will learn the use of software for image processing and analysis, the
fundamentals of raster GIS, and the use of a scriptable online platform for quick remote processing.
Applications will have a social focus, including urbanization and development, infrastructure, settlement
morphology, change detection, and interactions between the human and natural environments.
Available for undergraduate and graduate students.

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Government 1027
Enlightenment Political Theory (207718)
Ryan Hanley
Enlightenment Political Thought: A survey of the key concepts of Enlightenment

political theory, with particular focus on the ways in which Enlightenment thinkers
sought to mitigate the dangers that unchecked power poses to political order and
individual flourishing. Thinkers and concepts likely to be examined include, among
others, Locke's theory of rights, Fénelon's theory of education, Montesquieu's theory
of despotism, Voltaire's theory of religious freedom, Rousseau's theory of direct
democracy, Adam Smith's theory of commerce, Publius' theory of constitutional
government, and Kant's theory of freedom.

Course taught 12-1 by Ryan Hanley

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Government 1029
Feminist Political Thought (207714)
Katrina Forrester
What is feminism? What is patriarchy? What and who is a woman? How does gender relate to sexuality,
and to class and race? Should housework be waged, should sex be for sale, and should feminists trust the
state? This course is an introduction to feminist political thought since the mid-twentieth century. It
explores the key arguments that have preoccupied radical, socialist and liberal feminists, and how debates
about equality, work, and identity matter today.

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Government 1033
Educational Justice (204038)
Meira Levinson
Educators and educational policy makers regularly face challenging ethical decisions. For example, what
should be done about a student with diagnosed emotional issues who frequently disrupts class, but who
benefits from being mainstreamed? Should teachers resist grade inflation even if it helps their students in

the college and labor market? Is it just to expand a charter school that achieves outstanding academic
outcomes at the cost of high attrition rates? When school closure or teacher evaluation policies
disproportionately impact low-income communities of color, is that in itself evidence of an injustice that
must be addressed? These kinds of questions are often addressed as technocratic challenges of
leadership, legal compliance, or accountability. This course, by contrast, addresses the ethical dimensions
of educational practice and policy, with justice as our primary focus. We will engage with philosophical,
theoretical, and empirical readings from a wide variety of disciplines. We will also grapple with case studies
of dilemmas of educational justice from classrooms, schools, districts, and organizations in the United
States and abroad. Our goals will be to deepen our own understandings of educational justice, to engage
with others about complex ethical judgments across multiple lines of difference, and to learn how to
enhance educators' and policymakers' capacities to make ethical decisions under challenging conditions.
Course Notes: Undergraduates permitted upon application to instructor. Offered at

HGSE as A-203.

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Government 1034
Abraham Lincoln: The Statesman in Thought and Action (207712)
Diana Schaub
This course will explore Lincoln's confrontation with the problem of slavery in the American constitutional
order. It will follow his political career, both before and during his presidency, as seen through his
speeches, letters, debates, and proclamations. Throughout the course, we will inquire into the nature of
political rhetoric, the role of passion and reason in public life, the meaning of democracy, and the legacy of
the Founding.

Course taught 3-4 by Diana Schaub

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Government 1038
Dissent and Disobedience in Democracies (207954)
Arthur Applbaum
Recent political upheavals in several of the world's established democracies have sparked discussions
about dissent and disobedience not seen since the 1960s. When, if ever, are citizens in a democracy
justified in breaking the law to protest or resist what they believe to be bad, unjust, or illegitimate laws or
policies? When, if ever, are public officials in a democracy justified in undermining or refusing to enforce
such laws or policies? This course will study important examples of principled disobedience in
democracies, and explore normative arguments for and against various strategies of unlawful dissent
through the close reading of texts in political and legal philosophy. In the major written assignment of the
course, students will argue for or against a proposed, ongoing, or recent case of principled disobedience
by public officials or citizens in a democratic state.
Course Notes: Offered jointly with HKS as DPI-218.
Class Notes: This class will meet on the Harvard Kennedy School campus in Wexner
Building, room 332.

Attribute Value(s)
Government 1045
Topics in Music from 1800 to the Present: Proseminar (208334)
Eric Nelson
Alexander Rehding
Understanding Wagner's Ring. This seminar brings together Wagner's music and the political philosophy
that informs it. The Ring of the Nibelung (1876), that monumental work of four massive operas (or "music
dramas," as Wagner preferred calling them), sums up the ambitions of the European nineteenth century.
This complex allegory of power and redemption has long been recognized as an intensely political and
philosophical work; modern stagings often focus on the politics articulated in the opera, whether it is
socialism, totalitarianism, or environmental destruction. Our seminar will focus on various nineteenth-
century intellectual contexts.

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Government 1052
History and Freedom in German Idealism (123540)

Michael Rosen
The high period of German Idealism -- from 1781, the year of the publication of Kant's Critique of Pure
Reason, to the death of Hegel in 1831 -- was one of the great revolutionary epochs in the history of
philosophy. We shall study the thought of the period using the central notions of history and freedom as
our guide. Our modern conceptions of the self and society were shaped by the ideas about history and
human agency that emerged at that time. We conclude by looking at how Marx's critique of capitalism and
his vision of communism emerged from his reworking of the ideas of history and freedom that he inherited
from the Idealist tradition.

Friday classes will meet occasionally.

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Government 1060
Ancient and Medieval Political Philosophy (114754)
Danielle Allen
Classical and medieval political philosophy, from Plato to Thomas Aquinas, with special attention to the
question of natural right.
Education requirement for Ethical Reasoning.

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Government 1061
The History of Modern Political Philosophy (115014)
Richard Tuck

Political philosophy from Machiavelli to Nietzsche, with attention to the rise and complex history of the idea
of modernity.
Education requirement for Ethical Reasoning. This course fulfills the

Attribute Value(s)
Government 1092
Progressive Alternatives: Institutional Reconstruction Today (125860)
An exploration of the past and future agenda of progressives, whether self-described as liberals or as
leftists. What should they propose, now that they no longer believe in the usefulness of governmental
direction of the economy or in the sufficiency of redistributive social programs? A basic concern is the
relation of programmatic thought to the understanding of change and constraint.
In the recent historical period, progressives have sought to humanize the established order rather than to
reimagine and remake it. Here the main focus is on institutional or structural change in the market system
and in democratic politics. Among the themes to be discussed are the nature and future of the knowledge
economy, the status of free labor vis-à-vis capital, the relation of finance to production, the making of a
high-energy democracy that no longer needs crisis to make change possible, and the education required by
such economic and political alternatives. A central theme throughout is the content and implications of the
idea of freedom.
The course will draw on many disciplines and consider examples from many settings. It will try to develop
ways of thinking as well as proposals for change.


Attribute Value(s)

Government 1107
Mexican Politics (208265)
Viridiana Rios
Mexico's history bears a unique combination of characteristics: it experienced a prolonged violent

revolutionary war, constructed one of world's longest lasting authoritarian regimes, and yet consolidated a
democratic political system. This course will explore Mexico's idiosyncratic political identity and the
distinctive challenges that come with it. We will examine the spiraling problem of drug-related violence, the
role of the North American Free Trade Agreement (NAFTA) in widening inequalities, and how crony
capitalism has survived the consolidation of a democratic Mexico. Our goal is to discover the country in all
its complexities, debunking the cartoonish stereotypes of one of the US's most important allies.

Attribute Value(s)
Government 1108
The Politics of Economic Inequality (204957)
Thomas Remington
This course will examine the causes and consequences of the rise in the inequality of the distribution of
income and wealth in the United States, other industrialized democracies, developing and transition
countries, and globally. We will review economic and political theories explaining increasing inequality,
along with the implications of inequality for democracy, social and geographic mobility, and governance.

Attribute Value(s)
Government 1152
Europe and the Developing World (126486)
Catherine Gegout

In the turbulent times of difficult EU-US relations, Brexit, and rising nationalism in
Europe, this module analyzes the impressive extent of EU presence in the developing
world. It first introduces theories, concepts and decision-making processes related to
EU foreign policy (by both Member States and EU institutions). In particular, we
analyze the processes within the European Communities, and the CFSP (Common
Foreign and Security Policies) / CSDP (Common Security and Defense Policies)
frameworks. The module then critically assesses security and economic policies
towards the developing world. Themes to explain the nature of contemporary EU
foreign policies include: European integration (intergovernmentalism and
supranationalism, neoliberalism and ethical foreign policy); diplomacy; post-
colonialism; military and civilian means for conflict-management; trade and aid; and
also policies on migration, asylum and human trafficking. We focus on current
policies towards unstable areas in Africa, the Middle East, and Asia.
Course Notes: Offered jointly with the Kennedy School as IGA-662.
Class Notes: Class Notes: Shopping Day (two sessions) will take place at HKS on
Friday, January 25, 2019, 10:15 a.m. – 10:45 a.m. and 11:00 a.m. – 11:30
a.m., in the same room as the class (Belfer Bldg., Rm. L -1 Weil Town
Hall). Interested students may attend either one of the sessions.

Attribute Value(s)
Government 1190
The Politics of Europe (121735)
Daniel Ziblatt
Examines political and economic change in Europe focusing primarily on England, France, Germany, Italy,
Netherlands, Scandinavia, Spain, and the European Union with some focus on eastern Europe. Topics
include the rise of modern states, industrialization, revolutions, democratization, the rise of fascism, the
European Union, the politics of the post communist transitions, and contemporary far-right anti-immigrant
populist parties. The course analyzes these phenomena from a variety of different theoretical perspectives,
including economic, institutionalist, and leadership-centered approaches.

Attribute Value(s)
Government 1199
Post-Soviet Conflict (212603)
Arvid Bell
This undergraduate course will use case studies, intensive simulations, and negotiation exercises to
explore the dynamics underpinning hot spots in the post-Soviet space (e.g. Nagorno-Karabakh and Eastern
Ukraine). Complements Gov 2887 and Gov 2151.
Class Notes: This course will meet in CGIS South S354 on the following Thursdays.
This course will also include mandatory Saturday meetings, whose
locations will be announced by the instructor.
Thursday 1/31 9am-11am

Saturday 2/16 10am – 4 pm

Attribute Value(s)
Government 1207
Comparative Politics of the Middle East (142447)
Melani Cammett
The Middle East is currently in the midst of a dramatic transformation since the Arab uprisings in 2011. This
course situates the ongoing developments within the broader historical and political context of the region.
It examines the politics of the Middle East through a variety of topics, including the modern state-building
project, the legacy of empires and Western colonialism, Islam and politics, monarchies and

authoritarianism, political economies, war and conflict, and the prospects for democratization.

Attribute Value(s)
Government 1210
Shi'a Islam and Politics (211396)
Payam Mohseni
This course provides a survey of the field of Shi'a Islam and politics. It complicates dominant narratives
and conventional understandings of sectarianism, Shi'a Islam, and geo-political conflict in the Middle East
by differentiating between distinct yet overlapping factors such as state competition (i.e. between Iran and
Saudi Arabia), historical legacies of empire and state building in the Middle East, and actual substantive
theological and intellectual differences between Shi'a and Sunni Islam. It looks at the origins of Shi'a Islam
and who the Shi'a are today including their diverse ethnic, geographic, cultural, and political backgrounds.
The course largely focuses on modern political movements and developments in Shi'a political thought
from the post-colonial period onwards including a survey of the Shi'a clergy and clerical institutions and
networks, mass pilgrimage practices and sociological changes in the Shi'a world, Iran's Islamic revolution,
the transnational politics of Shi'a political parties and armed movements, such as the Lebanese Hezbollah,
Iraq's Popular Mobilization Forces (Hashd al-Sha'abi), and Yemen's Ansarallah (the Houthis). The course
will also cover the Islamic Revolutionary Guards (IRGC) and the "Axis of Resistance" that has Iran, Syria,
Hezbollah, and other partners facing off with the United States and its allies in the region.
Recommended Prep: Introductory course on Islam or the Middle East recommended but not
required.

Attribute Value(s)
Government 1243
Russian Politics in Transition (111162)
Timothy Colton
An examination of politics in the Russian Federation since the collapse of Soviet communism, focusing on
the factors promoting and impeding the development of a stable democratic regime. Topics include the
general dynamics of political and economic transformation, leadership, institution building, political

culture, regionalism and federalism, electoral and party politics, state-society relations and interest groups,
and Russian nationalism and neo-imperialism.

Attribute Value(s)
Government 1280
Government & Politics of China (110893)
Yuhua Wang
This course is a broad introduction to the main issues of contemporary Chinese politics and social change.
The course is divided into two sections: the first section covers the period from the end of the last imperial
dynasty to the end of the Cultural Revolution in 1976. The second section examines the last thirty years of
economic reform, looking at both how the reforms began and how they were sustained.

Attribute Value(s)
Government 1292
Politics in Brazil (109554)
Frances Hagopian
Introduces students to politics and political change in Latin America's largest country. Outlines historical
perspectives and contemporary challenges, and examines political institutions, civil society, and
contemporary politics and policy. Emphasis is on how institutional change, decentralization, and the
mobilization of civil society have interacted to change the trajectory of Brazilian politics by deepening
citizen participation, strengthening political parties and political representation, reforming social policy,
guaranteeing citizenship rights, and ultimately reducing inequality and deepening democracy.

Attribute Value(s)
Government 1295
Comparative Politics in Latin America (146761)
Steven Levitsky
Examines dynamics of political and economic changes in modern Latin America, focusing on Argentina,
Brazil, Chile, Cuba, Mexico and Venezuela. Topics include the rise of populism and import-substituting
industrialization, revolutions and revolutionary movements, the causes and consequences of military rule,
the politics of economic reform, democratic transitions, and democratic consolidation. The course analyzes
these phenomena from a variety of different theoretical perspectives, including cultural, dependency,
institutionalist, and leadership-centered approaches.
Course Notes: Course is open to graduate students with instructor permission.
Requirements: Course open to Undergraduate Students Only

Attribute Value(s)
Government 1313
Race, Film, and American Politics (211313)
Gloria Ayee
Race, Film, and American Politics is a course that examines the multifaceted ways in which racial and ethnic identity has
been represented in American film. Drawing on political science, sociology, anthropology, and film and media studies,
we will assess the ways in which the mainstream media in the United States — focusing primarily on the Hollywood film
industry — has portrayed different population groups and shaped our understanding of what it means to be American.
The course will address issues of social stratification, and consider the intersection of identity and politics by analyzing
historical shifts in cinematic representation in the United States.

Attribute Value(s)
Government 1328
Electoral Politics (156110)
James Snyder
Elections are the foundation of American democracy. This course focuses on the simple questions: Who
wins elections and why? Answers to these questions guide the interpretation of elections and evaluation of
how well government represents the public preferences. The first half of the course presents the basic
explanations and models of elections and voting behavior, and asks students to make their best forecast of
the election. The second half of the course will examine why the models worked or didn't work. Students
will learn how to interpret and analyze surveys and other data, to estimate models and make forecasts, and
test arguments and models using predictions.

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Government 1360
American Public Opinion (111548)
Stephen Ansolabehere
Mark Penn
How does public opinion shape government? Students will learn how pollsters ask questions in order to
test ideas about politics and how public opinion data are used to make political decisions. Students will
learn theories of public opinion and government accountability, fundamentals of public opinion research,
and how to design and analyze surveys. Students will work with a national survey firm to design and
analyze national sample surveys, and they will learn how to write an effective memo that uses survey data
to advise a candidate or president about political strategies and decisions

Attribute Value(s)

Government 1368
The Politics of American Education (121728)
Paul Peterson
This course examines historical and contemporary forces shaping American K-12 education policy. It also
reviews research and commentary on contemporary issues: class size, fiscal policy, teacher recruitment,
compensation and tenure, accountability, school vouchers, charter schools and digital learning.
Course Notes: Offered jointly with the Kennedy School as SUP 447 (formerly HLE
347).

Attribute Value(s)
Government 1430
Tech Science to Save the World (110053)
Latanya Sweeney
This course explores ways to create and use technology to assess and solve real-world societal, political
and governance problems. Case studies involve real-world data (e.g., twitter, online ads, and images).
Hands-on lab format.
Class Notes: Joint with Gov 2430

Attribute Value(s)
Government 1433
Tech Science: From Democracy to Technocracy and Back (207711)
Latanya Sweeney
We live in a new kind of technocracy –a society in which technology design dictates the rules that govern
daily life. In the race to construct the latest gadget, app and online service, winning depends on rapid
uptake and business success. Losing are social norms and democratic values. This course uses case
studies to understand issues, introduces a formal framework to model and reason about technology-
society conflicts and then demonstrates the power of scientific experimentation and ability to exploit
paradigm shifts as means to a victorious future where society reaps the benefits of technological
innovations without sacrificing critical values.

Attribute Value(s)
Government 1539
Politics of the American Presidency (205108)
Jon Rogowski
This course surveys the politics of the American presidency in a system where power is distributed across
branches of government. From this institutional perspective, the course uses historical and contemporary
examples to engage the following questions: What is presidential power and what are its implications for
American democracy? When do presidents succeed — and why do they fail? How do presidents manage
relations with Congress, the courts, the bureaucracy, and the public? How do presidents make decisions
about war and peace? Through answering these questions, the course illuminates the factors that shape
the behavior of the world's most powerful political leader.

Attribute Value(s)
Government 1728
The Politics of Terrorism: Causes and Consequences from a Global Perspective (212602)
Erica Chenoweth
Terrorism dominates the headlines, but few observers attempt to think critically about the origins,
evolution, and variable impacts of terror groups over the course of history. Alongside many enduring
myths and misperceptions about terrorism, the history of this violent technique is rife with puzzles. Why is
it so difficult for people to agree on a common definition of terrorism across the globe? Why do groups
take up arms against civilians to effect political change? Why do some groups remain fairly restrained in
their use of violence while others routinely engage in mass atrocities? Why do some terror groups end
within a year of their emergence, whereas others toil along for decades? What are the most effective ways
to combat terrorism? What is really "new" about the "new terrorism"? The course takes a theoretical and
historical approach, attempting to nest contemporary challenges within the broader global context of
terrorism as a phenomenon. To this end, the course will acquaint students with the historical evolution of
domestic and international terrorism while introducing them to the major analytical approaches to the study
of terrorism. The five primary goals of the course are for students to: (1) present leading theories,
approaches, and concepts for understanding terrorist behavior around the globe; (2) evaluate current
approaches to terrorism against prevailing evidence; (3) apply cumulative knowledge to current policy
problems and make informed inferences about future developments; (4) deepen their knowledge about
particular cases or topics regarding terrorism and counterterrorism; and (5) synthesize their knowledge
during in-depth course discussions and several written assignments. By the end of the course, students
should understand the fundamental analytical and policy debates surrounding terrorism globally, as well as
several policy alternatives that may lead to solutions. Students should also develop substantive knowledge
about current trends in terrorism and counterterrorism. By the end of the term, students should be
comfortable taking an intellectual stand about topics related to terrorism, defending their positions with
evidence, engaging in self-critique, deriving actionable policy recommendations, and communicating those
recommendations to both specialist and non-specialist audiences—particularly when the empirical record
contrasts with the conventional wisdom. Course assignments are designed to enhance those skills.

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Government 1730
War and Politics (119407)
Stephen Rosen
Explores the organized use of violence for the purposes of the state, with particular attention paid to the
question of strategy and the sources of victory.

Attribute Value(s)

Government 1759
Behavioral Insights and Public Policy: Nudging for Good (204958)
Michael Hiscox
Behavioral economics focuses on the ways in which our individual actions, rather than resulting from
rational self-interested decisions, reflect a variety of biases, habits, emotions, and considerations about
others. Many governments have created behavioral insights teams to apply these insights to rethink
traditional approaches to policy. We will examine recent research and applications in areas including
healthcare, crime, discrimination, retirement savings, consumer credit, environmental conservation,
welfare, employment, education, taxation, and foreign aid.

Attribute Value(s)
Government 1780
International Political Economy (111906)
Jeffry Frieden
Analyzes the interaction of politics and economics in the international arena. Focuses on international
trade, investment, monetary, and financial relations. Includes discussion of developed, developing, and
formerly centrally-planned nations.

Attribute Value(s)
Government 1783
Central Asia in Global Politics (207984)
Nargis Kassenova
2019 Spring (4 Credits) Schedule: MF 1200 PM - 0115 PM

The course is designed as an in-depth study of the place of Central Asia in global
politics and the policies of key external actors, such as Russia, the United States,
China, European Union, Turkey, Iran, Japan, South Korea and India, toward the
region. Students are familiarized with the ways Central Asia has been contextualized
both in scholarly sources and media. We will dwell on the changing geopolitical
dynamics of the region and analyze similarities and differences in the foreign policies
of Central Asian states. At the end of the course, we will discuss future prospects of
the region.

Course taught by Nargis Kassenova

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Government 1790
American Foreign Policy (156115)
Joshua Kertzer
Explores America's role in global politics as explained by the major theoretical

perspectives in international relations. Topics covered include American grand strategy,
bureaucratic politics, the role of public opinion in foreign policy, and contemporary
challenges such as anti-Americanism, the rise and fall of great powers, terrorism, and
nuclear weapons.

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Government 1796
Central Challenges of American National Security, Strategy, and the Press (113210)

Graham Allison
Using a series of case studies from the front page, and from the most urgent issues on the U.S. national
security agenda, this course will engage students in grappling with the hardest American national security
challenges of the decade ahead. Issues range from the Arab Awakening and intervention in civil wars to
combating Iran's nuclear ambitions and dealing with the economic and military rise of China. Assignments
require strategic thinking: analyzing dynamics of issues and developing strategies in a government whose
deliberations are discombobulated by leaks, reports about internal differences among policymakers, and
press analyses. Students will learn to devise strategies and write strategic options memos as participants
in the policymaking process. Strategic options memos combine careful analysis and strategic imagination,
on the one hand, with the necessity to communicate to major constituencies in order to sustain public
support, on the other. A subtheme of the course explores coping with a world where a pervasive press
makes secrecy more often the exception than the rule. In each case, there will be exploration of how media
coverage affects decision making, with an examination of WikiLeaks, the revelations about drones and
secret, American-led cyberattacks, and other examples of the publication of classified information. Because
of time constraints, Mr. Sanger will be joining a limited number of class sessions, and will join some
remotely.
Course Notes: Offered jointly with the Kennedy School as IGA-211.

Attribute Value(s)
Government 2000
Introduction to Quantitative Methods I (118414)
Xiang Zhou
Graduate-level version of Government 1000. Meets with Government 1000, an introduction to statistical
research in political science with a focus on applied linear regression. Will require extra homework and
examination problems in addition to those for Government 1000.
Recommended Prep: Permission of the instructor for anyone other than Government
Department graduate students.
Requirements: Course open to Doctoral Students Only

Attribute Value(s)

Government 2000E
Introduction to Quantitative Methods I (127497)
Xiang Zhou
Essential elements of Gov. 2000. Meets with Government 2000 and provides an introduction to statistical
research in political science with a focus on applied linear regression. Some of the statistical computing
from Government 2000 will not be required.
Recommended Prep: Permission of the instructor required for anyone other than
Government Department graduate students.

Attribute Value(s)
Government 2001
Advanced Quantitative Research Methodology (124780)
Gary King
Graduate-level version of Gov. 1002. Meets with Gov. 1002, introduces theories of inference underlying
most statistical methods and how new approaches are developed. Examples include discrete choice, event
counts, durations, missing data, ecological inference, time-series cross sectional analysis, compositional
data, causal inference, and others. Will require extra homework and examination problems in addition to
those for Gov. 1002.
Requirements: Prerequisite: Government 2000 OR for Doctoral Students Only

Attribute Value(s)
Government 2002
Causal Inference (111530)
Kosuke Imai

Substantive questions in empirical scientific and policy research are often causal. Does
voter outreach increase turnout? Are job training programs effective? Can a universal
health insurance program improve people's health? This class will introduce students to
both statistical theory and practice of causal inference. As theoretical frameworks, we
will discuss potential outcomes, causal graphs, randomization and model-based
inference, sensitivity analysis, and partial identification. We will also cover various
methodological tools including randomized experiments, regression discontinuity
designs, matching, regression, instrumental variables, difference-in-differences, and
dynamic causal models. The course will draw upon examples from political science,
economics, education, public health, and other disciplines.
Class Notes: Jointly offered with Statistics as Stat 186
Recommended Prep: (1) Stat 110 AND Stat 111 or (2) Gov 2000 AND Gov 2001.
Requirements: Prerequisite: Government 2000 AND Government 2001

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Government 2003
Topics in Quantitative Methods (160566)
Matthew Blackwell
Kosuke Imai
Will cover topics of general interest to political methodology: causal inference, graphical models, mixed
methods, contest modeling, text-as-data, item response. Illustrates how ideas and methods from these
areas can be applied to substantive questions.
Recommended Prep: Gov 2000, 2001, and 2002, or the equivalent, or permission of the
instructor

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Government 2005
Formal Political Theory I (110953)
German Gieczewski
A graduate seminar on microeconomic modeling, covering price theory, decision theory, social choice
theory, and game theory.
Class Notes: Course taught 3-5 by German Gieczewski

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Government 2006
Formal Models of Domestic Politics (116295)
James Snyder
An understanding of introductory game theory and basic mathematical tools is required. Topics covered
include some combination of the following: electoral competition under certainty and uncertainty, special
interest politics, veto players, coalitions, delegation, political agency, and regime change.
Requirements: Prerequisite: Government 2005 AND for Doctoral Students only

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Government 2011
Graduate Practicum in Survey Research (110225)
Chase Harrison
This course is geared to graduate students who are designing an original survey. Assignments cover core

aspects of survey design. By the end of the course, students should have produced a comprehensive
research plan which can be implemented or submitted as part of a proposal to a funding agency.

Attribute Value(s)
Government 2014
Research Design in Political Science: Qualitative and Mixed Methods (207717)
Frances Hagopian
Melani Cammett
This course introduces students to multi-method research design and the basic principles and tools of
qualitative research in the social sciences. Topics examined include the logic of causal inference,
measurement and conceptualization, choosing cases, natural experiments, the potential uses of mixed
methods, and research ethics. Research techniques covered are process tracing, archival research,
interviews, and ethnography. Students will also have the opportunity to workshop their early-stage
research. The application of multi-methods research designs is emphasized throughout the course
Class Notes: Note: this course will meet in CGIS S-250 on February 6, February 13,
February 20, February 27, March 6, March 27, April 3, April 10, and May
1. All other meetings will be held in 61 Kirkland St, Room 202.

Attribute Value(s)
Government 2034
Ethics, Economics, and Law (124836)
Michael Sandel
Explores controversies about the use of markets and market reasoning in areas such as organ sales,
procreation, environmental regulation, immigration policy, military service, voting, health care, education,
and criminal justice. The seminar will examine arguments for and against cost-benefit analysis, the
monetary valuation of life and the risk of death, and the use of economic reasoning in public policy and law.
Course Notes: Offered jointly with the Law School as LAW - 2076. Meets at the Law
School. Open to GSAS students with permission of the instructor.

Attribute Value(s)
Government 2056
Political Thought of the English Revolution (123245)
Eric Nelson
This course will survey the remarkable range of political responses to the English constitutional crisis of
1640 to 1660, from theories of divine right to the arguments of the Levellers. Readings will include Filmer,
Harrington, Lilburne, Milton, Nedham, Parker, and Sidney. Special attention will be paid to the idiosyncratic
perspective of Thomas Hobbes.

Attribute Value(s)
Government 2080
Montesquieu's Spirit of the Laws (125874)
Harvey Mansfield
Montesquieu's liberalism; his emphasis on the difference between the ancients and the moderns; his
esotericism; his philosophy and comparisons with other philosophers; his constitutionalism.
Course Notes: Open to selected undergraduates.

Attribute Value(s)

Government 2088
Ethical Foundations of Political Thought (123542)
Michael Rosen
This class will cover areas of contemporary moral philosophy (for instance, utilitarianism, freedom, the
nature of value, consent, well-being and desert) that are of particular relevance to political theorists.

Attribute Value(s)
Government 2094
Liberalism and Theodicy (125905)
Eric Nelson
This course will investigate the theological origins of what we have come to call "liberal" political
philosophy. In particular, it will explore the degree to which central liberal commitments—to the freedom of
the will, religious toleration, and political liberty—emerged as responses to the problem of "theodicy" (the
challenge of vindicating God's justice, given the manifold evils present in the world). Throughout, we will
be seeking to understand the fraught relationship between contemporary egalitarianism and the early-
modern liberal tradition. Readings will include Grotius, Milton, Locke, Leibniz, Rousseau, Kant, Rawls,
Dworkin, and Cohen.

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Government 2096
The Political Thought of Adam Smith (207713)
Richard Tuck
This course offers an opportunity to read the principal works of Adam Smith and to situate them in their

historical and philosophical context.

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Government 2102
Politics of Development (207715)
Melani Cammett
This graduate seminar centers on big questions related to why development occurs in some places or
times and not others and adopts a broad understanding of development, focusing on both economic
and social development. Topics include but are not limited to states and markets, the origins and
effects of the "developmental state" and state capacity, regime type and development, the influence
of historical legacies, the role of elites and citizens in driving development, welfare regime variation
in developing countries, ethnoreligious diversity and development, the relationship between
development and conflict, and the relationship between the scholarly study of development and
development policy and practice. The course opens with foundational approaches and quickly
moves into key contemporary debates, with readings that use a broad array of methods and
approaches.

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Government 2105
Comparative Politics: Field Seminar (110818)
Torben Iversen
Yuhua Wang
Surveys topics in comparative politics (both the developed and the developing world), including the rise of
the modern state; institutions of government; interest mediation; democracy and authoritarianism;
revolution; political parties; mass and elite political behavior; political economy.

Attribute Value(s)
Government 2129
Governance in Developing Countries (207722)
Pia Raffler
This graduate seminar provides an overview of the research frontier on governance in developing
countries, including democracies, electoral autocracies, and authoritarian regimes. Topics include
democratization and democratic erosion, voting behavior, clientelism, accountability, the bureaucracy, and
the role of foreign aid. While including some foundational readings, the syllabus puts emphasis on recent
work. Readings primarily draw from comparative politics, political economy, and development economics.
In addition to theory and empirics, the course focusses on the nuts and bolts of implementing governance-
related fieldwork in developing countries.

Attribute Value(s)
Government 2131
Comparative Politics of Latin America (132056)
Steven Levitsky
Frances Hagopian
Topics: historical paths, economic strategies, inflation and exchange rates, international explanations of
domestic outcomes, authoritarian and democratic regimes, state institutions, the Roman Catholic Church,
social movements, parties and party systems, and voters and voting behavior.

Attribute Value(s)

Government 2136
Democratic Transitions, Breakdowns, Stagnations, and Advances (156437)
Scott Mainwaring
The first part of this course will examine the conditions that help make democracies
and authoritarian regimes stable or that, conversely, give rise to democratic
breakdowns and transitions to democracies. These questions have long been of
central interest to social scientists, historians, and democracy advocates. And they
sometimes have huge consequences for the world, as was tragically demonstrated by
the aftermath of the breakdown of democracy in Germany in 1933.
The second half of the course will analyze patterns of democratic stagnation and
deepening after transitions to democracy. In the wave of democratization that began
in 1974, despite a large number of transitions to electoral democracy (well over 100
according to the Varieties of Democracy coding), few countries have been able to
develop high-quality liberal democracies, with solid protection of citizen and
opposition rights and solid mechanisms of accountability. What accounts for the
success cases? Why have few countries been able to develop deeper quality
democracies? Why so many stagnations and breakdowns?

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Government 2148
Civil Society, West and East (114710)
Susan Pharr
Grzegorz Ekiert
Focusing in particular on European and Asian settings, the seminar examines debates over what civil
society is, notions of public space and social capital, and the role of civil society in political transitions.

Attribute Value(s)

Government 2152
Post-Soviet Conflict (205668)

This course will use case studies, intensive simulations, and negotiation exercises to explore the dynamics
underpinning hot spots in the post-Soviet space (e.g. Nagorno-Karabakh and Eastern Ukraine).
Complements Gov 2887 and Gov 2151.

Attribute Value(s)
Government 2158
Political Institutions and Economic Policy (114711)
Jeffry Frieden
Kenneth Shepsle
We explore the role of political institutions in the formation, implementation, and regulation of economic
policy. Theories from positive political theory and comparative and international political economy are
examined and applied to substantive issue areas.

Attribute Value(s)
Government 2160
Politics and Economics (119573)
Torben Iversen
Pia Raffler
Covers the political economy of policymaking and institutional change. Readings include a mixture of
foundational approaches and recent research, covering a variety of methodological perspectives. The
topical emphasis is on democracy, accountability, inequality, redistribution, and growth.

Attribute Value(s)
Government 2218
Topics in Russian Politics (114716)
Timothy Colton
A research seminar on selected problems in the politics and government of post-Soviet Russia. Intended
for students with some prior study of the subject.

Attribute Value(s)
Government 2303
Race and Federalism (208077)
Guy-Uriel Charles
This seminar will examine "the oldest question in constitutional law," how we divide
power between the states and the national government, from the perspective of race
and racial minorities. We will read historical articles, legal articles, empirical articles,
and cases to understand how and whether federalism works for racial groups.
Course Notes: Jointly offered with Harvard Law School as HLS-2148.
Class Notes: Jointly offered at Harvard Law School as HLS-2148.

Attribute Value(s)

Government 2305
American Government and Politics: Field Seminar (111410)
Jennifer Hochschild
Jon Rogowski
Designed to acquaint PhD candidates in Government with a variety of approaches that have proved useful
in examining important topics in the study of American government and politics.

Attribute Value(s)
Government 2328
Electoral Politics (126001)
This seminar examines the politics of U.S. elections, with emphasis on theoretical models of electoral
competition and empirical research of voting behavior and election outcomes. The first third of the seminar
examines voter behavior, the second third of the seminar electoral competition among parties and
candidates and aggregate election results, and the final third of the seminar examines electoral institutions
and laws. Specific topics include party competition, incumbency advantages, electoral districts, campaign
finance, issue and economic voting, and electoral accountability. Understanding of statistics strongly
recommended. Open to qualified undergraduates with permission of instructor.
Course Notes: Understanding of statistics strongly recommended. Open to qualified

undergraduates with permission of instructor.
Recommended Prep: Understanding of statistics strongly recommended.

Attribute Value(s)
Government 2340B Section: 01

Proseminar on Inequality and Social Policy II (156458)
Jason Furman

Michael Norton
Deals with causes, consequences and possible remedies for economic inequality, including skill
differences, discrimination, immigration, household composition, residential segregation, and the welfare
state.
Course Notes: Offered jointly with the Kennedy School as SUP 922. Offered every
other year as Sociol 2296b. Open Inequality & Social Policy doctoral
students who completed SUP-921 in the fall term.

Attribute Value(s)
Government 2340C
Proseminar Social Policy III (159875)
Maya Sen
Students will develop their papers from SUP-922 into professional presentations and publishable articles.
Course Notes: Open to doctoral students in the Multidisciplinary Program in

Inequality and Social Policy or the joint PhD Program in Social Policy.
Pre-requisites: SUP 921 and 922.Jointly listed in the Harvard Kennedy
School as SUP 923.

Attribute Value(s)
Government 2490
The Political Economy of the School (112949)
Paul Peterson
Identifies political and economic influences on education policy, expenditure levels, and governance.
Examines classic and recent studies of selected school policies (class size, charters, vouchers,

accountability, school organization, etc.), giving particular attention to research design and methodological
issues as well as to theories and interpretations of institutions and processes.
Course Notes: Background in statistics expected. Permission of instructor required

for all undergraduates. Offered jointly with the Kennedy School as
HLE-348. Meets at the Kennedy School.
Recommended Prep: Government 1368, or permission of instructor.

Offered jointly with HKS as SUP-448.

Attribute Value(s)
Government 2710
International Relations: Field Seminar (123375)
Joshua Kertzer
Michael Hiscox
A survey of the field.
Course Notes: Suitable for Government graduate students preparing for general
examinations.

Attribute Value(s)
Government 2761
International Organization (148283)
Christina Davis
The number and scope of international organizations continues to expand so that there are few areas of
international politics that are not regulated in some way by an international institution, whether informal
norms or a formal organization. Why do states establish institutions and what determines their design and

evolution? Do these institutions merely reflect underlying power and interests? These are some of the
questions we will be asking in this course. It is an advanced research seminar that will introduce theories of
international institutions, evaluate critical perspectives, and examine applications in security, economic,
and environmental policy areas.

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Government 3000A Section: 002

Individual work. Must be arranged with a professor listed under Government 3000. Requires written work;
it involves meetings as arranged between professor and graduate student.

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Eric Beerbohm

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Eric Beerbohm

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Katrina Forrester

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Matthew Blackwell

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Matthew Blackwell

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Daniel Carpenter

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Daniel Carpenter

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Timothy Colton

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Timothy Colton

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Robert Chaudoin

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Grzegorz Ekiert

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Grzegorz Ekiert

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Ryan Enos

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Ryan Enos

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Jeffry Frieden

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Jeffry Frieden

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Claudine Gay

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Claudine Gay

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Peter Hall

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Peter Hall

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Jennifer Hochschild

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Jennifer Hochschild

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Torben Iversen

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Torben Iversen

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Alastair Johnston

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Alastair Johnston

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Joshua Kertzer

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Joshua Kertzer

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Gary King

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Gary King

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Horacio Larreguy

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Horacio Larreguy

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Steven Levitsky

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Steven Levitsky

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Harvey Mansfield

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Harvey Mansfield

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Eric Nelson

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Eric Nelson

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Elizabeth Perry

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Elizabeth Perry

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Paul Peterson

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Paul Peterson

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Susan Pharr

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Susan Pharr

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Robert Putnam

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Christina Davis

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Pia Raffler

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Michael Rosen

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Michael Rosen

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Stephen Rosen

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Stephen Rosen

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Kosuke Imai

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Michael Sandel

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Michael Sandel

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Kenneth Shepsle

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Kenneth Shepsle

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Theda Skocpol

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Theda Skocpol

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Daniel Smith

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Daniel Smith

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James Snyder

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James Snyder

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Latanya Sweeney

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Latanya Sweeney

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Dustin Tingley

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Dustin Tingley

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Richard Tuck

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Richard Tuck

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Daniel Ziblatt

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Daniel Ziblatt

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Melani Cammett

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Melani Cammett

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Danielle Allen

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Danielle Allen

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Michael Hiscox

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Harvey Mansfield

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Jon Rogowski

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Michael Hiscox

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Yuhua Wang

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Jon Rogowski

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Xiang Zhou

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Yuhua Wang

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Katrina Forrester

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Xiang Zhou

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Robert Chaudoin

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Christina Davis

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Pia Raffler

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Kosuke Imai

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Government 3001
Approaches to the Study of Politics (127060)
Theda Skocpol
Graduate Seminar designed to introduce research questions and frontiers across political science.
Course Notes: Restricted to first year Government graduate students - no exceptions

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Government 3002
Teaching and Communicating Political Science (143023)
Gabriel Katsh
Sarah James
This is a required course for Government PhD students who are teaching in the
department for the first time (typically G3s). The course meeting five times in the fall
semester. Between meetings, you will have the chance to apply what you learn through
peer observation, having your section videotaped, and watching your section with the
Departmental Teaching Fellow. The ultimate goal of this course is to help you to become
a good teacher and an effective speaker.
Course Notes: Limited to and required of all first time teaching fellows in Government.
Class Notes: Limited to and required of all first time teaching fellows in Government.

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Government 3003A
Direction of The Doctoral Dissertation (207729)

Reading and Research. Individual work in preparation for the doctoral dissertation.
Course Notes: Limited to candidates for the PhD in Government who are in residence
and who are in good standing in the Graduate School.
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Government 3003B
Direction of The Doctoral Dissertation (109957)
Thom Wall
Reading and Research. Individual work in preparation for the doctoral dissertation.
Course Notes: Limited to candidates for the PhD in Government who are in residence
and who are in good standing in the Graduate School.

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Government 3004A
Research Workshop in American Politics (123991)
Ryan Enos
A forum for the presentation and discussion of research in progress by graduate students (second year
and above) , faculty, and visiting scholars. Anyone working on contemporary American politics or on US
political development welcome. Occasional presentations by invited speakers. Part one of a two part series;
students must complete both terms of this course (parts A and B) within the same academic year in order
to receive credit.

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Government 3004B
Research Workshop in American Politics (159811)

Ryan Enos
A forum for the presentation and discussion of research in progress by graduate students (second year
and above), faculty, and visiting scholars. Anyone working on contemporary American politics or on US
political development welcome. Occasional presentations by invited speakers. Part two of a two-part series;
students must complete both terms of this course (parts A and B) within the same academic year in order
to receive credit.

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Government 3005A
Research Workshop in International Relations (107770)
Joshua Kertzer
Christina Davis
Research workshop for advanced graduate students working on dissertation proposals in international
relations. Part one of a two part series; students must complete both terms of this course (parts A and B)

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Government 3005B
Research Workshop in International Relations (159813)
Joshua Kertzer
Research workshop for advanced graduate students working on dissertation proposals in international
relations. Part two of a two part series; students must complete both terms of this course (parts A and B)

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Government 3006A
Research Workshop in Comparative Politics (125452)
Daniel Ziblatt
Yuhua Wang
The workshop offers advanced graduate students an opportunity to present their work-in-progress, benefit
from critiques of it, and discuss theoretical and methodological issues. Part one of a two part series.
Students must complete both parts of this course (parts A and B) within the same academic year in order to
receive credit.
Course Notes: Doctoral students from other departments and faculties admitted if
space permits.

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Government 3006B
Research Workshop in Comparative Politics (159814)
Daniel Ziblatt
Yuhua Wang
The workshop offers advanced graduate students an opportunity to present their work-in-progress, benefit
from critiques of it, and discuss theoretical and methodological issues. Part two of a two part
series. Students must complete both parts of this course (parts A and B) within the same academic year in
order to receive credit.
Course Notes: Doctoral students from other departments and faculties admitted if
space permits.

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Government 3007A
Research Workshop in Political Economy (127704)
Michael Hiscox

Intended for graduate students in the third year and above, this course welcomes scholarship of all types
and on all aspects of political economy. Intended to provide a venue in which to develop and to debate
work in progress. Part one of a two-part course; students must complete both terms of this course (parts A
and B) within the same academic year in order to receive credit.

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Government 3007B
Research Workshop in Political Economy (159968)
Michael Hiscox
Intended for graduate students in the third year and above, this course welcomes scholarship of all types
and on all aspects of political economy. Intended to provide a venue in which to develop and to debate
work in progress. Part two of a two-part series; students must complete both terms of this course (parts A
and B) within the same academic year in order to receive credit.

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Government 3008A
Research Workshop in Political Theory (121718)
Eric Beerbohm
Richard Tuck
to receive credit.

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Government 3008B
Research Workshop in Political Theory (159969)
Eric Beerbohm
Richard Tuck
to receive credit.

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Government 3009A
Research Workshop in Applied Statistics (111844)
Gary King
Matthew Blackwell
A forum for graduate students, faculty, and visiting scholars to present and discuss work in progress.
Features a tour of Harvard's statistical innovations and applications with weekly stops in different
disciplines. Occasional presentations by invited speakers. Part one of a two-part series; students must

complete both terms of this course (parts A and B) within the same academic year in order to receive credit.
Class Notes: TBD , Teppei Yamamoto (Political Science, MIT)

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Government 3009B
Research Workshop in Applied Statistics (159970)
Gary King
Matthew Blackwell
A forum for graduate students, faculty, and visiting scholars to present and discuss work in progress.
Features a tour of Harvard's statistical innovations and applications with weekly stops in different
disciplines. Occasional presentations by invited speakers. Part two of a two-part series; students must
Class Notes: TBD , Teppei Yamamoto (Political Science, MIT)

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Health Policy
Subject: Health Policy
Health Policy 2000A

Core Course in Health Policy (113988)
Joseph P. Newhouse
Richard Frank
Alan Zaslavsky
Topics include political analysis, public health, health ethics and law, quality of care, vulnerable
populations, research methods, and health economics. Part one of a two-part series.
Course Notes: Required of doctoral candidates in Health Policy and open to others by
permission of the instructor. Offered jointly with the Kennedy School
as SUP-957 and with Public Health as HPM 246A.

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Health Policy 2000B

Core Course in Health Policy (159614)
Joseph P. Newhouse
Richard Frank
Alan Zaslavsky
Topics include political analysis, public health, health ethics and law, quality of care, vulnerable
populations, research methods, and health economics. Part two of a two-part series.
Course Notes: Required of doctoral candidates in Health Policy and open to others by
permission of the instructor. Offered jointly with the Kennedy School
as SUP-958 and with Public Health as HPM 246B.

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Health Policy 3000

Robert Blendon
Class Notes:

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Health Policy 3000

Robert Blendon
Class Notes:

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Health Policy 3000 Section: 004

David Cutler

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David Cutler

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Robert Huckman

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Robert Huckman

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Mary Beth Landrum

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Mary Beth Landrum

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John McWilliams

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John McWilliams

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Joseph P. Newhouse

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Joseph P. Newhouse

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Jane Kim

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Jane Kim

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Health Policy 3001

Coursework and Research (208354)

Student is engaged in coursework and/or non-dissertation research.

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Health Policy 3001

Coursework and Research (208354)

Student is engaged in coursework and/or non-dissertation research.

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Health Policy 3002

Graduate Research Course: Mental Health Policy (207864)
Haiden Huskamp

Richard Frank
Thomas McGuire
Participants discuss key institutional details related to the financing and delivery of mental health and substance
use disorder treatment and existing research on mental health policy. Topics include: clinical presentation and
treatment decision making; integration vs. exceptionalism; role of the government in financing and delivery
of mental health and substance use disorder treatment; insurance coverage; payment; disparities in
treatment; role of adverse childhood events; intersection with criminal justice; and social attitudes toward
mental illness and addiction.
Class Notes: Course location: Dept of Health Care Policy, HMS, 180A Longwood
Ave, Room 224E, Boston

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Health Policy 3003

Teaching (210876)

Student is engaged in teaching.

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Health Policy 3003

Teaching (210876)

For students engaged in teaching.

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Health Policy 3004
Dissertation Research (210877)

For students engaged in dissertation research.

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Health Policy 3004

Dissertation Research (210877)

For students engaged in dissertation research

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Health Policy 3040

Research in Seminar in Health Policy (207863)
Laura Hatfield
Anupam Jena
Students in the third year and above present dissertation research in progress.
Requirements: Health Policy PhD students Only

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Health Policy 3040
Research in Seminar in Health Policy (207863)
Laura Hatfield
Anupam Jena
Students in the third year and above present dissertation research in progress.
Class Notes: Meets at the Department of Health Care Policy at HMS, 180A Longwood
Ave, Room 224E.
Requirements: Health Policy PhD students Only

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Health Policy 3050

Federal Research Funding (110065)
John Hsu
This course focuses on federal scientific research grant applications. Students will learn about the most
common forms of federal grant applications, basic components of applications, and the scientific review
process for NIH / AHRQ. Students will develop a dissertation grant application, and will review actual grant
applications as part of the course.
Course Notes: Required of AHRQ trainees.

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Health Policy 3080A

Graduate Reading Course: Methods for Policy Research (119678)
Mary Beth Landrum
John McWilliams
Graduate reading course covering major topics in study design and quantitative research methods for
health policy research. This course is designed to help students in the Methods for Policy Research track
of the Health Policy PhD program prepare for their concentration exam. Part one of a two-part series.

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Health Policy 3080B

Graduate Reading Course: Methods for Policy Research (160640)
Mary Beth Landrum
John McWilliams
Graduate reading course covering major topics in study design and quantitative research methods for
health policy research. This course is designed to help students in the Methods for Policy Research track
of the Health Policy PhD program prepare for their concentration exam. Part two of a two-part series.

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History
Subject: History
History 13E Section: 01

History of Modern Mexico (159613)
Kirsten Weld
This course explores the history of Mexico in the 19th and 20th centuries, emphasizing the importance of
historical approaches to understanding critical phenomena in contemporary Mexican affairs. Topics
covered include colonial legacies, race and ethnicity, the Mexican Revolution, the border, nation-building
and development, Mexico-US relations, popular culture, economic crisis, the Zapatista rebellion, narco-
violence and the "war on drugs," and migration.

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History 13U Section: 01

Asian Diasporas in Global History (207520)
Sunil Amrith
Michael Szonyi
This undergraduate seminar will explore the role of Chinese and Indian diasporas in the making of the
modern world. Focusing on the two regions where Chinese and Indian diasporas converged—Southeast
Asia and North America—the course explores both the comparisons and the connections between these
great migrations. The seminar will give students the opportunity to undertake primary research on Asian
migration—in a group project focused on the history of Boston's Chinatown, and through individual
research papers that students will develop over the course of the semester.

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History 13V Section: 01

The Antebellum American Empire (207643)

The United States became an empire shortly after its inception. In this course, we will investigate how the
US used settler colonialism—the claiming and cultivation of land—to acquire more territory between 1800
and 1860. Driven by slavery's expansion, the United States used increasingly aggressive tactics in its
imperial quest, including forcibly removing Indians and provoking war with Mexico. In a period often seen
as the prelude to the Civil War, instead of viewing a nation turning in on itself, we will see an empire
stretching to fill a continent—and faltering when its leaders disagreed on its fate.

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History 13W Section: 01

Nazi Germany and the Holocaust (207696)
Brandon Bloch
This seminar analyzes the history of National Socialist Germany (1933-45), focusing on the Nazi
regime's murder of nearly six million Jews as well as individuals targeted as Polish elites, Roma,
homosexuals, disabled people, and political opponents. We engage with debates about the rise of
the Nazi Party in Germany; the sources of Nazi antisemitism; the decision to annihilate European
Jewry; the role of local populations in mass killings; the meanings of collaboration and
resistance; and the relationship between statelessness and genocide. The overarching question
is how patterns of racism and exclusion in everyday life relate to extreme violence in wartime.

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History 13X Section: 01

Europe and its Others: From the Enlightenment to the European Union (207697)
Brandon Bloch
What is Europe, and who counts as European? This course takes a long view on contemporary
struggles to define Europe, by analyzing how Europeans since the Enlightenment have imagined
their relationships to peoples considered to be at Europe's geographic or cultural margins. We

address Enlightenment ideas of humanity and cosmopolitanism, the rise of nineteenth-century
orientalism and racial science, and twentieth-century challenges to European identities through
genocide, decolonization, and immigration. Questions for debate include: Was Enlightenment
universalism anti-Semitic? Did nationalism supersede Christian constructions of European
identity? Was scientific racism a secular theology? Is the "Muslim Question" the new "Jewish
Question"?

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History 13Y Section: 01

World War II Through Soviet Eyes (207746)

What was life like for Soviet citizens who lived and died during World War II? This seminar will
focus on major events and themes in the history of World War II in the Soviet Union (1941-1945)
and the changing cultural interpretations of the history of the war from the 1940s to the present.
We will explore the perspectives of women and men fighting on the front lines, living under Nazi
occupation, and struggling on the home front. Each week will feature a major work of Soviet
literature, film or architecture dedicated to World War II (in English translation).

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History 13Z Section: 01

Liberty and Slavery: The British Empire and the American Revolution (207652)

This course examines the American Revolution from a Trans-Atlantic, British imperial perspective
and takes as its focus the complicated relationship between the twin political ideas of liberty and
slavery. We will study the political and constitutional tension between colonial rights and imperial
authority, the political economy of slavery in North America and the West Indies, and the growth
of anti-slavery and abolition within the British Empire. Through this wider framework, students
will explore how the Revolution was much more than just a conflict over taxation and why it was
so important to people other than Boston's Sons of Liberty.

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History 14H Section: 01

The History of Boston Through Its Built and Natural Environments (207837)
Zachary Nowak
This class challenges students to examine the city around them and connect its social and
economic history with its shoreline, glacial hills, city parks, and segregated neighborhoods. Our
subject of study will be the city of Boston as well as the inhabitants and builders of the city's
historical landscapes. We will see how the city's natural and built environments shaped its
history, and how Bostonians of all walks of life made and remade the city—sometimes together,
sometimes fighting bitterly. Assignments include a field journal, short essays, and a group wiki
entry. There are two field trips, one a "toxic tour" of Dorchester.

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History 14I Section: 01

American Food, A Global History: More Than Just a Meal (207838)
Zachary Nowak
How can food let us "taste" the past? This course uses food history to reveal the stories of
Native Americans, women, enslaved people, factory workers, and other everyday people in the
American past. By looking at what people in the United States ate from the twelfth century
onward, we will uncover how historical actors other than just elite white men made America. The
course is about contributions to American food culture but also about resistance. We will make
extensive use of primary sources of all kinds, including objects.

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History 14J Section: 01
BINDING TIES: African North Americans and Citizenship, 1775 to the Present (207951)
Wendell Adjetey
From the Revolutionary War to the Emancipation Proclamation to the apex of the Black Power
struggle, African descendants—whether in Canada, the Caribbean Basin, or the United States—
crisscrossed borders in pursuit of liberty and citizenship. As transnational peoples with a
diasporic outlook, African descendants engaged in military service, demanded enfranchisement,
chased work, sustained families, and established cross-border communities. This course will
introduce undergraduates to the multilayered black racial formation in North America. We will
interrogate how race-making and border crossing in the Atlantic world enabled African North
Americans to disrupt imperial and nation state hegemony and imagine freedom.

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History 14K Section: 01

Oil and Empire (208062)
Rosie Bsheer
This undergraduate seminar examines the political and social history of oil since the late nineteenth
century, looking at oil's impact on the rise and fall of empires, the fates of nation-states, its role in war, as
well as its varied impact on social, cultural, and environmental life. It is designed to introduce students to
the broader historical narratives and historiographical debates associated with oil and the making of the
modern world. While we address global trends and processes, from Venezuela to Indonesia and the Niger
Delta, the primary focus will be on the Middle East.
Course Notes: First year students are highly encouraged to take the course.

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History 60O Section: 01

American Indian History in Four Acts (156667)

Philip Deloria
Both scholars and tribal people (not mutually exclusive!) have found it useful to structure American Indian
history around four broad chronological categories emerging from the formation of United States Indian
policy: Treatymaking, Indian Removal, Land Allotment, and Self-Determination. This seminar will use this
"four acts" structure to offer a broad overview of American Indian history, while also considering the
limitations of such category-making, including the decentering of Indian people and the blunting of
historical complexity. Engaged with primary sources and historiography, the course will also allow
students to engage in original research in the field of American Indian history.

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History 70J Section: 01

Byzantium between the Crusades and the Islamic World, c.1100-c.1450 (108058)
Dimiter Angelov
The seminar focuses on the eastern Mediterranean in a period of economic integration and political
fragmentation marked by the crusades, the expansion of the Italian maritime republics, western
colonization, and the conquests of the Turks. How did the Byzantines react to the new unsettled world
around them? What was the role of the newcomers? Special attention will be paid to the crusades, cross-
cultural contacts, and the Mediterranean economy.

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History 74N
U.S. History: Major Themes in the Twentieth Century (125517)
Lisa McGirr
The twentieth-century United States is a vibrant and flourishing field of historical study. The goal of this
seminar is to introduce students to the central questions, problems and debates in the history of the
"American century." Students will learn how the literature of history has developed through reading both
older and newer approaches. Readings focus on questions of politics, political culture, the state and social
life. The course is both thematic and chronological (as well as necessarily selective). Students are expected

to prepare well for seminar and to participate actively in discussion. Each class will begin with a brief
introduction to the readings (no more than five minutes) by a member of the seminar. The idea here is for
one student to take special responsibility for leading discussion, raising questions and problems posed by
the reading.

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History 82F Section: 01

The Origins of the Cold War: The Yalta Conference (1945) (124495)
Serhii Plokhii
The Yalta Conference is analyzed in the context of the long-term geostrategic goals of the United States,
the United Kingdom, and the USSR. Special attention is paid to psychological and cultural aspects of the
negotiating process.

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History 83C Section: 01

Care of the Soul (124487)
James Hankins
Comparative study of ancient traditions of moral self-cultivation as a way of curing diseases of soul and
achieving happiness and moral worth. The traditions considered include Aristotelianism, Stoicism,
Confucianism, and Buddhism. Readings include selections from Aristotle's *Ethics*, the Stoic Epictetus,
the *Meditations* of Marcus Aurelius, Confucius' *Analects *and other Confucian texts, and the
*Bodhicaryavatara * of Santideva.

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History 84G Section: 01
Harvard and Slavery (110365)
Caitlin Hopkins
Will explore the links between Harvard and slavery during the first 229 years of the university's history.
Students will write original research papers on various aspects of the history of Harvard University and
slavery, including how resources extracted from slave labor benefited the university, the ways Harvard
administrators and faculty supported or struggled against the institution of slavery, and what kinds of links
the university built to slaveholders.

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History 88B Section: 01

Medieval History and Cinema (126624)
Cemal Kafadar
This course deals with the challenges of representing medieval history by focusing on selected films,
which will be viewed at two levels at once, as films and as history. What are the uses of cinema as a vehicle
for thinking about the past? What qualities, other than accuracy, make for good history in films? What are
the advantages, if any, of cinematic representation of the premodern past with its different sense of
intimacy with the supernatural?
Course Notes: There will be a group viewing of selected films each week and a class
meeting to discuss films and related readings.

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History 89A Section: 01

British Colonial Violence in the 20th Century (120484)
Caroline Elkins
Will explore Britain's deployment of various forms of violence in its 20th-century empire, and how this

violence was understood, justified, and represented in the empire and at home. Imperial objectives and
policies will be weighed alongside local factors such as race, settler presence, indigenous responses to
colonial rule, and economic and strategic interests to assess the universality and particularity of British
colonial violence.
Class Notes: The course meets at the Harvard Business School, Baker B82.

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History 91R
Lisa McGirr
Limited to juniors and seniors. Students wishing to enroll must petition the DUS for approval, stating the
proposed project, and must have the consent of the proposed instructor. Ordinarily, students are required
to have taken some course work as background for their project.

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History 91R
Lisa McGirr
Limited to juniors and seniors. Students wishing to enroll must petition the DUS for approval, stating the
proposed project, and must have the consent of the proposed instructor. Ordinarily, students are required
to have taken some course work as background for their project.

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History 92R
History Lab (109759)
Gabriel Pizzorno
History Lab offers History concentrators and other students a chance to spend a semester working with
History faculty on faculty research projects. Outcomes will include familiarity with a range of digital tools
for research and data visualization and insights on how to design and execute a major research project.
Please consult the course's Canvas site for details and a list of the projects offered this term.

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History 92R
History Lab (109759)
Gabriel Pizzorno
History Lab offers History concentrators and other students a chance to spend a semester working with
History faculty on faculty research projects. Outcomes will include familiarity with a range of digital tools
for research and data visualization and insights on how to design and execute a major research project.
Please consult the course's Canvas site for details and a list of the projects offered this term.

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History 97E Section: 01

"What is Imperial History?" (109930)
Sugata Bose
Though empires have recently disappeared from the map, for historians these sprawling multi-ethnic, multi-
confessional states remain crucial laboratories for the study of violence, power, ideology, aesthetics, and
identity. This section will introduce students to the many ways historians define empires and interpret the
experiences of those who inhabited them. How does one write the history of such diverse, expansive

entities? How does imperial history incorporate the perspectives of disenfranchised, enslaved, and
colonized peoples? What is its scale? How does the work of historians relate to images of empire
generated through public commemoration and popular memory?
Course Notes: Instructor to be determined
Class Notes: Required of, and limited to, all History concentrators in the spring term
of their sophomore year.

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History 97H
"What is Urban History?" (110445)
Elizabeth Hinton
This section will explore the methods historians have used to understand the political, economic, and
social development of cities and urban life over the past four centuries. How have historians approached
the study of metropolitan regions and their inhabitants? What methods have they used to examine the ways
in which social and spatial forms differ by time and place? How does urban history provide a unique
vantage to analyze issues of class, ethnicity, migration, race, and gender? Readings and discussions will
give special attention to cities and transformations in the United States, but we will draw comparative
examples from the histories of urban centers across the globe.

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History 97I Section: 01

What is Biography? (110446)
Jill Lepore
Biographers write histories of lives. Their storytelling is often novelistic but their standards of evidence are
those of the historian. They confront distinctive questions: What lives are worth writing? What is the

relationship between the individual and society? What rules govern the relationship between biographers
and their subjects? How has the art of biography changed over the centuries, and what forces have driven
those changes? In this section, we'll read both notable biographies and the critical literature on biography
as a genre that is often seen to be at odds with the conventions of other kinds of historical writing.

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History 97M Section: 01

"What is International History?" (207519)
Erez Manela
Relations between states define some of the most important aspects of human history, including
major wars, trade relations, and movements of people, ideas, and cultural productions. States, of
course, have been important actors in this history, but so have other types of actors, such as
international organizations, NGOs, missionary groups, philanthropic foundations, and
transnational movements. In this course, we will explore major events, themes, and approaches
in international history, all with the goal of better understanding how international interactions
have shaped human history and experiences across time.

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History 97N Section: 01

"What is Gender History?" (207521)
Genevieve Clutario
This course examines how the historical framework of "gender" emerged from women's history
to a field that explores relational dynamics and examines the processes by which female and

male, feminine, and masculine are constituted in culturally and historically specific ways. We will
look at how historians have evaluated gender formations and at the same time how they use the
concept to understand historical change and processes. The course will also examine the
methods of gender historians, the kinds of sources they use, research strategies, and how their
methodologies intersect with other frameworks, namely those of class, race, ethnicity, religion,
and citizenship.

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History 99A
Senior Thesis Tutorial (116853)
Carla Heelan
Researching and writing the senior thesis in History. Part one of a two-part series.
Course Notes: Required of, and ordinarily limited to, seniors completing the History
concentration's thesis program. Permission must be obtained from the
Tutorial Office.

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History 99B
Senior Thesis Tutorial (159975)
Carla Heelan
Researching and writing the senior thesis in History. Part two of a two-part series.
Course Notes: Required of, and ordinarily limited to, seniors completing the History
concentration's thesis program. Permission must be obtained from the
Tutorial Office.

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History 1001
The War in Vietnam (205257)
Fredrik Logevall
The struggle for Vietnam occupies a central place in the history of the 20th century. How did it happen?
Why did first France and then the United States wage large-scale war there, and why did both powers fail in
their effort to subdue the revolutionary Vietnamese forces? And what is the legacy of the struggle for our
world and for U.S. foreign policy today? This course examines these and related questions, with particular
attention to the long period of direct American involvement. The events will be considered in their
relationship to Vietnam's history, to American politics and society, and to the concurrent Cold War.

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History 1003 Section: 01

(Un)Happy Days: The United States in the Great Depression and New Deal (207524)
Brett Flehinger
This course studies the social, political, and cultural consequences of the most profound
economic collapse in American history, the Great Depression. We place the New Deal in broader
context, tracing Liberalism across the Nineteenth Century and through the Great Society and Civil
Rights Movement.

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Modern Europe, 1789 to the Present (207529)
Carla Heelan
This survey course explores the political, social, economic, and cultural history of Europe from
the French Revolution to the present. Topics include agricultural, commercial and industrial
development; demographic change and social stratification; mass migration, trade and
globalization; religion and political ideology; monarchies, republics and empires; war, peace and
revolution. Throughout the period that this course covers, European history became increasingly
hard to separate from its global dimensions, and the syllabus reflects that.

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Native American and Indigenous Studies: An Introduction (207523)
Philip Deloria
Though American Indian people make up 1.7% of the U.S. population, their importance outweighs
the census numbers. Native American history and politics define critical issues in law, energy,
land management, and government, while the culture industries inevitably confront the curious
hold that indigenous people have on American culture. American conquest and colonialism
invite connection and comparison across a global scale, particularly in settler states such as
Canada, Australia, and Aotearoa/New Zealand. This course offers a broad introductory survey of
these and other issues as it explores the development and current state of the history-based
interdisciplinary field known as Native American and indigenous Studies.

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The State of Israel in Comparative Perspective (203044)
Eyal Naveh
This course addresses controversies surrounding the history of Zionism and the state of Israel. Central to
these controversies are questions of comparison. Is Zionism a movement for collective liberation, like
national movements of stateless or colonized peoples, or a variety of western colonialism? Does Israeli
statecraft operate within a normal geopolitical spectrum, or is it unusually expansionist and aggressive?
This course seeks to answer such questions through a broad and deep analysis that spans the 19th and
20th centuries, pays close attention to Israel's social and cultural history as well as high politics and
military affairs, and imbeds modern Israel into multiple global contexts.
Course Notes: Instructor: Professor Eyal Naveh

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Introduction to Asian American History (159559)
Genevieve Clutario
This course examines comparative histories of modern transpacific movement and migration between Asia
and the Americas, under the scope of multiple colonizations and imperial expansions. We will study empire
and colonialisms impact transnational movements of ideas, commodities, and people, tracing how
movements also occur within and between colonial spaces and across hemispheres. By connecting
transnational histories of Asia, including the Philippines, as well as Pacific Islands, like Guam, Samoa, and
Hawai'i to the "Americas," this course explores how legacies of empire shaped and continue to shape
forms of Asian migration, global formations, and diaspora.

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Coffee and the Nighttime: History and Politics, 1400-2020 (207532)
Cemal Kafadar
Since the fifteenth century, individuals and societies in different parts of the world adopted a
gradually but unmistakably quickening tempo in their everyday lives and started to make more
uses of the nighttime –for socializing, for entertainment, and for work. In this reconfiguration of
the architecture of day and night, people turned to various psychotropic substances such as

coffee to help them better manipulate times of activity and repose. They have also created new
social institutions such as coffeehouses, which turned into public spaces for engagement with
new forms of arts and politics. The course offers a history of these developments until our own
time of "living 24/7" in terms of their social, economic and political consequences. Biological
aspects such as addiction and pressures on our circadian rhythms will also be explored in the
context of histories of sleep and nocturnal activity.

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Byzantine Civilization (108059)
Dimiter Angelov
The Byzantine (Eastern Roman) Empire outlived the fall of Rome by a thousand years. In what ways did
Byzantium preserve the institutions and politics of imperial Rome? In what ways was it a medieval
civilization? How did Byzantium's professional armies, able diplomats, and brilliant intellectuals ensure its
survival and renewed expansion? This course traces the story of the Byzantine Empire between c. 600 and
1453, setting it in the context of medieval and world history.

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History 1039
First Empires: Power and Propaganda in the Ancient World (159593)
Gabriel Pizzorno
This course traces the continuum of socio-political and cultural developments in the Near East that led,

over the course of three millennia, from stateless societies to the emergence of Assyria as the first empire
in history. The class focuses on the long-term history of power centralisation, and the role of ideology and
propaganda in overcoming resistance to this concentration of authority. The course material covers a
broad evidentiary and chronological range. We will employ textual, visual, and archaeological sources to
explore the evolution of the political and cultural landscape in the Near East and the Mediterranean, from
the emergence of the first city-states in the late fourth millennium BCE to the early development of Roman
imperial ideology around the start of the Common Era.

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After Catastrophe: Europe Since 1945 (207700)
Brandon Bloch
This course surveys European politics and culture from the end of the Second World War to the
present. We explore how Europeans rebuilt their societies after the devastation of total war, and
how the legacies of war and genocide have shaped European politics and identities in the
decades since. Topics include postwar U.S. and Soviet occupations; the Cold War; labor and
consumption in communist and capitalist societies; the rise of feminist, environmental, and anti-
colonial movements; immigration; memory cultures; and European unification. Lectures and
readings provide historical context for understanding contemporary debates surrounding
populism, ethnic diversity, and economic disparities in Europe.

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From the Little Ice Age to Climate Change: Introduction to US Environmental History (207839)
Zachary Nowak
How did people in what is now the United States shape their environment, and how were they
shaped by it? This course examines how humans thought about and used the natural world over
the centuries—and the consequences of both use of and thoughts about the nature. Topics
include food, climate change, pollution, conquest and resistance, environmentalism, and energy.

This course actively seeks to show the importance of the material world and the contributions of
a broad spectrum of historical actors to US history, among them Native Americans, enslaved
people, women, working people, and outlaws, as well as the climate, microbes, and animals.

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Deep History (205088)
Daniel Smail
Matt Liebmann
Transcending disciplinary boundaries, "Deep History" brings the entirety of the human past together into a
single historical narrative. Lectures and discussions enable students to anchor their understanding of the
human past in tangible remains—a tool, a piece of ceramic or rock art, a shell-bead. These, in turn, provide
models for students as they research objects of their own choosing. Spanning the world and traveling from
the deep past to the present, this course offers students a chance to engage with a new kind of historical
identity and provides a counterbalance to the short-termism common in our public sphere.

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An Introduction to the History of Economic Thought (127819)
Emma Rothschild
The course provides an introduction to the history of economic thought, from Huan K'uan to Adam Smith,
Karl Marx and Paul Samuelson; and to economic concepts in historical perspective, from the state and the
market to natural resources and financial crises.

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History 1155
Early Modern Europe, 1450-1789 (107973)
Tamar Herzog
This course is an introductory survey of European Early Modern history, from the fifteenth to the late
eighteenth century. Organized chronologically and thematically, it examines developments from the late
Middle Ages to the Age of Revolutions, including the passage from feudalism to urban institutions, the
Renaissance, European Expansion overseas, the Protestant and the Catholic Reformations, the Scientific
Revolution, the Rise of Absolutism, slavery, the Enlightenment, and Revolutions. Meetings will alternate
between lecture and discussion of primary sources (available in English translation).

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U.S. Foreign Policy in a Global Age (160977)
Fredrik Logevall
The United States is the most powerful player on the international scene today, and is unlikely to relinquish
that position any time soon. Understanding how and why this condition arose, and what it means for world
affairs today, is our concern in this course. The emphasis is on U.S. policymaking over the past century,
with due attention to the international and domestic political context in which decisions were made. Issues
to be explored include the tension between isolationism and interventionism and between unilateralism and
multilateralism; the emergence of the U.S. as a superpower; the Soviet-American confrontation; the rise of
presidential power in foreign affairs; the wars in Iraq and Afghanistan; and the nature of American power in
today's world.
Course Notes: Offered jointly with the Kennedy School as IGA-217. The enrollment
limit for FAS students is 20.

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The End of Communism (109418)
Terry Martin
Examines how and why communism collapsed in the Soviet Union and Eastern Europe. Places the events
of 1989/1991, usually considered sudden and shocking, within the political, economic, social, and cultural
context of the surrounding decades (1970-2000). Considers both international and domestic factors,
including the Cold War and the arms race; ideology and dissent; consumption and culture; oil, economics
and the environment; nationalism and civil war; gender and health. Investigates the role of structural
conditions and contingency in history.

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History 1284
Revolutionary Eurasia, 1905-1949 (205075)
Terry Martin
Analyzes the wave of revolutions in the Russian, Ottoman, Persian, and Chinese imperial spaces from 1905
to 1949; the constitutional revolutions of 1905-1912; the 1917 Russian revolution and its Eurasian impact;
revolution from above by Stalin, Ataturk, Reza Shah, and Chiang Kai-Shek; the communization of eastern
Europe and the 1949 Chinese revolution.

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Western Intellectual History: Greco-Roman Antiquity (119533)
James Hankins

A survey of major themes in the intellectual history of the Greek and Roman World, with special attention to
metaphysics, psychology, ethics and the philosophic life. Readings in the Presocratics, Plato, Aristotle,
Lucretius, Epictetus, Cicero, Seneca, Marcus Aurelius, Plotinus, Augustine, and Boethius.
Education requirement for Ethical Reasoning. This course fulfills the

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Western Intellectual History II: The Prehistory of Modern Thought (119534)
James Hankins
A survey of major themes in medieval and early modern intellectual history. Readings in Anselm, Abelard,
Thomas Aquinas, William of Ockham, Petrarch, Machiavelli, Thomas More, Martin Luther, Montaigne,
Francis Bacon, Descartes, Hobbes.
Education requirement for Culture and Belief. This course fulfills the

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German Social Thought, Nietzsche to Habermas (126545)

Peter Gordon
A philosophical and historical survey of major debates in modern German social theory over the span of a
century, from Nietzsche's anti-foundationalist critique of morality and truth to Habermas's attempt to
rebuild a pragmatic-transcendentalist theory for ethical and discursive reason after the collapse of
metaphysics. Readings by Nietzsche, Weber, Heidegger, Adorno, Horkheimer, and Habermas.

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French Social Thought, Durkheim to Foucault (126546)
Peter Gordon
A survey of major themes and debates in modern French social theory over the span of a century, from
Durkheim's neo-Kantian theory of the social symbolic to Foucault's conception of the historical a priori,
concluding with the recent emergence of neo-liberal conceptions of both history and society. Major
readings by Durkheim, Mauss, Sartre, Kojève, Fanon, de Beauvoir, Lévi-Strauss, Lacan, Althusser, Derrida,
and Foucault.

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History of American Populisms (126293)
Brett Flehinger
This course studies the American Populist tradition that defines the common "people" as the foundation of
American economic and political life and thrives on opposition between the people and "elite" interests.
The class places the formal Populist movement of the late nineteenth century in broader context, from
Jeffersonian tradition through the rise of anti-elitist and anti-government movements characterized by
George Wallace, Sarah Palin, the Tea Parties, and the political rise of Donald Trump.

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Latin America and the United States (108530)
Kirsten Weld
Surveys the complex, mutually constitutive, and often thorny relationship - characterized by suspicion and
antagonism, but also by fascination and desire - between the United States and the diverse republics south
of the Rio Grande. Examines public policy, US expansionism and empire, popular culture and consumption,
competing economic development models, migration, tourism, the Cold War, sovereignty, dissent, and
contrasting visions of democratic citizenship.
Education requirement for United States in the World. This course

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Modern China (109621)
Arunabh Ghosh
This lecture course will provide a survey of some of the major issues in the history of post-imperial China
(1912- ). Beginning with the decline of the Qing and the dramatic collapse of China's imperial system in
1911, the course shall examine how China has sought to redefine itself anew over the past one-hundred
years. The revolutionary years of 1911, 1949, and 1978 will serve as our three fulcra, as we investigate how
China has tussled with a variety of 'isms' (such as republicanism, militarism, nationalism, socialism, and
state capitalism) in its pursuit of an appropriate system of governance and social organization. In so doing,

we shall also explore the social, economic, cultural, and scientific changes wrought by these varied
attempts at state-building.

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Narrative History: Art and Argument (207531)
Maya Jasanoff
Who, what, where, when, how, and why? The elements of history are the elements of a story, and
the art of writing history is the art of how to tell it. This course offers an intensive workshop on
the art and craft of historical narrative. Through reading (from T. B. Macaulay to Hilary Mantel)
and in-class writing exercises we will develop a repertoire of techniques to address issues central
to historical story-telling, such as establishing scene and character, handling evidence, and
embedding argument. Open to any advanced undergraduates and graduate students interested in
writing as a craft.

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The Mediated Book: Texts, Writers, and Readers in Early Modern Britain and Early America (203460)
David Hall
An introduction to book history and its connections with intellectual, cultural, and religious history, this
course focuses on popular Protestantism in Britain and early America, together with certain "revolutions"
in print in the context of political insurgencies; as well, it deals with the relationships between writers,
readers, and the book trades. Apart from weekly readings and brief reports, the principal assignment is a
15-20 page research paper using primary sources.
Course Notes: Offered jointly with the Harvard Divinity School as 2132.

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Colonial Latin America (207502)
Tamar Herzog
This course examines some of the main debates in Colonial Latin American History. Among other things,
we will discuss issues such as conquest and resistance, the construction and administration of differences
(such as race, ethnicity, gender, religion), the use of organizing concepts such "crisis," "decline," and
"corruption," the contribution of Atlantic, global and comparative history, subaltern studies and
postcolonialism to the study of colonial Latin America, the persistence of a black legend, and so forth.

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Violence, Substances and Mental Illness: African Perspectives (159556)
Emmanuel Akyeampong
Arthur Kleinman
An introduction to African perspectives on mental illness, exploring the development and practice of
psychiatry as a medical field in Africa, examining the grey areas within psychiatric knowledge, and
engaging the ongoing debates about the interface between race, culture and psychiatry. Will review African
therapeutic systems; witchcraft, causation and mental health; substance abuse; violence and mental
illness; and more recent links between HIV/AIDS, loss and depression.

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Literature and Social History: A View from Brazil (159656)
Sidney Chalhoub
The objective of this course is to study major authors and works of nineteenth-century Brazilian fiction.
Writing fiction from a spot deemed to be in the "periphery" of the western world meant a difficult and
complex engagement with European literary and intellectual traditions. The course will focus primarily on
the evidence regarding changes in the politics of social dominance in the period –from slavery and
paternalism to the worlds and meanings of "free" labor. Questions of class, gender and race in the general
context of defining and setting new limits of citizenship rights will be emphasized.

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Social Revolutions in Latin America (159555)
This course seeks to explain why social revolutions have taken place in Latin America and analyzes their
impact on the region. The objective is for students to gain a critical understanding of the origins,
development, and impact of revolutionary movements in Latin America during the twentieth century. The
course examines several case studies, which may include Mexico, Cuba, Chile, Nicaragua, the Zapatista
uprising in Chiapas, and the so-called "Bolivarian revolution" of Venezuela. Our goal is to identify
similarities and differences among these cases.
Course Notes: This course is also offered through the African and African American
Studies Department as AAAS 199X. Credit may be earned for either
History 1937 or AAAS 199X, but not both.

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Economic History of Modern China (207525)
Arunabh Ghosh
This conference course offers a close examination of the economic history of modern China set
against the background of major debates in the field of world economic history and within the
field of modern Chinese history. The approximate time frame covered is from the late eighteenth
century to the present. Prior coursework in Chinese history (in particular on modern China) is
recommended but not necessary.

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Race, Gender, and U.S. Militarism (207553)
Juliet Nebolon
Beginning with the Cold War and ending with the contemporary "War on Terror," this seminar explores how
the post-WWII development of the national security state transformed American politics and culture.
Assigned readings and films encourage students to analyze how U.S. domestic relations of race, gender,
and sexuality have been intertwined with the nation's global policies of empire, militarization, and war.
Topics include Cold War containment/integration, civil and human rights, decolonization, immigration,
terrorism, drones, neoliberalism, and military detainment. This course brings together scholarship from
American History, Ethnic Studies, Transnational Feminism, Diplomatic History, and International Studies.

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Beyond 'The End of History': Rethinking Europe's Long Twentieth Century, 1900-2018 (208328)
Charles Maier
Changing Interpretations of successive crises and recoveries since the First World War and Great
Depression through fascism and Nazism, the long postwar transformations on the political Left and Right,
the end of European empire, the upheavals of 1968 and 1989, apparent democratic triumph and current
vulnerability. Students will prepare a class introduction, write a brief mid-term essay and prepare a longer
final paper, which can receive seminar credit.

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The People's Republic of China and the World (207745)
Julian Gewirtz
This course will examine the history of the People's Republic of China's relations, struggles, and
interconnections with the wider world since its founding in 1949. This course centers on the ways
in which China's leaders have understood and interacted with the world outside their borders,
focusing primarily on: (1) diplomatic and security engagements, (2) international economic
interactions, and (3) transnational intellectual and cultural exchanges. The course will enable
students to examine major themes in the history of socialism, development, and globalization and
develop a deeper historical understanding of China's rise at a moment when it is dramatically
reshaping the world.

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History 1993
Introduction to Digital History (156564)
Gabriel Pizzorno
This course trains students in a range of digital methods used for the acquisition, analysis, and
visualization of data in the context of historical research. Beyond developing practical skills, students will
learn how to critically evaluate the potential and limitations of new technologies, and how to integrate them
into their work in a careful, theoretically informed way.

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Historiography of the Modern Middle East: Proseminar (208063)
Rosie Bsheer
This graduate seminar aims to familiarize students with some of the major debates in the field of modern
Middle East history and pays careful attention to competing theoretical frameworks and methodological

approaches. It will look at some of the most important literature on Orientalism, area studies, Ottoman rule,
colonialism, nationalism, gender, and religion. This course will prepare doctoral students for the
comprehensive exam in the field of modern Middle East history but is also suitable to all PhD students
interested in these thematic areas of study. It will also lay the groundwork for teaching courses on the
modern Middle East.

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Gender and Empire: History, Archives, and Methods: Seminar (208030)
Genevieve Clutario
This seminar examines gender as an important lens to understand formations of modern empire
and colonialism. Students will engage with historical works that use the framework of gender to
track the development of empires and colonialism, to recognize gendered colonial technologies
in arenas such as domesticity, militarization, commodity capitalism, and medicine, and to explore
the consequences of such processes on marginalized groups. While the course does not cover
the entire temporal and geographic range of gender and empire histories, it will delve into the
debates of what constitutes "the global" in writings of gender history and the relationships of
gender to other frameworks such as race, class, religion, and sexuality. Students will also
consider the methodological problems and strategies as well as compare the types of sources
and archives used by gender historians. Ultimately, the course aims to provide a framework for
students seeking to pursue further research in the fields of gender history, studies of empire,
colonialism, and the global south.

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History from Things: Seminar (205145)
Gabriel Pizzorno
This seminar focuses on the use of material culture as a primary source for constructing historical

narratives that access aspects of the past not covered by written words. We will look closely at how
materiality theory relates to the methodologies and conceptual categories used by historians to understand
the past. Students will also be trained in the specific skills needed for interpreting material sources.
Because material history relies on methodologies and theoretical approaches that transcend the fields that
define our discipline, the course's coverage will be broad across both time and space, allowing for
participants to explore corpora of materials according to their own interests and expertise.

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Medieval Societies and Cultures: Proseminar (143662)
Daniel Smail
Introduction to the study of medieval history and to the literature basic to the examination field. Readings
include both canonical works as well as recent studies. Though designed for specialists in medieval
European history, the course welcomes all non-specialists interested in exploring large issues of
comparative history and chronological depth.
Course Notes: May not ordinarily be credited as one of the research seminars
required in the first-year program.
Recommended Prep: Reading knowledge of French and/or German.

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Topics in High and Late Medieval History: Seminar (121679)
Daniel Smail
This course is designed to introduce graduate students to the sources and methodologies necessary to
conduct research on medieval Europe.

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Medieval Law (112622)
Charles Donahue
Readings focused alternately on the English legal tradition and on the Roman-canonical tradition. The topic
for 2018-19 will be the English legal tradition. Short papers analyzing texts will be required but not a
research paper.
Course Notes: Offered jointly with the Law School as Law 2166.
Recommended Prep: Some Latin required.

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The Soviet Union: Seminar (122848)
Terry Martin
Introduction to archival and primary sources, as well as major historiographical debates. Primary focus on
major research paper.
Recommended Prep: Reading knowledge of Russian.

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Adorno's Aesthetic Theory: Seminar (207527)
Peter Gordon

This graduate-level interdisciplinary seminar will address the philosophical, historical,
sociological, and aesthetic questions raised by the Frankfurt School social theorist and
philosopher Theodor W. Adorno in his posthumously-published masterpiece Aesthetic Theory
(1970). Our chief task will be to come to a better understanding of this notoriously difficult work
by examining its place in past and present debates over the relationship between art and society.
Topics include: the possibility of poetry after Auschwitz, the debate with Walter Benjamin over
the status of the "aura", the problem of artistic political engagement, and the dialectic between
the culture-industry and "autonomous art."

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Research Seminar in the History of Education: Seminar (126517)
Julie Reuben
2019 Spring (4 Credits) Schedule: T 1000 AM - 1259 PM
This course offers students the opportunity to conduct original research in the history of education.
Course Notes: Offered jointly with the Graduate School of Education as S-508.
Class Notes: Offered jointly with the Graduate School of Education as S-508. The
course will meet at the Graduate School of Education, Longfellow 207.

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Black Ops: Militias, Small Wars, and Insurrections in Africa and its Diaspora: Seminar (207535)
Vincent Brown
Focusing on the history of imperial expansion, slaving wars, jihads, and liberation struggles in
Africa and its diaspora, this seminar considers conflicts dispersed over wide areas with largely
undefined battle lines and blurred distinctions between civilians and combatants. In addition to
classic issues of military organization, weaponry, tactics, and strategy, objects of study include

the following: the definition, scope, and scale of collective violence; militarism as a social
phenomenon; the relation between militancy and sex, gender, and sexuality; how violence
articulates with the politics of belonging and difference; and military ecology and the built
environment.

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History of Schooling in America: Seminar (126559)
Julie Reuben
This course examines major issues in the development of schooling from the Colonial period to the
present.
Course Notes: Offered jointly with the Graduate School of Education as A-418.
Class Notes: Offered jointly with the Graduate School of Education as A-418. The
course will meet at the Graduate School of Education, Longfellow 207.

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Readings in the U.S. in the 20th Century: Proseminar (112069)
Lisa McGirr
Readings in recent monographs as well as older historiography, covering a wide range of 20th-century
topics. This proseminar is required of all History graduate students focusing on the United States.

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History 2463
Graduate Readings in 20th-Century African-American History: Seminar (122157)
In this graduate seminar we will read books and articles on topics that reflect the diverse experiences and
ideologies of African Americans in the twentieth century. We will discuss and analyze differing historical
interpretations and methodologies. We will also explore a variety of historical writings, e.g., biography,
intellectual history, race and gender studies, labor history, transnational history, etc. Students are required
to write a short report on a recommended reading each week, in addition to being prepared to discuss the
required reading. A historiographic paper will be due at the end of the term.

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History of American Economic Regulation: Seminar (156896)
Kenneth Mack
2018 Fall (4 Credits) Schedule: MT 0130 PM - 0300 PM
This course examines the history of capitalism in America, viewed through the lens of debates over
regulation of economic activity. Beginning in the early days of the republic, it will examine the role of law in
capitalist development, focusing on debates over the regulation of corporations, banking and the financial
system, antitrust, and administrative law, continuing through the regulatory reforms of the New Deal. It will
then examine movements for deregulation, the roots of the financial crisis, and recent proposals to regulate
banks and other financial institutions. The course will examine the social, institutional and intellectual
history of economic regulation.
Course Notes: Offered jointly with the Law School at 2167. The enrollment limit for
FAS students
is 20. This course will meet at the Law School Campus.

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U.S. Power in the Global Arena: Seminar (207536)
Erez Manela

Fredrik Logevall
This graduate research seminar will explore cutting-edge approaches to the history of U.S. power
in the global arena. Students must complete both terms of this course (parts A and B) within the
same academic year in order to receive credit.

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U.S. Power in the Global Arena: Seminar (207537)
Erez Manela
Fredrik Logevall
This graduate research seminar will explore cutting-edge approaches to the history of U.S. power
in the global arena. Students must complete both terms of this course (parts A and B) within the
same academic year in order to receive credit.

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Rethinking the Archive: Proseminar (109563)
Kirsten Weld
This seminar provides a critical examination of the documentary and archival forms that lie at the heart of
historical knowledge production. Readings span disciplinary boundaries, geographic regions, and time
periods.

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Administrating Differences in Latin America: Historical Approaches (203325)
Tamar Herzog
The Latin American History Seminar and Workshop is a yearlong research seminar and workshop that
meets every other week to study a central question in Latin American history (in the fall) and provide
opportunities for scholars to share their own work and learn about the scholarship of others in a workshop
form (in the spring). In 2016-2017 we will discuss how differences were defined, negotiated, represented,
and challenged in colonial Latin American, creating both inclusion and exclusion. Among differences
considered would be distinctions between local and metropolitan; citizens and foreigners; narratives of
origin and ancestry based on racial, ethnic, or religious criteria; and gender distinctions. Students must

Attribute Value(s)

Administrating Differences in Latin America: Historical Approaches (203326)
Tamar Herzog
The Latin American History Seminar and Workshop is a yearlong research seminar and workshop that
meets every other week to study a central question in Latin American history (in the fall) and provide
opportunities for scholars to share their own work and learn about the scholarship of others in a workshop
form (in the spring). In 2016-2017 we will discuss how differences were defined, negotiated, represented,
and challenged in colonial Latin American, creating both inclusion and exclusion. Among differences
considered would be distinctions between local and metropolitan; citizens and foreigners; narratives of
origin and ancestry based on racial, ethnic, or religious criteria; and gender distinctions. Students must

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Readings in Modern Chinese History: Proseminar (159563)
Arunabh Ghosh
This Pro-Seminar will examine developments in the field of modern Chinese history, with a particular focus
on the twentieth century. Our principal goal is to gain some familiarity with the historical debates and
methodological approaches that have given shaped to the field. Readings will aim to achieve a balance
between classics in the field and contemporary scholarship. Topics covered include empire and semi-
colonialism, rebellion and revolution, nationalism, civil society and public sphere, economic development,
war, science and technology, foreign relations, and foreign relations.
This Pro-Seminar is particularly recommended for students planning an examination field in modern
Chinese history. Reading knowledge of Chinese is recommended but not a required; students must have
some prior coursework in Chinese history.

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Japanese History: Seminar (115288)
Andrew Gordon
Students write research papers on topics of their own choosing drawing on sources in Japanese, and other
languages as appropriate.
Recommended Prep: Reading knowledge of Japanese.

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History 2690
Asia in the Modern World: Seminar (205131)
Sugata Bose
This graduate seminar investigates the contemporary rise of Asia in historical context with a focus on
comparisons and connections between India and China.

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Comparative Slavery & the Law: Africa, Latin America, & the US: Seminar (159554)
Emmanuel Akyeampong
This seminar surveys the booming historiographies of slavery and the law in Latin America, the United
States, and Africa. Earlier generations of scholars relied heavily on European legal traditions to draw sharp
contrasts between U.S. and Latin American slavery. The most recent scholarship, however, approaches the
legal history of slavery through slaves' legal initiatives and actions. These initiatives were probably
informed by the Africans' legal cultures, as many of them came from societies where slavery was practiced.
Our seminar puts African legal regimes (customary law, Islamic law) at the center of our explorations
concerning slaves' legal actions in the Americas.

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History and Anthropology: Seminar (110313)
Vincent Brown
Ajantha Subramanian
Explores exchanges between the disciplines of History and Anthropology, emphasizing overlaps and
distinctions in the treatment of mutual concerns such as the representation of time and space, the

conceptualization of power, and the making of the subject.

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Introduction to Archival Research in Ottoman History: Proseminar (120701)
Cemal Kafadar
A survey of archival collections related to Ottoman history. Introduction to the archives of the central
government, pious endowments, provincial administrations, and court records.
Class Notes: Course meets in Robinson Hall L01
Recommended Prep: Reading knowledge of Turkish.

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History 2950A
Approaches to Global History: Seminar (109762)
Sugata Bose
Charles Maier
Approaches to global history, including economic and labor systems, cultural transfer, imperial
frameworks, migration, and environmental challenges. Students will prepare and present a research paper
as well cover common readings. Students must complete both terms of this course (parts A and B) within
the same academic year in order to receive credit.
Course Notes: Open to advanced undergraduates with permission of the instructors.

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History 2950B
Approaches to Global History: Seminar (160382)
Sugata Bose
Charles Maier
Approaches to global history, including economic and labor systems, cultural transfer, imperial
frameworks, migration, and environmental challenges. Students will prepare and present a research paper
as well cover common readings. Students must complete both terms of this course (parts A and B) within
the same academic year in order to receive credit.
Course Notes: Open to advanced undergraduates with the permission of the

instructors.

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History and Economics: Proseminar (124297)
Sunil Amrith
Emma Rothschild
Examines approaches to the history of economic thought, economic history and the history of economic
life through the exploration of particular topics including the political economy of empire, energy, and
information.

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History 3000
Emmanuel Akyeampong

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History 3000
Emmanuel Akyeampong

Attribute Value(s)

Sunil Amrith

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Sunil Amrith

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Dimiter Angelov

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Dimiter Angelov

Attribute Value(s)

David Armitage

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David Armitage

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Sven Beckert

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Sven Beckert

Attribute Value(s)

Ann Blair


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Ann Blair

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Peter K. Bol

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Peter K. Bol

Attribute Value(s)

Sugata Bose

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Sugata Bose

Attribute Value(s)

Vincent Brown

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Vincent Brown

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Tomiko Brown-Nagin

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Tomiko Brown-Nagin

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Sidney Chalhoub


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Sidney Chalhoub

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Joyce Chaplin

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Joyce Chaplin

Attribute Value(s)

Genevieve Clutario

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Genevieve Clutario

Attribute Value(s)

Lizabeth Cohen

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Lizabeth Cohen

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Nancy Cott

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Nancy Cott

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Philip Deloria

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Philip Deloria

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Emma Dench

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Emma Dench

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Caroline Elkins

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Caroline Elkins

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Mark Elliott

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Mark Elliott

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Niall Ferguson


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Niall Ferguson

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Arunabh Ghosh

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Arunabh Ghosh

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Andrew Gordon

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Andrew Gordon

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Peter Gordon

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Peter Gordon

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Annette Gordon-Reed

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Annette Gordon-Reed

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James Hankins


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James Hankins

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Tamar Herzog

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Tamar Herzog

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Attribute Value(s)

Elizabeth Hinton

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Elizabeth Hinton

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Maya Jasanoff

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Maya Jasanoff

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Andrew Jewett


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Andrew Jewett

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Alison Frank Johnson

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Attribute Value(s)

Walter Johnson

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Walter Johnson

Attribute Value(s)

Cemal Kafadar

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Cemal Kafadar

Attribute Value(s)

Jane Kamensky

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Jane Kamensky

Attribute Value(s)

William Kirby


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William Kirby

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James Kloppenberg

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James Kloppenberg

Attribute Value(s)

Jill Lepore

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Jill Lepore

Attribute Value(s)

Mary Lewis

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Mary Lewis

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Fredrik Logevall

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Fredrik Logevall

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Charles Maier


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Charles Maier

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Erez Manela

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Erez Manela

Attribute Value(s)

Terry Martin

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Terry Martin

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Michael McCormick

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Michael McCormick

Attribute Value(s)

Lisa McGirr

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Lisa McGirr

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Ian J. Miller


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Ian J. Miller

Attribute Value(s)

Roy Mottahedeh

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Roy Mottahedeh

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Samuel Moyn

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Samuel Moyn

Attribute Value(s)

Afsaneh Najmabadi

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Afsaneh Najmabadi

Attribute Value(s)

Kelly A. O'Neill

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Kelly A. O'Neill

Attribute Value(s)

Derek Penslar


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Derek Penslar

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Serhii Plokhii

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Serhii Plokhii

Attribute Value(s)

Emma Rothschild

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Emma Rothschild

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Daniel Smail

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Daniel Smail

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Michael Szonyi

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Michael Szonyi

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Laurel Ulrich


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Laurel Ulrich

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Kirsten Weld

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Kirsten Weld

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Rosie Bsheer

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Rosie Bsheer

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Tiya Miles

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Tiya Miles

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Teaching (208298)

Student is engaged in teaching as a Teaching Fellow or a History Prize Instructor. Student should register
for four credits per section if they are a TF.

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Teaching (208298)

Student is engaged in teaching as a Teaching Fellow or a History Prize Instructor. Student should register
for four credits per section if they are a TF.

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Research (208299)

Student is engaged in research, but has not begun to focus exclusively on their dissertation.

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Research (208299)

Student is engaged in research, but has not begun to focus exclusively on their dissertation.

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Course Work (208300)

Student is engaged in coursework.

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Course Work (208300)

Student is engaged in coursework.

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History 3010
Emmanuel Akyeampong
Instructors listed above under History 3010 supervise individual work in preparation for the General
Examination for the PhD degree.
Course Notes: Limited to candidates for the PhD who are in residence, who have been
for a year in residence, and who are in good standing in the Graduate
School. May ordinarily be taken only in preparation for a field (or fields)
to be examined on the General Examination. May not be counted
toward the AM degree except by permission of the Department.

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History 3010
Emmanuel Akyeampong

Attribute Value(s)

Sunil Amrith

Attribute Value(s)

Sunil Amrith

Attribute Value(s)

Dimiter Angelov


Attribute Value(s)

Dimiter Angelov

Attribute Value(s)

David Armitage

Attribute Value(s)

David Armitage

Attribute Value(s)

Sven Beckert

Attribute Value(s)

Sven Beckert

Attribute Value(s)

Ann Blair

Attribute Value(s)


Ann Blair

Attribute Value(s)

Peter K. Bol

Attribute Value(s)

Peter K. Bol


Attribute Value(s)

Sugata Bose

Attribute Value(s)

Sugata Bose


Attribute Value(s)

Vincent Brown

Attribute Value(s)

Vincent Brown

Attribute Value(s)
Tomiko Brown-Nagin

Attribute Value(s)

Tomiko Brown-Nagin

Attribute Value(s)

Sidney Chalhoub


Attribute Value(s)

Sidney Chalhoub

Attribute Value(s)

Joyce Chaplin


Attribute Value(s)

Joyce Chaplin

Attribute Value(s)

Genevieve Clutario

Attribute Value(s)

Genevieve Clutario

Attribute Value(s)

Lizabeth Cohen

Attribute Value(s)

Lizabeth Cohen

Attribute Value(s)

Nancy Cott

Attribute Value(s)

Nancy Cott


Attribute Value(s)


Attribute Value(s)


Attribute Value(s)

Philip Deloria

Attribute Value(s)

Philip Deloria

Attribute Value(s)

Emma Dench

Attribute Value(s)

Emma Dench

Attribute Value(s)


Caroline Elkins

Attribute Value(s)

Caroline Elkins

Attribute Value(s)

Mark Elliott


Attribute Value(s)

Mark Elliott

Attribute Value(s)

Niall Ferguson


Attribute Value(s)

Niall Ferguson

Attribute Value(s)

Arunabh Ghosh

Attribute Value(s)
Arunabh Ghosh

Attribute Value(s)

Andrew Gordon

Attribute Value(s)

Andrew Gordon


Attribute Value(s)

Peter Gordon

Attribute Value(s)

Peter Gordon


Attribute Value(s)

Annette Gordon-Reed

Attribute Value(s)

Annette Gordon-Reed

Attribute Value(s)

James Hankins

Attribute Value(s)

James Hankins

Attribute Value(s)

Tamar Herzog

Attribute Value(s)

Tamar Herzog

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Attribute Value(s)


Attribute Value(s)

Elizabeth Hinton

Attribute Value(s)

Elizabeth Hinton

Attribute Value(s)

Maya Jasanoff

Attribute Value(s)

Maya Jasanoff

Attribute Value(s)

Andrew Jewett

Attribute Value(s)


Andrew Jewett

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Attribute Value(s)



Attribute Value(s)

Walter Johnson

Attribute Value(s)

Walter Johnson


Attribute Value(s)

Cemal Kafadar

Attribute Value(s)

Cemal Kafadar

Attribute Value(s)
Jane Kamensky

Attribute Value(s)

Jane Kamensky

Attribute Value(s)

William Kirby


Attribute Value(s)

William Kirby

Attribute Value(s)

James Kloppenberg


Attribute Value(s)

James Kloppenberg

Attribute Value(s)

Jill Lepore

Attribute Value(s)

Jill Lepore

Attribute Value(s)

Mary Lewis

Attribute Value(s)

Mary Lewis

Attribute Value(s)

Fredrik Logevall

Attribute Value(s)

Fredrik Logevall


Attribute Value(s)

Charles Maier

Attribute Value(s)

Charles Maier

Attribute Value(s)

Erez Manela

Attribute Value(s)

Erez Manela

Attribute Value(s)

Terry Martin

Attribute Value(s)

Terry Martin

Attribute Value(s)


Michael McCormick

Attribute Value(s)

Michael McCormick

Attribute Value(s)

Lisa McGirr


Attribute Value(s)

Lisa McGirr

Attribute Value(s)

Ian J. Miller


Attribute Value(s)

Ian J. Miller

Attribute Value(s)

Roy Mottahedeh

Attribute Value(s)
Roy Mottahedeh

Attribute Value(s)

Samuel Moyn

Attribute Value(s)

Samuel Moyn


Attribute Value(s)

Afsaneh Najmabadi

Attribute Value(s)

Afsaneh Najmabadi


Attribute Value(s)

Kelly A. O'Neill

Attribute Value(s)

Kelly A. O'Neill

Attribute Value(s)

Derek Penslar

Attribute Value(s)

Derek Penslar

Attribute Value(s)

Serhii Plokhii

Attribute Value(s)

Serhii Plokhii

Attribute Value(s)

Emma Rothschild


Attribute Value(s)

Emma Rothschild

Attribute Value(s)

Daniel Smail

Attribute Value(s)

Daniel Smail

Attribute Value(s)

Michael Szonyi

Attribute Value(s)

Michael Szonyi

Attribute Value(s)

Laurel Ulrich

Attribute Value(s)


Laurel Ulrich

Attribute Value(s)

Kirsten Weld

Attribute Value(s)

Kirsten Weld


Attribute Value(s)

David Howell

Attribute Value(s)

David Howell


Attribute Value(s)

Rosie Bsheer

Attribute Value(s)

Rosie Bsheer

Attribute Value(s)
Tiya Miles

Attribute Value(s)

Tiya Miles

Attribute Value(s)

Ahmed Ragab


Attribute Value(s)

Ahmed Ragab

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Sophus Reinert


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Charles Donahue

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Charles Donahue

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History 3900
Writing History: Approaches and Practices (110673)
Charles Maier
Required of and limited to first-year doctoral students in History, HMES, and HEAL.
Requirements: Prerequisite: First year graduate students only.

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History 3920A
Colloquium on Teaching Practices (125097)
Dimiter Angelov
Required of and open only to all third-year history department graduate students. Students must complete

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History 3920B
Colloquium on Teaching Practices (160386)
Dimiter Angelov

Required of and open only to all third-year history department graduate students. Students must complete

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History and Literature
Subject: History & Literature
History & Literature 90AN

God Save the Queen! Ruling Women from Rome to the Renaissance (127654)
Sean Gilsdorf
This seminar will explore female rulership in Europe from the late Roman empire to the age of Elizabeth I.
Discussion of varied texts and images (most of them primary sources in translation) will reveal the role of
queens within their societies, their relationship to broader social and cultural institutions such as the
Christian Church, and the ways in which queens were celebrated, criticized, and imagined by writers and
artists of their time.

Attribute Value(s)
History & Literature 90AT

The Postwar American Road Narrative (108091)
David Alworth
This course examines a vibrant subgenre of post-World War II American literature. We will read major
novels by Kerouac, Nabokov, and Didion as well as less familiar (yet still fascinating) writings by Hunter S.
Thompson, Tom Wolfe, Patricia Highsmith, Ralph Ellison, and others. In addition, students can expect to
analyze both primary and secondary historical sources, while giving some attention to visual art (e.g. John
Chamberlain) and to film (e.g. Bonnie and Clyde).

Attribute Value(s)
History & Literature 90BA

England After Empire (109958)
Duncan White
This course considers the way England was transformed through the demise of its Empire after the Second
World War through to the present day. From the birth of the welfare state to the rise of Thatcherism, from
post-colonial migration to multicultural Britain, from the Swinging Sixties to punk rock and riots, we will
track these radical political, social and cultural changes through novels, poetry, theater, film, pop music,
photography, fashion, food and sport. We will explore the way Britain sought to retain its influence in the
world, through its involvement in the Cold War, its relations with the Commonwealth, and its continuing
'special relationship' with the United States, even as what being English or British began to change in
meaning. As well as reading literary works by Philip Larkin, Jean Rhys, JG Ballard, Salman Rushdie, China
Miéville, and Zadie Smith, we will consider the nation's popular culture, from The Beatles to The Sex
Pistols, from James Bond to J.K. Rowling.

Attribute Value(s)
History & Literature 90BO

Sports and Empire (159790)
Daniel Loss
One of the enduring legacies of modern imperialism has been the spread of British and American sports
around the globe. This seminar takes the connection between sports and imperialism as a starting point to
explore questions about the nature of imperialism, the response of colonized peoples to imperial projects,
and the persistent connections between imperialism and globalization. The British Empire and British
sports (cricket, rugby, soccer, etc.) will be our main focus, though we will also consider the U.S. as an
imperial power.
As a History & Literature seminar, this course is focused primarily (though not exclusively) on the analysis
of primary sources, both historical and literary. Course materials include novels, poems, memoirs,
rulebooks, and essays. Over the course of the semester, students will develop their research, close
reading, and writing skills, culminating in a final research paper. Regular participation in class discussions
is expected from all students.

Attribute Value(s)
History & Literature 90BX

World War I in Fiction, Film, Poetry, and Memoir (160727)
Lauren Kaminsky
Steven Biel
On the centenary of WWI, this seminar will explore a wide range of representations of the conflict that
began in the Balkans but swept through Europe to the Middle East and Russia, to the Atlantic, Pacific, and
Indian Oceans, to the Mediterranean, Baltic, and Black Seas, and drew in soldiers and civilians from Africa,
Asia, and the Americas. By looking closely at materials across genres and cultural forms, we will examine
the contradictions and contingencies of the war that set the stage for a century of political, social, and
cultural history.

Attribute Value(s)
History & Literature 90BY

Film and the Cold War in U.S. History (160728)
Mark Sanchez
We will focus on U.S. popular films produced during the Cold War to gain insight into circulating cultural
understandings of the time period. The course will be organized around questions such as how popular
culture productions characterized the United States and the world as well as how these films produced and
reproduced conceptions of race, gender, and nation. We will also investigate how these films were related
to and reflected understandings of United States foreign policy. Course readings, lectures, and discussions
will be focused on developing an understanding of the international dimensions of the Cold War and the
place of cultural productions, such as film, in history and historical narration.

Attribute Value(s)
History & Literature 90CF

The American Prison & The Literature of Punishment (203218)
Thomas Dichter
The United States currently keeps more people behind bars than any other country. While the US's
emergence as the leader in incarceration rates is relatively recent, the prison has loomed large in American
public life for 200 years. In this class, we will approach the prison not as a marginal phenomenon, but as an
institution central to American culture. Readings include works of literature by and about prisoners as well
as reformers' pamphlets, sociological studies, government reports, and inmate manifestos. We will trace
debates about freedom and captivity from the birth of the penitentiary through the era of mass
incarceration.

Attribute Value(s)
History & Literature 90CQ

Afro-Latin American Cultures: Race, Religion, Music, and Literature (205569)
Rebecca Kennedy de Lorenzini
This course will explore the history of Afro-Latin American culture as expressed through literature, music,
dance, and religious and spiritual practices. Beginning with an analysis of the theoretical framework of the
African diaspora, we will ask central questions around how and why African heritage has been celebrated
or rendered invisible in Latin America. We will also consider where ideas of homeland and displacement
shift with experiences of migration and in borderland regions. Themes of racialized and gendered
experience will be discussed as well as systems of racism, oppression, cultural imperialism, and individual
and collective agency within this history. The rich diversity of Afro-Latin American cultures will be
highlighted in both the Caribbean and South America, as well as in sites of connection and convergence
such as New York City, Havana, and Panamá.

Attribute Value(s)
History & Literature 90CT

Deportation and the Policing of Migration in U.S. History (205573)
Emily Pope-Obeda
This course examines the history of deportation in American society, and considers how the policing,
exclusion, and expulsion of immigrant populations has shaped the nation. Through historical texts, primary
sources, literature, and popular culture, we will cover a wide range of topics including racial quotas,
guestworker expulsions, labor control, racialized health panics, national security scares, the
disproportionate removal of black immigrants, the growth of immigrant detention, the criminalization of
immigrant communities, and immigrant rights activism. Although mass deportation is often understood as
a recent phenomenon, this course will demonstrate the ways that immigration control stretches as far back
as creation of the United States. We will trace shifting opinions about immigration, the meaning of
citizenship, statelessness, and national belonging.

Attribute Value(s)
History & Literature 90CV

Contemporary American Literature and Popular Music (205575)
Alex Corey
This class examines the relationship between popular music, American literature, and the power structures
that organize life in the United States. We will study the ways that music constructs social identities by
considering how popular music—in performance, on record, and in written representation—can both
reinforce and challenge hierarchies of gender, race, region, sexuality, class, and citizenship. Listening to
recording artists such as Johnny Cash, Frank Ocean, Beyoncé, and Kendrick Lamar, we will learn how
music plays a critical role in producing the social distinctions that popular culture is often presumed simply
to reflect. Moreover, our study of literature by Alice Walker, Mary Gaitskill, Essex Hemphill, and others will
show how the literary representation of sound can both articulate the pleasures and resist the injustices of
an often-inadequate present moment. As part of this course, you will learn to design, record, and produce
your own podcast episodes.

Attribute Value(s)
History & Literature 90CX

Stop Making Sense: America in the 1980s (205577)
Angela Allan
The 1980s saw the convergence of American politics and economics to strengthen US interests abroad, but
the decade was also a moment of enormous social, political, and economic divergence at home. How
compatible—or causal—was the end of the cold war with the end of the American cultural consensus? Did
such a consensus ever exist, or was it a mere illusion and nostalgia for a "simpler time"? Three decades
later, these questions remain essential to understanding the history surrounding the cold war and the
culture wars. This course will look at how culture--including novels, films, plays, music, and more--both
shapes and is shaped by social and political attitudes. As the 1980s experiences a pop culture comeback in
the 2010s, how do we begin to critically make sense of a decade of contradictions?

Attribute Value(s)

History & Literature 90DF
Human Rights and Transitional Justice in Latin America (207845)
Debbie Sharnak
This course will examine the emergence of the twin phenomenon of human rights advocacy and
transitional justice across Latin America, exploring the original debates and major players within the
movement, a few of the larger case studies in the past three decades throughout the region, and the central
issues now facing the field. We will examine how a human rights discourse emerged in these nations, and
how the countries dealt in different ways with the repressive legal, cultural, and political legacies of
authoritarianism. We will examine how human rights definitions changed and intersected with calls for
justice within the emerging the democratic governments, and how accountability claims evolved in the
decades following the military rule based on domestic political battles and changing international norms.
As a group, we will focus on existing literature on justice and truth-telling in the politics of transition, as
well as scholarship on social memory and historical commemorations by using literature, film, testimonies,
government documents, and scholarly articles.

Attribute Value(s)
History & Literature 90DG

Everyday Life in Cold War Berlin (207846)
Briana Smith
In this course, we will examine the history of Berlin from the "rubble years" after World War II, through the
aftermath of German unification in the 1990s from the perspective of the history of everyday life. Our
discussion of diaries, primary source documents, historical studies, literature, films, art, and music
produced in divided Berlin will reveal how the divided city shaped individual lives and subjectivities, and
how individual Berliners shaped the history of Cold War Berlin.

Attribute Value(s)
History & Literature 90DH

Students at the Barricades: Student Activism in Global Perspective (207847)
Beatrice Wayne

What is the role of the student in the struggle for global justice? Do students bear particular responsibility
in addressing global inequalities? How does student activism differ from other forms of activism, and how
do they intersect? Has student activism changed over time, and have different student movements across
the world exhibited different characteristics? What are the economic, cultural and political factors that have
animated the emergence of vibrant student movements? And how has this particular form of activism been
portrayed and fostered through literature and film? This course will explore the role that students have
played and continue to play in social justice movements around our world. Throughout our study of
student mobilization across time and geographies, we will debate how these movements should be
understood, and the role they play in altering social values, practices and institutions. The purpose of this
course is to theorize the ways in which these critical movements come into being and their consequences.
This course aims to be directly relevant to your lives as students, and to encourage you to think broadly
about the struggle to enact change in our world.

Attribute Value(s)
History & Literature 90DI

Speculative Fictions in Multiethnic America (207848)
Ellen Song
Speculative fiction, especially science fiction, is known to be a predominantly white genre; data from one
source, the sci-fi trade journal Locus, indicates that less than 5% of SF and fantasy books published are by
writers of color. This course examines in an intentionally multi-ethnic framework speculative fiction written
by African American, Asian American, and white authors alike in the 20th and 21st centuries, which opens
us up to the diversity of themes, concepts, and settings to be found – should we be interested in looking for
it. From the early Afro-futurism of W.E.B Du Bois's "The Comet," to the techno-orientalism of Paolo
Bacigalupi's The Windup Girl, to the environmental critique of Karen Tei Yamashita's Through the Arc of
the Rainforest, contemporary speculative fiction asks us to imagine a world completely alien to us and
works to uncover the hidden operations, institutions, and power structures of our own – often, though not
always, at the same time. Yet, some of the authors examined in this course also reveal that their writings
are not necessarily dictated or primarily influenced by their identity markers. Ultimately, in this course, we
will gain a nuanced appreciation for the breadth of conceptual concerns covered in contemporary
speculative fiction. We will also learn to read both with and against the grain of our expectations as
readers, and to use this fluidity to reflect on the ethical dimensions of reading and writing.

Attribute Value(s)
History & Literature 90DJ

From Wounded Knee to Standing Rock: Native America in the Twentieth Century (207849)
Christopher Clements
This course will explore various forms of Native American cultural and political production in the twentieth
century. Drawing on fiction, film, historical documents, documentaries, photographs, nonfiction, and
memoirs, this class will explore the ways in which Indigenous people have articulated both belonging and
separateness from the United States. In addition to its focus on key aspects of modern indigenous culture
and politics—sovereignty, self-determination, decolonization, anti-racism, gender equality, and land claims,
to name a few—we will also consider broader conceptual questions. What, for example, is the relationship
between indigeneity and modernity? Does the twentieth century mark a distinct break from the first four
hundred years of Native-settler history? How does settler colonialism intersect with other forms of
oppression? And, why have events like Wounded Knee II and Standing Rock gained support from wider,
non-indigenous publics while issues like police brutality against Native people and the ongoing crisis of
Missing and Murdered Indigenous Women (MMIW) have not?

Attribute Value(s)
History & Literature 90DK

Asian/American Graphic Novels (207850)
Catherine Nguyen
The course on Asian American studies focuses on the genre and form of comics and graphic novels in the
context of histories of migration and diasporas. Through these illustrative and textual works, we will
explore the representation of Asian American identity and the experience of racial difference through
possible works, such as Adrian Tomine's Shortcomings, Mine Okubo's Citzen 13660, and Thi Bui's The Best
We Could Do. The course will also open up to consider the transnational and global literature of
Asian/American graphic novels from other sights of Asian migration and diaspora, including Chinese
Australian Shuan Tan's The Arrival and Japanese British Fumio Obata's Just So Happens. As such, this
course seeks to examine literary works and cultural productions in the form of comics and graphic novels
that engage with and articulate the Asian American experience as well as the sense of being Asian in the
world.

Attribute Value(s)
History & Literature 90DL

Global Hollywood (207851)

Jordan Brower
This course charts the development of the American film industry in the context of and in response to the
pressures of world capitalism and the shaping forces of geopolitics. "Global Hollywood" begins with the
"universal language" hypothesis, the belief among theorists and makers of early cinema that the silent
movie functioned as a twentieth-century Esperanto; it proceeds to the problem of sound cinema and the
shooting of multiple language versions of movies in the early 30s, and then addresses World War II (Three
Amigos; Why We Fight), the European influence on what would become known as film noir (Sunset
Boulevard), science fiction allegories of the Cold War and nuclear anxiety (Invasion of the Body Snatchers),
and so on up to our current regime of international coproduction (Mad Max: Fury Road; Arrival). Along the
way, American films will be supplemented by international responses to Hollywood, both in film (e.g.
Godard's Contempt; Fassbinder's Ali: Fear Eats the Soul) and literature (e.g. Manuel Puig's Kiss of the
Spiderwoman).

Attribute Value(s)
History & Literature 90DM

America's Queer Canon (207852)
Paul Edwards
This course examines a range of texts from American authors, poets, musicians, and film directors that
engage with queer and subversive themes and desires, various sexual identities, and other relations
outside of the heterosexual nuclear family. Central to the course's investigation are the intersections
between queer theory, feminism, and critical race theory. The regulation of gender and sexual behavior—
and transgression of sex/gender norms—have been central to American society from its beginnings.ṣ
Weaving these analyses with our primary sources, this course focuses on the second half of the nineteenth
century into the twenty-first. With help from social and cultural historians, we'll pay close attention to how
changing discourses shape the meaning of queerness in America, and how queer writers and artists have
changed America.

Attribute Value(s)
History & Literature 90DO

Old Weird America (207854)
Jennifer Brady

This seminar focuses on the United States before 1865. Poised halfway between our current moment and
the seemingly archaic, superstitious fervor of the Salem Witch Trials, America in the antebellum era was in
the process of fitfully, at times reluctantly, becoming modern. We will focus on strange objects—
daguerreotypes of dead children, the spectacles created by P. T. Barnum, the seedy newspapers of
antebellum New York—and texts that figure the disorienting changes to media, transportation, personhood,
and nation that unfolded as the United States settled uneasily into nationhood. Considering literary and
subliterary texts, religious beliefs, visual culture, and political practices with an eye to race, gender,
sexuality, and class, students will learn about a period that is in many respects deeply alien to
contemporary Americans but offers surprising moments of coincidence with the present.

Attribute Value(s)
History & Literature 90DP

Science, Exploration, and Empire in Nineteenth-Century America (208118)
Reed Gochberg
This seminar will consider the relationship between science, exploration, and empire in nineteenth-century
American culture. Throughout the semester, we will discuss how expeditions to South America, the Pacific,
and the Arctic played a major role in shaping ideas about nature and culture around the globe. Newspapers
speculated about the mysterious fates of lost voyages; museums displayed specimens and objects from
faraway places; and novelists depicted the thrill and adventure of imagined journeys. By reading works by
Olaudah Equiano, Charles Darwin, Herman Melville, Maria Amparo Ruiz de Burton, and Pauline Hopkins
alongside periodicals and material artifacts, we will trace how exploration informed broader understandings
of race, gender, and cultural exchange in an era of national expansion.

Attribute Value(s)
History & Literature 90DQ

Black Beauty Culture (208119)
Jonathan Square
The history of black beauty culture mirrors the complexities of both African and Afro-diasporic cultures.

People of African descent have always used their African roots and their own artistic ingenuity to create
styles and standards that reflect unique black cultures. Black beauty culture has also been in dialogue with
other aesthetic traditions, most notably European and Eurocentric beauty standards. Black is beautiful, yet
people of African descent have often had to struggle to craft a self-presentation that is both acceptable to
themselves and larger society. In this class, we will explore various facets of black beauty culture. Topics
will run the gamut from hair maintenance during slavery, the rise of the black beauty industry, black beauty
pageants, barbershops, skin bleaching, extensions, weaves, and wigs, braiding, black models, the natural
hair movement, queer black aesthetics, and more. Course material will cover the African Diaspora in its full
complexity, including the United States, Caribbean, Latin America, Africa, and even Europe.

Attribute Value(s)
History & Literature 90L

Stories of Slavery and Freedom (156003)
Timothy McCarthy
In the last generation, scholars have revolutionized our understanding of slavery and freedom in the
modern Atlantic world. This sea-change has been the result of a major methodological shift: to view this
history through the eyes of slaves rather than the eyes of masters. This course will examine the history of
the "black Atlantic" through a diverse range of cultural texts--poetry, pamphlets, court cases, petitions,
autobiographies, novels, speeches, and sermons--produced by slaves, free blacks, and abolitionists from
the Age of Revolution to emancipation.

Attribute Value(s)
History & Literature 91


History and Literature concentrators may arrange individually supervised reading and research courses;
the permission of the Director of Studies is required for these courses.
Course Notes: History and Literature concentrators may arrange individually

supervised reading and research courses; the permission of the
Director of Studies is required for these courses.

Attribute Value(s)


History and Literature concentrators may arrange individually supervised reading and research courses;
the permission of the Director of Studies is required for these courses.
Course Notes: History and Literature concentrators may arrange individually

supervised reading and research courses; the permission of the
Director of Studies is required for these courses.

Attribute Value(s)

Lauren Kaminsky
Introduction to interdisciplinary methods and to topics in students' chosen fields. Required of all
concentrators. Open only to concentrators.
Class Notes:
Lauren Kaminsky and members of the Committee

Attribute Value(s)

Lauren Kaminsky

An individually supervised study of selected topics in the student's chosen field in History and Literature.
Course Notes: Ordinarily taken as two half courses by juniors. Required of all
concentrators.

Attribute Value(s)

Lauren Kaminsky
An individually supervised study of selected topics in the student's chosen field in History and Literature.
Course Notes: Ordinarily taken as two half courses by juniors. Required of all
concentrators.

Attribute Value(s)

Lauren Kaminsky
Research and writing of the senior thesis; preparation for the oral exam.
Course Notes: Ordinarily taken by seniors as a full course. Required of all

concentrators.

Attribute Value(s)

Lauren Kaminsky
Research and writing of the senior thesis; preparation for the oral exam.
Course Notes: Ordinarily taken by seniors as a full course. Required of all

concentrators.

Attribute Value(s)

History of Art and Architecture
Subject: History of Art & Architecture
History of Art & Architecture 11

Landmarks of World Architecture (113337)
Joseph Connors
Examines major works of world architecture and the unique aesthetic, cultural, and historical issues that
frame them. Faculty members will each lecture on an outstanding example in their area of expertise,
drawing from various periods and such diverse cultures as modern and contemporary Europe and America,
early modern Japan, Mughal India, Renaissance and medieval Europe, and ancient Rome. Sections will
develop thematically and focus on significant issues in the analysis and interpretation of architecture.
Course Notes: This course, when taken for a letter grade, meet the General Education
requirement for Aesthetic and Interpretive Understanding. This course
Class Notes: TBD and members of the Department and the GSD faculty

Attribute Value(s)
History of Art & Architecture 14K

The Roman World in Transition: 4th to 8th centuries (121791)
Ioli Kalavrezou
The course will concentrate on the Mediterranean world during Late Antiquity (4th– 8th centuries). This is a
time of cultural changes that set the traditions leading to the medieval world. It will study building activities
through a number of major monuments from Rome to Constantinople that transformed urban life as
Christianity was becoming the major religion in the Greco-Roman world. It will focus on imperial patronage
in these centuries but also through the study of a variety of artifacts follow the evolution of visual language.

Attribute Value(s)

Introduction to Contemporary Art (207735)
This class is about encountering the art of your time. You will learn why artists today have such a different
range of choices than their counterparts in other periods, and how to make sense of the experiences they
create, in order to take up the opportunities contemporary art provides: to retune your senses, reassess
your assumptions, and reencounter matters that concern you as one of the globally interconnected,
differently positioned constituents of the contemporary period.

Attribute Value(s)
History of Art & Architecture 17P

Introduction to Contemporary Photography: War and Conflict (207668)
Makeda Best
This course examines how photographs of contemporary conflict have impacted the history of
photography, and the role of the photographic documentarian in society. Contemporary war photographs
circulate in various forms – from social media outlets to photobooks to museum walls. The so-called
"Forever Wars" of our present era have taken place alongside a burgeoning field of photographic image
production, and writing and theorizing about photography as an art form, instrumental tool, and cultural
and political force. Through these works and texts, we will explore how contemporary war photographs
challenge notions of photographic truth, impact the role of photography in the museum, drive political
discourse and transform the meanings of contemporary conflicts, disrupt ideas about art and warfare, and
raise new ethical dilemmas around issues of privacy and public policy.

Attribute Value(s)
History of Art & Architecture 17V

Introduction to Modern Architectures (207642)

Patricio del Real
This undergraduate survey course traces developments in architecture from the late nineteenth-century to
the twentieth and beyond. We will focus on the consolidation of modernism as a global phenomenon in the
20th Century, engaging projects and architects who had a direct hand in its shaping and those who
opposed it. We will look at key works of architecture and urban planning as laboratories of modernity
fraught with tensions between tradition and innovation, form and function, art and technology, creative
genius and teamwork, nationalism and internationalism. As modern architecture developed throughout the
world, architects, planners and designers refashioned the built environment to serve the needs of growing
populations, emerging nations, political ideologies, international markets and industrial modernization. The
course will present how architects aimed to fulfill the promises of industrial modernity and need to
be 'modern.' We will focus on case studies in the Americas and the Europes that launched global debates
and international actors. The course highlights a simultaneous modernity and a dynamic international
architecture culture that prepared the grounds for contemporary globalization.

Attribute Value(s)
History of Art & Architecture 18J

Introduction to Japanese Architecture (109906)
Yukio Lippit
A survey of the diverse architectural traditions of the Japanese archipelago from the prehistoric era
through the twentieth century. Various building types-including the Shinto shrine, Buddhist temple, castle,
teahouse, palace and farmhouse-will be studied through representative surviving examples. Issues to be
explored include the basic principles of timber-frame engineering, the artisanal culture of master
carpenters, and the mixed legacy of the functionalist interpretation of Japanese architecture.
Class Notes: Please note room change to Carpenter Center B-04 (basement lecture
room) effective 9/10/18

Attribute Value(s)
History of Art & Architecture 18X

Introduction to the History of Chinese Art (117624)
Eugene Wang

This course surveys Chinese art from antiquity to the recent avant-garde. Though the introduction follows a
chronological order, it is also thematically motivated. We will see how visual artifacts_paintings,
sculptures, architectural monuments_both consciously encode different pragmatic agendas and
circumstantial exigencies and unconsciously betray cultural anxieties and tensions. The purpose is to
enable students to look at Chinese history in visual terms and to view visual objects in historical terms,
with a critique of the perception of Oriental art as static aesthetical objects suspended in a timeless
vacuum.

Attribute Value(s)
History of Art & Architecture 19Z

Introduction to the Arts of Pre-Columbian America (207737)
Thomas Cummins
This is a general introduction to and survey of the arts of Ancient America. We will look at both
Mesoamerica and the Andean art and architecture beginning with some of the earliest cultures and ending
with Aztec, Maya, Muisca and Inca. Questions about the materials, urban planning,meaning and aesthetics
will be addressed. The course will also take advantage of the great collections at the Peabody Museum as
well as the MFA. There are no prerequisites.

Attribute Value(s)
History of Art & Architecture 56G

Spanish Golden Age Painting: Truth and Deceit (205401)
Felipe Pereda
The art of the Spanish Golden Age is well known for its radical naturalism, on the one hand, and its intense
religious imagery, on the other. This course will be an introduction to the major artists of this period –
Murillo, Velázquez, Zurbarán and others— from the point of view of painting's power to produce visual
illusions and deceive their spectators. Consequently, the course will consider artistic tropes of illusion and
disillusionment in relation to early modern debates on belief and skepticism.

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Buddhist Monuments (207917)
Jinah Kim
Yukio Lippit
Eugene Wang
This introductory lecture course examines architectural monuments of the Buddhist world, including sites
in South Asia, Southeast Asia, the Himalayas, Central Asia, China, Korea, and Japan. Roughly following the
history and development of Buddhism in chronological sequence, the course explores pertinent topics in
the study of Buddhist monuments, such as cosmology, pilgrimage, ritual, materiality, relics, meditation,
world-making, and the relationship between Buddhism and local religions. Through Buddhist sites
scattered throughout time and space, students will learn about the rich, diverse world of Buddhist practice
and experience.

Attribute Value(s)
History of Art & Architecture 91R

Directed Study in History of Art and Architecture (107996)
Yukio Lippit
Course Notes: Limited to juniors and seniors. Students wishing to enroll must petition
the Head Tutor for approval, stating the proposed project, and must
have the permission of the proposed instructor.
Class Notes: Yukio Lippit and members of the Department

Attribute Value(s)

Directed Study in History of Art and Architecture (107996)
Yukio Lippit
Course Notes: Limited to juniors and seniors. Students wishing to enroll must petition
the Head Tutor for approval, stating the proposed project, and must
have the permission of the proposed instructor.

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Design Speculations: Senior Design Tutorial (207690)
Megan Panzano
Lisa Haber-Thomson
This seminar will serve as a design platform for inquiry, documentation and analysis in relation either to the
thesis topic or capstone project of interest to each student. Thesis students will be responsible for
selecting a Thesis Advisor (or Advisors) with whom they will meet regularly to develop specific intention,
substance and methodology of the thesis research and paper. This seminar is a support of independent
thesis and/or independent project research, extending methodological inquiry of the project topic to design
where students may convene to collectively discuss and experiment with design speculations – design
tests that explore research through the visual and spatial language of architecture. The course will cover
topics general to design research with discussions, assignments, and readings focused on three main
themes in relation to architectural design: Discourse, the development of a proposition for the role and
significance of architecture relative to the project topic of interest; Method, the design steps/process of
working through a design application/inquiry of those ideas; and Context, the relationship of the project
topic of study to broader surroundings which include but are not limited to the discipline of architecture,
cultural contexts, technical developments and/or typologies. The seminar will emphasize and support the
translation of ideas emerging from independent research into visual forms of representation including, but
not limited to, drawings, diagrams, images, study models, and short
animations. The techniques of representation reviewed will be catered to the project topics of individual
students, but will also form a part of the general discussion of the course.
HAA 96A Transformations or HAA 96B Connections design studios is a pre‐requisite to the Design
Speculations course.
Class Notes: prerequisite of: prior studio, HAA 96a or HAA 96b

Attribute Value(s)
History of Art & Architecture 96A

Architecture Studio I: Transformations (109375)
Elle Gerdeman
Architecture assembles multiple models, surfaces, and materials; it is not a single monolithic thing, rather
it is comprised of disparate parts and organizational systems operating at different scales. Design, the
bringing together of these elements, requires sensitivity, registers scale, and renders perceptual effect.
This course is an introductory architectural design studio focused on building foundational architectural
concepts and design methodologies studied through a process of making. A series of physical
modeling/fabrication assignments explore spatial and organizational transformations as a consequence of
the changing interactions among material, fabrication technique, and form. Resultant expressions of
space, scale, and perceptual effects are discussed and evaluated in relation to a series of course readings
that frame the intentions of each assignment within architectural theory and history discourse.
Both studios in the Architecture Studies Track (Transformations HAA 96A and Connections HAA 96B)
explore architectural means and methods of design. Each begins from a different scale of inquiry, but
converges at a similar end. This studio originates at the scale of material - focusing on specific capacities
and effects thereof as well as the details of assembly - and expands from this to an investigation of an
occupiable architectural scale in relation to a dynamic site.
The course emphasizes fluency in the visual and spatial communication of ideas through instruction in 2D
drawing and 3D modeling techniques. Technical workshops are provided in choreography with serial
assignments encompassing drafting and 3D modeling (AutoCAD + Rhino), techniques of fabrication (Rhino
to various outputs), 3D printing, and representational processing (Adobe Creative Suite). The studio
exposes students to critical architectural thinking and design methods for more broad disciplinary
application following. No particular skill set, technical or otherwise, is a required prerequisite for this
course; students from all backgrounds are welcome.
Class Notes:
Megan Panzano (Design School)

Attribute Value(s)
History of Art & Architecture 96B

Architecture Studio II: Connections (110362)
Lisa Haber-Thomson
The practice of architecture fundamentally asks us to continuously engage with, and re-conceptualize, the
world for which we are designing. As such, architecture as a discipline is not only about designing
buildings, but also about challenging us to imagine new ways of seeing the world. This studio takes on the
challenge through a series of design exercises focused on understanding, engaging with, and reimaging
the urban condition. Throughout the course, we will approach architectural design as both a method of
producing urban environments, and also as an avenue through which to understand our cities. We will be
directly confronting the social, political, and environmental contexts that are necessarily implicated in any
design process.
Both studios in the Architecture Studies Track (Transformations HAA 96A and Connections HAA 96B)
explore architectural means and methods of design. Each begins from a different scale of inquiry, but
converges towards a similar end. This studio originates at the scale of the urban site, and begins with a set
of design research assignments that ask students to imagine the city from the perspective of a non-human
agent. Extrapolating abstract principles from these agents, we will be mobilizing the possibilities of
architectural representation to reimagine the city through mapping, diagraming, and collage.
The studio culminates in a design proposal for a site in Harvard Square. Students will be given an
architectural brief, and will produce projects that address existing site conditions, programmatic space
requirements, and projected users of the site. Technical workshops will provide all the necessary skills
required for the course, and will allow students to develop aptitude in architectural drawing, mapping,
rendering, and simple animation. No existing expertise or technical proficiency is necessary for this course.
Students from all backgrounds are welcome; we will be encouraging interdisciplinary thinking throughout
the design research process.
Class Notes: Lisa Haber-Thomson (Design School)
Recommended Prep: History of Art and Architecture 96a.

Attribute Value(s)

Sophomore Methods Tutorial (126539)
Yukio Lippit
Group tutorial, offers an introduction to the methods and research skills of art and architectural history.
Course Notes: Required of concentrators.

Yukio Lippit and members of the Department

Attribute Value(s)

Sophomore Methods Tutorial (126539)
Yukio Lippit
Group tutorial, offers an introduction to the methods and research skills of art and architectural history.
Course Notes: Required of concentrators.

Yukio Lippit and members of the Department

Attribute Value(s)
History of Art & Architecture 98AR

Faculty Tutorial (110650)
Yukio Lippit
Junior Tutorial consisting of weekly meetings with designated faculty, where regular reading and writing
assignments are focused on a topic of mutual interest.
Course Notes: Required of concentrators, generally in the Junior year.

Attribute Value(s)
History of Art & Architecture 98AR

Faculty Tutorial (110650)
Yukio Lippit

Junior Tutorial consisting of weekly meetings with designated faculty, where regular reading and writing
assignments are focused on a topic of mutual interest.

Attribute Value(s)
History of Art & Architecture 98BR

Junior Group Tutorial (113117)
Yukio Lippit
Group tutorial, offers concentrators the choice of several study groups investigating a particular field of art
of architectural history.

Attribute Value(s)
History of Art & Architecture 98BR

Junior Group Tutorial (113117)
Yukio Lippit
Group tutorial, offers concentrators the choice of several study groups investigating a particular field of art
of architectural history.

Attribute Value(s)

Jinah Kim
In the fall term, HAA 99 includes several group tutorial meetings with the senior honors adviser, where
assignments are aimed at facilitating the writing of a senior honors thesis; spring term consists of
independent writing, under the direction of the individual thesis adviser. Part one of a two part series.
Course Notes: Required of honors candidates in History of Art and Architecture.

Permission of the DUS required.
Taught by Jinah Kim and members of the Department.

Attribute Value(s)

Jinah Kim
In the fall term, HAA 99 includes several group tutorial meetings with the senior honors adviser, where
assignments are aimed at facilitating the writing of a senior honors thesis; spring term consists of
independent writing, under the direction of the individual thesis adviser. Part two of a two part series.
Course Notes: Required of honors candidates in History of Art and Architecture.

Permission of the Head Tutor required.
Taught by Jennifer Roberts and members of the Department.

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Sophomore Excursion Course (124385)
Felipe Pereda
Jeffrey Hamburger
This course introduces sophomore concentrators to on-site study of art and architecture through the case
study of a particular geographic and cultural area. This year: Camino de Santiago
Course Notes: Excursion is optional; not a requirement.

Attribute Value(s)

The Making of Art and Artifacts: History, Material and Technique (127621)
Francesca Bewer
W 0300 PM - 0545 PM
To what extent do the availabilty of materials and development of material technology influence artistic
choice and innovation? How was a particular work of art made, and why does it look the way it does? The
course will explore these and other questions of materiality through a combination of close looking at
objects in the Harvard Art Museums' collections, hands-on experimentation with a range of artist's
materials and techniques, and discussions of related readings. Among the goals of the course are for
students to gain a better understanding of the dynamic relationship between makers and the materials and
techniques they use; to be able to better recognize traces of artistic processes in works of art; and consider
the implications of alterations that can occur in objects over time. The course will be taught by the Harvard
Art Museums' research curator for conservation and technical studies in collaboration with staff of the
Straus Center for Conservation and Technical Studies - professionals who routinely consider questions of
materiality and how they effect the way we understand, interpret, preserve and present works of art.

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Architecture in the Early Modern Mediterranean World: A Cross-Cultural Perspective (159999)
Architecture of the eastern Mediterranean basin (at Italian, Ottoman, and Mamluk courts) with emphasis on cross-
cultural encounters and transmission of the Romano-Byzantine heritage, science and technology, architectural practice,
ornament, urban design, military, religious, and domestic architecture.

Attribute Value(s)
History of Art & Architecture 127M

Medieval Architecture in Greater Iran and Central Asia (207669)
David Roxburgh
The seminar examines cities and monuments built in Greater Iran and Central Asia from the 11th through 15
th centuries spanning three principal dynastic periods (Seljuqs, Mongols, and Timurids). Various functional
types—mosques, madrasas, minarets, tombs—, urban systems, and spatial organization are studied
including the cities of Baghdad, Bukhara, Herat, Isfahan, Mashhad, Nishapur, Rayy, and Samarqand. We will
examine the materials, construction and design processes of buildings, their typologies and morphologies,
as well as their relationships to law, religion, climate, social and political life. A variety of primary sources
are also considered ranging from geographies to histories and travel narratives.

Attribute Value(s)

From Byzantium to the British Isles: The Materiality of Late Antiquity (205052)
Evridiki Georganteli
This course explores the extraordinary cultural transformation Europe, the Mediterranean and the Middle
East underwent from Diocletian's reorganization of the Roman Empire in the late third century to the
Islamic conquest of the Iberian Peninsula in the eighth century. Monuments and sites, sculpture, mosaics,

frescoes and ceramics, icons and relics, textiles, coins and seals chart the movement of people,
commodities and ideas along routes of warfare, pilgrimage, trade and diplomacy. Was the world of late
antiquity still bearing the hallmarks of Roman connectivity, administration and culture? Were Ireland and
Anglo-Saxon Englans really the edge of the known world? What was the extent of the Eastern Roman
Empire's cultural power in late antique Europe, Africa and the Middle East? How did religious changes
influence urban topographies, geographies of power and artistic choices?
Close-up inspection of works of art in the Harvard Art Museums, the Harvard Business School and the
Boston Fine Arts Museum; art making in the Harvard Art Museum Materials Lab and the Harvard Ceramics
Studios; and study of archaeological records of the Archaeological Exploration of Sardis offer participants
a rare insight into one of the most fascinating chapters in the history of art and architecture.

Attribute Value(s)

Hagia Sophia: Architecture, Space and Ceremony (109959)
Ioli Kalavrezou
This course will look into the history of construction and embellishment of Hagia Sophia, built by Justinian
in the 6th century. This extraordinary building, with its dome and open spatial interior stood as a marvel of
architecture throughout the middle ages. In this great space, many rituals and ceremonies took place,
which will also be studied during the semester.

Attribute Value(s)

Making Art in Amsterdam, c. 1645-1675; Rembrandt and his Competitors (208184)
Eric Jan Sluijter
This lecture course will focus on the production of paintings in Amsterdam between c. 1645 and 1675, a
market which surged to its summit in the 1650s and early 1660s – both in quantity, and, propelled by artistic
and economic rivalry, in quality ̶ and quickly contracted within a matter of years. Central will be the later
career and work of Rembrandt (from c. 1645 until his death in 1669) and of his most distinguished pupils
and competitors, up to the highly successful Gerard de Lairesse, who arrived in 1665. The main thread of

the lectures will be the question of how painters positioned themselves in relation to each other within this
competitive and continually changing art market. What choices did they make with respect to style, subject
matter, techniques, and targeting audiences? How did they distinguish their works from, or follow the
examples of, other artists, and how did they find buyers for their products or patrons for commissions?
How did they acquire a reputation, and how was the monetary value of their works related to this? With
these questions in mind, we will examine primarily the successful artists who made expensive high-quality
paintings for wealthy patrons and knowledgeable connoisseurs, but we will also consider those making
cheap, mass-produced work for the lower end of the art market.

Attribute Value(s)

Francisco de Goya : Art as Testimony, the Artist as Witness (203078)
Felipe Pereda
This course is about two things. First it's an introductory course to the art of Francisco de Goya (1746-
1828) at the time of the Enlightenment and early Romanticism. It will look into his formation in the
institutions of the Old Regime (Travel to Rome, member of the Royal Academy, Court Artist) and explore
how Goya challenged this artistic culture, exploring new ideas for the meaning of art, of its public and of
the role of the artist in society. Second, the course will discuss Goya's work (from his early "caricatures,"
the Caprichos, to the Disasters of the War) in relation to modern debates about testimony, witnessing and
trauma. The class will take place, half in the seminar-room, half at the museum's study-room looking at
prints and drawings from his own work and other contemporary masters.

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History of Art & Architecture 164N

The Motif in Renaissance and Baroque Art of the Italian Peninsula (207791)
Shawon Kinew
This course studies the invention, permutations and transformations of visual motifs in the art of
Renaissance and Baroque Italy, 1400-1700. The mirror, the shadow, the nymph, a person who can fly—what

can the specific study of these motifs tell us of origins and identities, of love and violence, in early modern
Italy? By taking this non-chronological approach, this course thinks critically and diachronically through
the artworks of Botticelli, Leonardo da Vinci, Michelangelo, Raphael, Caravaggio, Bernini and others, artists
often in conversation with one another across space and even across time.

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The Vatican (207670)
Joseph Connors
The evolution of St. Peter's basilica from Constantine to Bernini. Growth of the Vatican Palace, Library and
Museums from the fifteenth through twentieth centuries. Artists covered will include Giotto, Fra Angelico,
Pollaiuolo, Bramante, Raphael, Giulio Romano, Michelangelo, Ligorio, Domenico and Carlo Fontana,
Maderno and Bernini. Students should keep spring break free. Permission of the instructor is needed to
enroll.

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Romanticism Revisited: Géricault (207656)
Ewa Lajer-Burcharth
A. Cassandra Albinson
Held in conjunction with an exhibition at the Harvard Art Museums, Mutiny: Works by Géricault, this
seminar explores the social and political role of art in the Romantic period. Focused on the most influential
Romantic artist, Théodore Géricault (1791–1824), the exhibition tells a new story of this socially and
politically engaged artist across a range of media. Including approximately 40 drawings, watercolors,
lithographs, and paintings from the Harvard Art Museums collections augmented by loans from three
Boston-area collectors, the exhibition will offer students an opportunity to work closely with the objects
and present on them in the exhibition space. Students will also be encouraged to address at least one
object in the exhibition as part of their final paper.
Examples of other works by Géricault in the collection, and works by his contemporaries, will also

be examined during the course in the Harvard Art Museums Art Study Center. A visit to the Museum of Fine
Arts, Boston, and a class excursion to New York to see an exhibition about Géricault's contemporary,
Eugène Delacroix, at the Metropolitan Museum of Art, are also planned. (Enrollment limited)

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History of Art & Architecture 176W

Bauhaus and Harvard: The Making of an Exhibition (207671)
Maria Gough
Benjamin Buchloh
Laura Muir
Offered in conjunction with a major exhibition at the Harvard Art Museums, this seminar introduces
students to the utopian politics, experimental pedagogy, and wide-ranging aesthetic production of the
Bauhaus, the most influential school of art, architecture, and design of the 20thC. Founded in Germany in
1919, in the wake of the devastation wrought by the first world war, the Bauhaus sought to reunify art and
architecture—and thus remake the cultural production of everyday life—through a return to manual craft.
In the mid-1920s, however, it abandoned craft in favor of a new alliance with new technologies and
industrial corporations, in a bid to bring its design prototypes into mass production. Forcibly closed by the
Nazis in 1933, many of its faculty and students emigrated from Germany to the United States, bringing its
principles with them. Among their number were: the school's founding director, the architect Walter
Gropius, who joined the Harvard faculty in 1937; Lázsló Moholy-Nagy, founder of the New Bauhaus in
Chicago; Mies van der Rohe, who became head of architecture at the Illinois Institute of Technology; and
Anni Albers and Josef Albers who taught at Black Mountain College in North Carolina and subsequently at
Yale.
Key issues to be discussed include: the contribution of textile design to the development of modernist
abstraction; the ways in which the culture and organization of the school was marked by gendered norms
and assumptions; craft object vs. design prototype; the design of domestic vs. public space; utopia vs.
technocracy; the cosmopolitan nature of both the faculty and student body; the vagaries of financial
support from the state; the school's relation to its sole foreign counterpart, the Vkhutemas in Moscow;
and the constitutive role of exile in the transfer of Bauhaus principles to U.S. institutions.
Comprising some 200 objects drawn almost entirely from the collection of the Busch-Reisinger Museum,
the Harvard exhibition will serve as our chief laboratory, enabling first-hand study of original textiles,
furniture, homewares, architecture, typography, and photography, as well as student exercises and works
of fine art. Co-taught by its curator, Laura Muir, along with HAA faculty Benjamin H. D. Buchloh and Maria
Gough, the seminar will also familiarize students with the curatorial principles and practices that informed
the making of the exhibition itself.
Requirements include: preparation of weekly readings; class attendance and participation; and a paper
based on original research in the museum's rich and voluminous Bauhaus collection. We are particularly

interested in research papers that focus on artists in the collection whose work has been underserved by
the secondary literature, especially if not exclusively women. Open to undergraduates and graduate
students. Attendance at the first session is mandatory. Limited to 12.

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Tectonics Lab: Conference Course (110270)
Andrew Plumb
M 0900 AM - 0959 AM
Tectonics Lab introduces students to material properties, structural behavior, and fabrication-and-
assembly issues in architecture through a combination of lectures, workshops, and design-build projects.
The course emphasizes two modes of architectural experimentation: analytical and intuitive. Abstract and
architectonic exercises involving these modes of experimentation will take place in a workshop format, with
students working in teams of varying sizes. Weekly lectures provide a theoretical basis for the design-build
projects, with topics including fundamental, non-quantitative statics (e.g., free-body diagrams, types of
forces and reactions) and generic structural approaches; material properties and fabrication; joinery and
assembly; scalar transformation; modular construction; kinetic structures; and more. Design-build
projects challenge students to engage lecture material in a hands-on manner; these projects focus on the
construction of full-scale artifacts that may be tested against a range of performance criteria. In each
project, students will explore the role of material expression, figuration, and formal gesture in
communicating their ideas. Project documentation through drawing, photography, and video is an
essential component of coursework, and a comprehensive course portfolio will be due at the end of term.
The principal objective of Tectonics Lab is to extend our shared knowledge of material properties,
structural behavior, and construction techniques by testing new ideas. Our research model is a hybrid:
equal parts scientific laboratory (where narrowly defined hypotheses are tested and evaluated) and artist's
atelier (where expression of ideas, both articulated and ineffable, is the goal).
Recommended Prep: HAA 96a is useful, but not mandatory

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Himalayan Art (109902)
Jinah Kim
Understood as a divine abode in Indic mythology and envisioned as the immortal realm of "Shangri-la" by
later western interpreters, the Himalayas abound with Hindu and Buddhist holy sites. This course explores
the vibrant visual culture of the Himalayan region. Two learning goals are: 1) Understanding the historical
development of distinctive artistic forms in paintings and sculptures of Nepal and Tibet during major
moments of artistic innovations in the region, including the artistic responses to the current political
situation; 2) Locating this knowledge in the context of the history of reception and collecting of Himalayan
art in the west.

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Global Art History (207738)
Suzanne Blier
Global Art History is a relatively new field taken up partially a response to the challenge posed by global
and the challenge to rewrite Art History. Often framed by hermetic and geographically-defined vantages –
including nationalist ones, such approaches have often left out insights into the cultural dynamics and
entanglements cross between places and peoples. This course focuses both on the core issues in play in
creating a more global approach to Art History, and, in a pragmatic sense, on constructing a new course
around this subject. Reframing the disciplinary model of art history around related discussions and
exercises encourage us to explore often marginalized broader world artistic practices and experiences as
well as related contexts of cross-engagement and entanglement.

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The Museum (207658)
Suzanne Blier
Jessica Martinez
This course explores a vital cluster of themes around museums and the relation between objects,
knowledge, culture and society. The focus is at once contemporary practice, historical, and theoretical. A
key aim is to move beyond Euro- American geographies to think about constructions of the universal and
the global, and the relationship between works of art, museum displays, and the construction of meaning.

Since the early twentieth century, scholars, artists, and activists have closely questioned the movements of
objects and the role of museums, particularly in relation to socio-political developments. Why do
individuals and societies collect, conserve, and display objects? How has this practice changed over time
and space? What role do culture and taste play? These are some of the questions we will be addressing
alongside practical experience designing programs for an exhibition of African art at Harvard Art Museums.

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The Imperial Arts of the Inca and the Aztec (114575)
Thomas Cummins
This course concentrates on the art and architecture of the two ancient American civilizations, surveying
the forms of representation used to establish imperial presence within the accepted vernacular of
Mesoamerican and Andean artistic traditions. Special attention is given to the role of art as a means of
expressing imperial claims to mythic and historic precedents, upon which political and economic
expansion could be realized.

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Early Ottoman Architecture: Transregional Connections of Early Ottoman Architecture, 14th - 15th c. (207659)
Examines architectural cosmopolitanism in the early Ottoman polity straddling Asia and Europe, by
focusing on artistic interactions with neighbors (Byzantium, Latin West, Anatolian principalities, Mamluks
in Syria-Egypt, Timurid-Turkmen Iran). Ottoman urban centers (including Iznik, Bursa, Edirne, Amasya,
Konya), monuments, and architectural ornament considered from a connective transregional perspective.

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Word and Image in Persian Painting: Seminar (123317)
David Roxburgh
Texts of the Persian literary tradition that were illustrated constitute our focus, including Firdawsi's
Shahnama and Nizami's Khamsa. Study of word and image is staged through key examples to open new
lines of inquiry.

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Topics in Byzantine Art: Icon and Relic in Byzantine Constantinople (118341)
Ioli Kalavrezou
The seminar will study the cult of relics and icons housed in churches and palaces of medieval
Constantinople. Topics include the development of image and relic veneration, the roles attached to the
power and protection of the Virgin Mary, civic rituals and public processions, the political and diplomatic
use of icons and reliquaries, and their place in the public and private lives of the citizens of the imperial
metropolis.

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Diagram Paradigm (207663)
Jeffrey Hamburger
In a networked age, diagrams are everywhere. From philosophy, semiotics and computer science to the
burgeoning field of graphics, diagrams visualize knowledge in critical ways. This seminar will look at
diagrams and the diagrammatic mode in medieval art — and beyond — as tools for thinking and for

creating knowledge.

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Bernini: Roman Baroque Sculpture and Spirit (207792)
Shawon Kinew
This graduate seminar investigates Gian Lorenzo Bernini and his sculpture within the context of Seicento
art theory, aesthetics and his own spiritual practice. We will study Bernini alongside his contemporaries
and their aims, while also critically examining the sometimes-parochial study of Bernini. What can Bernini
teach us in 2019?

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Topics in Northern Renaissance and Baroque Art (207673)
Joseph Koerner
Considers the history of prints in Germany and the Netherlands from its beginnings in the fifteenth century
through to Rembrandt, with special reference to the difference that history makes to larger narratives of
artistic development in the historical culture. Classes held in the Harvard Art Museums and focused on
holdings of the collection.

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Historiography of Modern Architecture: In Search for a Global History (207666)
Patricio del Real
This graduate seminar traces the development of architectural modernism as a discursive practice. It
explores the construction of a cohesive narrative that enabled modernism to become the hegemonic
embodiment of modernity in the mid-20th Century and led to its critique in the 1960s and beyond. We will
interrogate foundational texts by architectural historians—such as Hitchcock, Giedion, Benevolo and Tafuri
and Dal Co—and address the challenges to these histories with the development of modernism beyond
Europe and the United States. We will focus on 'other' modernisms as sites of enunciations, both formal
and discursive, that will challenge these foundational histories. The aim is to gain a greater understanding
of modern architecture as a global endeavor, as well as to examine architecture history as an operative and
critical practice. In examining the historiography of modernism, the course aims to address contemporary
historiographic critiques and explore the present need of a global history of architecture.

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Cubism and its Aesthetic Others: Art in Paris, 1907-1937 (109914)
Maria Gough
Emergence, development, reception, and legacy of Cubism in Paris between 1907 and 1937, focusing on
Picasso, Braque, Léger, and Gris, the four major artists of the pioneering Galerie Kahnweiler. Having
analyzed the fundamental role of primitivism, tradition, mass culture, and the commodity form in Cubism's
genesis, our major endeavor is to unpack its ever-shifting relation to its aesthetic Others, namely,
abstraction, decoration, the ready-made, realism, and monumentalism. Crucial to this endeavor is a
thorough examination of the problem of medium in Cubism, considering not only drawing, easel painting,
collage, and constructed sculpture, but also mural painting, architecture, photography, and film.

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History of Art & Architecture 277Y

From Posada to Isotype: International Progressive Political Print Culture, 1900-1945 (207665)
Benjamin Buchloh

This seminar, open to Graduates and qualified undergraduates will trace the developments and exchanges
between presumably regressive and anti-technological media such as the woodcut and the linocuts in the
first half of the twentieth century, in its various geo-political contexts from Mexico and Germany to the
Soviet Union and China. Key figures to be studied will be Käthe Kollwitz and some of the German
Expressionists, José Posada, Leopoldo Mendez, Elizabeth Catlett and the Taller de Grafica Popular, Frans
Masereel, Gerd Arntz and Otto Neurath. The debates around and against photography and technological
media will be one of the theoretical challenges of the seminar, and the internationalization and interactions
through major critics and historians travelling to the Soviet Union and subsequently in exile in Mexico,
such as Hannes Meyer , Paul Westheim and Anna Seghers will form its historical horizons.

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On Line: Drawing Then and Now (207740)
Ewa Lajer-Burcharth
This seminar seeks to reassess the role of drawing in modern artistic culture. We will follow the trope of
line, the most basic drawing mark, not to construct a linear history of the medium, but to provide a selective
account of its uses, purposes, and functions as an instrument of modernity--or, as the case may be, of anti-
modernity. Focusing on the period spanning the eighteenth century to the present, we will approach
drawing not as a monolithic entity, but as a heterogenous phenomenon. We will consider it as a medium, a
practice, an object, and a concept, and explore its interaction with, and cross-pollination by, other mediums
and practices, (e.g., prints, photography; dance). We will discuss diverse approaches to draftsmanship–e.
g., chronometric, kinetic, embodied, sculptural, automatic, blinded, black–and different modes of practice,
(studio vs. urban drawing), and acquaint ourselves with procedures, techniques and materials by using
them ourselves. We will also participate in a life drawing class in order to get a better sense of what the
practice entails and what it makes possible.
Convened in the Harvard Art Museums study room, the seminars will offer students a hands-on
experience of the works of art combined with the discussion of the assigned readings. In an effort to
assess as well as reimagine the role of drawing, students will be encouraged to experiment with the format
of their final project: aside from the classic research paper, annotated drawing series, an exhibition project,
a film, a podcast and other inventive modes of presenting an argument will be welcome. (Enrollment
limited.)

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Photography in Weimar Germany, and in Exile, 1919-1959 (160002)
Benjamin Buchloh
The seminar, offered to graduate students and advanced qualified undergraduate art history majors, will
study the development of photographic practices in Weimar Germany, from 1918-1933, and trace a number
of selected case studies of photographers in exile in the US, Latin American countries and France after
1933.
Focusing on the opposition between the key movements of New Objectivity and New Vision, the seminar
will study the theoretical and artistic and cultural implications of this opposition, with August Sander and
Laszlo Moholy Nagy serving as the key opponents.
Particular emphasis will be given to the large number of female photographers working both as artists and
producers for the milieu of advertisement and fashion. In particular figures like Lotte Jacobi, Grete Stern
and Ellen Auerbach, Gisele Freund, Anne Biermann and Ilse Bing, will be at the center of our studies
tracing the differentiations in their oeuvres between Weimar and their production in Exile.
The seminar will read the major theoretical and critical literature on photography to emerge from the
Weimar debates as much as it will carefully study the increasingly detailed monographic accounts that
have been published over the past ten years on the work of these photographers.

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The Object in the Art Museum (211197)
Ethan Lasser
Rachel Saunders
Practicing art history in today's increasingly mobile art world—whether as a field curator, academic
researcher, critic, or other professional specialism—requires museum literacy, intellectual empathy, and
the ability to work in multiple voices and mediums, in addition to art historical expertise. This object-
centered seminar will introduce students to the central competencies required of art historians working in
or with museums today, ranging from skills for assessing the quality and authenticity of objects on the
market, to tools for working with living artists and presenting works of art to non-expert audiences.
Through practical and written assignments accompanied by key readings, as well as site visits and behind-
the-scenes introductions, students will gain an understanding of how the practice of art history in the
gallery both differs from and relates to its practice on the page. The course will consider the key issues,
debates, and interpretative strategies driving museum practice, and tackle existential questions about the
role and responsibility of the 21st-century museum. Throughout the semester, students will work towards
public-facing outcomes. They will identify potential acquisitions, and produce and present a temporary

installation at the end of the semester. The course will meet at the Harvard Art Museums, a uniquely rich
university museum environment endowed with deep collections and state of the art curatorial and
conservation facilities.

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Indian Esoteric Buddhism (207667)
Jinah Kim
This seminar explores the art of Indian Esoteric Buddhism from various interpretive vantage points. After a
brief historiographical introduction, the discussion will focus on unpacking recent scholarly discourses on
Esoteric or Tantric Buddhism in relation to the artistic productions in medieval South Asia (ca. 800-
1200CE). The two main topics for this semester will be 1) Saiva-Buddhist interactions as manifested in
iconographic (and artistic) articulations, and 2) trans-regional connections across Asia. Students will
engage in case studies exploring a historical relationship between ritual practices and artistic outputs in
various Esoteric Buddhist contexts, which include comparative examples from outside the Indian sub-
continent.

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History of Art & Architecture 286S

The Shoso-in Treasury (207672)
Yukio Lippit
Eugene Wang
David Roxburgh
This graduate seminar examines the remarkable array of objects preserved in the eighth-century Shōsō-in
Imperial Treasury in Nara, Japan. Each session will be centered around in-depth analysis of case studies
drawn from different categories of objects (painting, calligraphy, textiles, lacquerware, ceramics, glass, and
metalwork among others) created in different cultural regions along the Silk Road, spanning Persia and
Japan, from the sixth through eighth century. The goal will be to work outwards from specific objects to
larger themes including the interregional transmission of artistic techniques and cultural knowledge along
the Silk Road; transposition of modalities of making from one material or process into another; the role of

artifacts in diplomatic exchange; vernacular iconographies; pseudomorphology; the role of treasuries in
the construction of kingship; the relationship between art and environment in Central and East Asia; the
contribution of conservation science to discursive forms of art historical analysis; and the merits and
demerits of various digital humanities approaches to the study of the Silk Road and its cultural history.

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Topics in Pre-Columbian and Colonial Art (121209)
Thomas Cummins
Topics to be determined in consideration of interests of students.

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Displaying Latin America (207744)
Patricio del Real
Exhibitions have been integral to the promotion of modern architecture. They helped imagine, construct
and order a modern world under the hegemony of modernism. This graduate seminar explores the theory
and practice of exhibiting architecture. It focuses on 'Latin America' as a historical category imagined
through national and international magazines, pavilions and museum exhibitions in the 20th Century. Our
aim is to study how the 'exhibitionary complex'—to use Tony Bennett's characterization—engaged modern
architecture to help render visible a place called 'Latin America.'

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Jeffrey Hamburger
Individual work in preparation for the General Examination for the PhD degree or, by arrangement, on
special topics not included in the announced course offerings.

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David Roxburgh

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History of Art & Architecture 300 Section: 002

Jeffrey Hamburger

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Jeffrey Hamburger

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Felipe Pereda

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Ruth Bielfeldt

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Maria Gough

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Maria Gough

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Alina Payne

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Alina Payne

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Jennifer L. Roberts

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Jennifer L. Roberts

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Ewa Lajer-Burcharth

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Ewa Lajer-Burcharth

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Ioli Kalavrezou

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Ioli Kalavrezou

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Sarah Lewis

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Sarah Lewis

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Jinah Kim

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Jinah Kim

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Joseph Connors

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Joseph Connors

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Benjamin Buchloh

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Benjamin Buchloh

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Joseph Koerner

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Joseph Koerner

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Suzanne Blier

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Suzanne Blier

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Thomas Cummins

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Thomas Cummins

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Robin Kelsey

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Robin Kelsey

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Eugene Wang

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Eugene Wang

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Yukio Lippit

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Yukio Lippit

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David Roxburgh

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Felipe Pereda

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Patricio del Real

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Patricio del Real

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Shawon Kinew

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Methods and Theory of Art History (122674)
Jeffrey Hamburger
A team-taught course led by the DGS based on exemplary readings designed to introduce students to a
wide range of art-historical methods.
Course Notes: Limited to incoming graduate students in History of Art and

Architecture

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Works of Art: Materials, Forms, Histories (126514)
Jeffrey Hamburger
A series of team-taught workshops designed to sharpen skills in the observation, analysis, and historical
interpretation of works of art and architecture.
Course Notes: Enrollment open only to incoming graduate students in History of Art
and Architecture.

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Graduate Teaching (208363)

Graduate teaching course for students affiliated with History of Art and Architecture.

enroll)

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Graduate Teaching (208363)

Graduate teaching course for students affiliated with History of Art and Architecture.

enroll)

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David Roxburgh
Course Notes: May not be counted toward course requirements for the PhD degree.

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David Roxburgh

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Jeffrey Hamburger


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Jeffrey Hamburger

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Ruth Bielfeldt

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Ruth Bielfeldt

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Maria Gough


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Maria Gough

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Alina Payne

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Alina Payne


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Jennifer L. Roberts

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Jennifer L. Roberts

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Ewa Lajer-Burcharth


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Ewa Lajer-Burcharth

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Ioli Kalavrezou

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Ioli Kalavrezou


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Sarah Lewis


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Sarah Lewis

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Jinah Kim

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Jinah Kim


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Joseph Connors

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Joseph Connors

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Benjamin Buchloh


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Benjamin Buchloh

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Joseph Koerner

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Joseph Koerner

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Suzanne Blier


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Suzanne Blier

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Thomas Cummins

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Thomas Cummins


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Robin Kelsey

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Robin Kelsey

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Eugene Wang


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Eugene Wang

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Yukio Lippit

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Yukio Lippit


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Felipe Pereda

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Felipe Pereda

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Patricio del Real


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Patricio del Real

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Shawon Kinew

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History of Science
Subject: History of Science
History of Science 91R

Anne Harrington
Programs of directed reading and research to be conducted by a person approved by the Department.
Class Notes:
Anne Harrington and members of the Department

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History of Science 91R

Anne Harrington
Programs of directed reading and research to be conducted by a person approved by the Department.
Class Notes:
Anne Harrington and members of the Department

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History of Science 97
Anne Harrington

Sophomore tutorial is a hands-on course that introduces students to some of the most exciting and
productive questions in the history of science, technology and medicine, while developing critical reading,
presentation and discussion skills. Small groups of students will tackle different aspects of a larger theme
each week and share discoveries in sessions led by the faculty instructor. The course will be further
enhanced by a series of supervised individual projects.
Course Notes: Required for undergraduate concentration in History and Science.

Students must register for the plenary class session that meets on
Mondays from 9:00-11:45am OR 12:00-2:45pm, as well as a weekly
section to be arranged.
The 9:00 am class will begin at 9:45 am.
The 12:00pm class will begin at 12:45 pm.

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History of Science 97 Section: 002

Anne Harrington
Sophomore tutorial is a hands-on course that introduces students to some of the most exciting and
productive questions in the history of science, technology and medicine, while developing critical reading,
presentation and discussion skills. Small groups of students will tackle different aspects of a larger theme
each week and share discoveries in sessions led by the faculty instructor. The course will be further
enhanced by a series of supervised individual projects.
Course Notes: Required for undergraduate concentration in History and Science.

Students must register for the plenary class session that meets on
Mondays from 9:00-11:45am OR 12:00-2:45pm, as well as a weekly
section to be arranged.
The 9:00 am class will begin at 9:45 am.
The 12:00pm class will begin at 12:45 pm.

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Rebecca Lemov

This one-semester junior tutorial is a research-oriented tutorial taken in small groups. Focuses on
enhancing research and writing skills through the completion of a directed research paper on subject
matter of the student's interest. Must be taken during the fall semester (except for students not in
residence).

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Rebecca Lemov
This one-semester junior tutorial is a research-oriented tutorial taken in small groups. Focuses on
enhancing research and writing skills through the completion of a directed research paper on subject
matter of the student's interest. Must be taken during the fall semester (except for students not in
residence).

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History of Science 99A

Nadine Weidman
Faculty-led seminar and intensive work with an individual advisor, directed towards production of the
senior honors thesis.
Course Notes: Students are expected to complete a thesis or submit a research paper
or other approved project in order to receive course credit. This course
must be taken Sat/Unsat.
Class Notes: Nadine Weidman

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History of Science 99A Section: 002

Nadine Weidman

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History of Science 99B

Nadine Weidman
Class Notes: Nadine Weidman

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History of Science 99B Section: 002

Nadine Weidman


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Knowing the World: An Introduction to the History of Science (123398)
Hannah Marcus
Benjamin Wilson
What are the origins of modern science and of the scientific method? Have the ways of knowing the world
of different cultures and societies changed over time? How has scientific knowledge been related to other
enterprises such as art, religion, literature, and commerce? We will ask these questions and more through
a broad survey of many of the crucial moments in the development of science from the Scientific
Revolution of the 17th century to the present day. Topics and figures will include Galileo, evolution,
eugenics, the atomic bomb, and the human genome project.

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Inventing Science: Stars, Bodies, Books, and Beasts, 1500-1700 (205189)
Hannah Marcus
Between 1500 and 1700, a number of hugely consequential things happened in Europe that have

traditionally and collectively been called revolutionary – the Scientific Revolution. Copernicus and Galileo
reconfigured the cosmos, Vesalius exposed the inner workings of the human body, Bacon and Descartes
debated the fundamentals of scientific truth, and Newton reformulated the mathematical and physical
world. But how should we understand events like these? Was there really a Scientific Revolution and did it
really invent science? In this course, we will relate the classical moments associated with the early modern
history of science to new scholarship that will allow us to ask questions about this so-called revolution's
relationship to ancient and medieval science, the development of the arts in the Renaissance, the impact of
print, the politics of European imperial projects, early tensions between science and religion, and the
growth of new traditions of observation, empiricism, and rationalism in fields such as astronomy, medicine,
and natural history.

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The Century of Physics (205259)
Benjamin Wilson
The 20th century was a momentous period in the history of physics. It witnessed the collapse of the
classical certainties of the past and the emergence of startling new ideas about the nature of physical
reality, from the special and general theories of relativity to quantum mechanics, the physics of subatomic
particles, and cosmological theories of the structure and development of the universe. These new
understandings helped give rise to remarkable technological applications, from nuclear weapons to lasers.
In this course, we will study the ideas, events, and personalities that shaped physics in the 20th century. Of
particular interest are the entanglements between physics and the social and political currents of modern
history—from the maintenance of empire to the rise of totalitarianism, from world wars to the Cold War.

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History of Biotechnology (107858)
Sophia Roosth
What becomes of life when researchers can materially manipulate and technically transform living things?
In this course, we will historically investigate biotechnology in the twentieth and twenty-first centuries,
paying attention to how efforts to engineer life are grounded in social, cultural, and political contexts.

Topics include reproductive technologies, genetic engineering and cloning, genetically modified foods,
genomics, stem cells, intellectual property, and biosafety and biosecurity. The course is organized around
five crosscutting domains in which we will explore the ethical, legal, and social impacts of biotechnology:
(1) food, (2) property and law, (3) sex and reproduction, (4) disease and drugs, and (5) genomic identities.
We will read and discuss historical accounts of biotechnology, primary scientific publications, and legal
cases. We will learn to evaluate the social constitution and impact of biotechnology on daily life, as well as
how to place contemporary issues and debates in biotechnology in historical context.

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Animals in History (160366)
Janet Browne
Rebecca Lemov
This course serves as an introduction to animal studies while also exploring the history of animals in
relation to humans. Topics include the history of animals as food, laboratory animals, animal-human
boundaries, museum and zoo displays, conservation and extinction, panda diplomacy, the anti-vivisection
movement, animals in literature, and animals as pets. All these issues invest animals with crucial socio-
political meaning. There will be a field trip and perhaps films. Small research projects through the semester
will allow students to explore their own interests as well as relevant issues in the news. Among the things
that make animal studies such an interesting area is the constant need for scholars to be aware of their
own commitments and assumptions. Students from History, History of Science, and History and Literature
are all welcome.
Course Notes: Enrollment limited to 18.

Attribute Value(s)
History of Science 139V

Ecological Visions of Health and Disease (207919)
Warwick Anders

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Faculty of Arts and Sciences

Course Catalog Preview

African and African American Studies.....................................................................................................................................7

African & African Amer Studies 10

Course Notes: Required of concentrators in the African American Studies track.

Additional Course Attributes:

African & African Amer Studies 11

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African & African Amer Studies 20

2018 Fall (4 Credits) Schedule:

Additional Course Attributes:

African & African Amer Studies 91R

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Additional Course Attributes:

African & African Amer Studies 91R

Additional Course Attributes:

African & African Amer Studies 97

African & African Amer Studies 98

Additional Course Attributes:

African & African Amer Studies 98

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HARVARD UNIVERSITY Page 10 of 3783 5/10/2019 1:15 AM

African & African Amer Studies 98A

Additional Course Attributes:

African & African Amer Studies 98A

Additional Course Attributes:

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Course Notes: Enrollment limited to honors candidates.

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African & African Amer Studies 99B

Course Notes: Enrollment limited to honors candidates.

Additional Course Attributes:

African & African Amer Studies 100X Section: 01

HARVARD UNIVERSITY Page 12 of 3783 5/10/2019 1:15 AM

Additional Course Attributes:

African & African Amer Studies 100Y Section: 01

Additional Course Attributes:

African & African Amer Studies 116 Section: 01

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Additional Course Attributes:

African & African Amer Studies 117Y Section: 01

Additional Course Attributes:

African & African Amer Studies 118 Section: 01

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Additional Course Attributes:

African & African Amer Studies 123X

Additional Course Attributes:

African & African Amer Studies 123Y

HARVARD UNIVERSITY Page 15 of 3783 5/10/2019 1:15 AM

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African & African Amer Studies 123Z

Class Notes: Taught by a combination of lecture and discussion, with an additional

Additional Course Attributes:

African & African Amer Studies 125X

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Additional Course Attributes:

African & African Amer Studies 130X

Additional Course Attributes:

African & African Amer Studies 131X Section: 01

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African & African Amer Studies 131Y Section: 01

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